Status
Available
Call number
Collection
Publication
Random House USA (2014), Edition: 0, 254 pages
Description
Psychology. Self-Improvement. Study Aids & Workbooks. Nonfiction. HTML:In the tradition of The Power of Habit and Thinking, Fast and Slow comes a practical, playful, and endlessly fascinating guide to what we really know about learning and memory today�??and how we can apply it to our own lives. From an early age, it is drilled into our heads: Restlessness, distraction, and ignorance are the enemies of success. We�??re told that learning is all self-discipline, that we must confine ourselves to designated study areas, turn off the music, and maintain a strict ritual if we want to ace that test, memorize that presentation, or nail that piano recital. But what if almost everything we were told about learning is wrong? And what if there was a way to achieve more with less effort? In How We Learn, award-winning science reporter Benedict Carey sifts through decades of education research and landmark studies to uncover the truth about how our brains absorb and retain information. What he discovers is that, from the moment we are born, we are all learning quickly, efficiently, and automatically; but in our zeal to systematize the process we have ignored valuable, naturally enjoyable learning tools like forgetting, sleeping, and daydreaming. Is a dedicated desk in a quiet room really the best way to study? Can altering your routine improve your recall? Are there times when distraction is good? Is repetition necessary? Carey�??s search for answers to these questions yields a wealth of strategies that make learning more a part of our everyday lives�??and less of a chore. By road testing many of the counterintuitive techniques described in this book, Carey shows how we can flex the neural muscles that make deep learning possible. Along the way he reveals why teachers should give final exams on the first day of class, why it�??s wise to interleave subjects and concepts when learning any new skill, and when it�??s smarter to stay up late prepping for that presentation than to rise early for one last cram session. And if this requires some suspension of disbelief, that�??s because the research defies what we�??ve been told, throughout our lives, about how best to learn. The brain is not like a muscle, at least not in any straightforward sense. It is something else altogether, sensitive to mood, to timing, to circadian rhythms, as well as to location and environment. It doesn�??t take orders well, to put it mildly. If the brain is a learning machine, then it is an eccentric one. In How We Learn, Benedict Carey shows us how to exploit i… (more)
User reviews
LibraryThing member zzshupinga
ARC provided by LibraryThing and NetGalley
Something that I think we all struggle with, especially in recent years, is discovering how our brains work, how we learn, and how we can improve them. And the publishing industry is starting to catch on and publish books that distill this information into
This is a fun, entertaining, and engaging read, one that something everyone will get something out of and should be required reading for anyone in the education field. I give it four out of five stars.
Something that I think we all struggle with, especially in recent years, is discovering how our brains work, how we learn, and how we can improve them. And the publishing industry is starting to catch on and publish books that distill this information into
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layman’s terms, something that the average Joe or Jane can pick up, instantly recognize themselves in and learn something new. One of the first books that I read that did this was The Power of Habit (which is a marvelous book that everyone should read), which discussed how we form habits, how habits can be broken, and how new ones can be created, even when it seems as if the brain is slowing down. Now, Benedict Carey comes to us in How We Learn, to show us that some of the facts that we’ve believed for ages: learning is all about self-discipline, we must have designated study areas, we must have silence, and maintain rituals to ace our exams or do well at the big competition this weekend, can be, and most likely is, bullshit. Carey, an award-winning science reporter, walks us through research and studies to show us that from the moment that we are born we learn quickly, efficiently, and without effort, without having to have all of these other things in the way. It is only as we age, where we try to make up a system and listen to self help gurus or others that tell us what we must have to study and learn that we can begin to have difficulties. And Carey shows us this and takes us through how to recapture some of that form effortless learning so that it becomes less of a chore, and more of an everyday part of our life. In short, Carey shows us that we need to unlearn many of the things that we’ve learned and go back to the basics.This is a fun, entertaining, and engaging read, one that something everyone will get something out of and should be required reading for anyone in the education field. I give it four out of five stars.
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LibraryThing member Sovranty
The culture of learning has attempted to ingrain a single, perfect way to learn. And if you haven't learned it's more than likely because you haven't adhered to "the way" correctly. Knowing why something happens is the first step towards controlling it. The research in this book shows the way our
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brain/body learns is antipodes to what society has been told. Ultimately, everyone will learn differently, at different paces. However, I find this book extremely interesting in that it provides learning alternatives that feel more natural to the way we live. Show Less
LibraryThing member joshrskinner
This is a good book on learning and it is sure to cause the reader to question much of what is often considered iron-clad truth about memory, study, how we spend our time, etc.
Carey introduces many concepts that are, at least to me, pretty novel. The positive role of forgetting, the need for
One negative would be a bit of the writing. For example, when recording a quote utilizing a formula of "so and so told me" never sounds good. This work utilized that formula 39 times. That is definitely something an editor should have caught and worked to rephrase if for nothing other than the sheer repetitiveness of it.
That small issue(and in fairness I might just be addressing a pet peeve of my own) aside, this is a interesting work that, though tedious at parts, is a fun and informative read.
I received a review copy through Netgalley to offer a review.
Carey introduces many concepts that are, at least to me, pretty novel. The positive role of forgetting, the need for
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context variation in forming memories, the benefit of distributed learning and pretesting, incubation and distraction is not necessarily detrimental, and more. There is quite a bit of intriquing concepts and lots of data to process. One negative would be a bit of the writing. For example, when recording a quote utilizing a formula of "so and so told me" never sounds good. This work utilized that formula 39 times. That is definitely something an editor should have caught and worked to rephrase if for nothing other than the sheer repetitiveness of it.
That small issue(and in fairness I might just be addressing a pet peeve of my own) aside, this is a interesting work that, though tedious at parts, is a fun and informative read.
I received a review copy through Netgalley to offer a review.
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LibraryThing member EricaSJ
Have you ever wondered why you get your best ideas in the shower, or why solutions to problems suddenly become clear after a good night’s sleep? These and other puzzles of the mind are answered in How We Learn. Written by a science journalist and based on research studies, this book will
Topics include how the brain acquires new information, strengthening memory, problem solving, and putting the subconscious mind to work. In an entertaining and conversational style, Carey describes strategies such as taking breaks, tweaking sleep habits, changing study locations and times, and using tests as learning tools, not just for evaluation. Depending on the type of material being learned or the project being worked on, different strategies can be used. In his words, "A good hunter tailors the trap to the prey." The emphasis is on working smarter, in alignment with how the brain works, rather than toughing it out.
I received a free electronic advanced reading copy of this book from Netgalley, but received no other compensation.
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undoubtedly be useful for teachers, educational software developers, and high school and college students. But there's a wealth of information here for adult independent learners and productivity mavens, too, so it's likely to be popular with readers of "The Power of Habit," "The Willpower Instinct" and similar titles.Topics include how the brain acquires new information, strengthening memory, problem solving, and putting the subconscious mind to work. In an entertaining and conversational style, Carey describes strategies such as taking breaks, tweaking sleep habits, changing study locations and times, and using tests as learning tools, not just for evaluation. Depending on the type of material being learned or the project being worked on, different strategies can be used. In his words, "A good hunter tailors the trap to the prey." The emphasis is on working smarter, in alignment with how the brain works, rather than toughing it out.
I received a free electronic advanced reading copy of this book from Netgalley, but received no other compensation.
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LibraryThing member GaryLeeJones
A thorough and engaging survey of recent (and not-so-recent) scientific studies of the brain, learning, memory, and forgetting. Addressing the general reader, Carey wants to show us how learning can be accomplished without painful cramming, obsessive discipline, and all the drudgery we think we
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must use. Showing that research encourages study with breaks, in different settings, naps, and changing the subject--Carey says that such methods can actually improve learning, retention, and application of new ideas and information. The book is strongest on the kind of learning that can be counted--retention of names, facts, numerical equations, and the like; it also addresses less throughly the study of literature, arts, and ideas, along with the mastery of physical skills (juggling, basketball, pool, etc.). Good book for the general reader. Show Less
LibraryThing member Adeno
It offers offers very good insights into the nature of how we learn, remember and recall things. It is organized into the limited biology that is known, how we learn, improving recall, and how to approach so that we remember longer. Overall the book was very illuminating and put on paper some of
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the techniques that I have been using by chance throughout my graduate school and earlier. However this does set a good basis that can show where some paths of study may take in the future. Show Less
LibraryThing member ehousewright
Wouldn’t it make sense as you head back to school this fall to take an hour or two to read a book that shows what you might do to improve your chance of success? Especially if it requires only minor tweaks of study time, location and/or method? This book really does give you several
The section on testing is particularly interesting—what if tests were not (just) ways to measure achievement, but were also guides to what upcoming material is important or aids to remembering important materials and concepts long after testing is done? The book is written for learners, but teachers will find it helpful as well.
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research-backed hints for how to accomplish more with your study time. The book is thought provoking, readable and practical, and answers several questions about which way you might spend your time to achieve better results. Several short exercises are interleaved, giving you a chance to see for yourself how a technique impacts your learning. The section on testing is particularly interesting—what if tests were not (just) ways to measure achievement, but were also guides to what upcoming material is important or aids to remembering important materials and concepts long after testing is done? The book is written for learners, but teachers will find it helpful as well.
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LibraryThing member caalynch
This was a very easy read for the lay person on how we actually learn. The greatest insights presented were how we creatively problem solve and practical techniques on how to study more effectively. Carey supports his information with corresponding scientific research. I would recommend this book
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as a quick read for parents who want to try different studying ideas and any student who wants to better utilize their time in preparation for a class or test. Show Less
LibraryThing member lbeaumont
As soon as we shift focus from teaching to learning, understanding how our brains acquire information becomes paramount. The easy going, storytelling style of this book belies its depth and importance; this is a book about how brain cells form, hold onto, and retrieve new information.
How we do
+ Forgetting is essential to learning.
+ Recall is improved in an environment similar to where we originally learned the material.
+ Breaking up study time into several sessions spaced out over time—distributed learning—works better than a single continuous study session.
+ Testing is a powerful form of studying. Taking a test before studying the material improves the overall learning process.
+ Problem solving often occurs in four distinct stages: preparation, incubation, illumination, and verification. Distraction—stepping away from the problem—is important to allow incubation to occur subconsciously.
+ Interrupting an activity before it is completed helps in recalling the activity.
+ Interleaving tasks—practicing skills in a random sequence—deepens learning and better prepares us to transfer those skills to settings.
+ Perceptual learning methods tap our subconscious to discriminate or classify things that look similar to the untrained eye, but are critically different to the trained eye.
+ Sleep aids memory.
The book clearly presents convincing arguments for abandoning several traditional study rules and adopting new rules based on solid scientific research. The many studies supporting the conclusions are presented as fun-to-read stories. Although the author may extrapolate general conclusions from a few studies, and rarely presents opposing viewpoints, the arguments are convincing.
The book is clearly written, accessible, fun to read, and provides important new guidance on how we actually do learn.
How we do
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learn often differs from how we may have been taught to learn. Schoolmarms would be very surprised to find out what actually works. Here are some of the unusual conclusions developed in the book:+ Forgetting is essential to learning.
+ Recall is improved in an environment similar to where we originally learned the material.
+ Breaking up study time into several sessions spaced out over time—distributed learning—works better than a single continuous study session.
+ Testing is a powerful form of studying. Taking a test before studying the material improves the overall learning process.
+ Problem solving often occurs in four distinct stages: preparation, incubation, illumination, and verification. Distraction—stepping away from the problem—is important to allow incubation to occur subconsciously.
+ Interrupting an activity before it is completed helps in recalling the activity.
+ Interleaving tasks—practicing skills in a random sequence—deepens learning and better prepares us to transfer those skills to settings.
+ Perceptual learning methods tap our subconscious to discriminate or classify things that look similar to the untrained eye, but are critically different to the trained eye.
+ Sleep aids memory.
The book clearly presents convincing arguments for abandoning several traditional study rules and adopting new rules based on solid scientific research. The many studies supporting the conclusions are presented as fun-to-read stories. Although the author may extrapolate general conclusions from a few studies, and rarely presents opposing viewpoints, the arguments are convincing.
The book is clearly written, accessible, fun to read, and provides important new guidance on how we actually do learn.
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LibraryThing member eo206
I really enjoyed this book. It is interesting and gives a lot of practical typical tips that you can pick up and read quickly. The author is a journalist and very well written. I particularly enjoyed the parts where brain science was explained in easy to understand terms.
Originally I was
Originally I was
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interested in this book because I lead a lot of adult training classes. Understanding how people learn will make me a better trainer and improve the way I lead trainings and help learning stick better. Show Less
LibraryThing member msbaba
Naturally, the first thing that attracted me to this book was the subject matter, but the second reason I snatched it up was because I immediately recognized who the author was: Benedict Carey is a journalist I recognize and admire. I’m interested in practically all branches of science, but pay
I’m am pleased that I was given the opportunity to read and review an Advanced Reader’s Edition of “How We Learn: The Surprising Truth About When, Where, and Why It Happens.” Once I started reading it, I couldn’t put it down. Carey took a formidable subject—the neuroscience of learning—and made it easy and fun to discover scientists have learned about this topic in recent years.
This book targets the general reading population. It is written at a level that is easy for just about anyone to understand. Personally, I’d have preferred a book aimed slightly higher because I’ve already read a lot in this area, but the book still held my interest and I am happy I read it.
The book consists of discussions of all the latest research on the neurology of learning. Much of the book feels like sitting down with the author over coffee (or a beer) and having him enthusiastically and eloquently relate to you stories about hundreds of experiments that have lead us to all that we know today about the neurology of learning. All of the experiments are fascinating, but many are downright funny. Take, for example, this one: “… participants tried to memorize a word list they heard through earphones while standing with their heads inside a box containing multicolored flashing lights (two dropped out due to nausea). In another, subjects studied nonsense syllables while strapped to a board, which tipped on an axis like a teeter-totter, like some cruel schoolyard prank.” I had to laugh out loud when I read that. Science and scientists can be so bizarre! But most of the science stories he tells are about brilliantly conceived and executed experiments, each of which propelled us closer and closer to understanding how the brain learns best.
Naturally, I learned a lot while reading this book. Heck, it was a book about learning! And yes, I think I can actually remember a great deal of it. But the million-dollar question is: will I remember it all in a few weeks after I’ve read and reviewed half-a-dozen more books? The thing is: we do tend to remember what shocks us and there is a lot of shocking and amazing new knowledge about the science of learning between the covers of this fine book…so chances are I will continue to remember those parts that were the most shocking and those that prove to be most useful to me.
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close attention to advances in neuroscience, psychiatry, and neurology. Those just happen to be the ones that Carey also specializes in. That is why I am well aware of his style of writing and his achievements over the years.I’m am pleased that I was given the opportunity to read and review an Advanced Reader’s Edition of “How We Learn: The Surprising Truth About When, Where, and Why It Happens.” Once I started reading it, I couldn’t put it down. Carey took a formidable subject—the neuroscience of learning—and made it easy and fun to discover scientists have learned about this topic in recent years.
This book targets the general reading population. It is written at a level that is easy for just about anyone to understand. Personally, I’d have preferred a book aimed slightly higher because I’ve already read a lot in this area, but the book still held my interest and I am happy I read it.
The book consists of discussions of all the latest research on the neurology of learning. Much of the book feels like sitting down with the author over coffee (or a beer) and having him enthusiastically and eloquently relate to you stories about hundreds of experiments that have lead us to all that we know today about the neurology of learning. All of the experiments are fascinating, but many are downright funny. Take, for example, this one: “… participants tried to memorize a word list they heard through earphones while standing with their heads inside a box containing multicolored flashing lights (two dropped out due to nausea). In another, subjects studied nonsense syllables while strapped to a board, which tipped on an axis like a teeter-totter, like some cruel schoolyard prank.” I had to laugh out loud when I read that. Science and scientists can be so bizarre! But most of the science stories he tells are about brilliantly conceived and executed experiments, each of which propelled us closer and closer to understanding how the brain learns best.
Naturally, I learned a lot while reading this book. Heck, it was a book about learning! And yes, I think I can actually remember a great deal of it. But the million-dollar question is: will I remember it all in a few weeks after I’ve read and reviewed half-a-dozen more books? The thing is: we do tend to remember what shocks us and there is a lot of shocking and amazing new knowledge about the science of learning between the covers of this fine book…so chances are I will continue to remember those parts that were the most shocking and those that prove to be most useful to me.
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LibraryThing member sweeks1980
Benedict Carey's "How We Learn: The Surprising Truth about When, Where, and Why it Happens" is an often insightful and thought-provoking look at how people learn information. In contrast to many current ideas regarding learning, such as the importance of persistence or "grit" and the usefulness of
There are a number of things that I appreciated about Carey’s approach. Given the recent focus on grit, especially when it comes to learning and academic success, the information presented here is balanced. For instance, while the book notes that some distractions can be useful and that walking away when stuck on a problem can ultimately help us find and remember a solution, it also does not endorse constant slacking or procrastination. Instead, it suggests that focus is important, but that a prescriptive, regimented routine can be counterproductive. In other words, it urges us to take a grounded approach to learning. This is reasonable and achievable.
Also notable is Carey’s clear and accessible writing style. Learning and memory are both complex things, and making cognitive science and research understandable to laymen is a daunting task that holds a number of traps. The first is to simplify it so much that readers miss vital information. The second possible trap is to include so much detail that readers get bogged down and overwhelmed. Carey manages to avoid both problems, and the end result is that the book is informative without being too erudite. Additionally, his inclusion of anecdotes (from his experience and from the researchers and studies he includes) help prevent the text from being a dull slog from one set of results to another.
If there is a weakness in “How We Learn,” it is the lack of concrete takeaways that students (and teachers) can employ when it comes to optimizing learning. However, the blame here lies not with Carey or with the research he cites but with the complexity of the subject and of the human brain. Despite what some of the current literature suggests, mastering a concept and remembering it is not as simple as applying a set number of hours to a certain task. Instead, as with many things that involve the human element, the answer is messy, imprecise, and difficult to pin down. Carey and “How We Learn” portray this messiness in all of this imprecise glory.
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repeated practice, Carey's book presents research from a number of different studies that portrays learning in a different light. Instead of single-minded focus, the research here suggests that things like taking breaks and distractions do not inhibit learning and can actually help people learn and remember concepts.There are a number of things that I appreciated about Carey’s approach. Given the recent focus on grit, especially when it comes to learning and academic success, the information presented here is balanced. For instance, while the book notes that some distractions can be useful and that walking away when stuck on a problem can ultimately help us find and remember a solution, it also does not endorse constant slacking or procrastination. Instead, it suggests that focus is important, but that a prescriptive, regimented routine can be counterproductive. In other words, it urges us to take a grounded approach to learning. This is reasonable and achievable.
Also notable is Carey’s clear and accessible writing style. Learning and memory are both complex things, and making cognitive science and research understandable to laymen is a daunting task that holds a number of traps. The first is to simplify it so much that readers miss vital information. The second possible trap is to include so much detail that readers get bogged down and overwhelmed. Carey manages to avoid both problems, and the end result is that the book is informative without being too erudite. Additionally, his inclusion of anecdotes (from his experience and from the researchers and studies he includes) help prevent the text from being a dull slog from one set of results to another.
If there is a weakness in “How We Learn,” it is the lack of concrete takeaways that students (and teachers) can employ when it comes to optimizing learning. However, the blame here lies not with Carey or with the research he cites but with the complexity of the subject and of the human brain. Despite what some of the current literature suggests, mastering a concept and remembering it is not as simple as applying a set number of hours to a certain task. Instead, as with many things that involve the human element, the answer is messy, imprecise, and difficult to pin down. Carey and “How We Learn” portray this messiness in all of this imprecise glory.
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LibraryThing member Kathy_Dyer
Science writer, Benedict Carey, takes us from thinking we know about learning to peeling back the layers to get us to see what research tells us about leaning in How We Learn. Carey has collected a lot of data, summarized it and shared the results in ways that may challenge many of us to rethink
Yes, some of this research is not new. Yes, others have written about these topics. However, I haven't read anything where all of this science is put together in this manner. One of the style pieces that got my attention was the use of a strong "leading" sentence at the end of each section, which serves as a thought stimulator before moving to the next section. For me, I was left pondering how PLMs might be applied to helping teachers make split-second changes during instruction and what are the differences between incubation and percolation for me and my work.
(I do have to admit that I was thrilled to get an advance copy and LOL with the typo of "thirty-sex serves at a time.")
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what we know about learning. Presenting a balanced approach of personalized thinking and experiences with the concepts and comments that cause us to think, Carey presents findings that may be new and cause some cognitive dissonance for the reader. Such as the piece we've all heard about needing a quiet place and the same place to learn, which Carey points out research has shown may not be so. Research shows that different locations and music (or other sounds) in the background may actually enhance the learning (build our stored memory) for many of us.Yes, some of this research is not new. Yes, others have written about these topics. However, I haven't read anything where all of this science is put together in this manner. One of the style pieces that got my attention was the use of a strong "leading" sentence at the end of each section, which serves as a thought stimulator before moving to the next section. For me, I was left pondering how PLMs might be applied to helping teachers make split-second changes during instruction and what are the differences between incubation and percolation for me and my work.
(I do have to admit that I was thrilled to get an advance copy and LOL with the typo of "thirty-sex serves at a time.")
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LibraryThing member dimwizard
We are starting home schooling our 5 and 2 1/2 year olds. This book gives a good overview of the learning process, reviews some current thoughts on education. Probably too large a scope for what i needed it for but nonetheless well written and organized.
LibraryThing member mitchellray
Benedict Carey has written a readable, fascinating, and practical book about learning. In "How We Learn", Carey surveys over a century of learning research and extracts lessons anyone can apply to increase learning effectiveness. Carey cites research that disproves much of what we have been taught
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about how to learn. Distractions, varying study routines, forgetting can all increase learning effectiveness. Much of the study advice students receive is actually wrong. Educators, students, parents, athletes, anyone needing to learn—which is all of us—will benefit from reading this book. Carey summarizes many of the findings described in the book in an appendix composed in a question and answer format. It would have been more helpful if he had outlined the learning recommendations scattered throughout the book in a more direct format. This is the only disappointment of the book. Otherwise, "How We Learn" should prove a valuable guide to increased learning effectiveness. Show Less
LibraryThing member DavidWineberg
Memory and learning are not the same thing, but How We Learn tries to unite them. The first half of the book is about innumerable ways people try to memorize. And there as many studies as there are ways. Cramming will let you remember things the next day, but like a telephone number you learn in a
Carey says the human brain has the capacity to store the equivalent of three million television shows, which translates into every moment of an entire lifetime. Retrieving all that data however, is problematic. We don’t do that very well. But it’s there. That’s why you might suddenly remember something that happened in childhood that you hadn’t thought of in years, but comes back clearly while thinking about something else entirely. There was an association there. That’s why your brain called it up, but you probably missed it.
Learning is more than memorizing. Learning means you internalize facts, methods and images, and you manipulate them as needed to your advantage. So breaking up learning sessions by applying the knowledge allows you to take ownership of it; it’s all yours if you go farther than just memorizing. There is a disused saying that if you use a new word in three sentences, it’s yours forever. Turns out there’s truth in that.
The learning portion of the book is also a constant emphasis on interleaving, varying activities so that learning one thing is not the only activity. Study after study after study after study shows that the more varied things test subjects do, the more they learn what researchers want them to. This includes having to think about applying what has been learned, diverting to some other subject, and even sleeping.
But with all the studies he explores, Carey never examines the interleaving of mind-altering drugs. There is an entire school of thought that claims the mind-expanding properties of certain chemicals leads to far greater mental processing and creativity than say, cramming for an exam. Great scientists, authors and artists publicly claim they solved problems or had eureka insights or created masterpieces thanks to a session with some drug or other. It should be mentioned if only to dismiss it. But Carey ignores it.
Another learning area Carey doesn’t explore is categorization compared to association. Our brains are pre-tech. They don’t know about number and letter combinations. They don’t file things alphabetically or by date. They file them by association. Just recently (May 2014), San Diego hosted a memorizing contest with acclaimed contestants from around the world. The winners all used the same method: they pictured a scene they liked while memorizing a list of numbers or letters or syllables or words. When they recalled the scene, there were the test letters, ready to be repeated. This turns out to be the standard practice of all the great memory experts. It leverages the brain’s own method of image association, because that’s how we work internally. So taking in the surroundings where you’re memorizing is a hugely important factor in how much you remember.
Burying your head in a book or a screen – not so much.
Categorization vs association is something Douglas Hofstader beat to death in Surfaces and Essences, but Carey doesn’t give him or it any ink.
How We Learn has far too much padding for my tastes. Carey loves to give lists of examples, and he likes to get chatty with the reader. It diminishes the impact and slows you down. The studies go on ad infinitum.
The bottom line is we can memorize, but we learn best if we use our brains to employ what we’ve memorized. Otherwise the memory disappears – the next day or the next week or the next month. This is no breakthrough.
David Wineberg
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bar, it vaporizes soon after. The best way to memorize is to take lots of breaks; change subjects, follow a distraction, even sleep. They are all proven to give better results than marathon memorizing. Studies show twice as much.Carey says the human brain has the capacity to store the equivalent of three million television shows, which translates into every moment of an entire lifetime. Retrieving all that data however, is problematic. We don’t do that very well. But it’s there. That’s why you might suddenly remember something that happened in childhood that you hadn’t thought of in years, but comes back clearly while thinking about something else entirely. There was an association there. That’s why your brain called it up, but you probably missed it.
Learning is more than memorizing. Learning means you internalize facts, methods and images, and you manipulate them as needed to your advantage. So breaking up learning sessions by applying the knowledge allows you to take ownership of it; it’s all yours if you go farther than just memorizing. There is a disused saying that if you use a new word in three sentences, it’s yours forever. Turns out there’s truth in that.
The learning portion of the book is also a constant emphasis on interleaving, varying activities so that learning one thing is not the only activity. Study after study after study after study shows that the more varied things test subjects do, the more they learn what researchers want them to. This includes having to think about applying what has been learned, diverting to some other subject, and even sleeping.
But with all the studies he explores, Carey never examines the interleaving of mind-altering drugs. There is an entire school of thought that claims the mind-expanding properties of certain chemicals leads to far greater mental processing and creativity than say, cramming for an exam. Great scientists, authors and artists publicly claim they solved problems or had eureka insights or created masterpieces thanks to a session with some drug or other. It should be mentioned if only to dismiss it. But Carey ignores it.
Another learning area Carey doesn’t explore is categorization compared to association. Our brains are pre-tech. They don’t know about number and letter combinations. They don’t file things alphabetically or by date. They file them by association. Just recently (May 2014), San Diego hosted a memorizing contest with acclaimed contestants from around the world. The winners all used the same method: they pictured a scene they liked while memorizing a list of numbers or letters or syllables or words. When they recalled the scene, there were the test letters, ready to be repeated. This turns out to be the standard practice of all the great memory experts. It leverages the brain’s own method of image association, because that’s how we work internally. So taking in the surroundings where you’re memorizing is a hugely important factor in how much you remember.
Burying your head in a book or a screen – not so much.
Categorization vs association is something Douglas Hofstader beat to death in Surfaces and Essences, but Carey doesn’t give him or it any ink.
How We Learn has far too much padding for my tastes. Carey loves to give lists of examples, and he likes to get chatty with the reader. It diminishes the impact and slows you down. The studies go on ad infinitum.
The bottom line is we can memorize, but we learn best if we use our brains to employ what we’ve memorized. Otherwise the memory disappears – the next day or the next week or the next month. This is no breakthrough.
David Wineberg
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LibraryThing member trisarahdactyl
The title is pretty self-explanatory. How We Learn is a non-fiction book in which author Benedict Carey recites and discusses what the field of psychology has learned about, ahem, learning. Overall, I definitely enjoyed it. I liked his writing, for the most part. It was clear that he was trying to
The topic itself was extremely interesting, especially as a recent college graduate. Everything I was reading about felt applicable to my own life, causing me to take note of sections I wanted to reread and put into practice. Everything I read piqued my interest and made me want to seek out more information. It’s interesting to see how everything we think we know about learning may actually be counter intuitive to learning. I would definitely recommend this book to others and give it 4/5 stars.
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make things light and keep any dense topics from getting too boring. While it did feel like a little much at times, it worked as a general style. Writing this way also ensured that the book would be accessible to most laypeople, which I always like to see in non-fiction books.The topic itself was extremely interesting, especially as a recent college graduate. Everything I was reading about felt applicable to my own life, causing me to take note of sections I wanted to reread and put into practice. Everything I read piqued my interest and made me want to seek out more information. It’s interesting to see how everything we think we know about learning may actually be counter intuitive to learning. I would definitely recommend this book to others and give it 4/5 stars.
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LibraryThing member _Zoe_
I try to avoid saying that a book is a “must-read”, but if you’re interested in learning science, you’ll probably want to read this one. There’s been a lot of progress in the field in recent decades, and Carey brings together the findings from numerous studies into an accessible and
Each chapter is focused on a different aspect of learning and how it can be improved. The topics include spaced repetition (the ideal gaps between study sessions to maximize retention), the value of interruptions and deliberate breaks when working on a tricky problem, self-testing and how to avoid the illusion of fluency created by passive reviewing, the benefits of mixing up your study/practice sessions rather than focusing on the same skill for long chunks of time, and even the importance of sleep. All of these chapters include explanations of the studies that led to their conclusions.
Carey’s writing is very clear and readable, as you’d expect from a journalist, but I still found that this book took me a while to get through because there was just so much helpful information to take in. The theme throughout is that there are lots of specific techniques that we can use to improve our learning efficiency and ultimately learn more without making a huge additional investment of time. It’s a very encouraging message, and I’m definitely planning to keep this book around so that I can refer back to the specific techniques that he discusses. The book will be of particular interest to teachers and students, but I think pretty much anyone can benefit from applying these approaches in their daily lives.
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practical book for the layperson.Each chapter is focused on a different aspect of learning and how it can be improved. The topics include spaced repetition (the ideal gaps between study sessions to maximize retention), the value of interruptions and deliberate breaks when working on a tricky problem, self-testing and how to avoid the illusion of fluency created by passive reviewing, the benefits of mixing up your study/practice sessions rather than focusing on the same skill for long chunks of time, and even the importance of sleep. All of these chapters include explanations of the studies that led to their conclusions.
Carey’s writing is very clear and readable, as you’d expect from a journalist, but I still found that this book took me a while to get through because there was just so much helpful information to take in. The theme throughout is that there are lots of specific techniques that we can use to improve our learning efficiency and ultimately learn more without making a huge additional investment of time. It’s a very encouraging message, and I’m definitely planning to keep this book around so that I can refer back to the specific techniques that he discusses. The book will be of particular interest to teachers and students, but I think pretty much anyone can benefit from applying these approaches in their daily lives.
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LibraryThing member thehistorychic
Listened for Review (Random House Audio)
Overall Rating: 4.00
Information Rating: 4.00
Audio Rating: 4.00 (not part of the overall rating)
Read It File It (Short Review): How We Learn by Benedict Carey was rather interesting to me. I have always been a person who couldn't study in quiet (no matter how
Audio Thoughts:
Narrated by: Steve Kramer /Length: 7 hrs and 20 mins
Steve did a good job with the narration but there are parts of the book that are better suited for reading (or maybe a handout/pdf/cd extra). Overall though (keeping with the theme) listening to the book probably made me get more from it!
Overall Rating: 4.00
Information Rating: 4.00
Audio Rating: 4.00 (not part of the overall rating)
Read It File It (Short Review): How We Learn by Benedict Carey was rather interesting to me. I have always been a person who couldn't study in quiet (no matter how
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much it was suggested) and always has to have something "noisy" while learning. It was interesting to read how that is a way people learn and the science behind it.Audio Thoughts:
Narrated by: Steve Kramer /Length: 7 hrs and 20 mins
Steve did a good job with the narration but there are parts of the book that are better suited for reading (or maybe a handout/pdf/cd extra). Overall though (keeping with the theme) listening to the book probably made me get more from it!
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LibraryThing member ronincats
This Advance Reader's Edition was provided by Random House through the Early Reviewers program on LibraryThing.
As a professional in the field (graduate school in cognitive psychology back in the days when it was first being called that, and a life long interest in information processing and
Two errors were noted in the ARC: an incorrect image was used on page 206 and "non-trategy" on page 219. Hopefully, both were corrected for the published edition.
As a professional in the field (graduate school in cognitive psychology back in the days when it was first being called that, and a life long interest in information processing and
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learning during 35 years of working as a school psychologist), I was very interested in seeing how this long-time science reporter conceptualized and documented this topic. And I was very pleasantly surprised. Without getting technical, Carey succeeds in taking a broad view of a diverse range of psychological research and presenting it in understandable and applicable language. I'll definitely be sharing this with some of my fellow educators.Two errors were noted in the ARC: an incorrect image was used on page 206 and "non-trategy" on page 219. Hopefully, both were corrected for the published edition.
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LibraryThing member brieanne.allen
Overall, I enjoyed the book immensely. The only downside was that it took me awhile to get into the first chapter or two, but once I did I read most of it pretty quickly.
As a educator, I was very interested in learning more about how we learn and how our brain works. It was also a great balance of
My two favorite chapters were about learning context and study time.
As a educator, I was very interested in learning more about how we learn and how our brain works. It was also a great balance of
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sharing the science while also having it accessible to the general population.My two favorite chapters were about learning context and study time.
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LibraryThing member debnance
I had high hopes for this book. I’m terribly interested in how we learn, so it was the “how we learn” along with “the surprising truth” that intrigued me. Here’s the real truth: How We Learn covers “how we learn” moderately well, at least as well as my educational psychology class
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from 1976. But, sadly, I didn’t run across any surprises here. And, if you wish, we can attribute that to my keeping up with current learning theories rather well instead of failures of the book. Show Less
LibraryThing member justmeRosalie
I find this book very interesting. As often happens in my home, family members will abscond with my Early Reviewers book to read for themselves before I've finished it. Mr Kelsey is currently reading HOW WE LEARN by Benedict Carey... "One of the best books I've ever read," he says. [Mr. Kelsey is
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very much a bibliophile, which gives his opinion credibility. ] "If only I had this book when I was twelve years old," he laments. The instinctive ways we used to learn often were discouraged and frowned upon in our formative years. HOW WE LEARN suggests it might not have been the better way. Effective ways could very well be what you felt like doing in the first place. Many natural ways have shown to hold a lot of merit. Learning is likely a more natural process than we thought. For example: It turns out it doesn't have to be mandatory that you study at the same place at the same time everyday, as Mr. Kelsey insisted with our children so often. And it MIGHT BE OKAY to study with loud music in the background. I remember my children arguing with me that they actually did better with background noise. Of course, I had been taught not to believe such nonsense. Mr K. wants to buy another copy of the book for himself, one he can mark up properly. He is also manifesting a growing desire to learn and study and teach and read..... a compliment and high recommendation for Mr. Cary's book and it's influence I'd say. Five stars for sure. Show Less
LibraryThing member buchowl
This is a book that challenges conventional ideas about learning methods.
Everyone wants to increase their learning skills. If you think that focusing, buckling down and concentrating are the best/only ways to accomplish learning you may be in for a surprise. How about forgetting, distraction and
There are many things I liked about this book. This was not my inital response as I felt it started off as a re-hash of a basic Psych 101 course. But the further I read the more impressed I became. Carey drew me in with a series of learning hacks that were not only imminently doable but also solidly backed by science. The hacks were also specific - what works well for language learning did not always work for math learning for instance. My favorite part of the book was Chapter 10 - You Snooze, You Win which covers how sleep can be used to the best advantage to retain material.
One thing that I felt was lacking were short chapter summaries at the end of each chapter (making the hack easy to refer to later). Instead of individual summaries there was an appendix of Eleven Essential Questions that does a similiar job. If I were trying to decide whether this book was a worthwhile read I would read this section first - it works as somewhat of a synopsis for the entire book.
I found the book fascinating and well written. Obvious target audiences would be parents and students. My wish would be that teachers and school boards would also read and use these methods but with the current emphasis so much on testing I'm afraid that would probably be a hard sell. Highly recommended for anyone interested in learning methods.
Everyone wants to increase their learning skills. If you think that focusing, buckling down and concentrating are the best/only ways to accomplish learning you may be in for a surprise. How about forgetting, distraction and
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napping as study aids? Confused? According to author Benedict Carey many of the things that are supposed to enhance learning actually make it more difficult and things that are thought to be a hinderance may be more beneficial then given credit for. Carey carefully reveals what works and why, using solid methods and research. There are many things I liked about this book. This was not my inital response as I felt it started off as a re-hash of a basic Psych 101 course. But the further I read the more impressed I became. Carey drew me in with a series of learning hacks that were not only imminently doable but also solidly backed by science. The hacks were also specific - what works well for language learning did not always work for math learning for instance. My favorite part of the book was Chapter 10 - You Snooze, You Win which covers how sleep can be used to the best advantage to retain material.
One thing that I felt was lacking were short chapter summaries at the end of each chapter (making the hack easy to refer to later). Instead of individual summaries there was an appendix of Eleven Essential Questions that does a similiar job. If I were trying to decide whether this book was a worthwhile read I would read this section first - it works as somewhat of a synopsis for the entire book.
I found the book fascinating and well written. Obvious target audiences would be parents and students. My wish would be that teachers and school boards would also read and use these methods but with the current emphasis so much on testing I'm afraid that would probably be a hard sell. Highly recommended for anyone interested in learning methods.
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LibraryThing member dickmanikowski
Interesting examination of psychological research into how people learn.
Language
Original language
English
Original publication date
2014-09-09
Physical description
254 p.; 6.1 inches
ISBN
0812999118 / 9780812999112