The New Science of Learning
How to Learn in Harmony with Your Brain
Edition: 2

Foreword by Kathleen F. Gabriel
Paper: 978 1 62036 657 8 / $19.95
 
Due: December 2018  
 

Cloth: 978 1 62036 656 1 / $95.00
 
Due: December 2018  
 

Lib E-Book: 978 1 62036 658 5 / $95.00 Due: December 2018  
About Library E-Book

 

E-Book: 978 1 62036 659 2 / $15.99
 
Due: December 2018  
 

Publisher: Stylus Publishing
192 pp., 5 1/2" x 8 1/4"
figures & tables
Learning to learn is the key skill for tomorrow. This breakthrough book builds the foundation every student needs, from freshman orientation to graduate school.

The second edition of this bestselling student text has been considerably updated with the latest findings from cognitive science that further illuminate learning for students, and help them understand what’s involved in retaining new information.

Beyond updating every chapter with insights from new research, this edition introduces a range of additional topics – such as cognitive load, learned helplessness, and persistence – all of which provide students with immediately usable information on how to regulate their lives to maximize learning and fulfillment in college.

The premise of this book remains that brain science shows that most students' learning strategies are highly inefficient, ineffective or just plain wrong; and that while all learning requires effort, better learning does not require more effort, but rather effectively aligning how the brain naturally learns with the demands of intellectual work. This book explicates for students what is involved in learning new material, how the human brain processes new information, and what it takes for that information to stick, even after the test.

This succinct book explains straightforward strategies for changing how to prepare to learn, engage with course material, and set about improving recall of newly learned material at will. This is not another book about study skills and time management strategies, but instead an easy-to-read description of the research about how the human brain learns in a way that students can put into practice right away.

Table of Contents:
Foreword
Introduction

1) A New Look at Learning
2) Sleep, Naps and Breaks
3) Exercise and Learning
4) Using All Your Senses to Learn and Remember
5) Patterns in Learning
6) Memory
7) Mindset Towards Learning
8) Paying Attention
9) A Message from the Authors

Appendix A: Cooperation and Teamwork
Index


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Reviews & Endorsements:
"This new edition is a fascinating book for students, and a valuable resource for professors, advisors, tutors in academic support centers, and even coaches. Terry Doyle and Todd Zakrajsek have updated their book to include the latest research on how our brains learn and factors that can help increase one's learning power by using researched-based strategies. In every-day terms, they have broken down the ‘scientific’ workings of the brain and give practical advice that students can use to help them increase their learning and recall, especially when they are challenged with difficult tasks.

Doyle and Zakrajsek give their readers a solid foundation for becoming lifelong learners in a way that is harmonious with the scientific learning. They do not promise a magical transformation with ease, but they do give readers ways to transform their learning capacity by using research-based strategies so that the time and effort spent is worthwhile and rewarding. This book is perfect for students to learn about methods and activities to use when learning so that their time and efforts are maximize."
- Kathleen F. Gabriel, Associate Professor, School of Education , California State University, Chico
"Readable, practical, playful, and fresh. The New Science of Learning should be a required read for all college students and faculty. Doyle and Zakrajsek provide up to date research on essential learning processes that have significant impact on factors that affect students today. This groundbreaking and engaging book will lead to increased student learning and success, while promoting critical thinking and discussion."
- Stacey S. Souther, Associate Professor of Psychology , Cuyahoga Community College