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How We Learn
11hrs 42mins
Learning is a lifelong adventure. It starts in your mother's womb, accelerates to high speed in infancy and childhood, and continues through every age, whether you're actively engaged in mastering a new skill, intuitively discovering an unfamiliar place, or just sleeping, which is fundamental to helping you consolidate and hold on to what you've learned. You are truly born to learn around the clock.
But few of us know how we learn, which is the key to learning and studying more effectively. For example, you may be surprised by the following:
People tend to misjudge what they have learned well, what they don't yet know, and what they do and do not need to practice.
Moments of confusion, frustration, uncertainty, and lack of confidence are part of the process of acquiring new skills and new knowledge.
Humans and animals explore their worlds for the sake of learning, regardless of rewards and punishment connected with success.
You can teach an old dog new tricks. In fact, older learners have the benefit of prior knowledge and critical skills—two advantages in learning.
Shedding light on what's going on when we learn and dispelling common myths about the subject, How We Learn introduces you to this practical and accessible science in 24 half-hour lectures presented by Professor Monisha Pasupathi of the University of Utah, an award-winning psychology teacher and expert on how people of all ages learn.
Learning is a lifelong adventure. It starts in your mother's womb, accelerates to high speed in infancy and childhood, and continues through every age, whether you're actively engaged in mastering a new skill, intuitively discovering an unfamiliar place, or just sleeping, which is fundamental to helping you consolidate and hold on to what you've learned. You are truly born to learn around the clock.
But few of us know how we learn, which is the key to learning and studying more effectively. For example, you may be surprised by the following:
People tend to misjudge what they have learned well, what they don't yet know, and what they do and do not need to practice.
Moments of confusion, frustration, uncertainty, and lack of confidence are part of the process of acquiring new skills and new knowledge.
Humans and animals explore their worlds for the sake of learning, regardless of rewards and punishment connected with success.
You can teach an old dog new tricks. In fact, older learners have the benefit of prior knowledge and critical skills—two advantages in learning.
Shedding light on what's going on when we learn and dispelling common myths about the subject, How We Learn introduces you to this practical and accessible science in 24 half-hour lectures presented by Professor Monisha Pasupathi of the University of Utah, an award-winning psychology teacher and expert on how people of all ages learn.
12 pages, Audible Audio
First published January 1, 2013
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Displaying 1 - 30 of 38 reviews
December 20, 2014
This was a very good (but not great) course. The instructor was good. The material was good. All in all a very solid showing. Definitely worth the time and money.
If you've never takin undergraduate cognitive psychology, than this material is absolutely essential. If you have takin cognitive psychology or learning theory than this will be a good refresher (if you're like me, than you have forgotten a lot of it and a refresher is always welcome).
Everyone should be introduced to this material at the beginning of their college careers because it precisely delineates the best ways to learn and study.
Most people (even excellent students) study ineffectively. I know I used to before I took cognitive psych. In fact I still do at times because of how deeply ingrained these bad ideas and habits are.
For example; studying in long sessions is much less effective than studying in lots of little sessions distributed over time. Sleeping is also very important to consolidate new learning. Therefore, the old tradition of staying up all night and "cramming" during finals week is a really really slammin bad way to go.
Elaborative learning (unpacking an idea) as opposed to simple repetition, relating the information to personal examples where ever possible, connecting the idea to visual images, practicing recall and self testing are all other consistently reliable, experimentally validated methods for effective studying.
The course is much more than study advice. It's a broad primer on learning theory. Beginning with the ol' behaviorist classical and operant conditioning paradigms and continuing through the basic neuroscience of learning.
My only complaint is that the section on emotions and learning was a little under developed. Particularly the discussion on the evolutionary function of "positive" affect.
After asserting that fear had an obvious evolutionarily conditioned function (to motivate "fight or flight" behavior) the instructor had a hard time conceiving of the adaptive advantage of so called positive affect.
If you're comfortable asserting that negative affect is evolutionarily conditioned (and she is, so good on her for that), than it's a failure of imagination not to be able to at least generate some plausible hypothesis that positive affect may also somehow motivate behaviors related to survival and reproduction.
Additionally, I think the instructor got Barbra Fredrickson's (broaden and build) theory of positive affect all wrong. The way she rendered the theory was confusing so it's hard to tell. Either way it wasn't effective.
Anyway. These are relatively small complaints. She's an excellent lecturer and the good stuff in the course far outweighs the mediocre. So if you're on the fence, take this as a hearty endorsement.
If you've never takin undergraduate cognitive psychology, than this material is absolutely essential. If you have takin cognitive psychology or learning theory than this will be a good refresher (if you're like me, than you have forgotten a lot of it and a refresher is always welcome).
Everyone should be introduced to this material at the beginning of their college careers because it precisely delineates the best ways to learn and study.
Most people (even excellent students) study ineffectively. I know I used to before I took cognitive psych. In fact I still do at times because of how deeply ingrained these bad ideas and habits are.
For example; studying in long sessions is much less effective than studying in lots of little sessions distributed over time. Sleeping is also very important to consolidate new learning. Therefore, the old tradition of staying up all night and "cramming" during finals week is a really really slammin bad way to go.
Elaborative learning (unpacking an idea) as opposed to simple repetition, relating the information to personal examples where ever possible, connecting the idea to visual images, practicing recall and self testing are all other consistently reliable, experimentally validated methods for effective studying.
The course is much more than study advice. It's a broad primer on learning theory. Beginning with the ol' behaviorist classical and operant conditioning paradigms and continuing through the basic neuroscience of learning.
My only complaint is that the section on emotions and learning was a little under developed. Particularly the discussion on the evolutionary function of "positive" affect.
After asserting that fear had an obvious evolutionarily conditioned function (to motivate "fight or flight" behavior) the instructor had a hard time conceiving of the adaptive advantage of so called positive affect.
If you're comfortable asserting that negative affect is evolutionarily conditioned (and she is, so good on her for that), than it's a failure of imagination not to be able to at least generate some plausible hypothesis that positive affect may also somehow motivate behaviors related to survival and reproduction.
Additionally, I think the instructor got Barbra Fredrickson's (broaden and build) theory of positive affect all wrong. The way she rendered the theory was confusing so it's hard to tell. Either way it wasn't effective.
Anyway. These are relatively small complaints. She's an excellent lecturer and the good stuff in the course far outweighs the mediocre. So if you're on the fence, take this as a hearty endorsement.
November 22, 2017
This was a great lecture series if you're interested in the general concepts of learning, starting from when we are born all the way through old age. Some of the information I already knew, but a large portion of it was new to me, especially concerning particular studies. Dr. Pasupathi has a wonderful voice to listen to, she's very precise in how she words and explains concepts, and she has no problem saying when we just don't know something yet. Those were the parts I actually found most fascinating, because we are always told what we "know", but you don't necessarily hear about the shortcomings of those theories or the things we can't even begin to figure out how to test yet. My favorite lectures were definitely the last few. Those dealt with types of intelligence, learning styles, IQ, and all sorts of concepts you hear thrown around in daily life. Pasupathi breaks these down into where the ideas came from, how they have been used or misconstrued, and whether there is any merit or use for them. She did this with all of her lectures, but the last few were more interesting to me because they can be applied to everyday life. If you like psychology, or are particularly interested in how different people of all ages learn, then give this a shot!
March 18, 2021
Watch a detailed review along with my favorite ideas and takeaways at:
https://youtu.be/rAl1Y5O9q0o
https://youtu.be/rAl1Y5O9q0o
July 31, 2024
This class is full of many studies and little practical application. Pasupathi focuses on the science and data behind a lot of claims.
December 26, 2020
Широкий курс о различных формах того как мы постигаем информацию: от самых ранних движений до обучению музыке и иностранным языкам, образовательным стратегиям, обучению искусству рассказывания историй и т.д. Лично мне курс помог лучше понять, как нужно формировать образовательные программы. Особенных успехов мы достигли с Машей Борисенок в формировании технического задания к редизайну платформы «Теплосеть».
Автор курса, Мониша Пасупати – профессор психологии развития Университета Юта. Собственной статьи в Википедии нет, но есть внушительный послужной список академических работ в области раннего детского развития.
Ниже перечислю только те куски знания, которые оказались лично мне в новинку.
1. Для по-настоящему глубокого обучения, человек не должен ощущать себя находящимся в контролируемой среде и иметь возможность совершать значимый выбор. Эта мысль привела меня к тому, что игрофикация образовательных платформ должна быть сделана значительно тоньше, а сам процесс обучения должен вращаться не от материала, а от запросов и свободного выбора пользователей платформы.
2. Понятия «ландшафт действия» и «ландшафт сознания», введенные психологом Джеромом Брюннером. Оба ландшафта – термины, введенные Брюннером как составные части любой истории. Если ландшафт действия истории описывает непосредственно разворачивающиеся события (что произошло), то ландшафт сознания – внутренняя речь протагониста, включенного в действие, т.е. то, что чувствует рассказчик (желания и эмоции рассказчика). На русском об этом можно почитать здесь: https://www.academia.edu/8587091/%D0%...
3. Понятие «Искупительного повествования» Дэна МакАдамса как жанр авто-сторителлинга (т.е. повествования своей собственной, личной истории). Из русскоязычного источника о МакАдамсе читаем об одном из его исследований: «Одной общей темой оказалось искупление, особенно среди людей, которых он называет «высоко генеративными», — тех, которые выступали добровольцами в бесплатных кормлениях или политических кампаниях, начинали свою собственную благотворительную некоммерческую деятельность или иным образом стремились оказать положительное влияние на мир. Их истории неизменно включали в себя лишения и страдания, но с оптимистическим мотивом: они одержали победу над своими несчастьями, извлекли ценные жизненные уроки из боли и стали после всего этого сильнее.» Подробнее: https://monocler.ru/zhiznennyie-stsen...
4. Дети, которым объясняют логику решения задач, решают задачи значительно лучше тех, которым логику не объясняют. Никогда не стоит говорить «просто выучи», если речь идет о чем-то, где необходимо понимание внутреннего механизма.
5. Любое обучение строго индивидуально, т.к. любое обучение ложится на предыдущий опыт обучающегося. А предшествующий опыт у всех разный.
6. Отличительные черты научного подхода в том, что ученый может в наблюдении реальности отделить предположения и рабочие теории от доказательства, которое они получают в результате наблюдений. Не то, чтобы я этого не знал, но никогда не артикулировал. Да и часто вижу у журналистов (и разного пошиба экспертов и «экспертов»), что те не могут как следует отделить свой тезис от доказательства. Точнее доказательства бывает просто нет (при наличии тезиса).
7. В очередной раз утвердился в том, что феномен известный психологам как «предвзятость подтверждения» (Confirmation Bias – тенденция человека искать и интерпретировать такую информацию или отдавать предпочтение такой информации, которая согласуется с его точкой зрения, убеждением или гипотезой, согласно Википедии) поразительно сильная вещь. Мы практически никогда критически не анализируем доказательство того, что подтверждает нашу точку зрения и практически не замечаем того, что противоречит нашим убеждениям. https://ru.wikipedia.org/wiki/Склонно...
8. Четырех-фазная модель развития интереса (Сьюзан Хиди и Энн Реннингер) описывает различные степени заинтересованности в предмете обучения: 1) Активированный ситуативный интерес (Triggered Situational Interest) – как правило, вызывается особенностями окружения, такими как неожиданная информация или реклама или личная значимость, 2) Поддержанный ситуационный интерес (Maintained Situational Interest) – требует сосредоточенного внимания и настойчивости в течение длительного период времени и / или повторяется и снова сохраняется, 3) Растущий личный интерес (Emerging Individual Interest) – характеризуется положительными эмоциями, накопленными знаниями и ценностями в отношении предмета обучения, 4) Развитый индивидуальный интерес (Well-Developed Individual Interest) – характеризуется положительными эмоциями, большим количеством накопленных знаний по сравнению с другими видами потребляемого содержания. Подробнее: https://sciencecommunication.ut.ee/wp...
9. Пожилые учатся хуже — с возрастом информация усваивается хуже. Эмпирически понимал, но не знал, что ученые доказали. Но с возрастом новой информации для принятия решений нужно меньше. Предшествующих знаний у пожилых больше, и поэтому у них и мотивации познавать новое меньше. При прочих равных услови��х, чем ты старше, тем эффективнее (время/эффект от решения) принимаешь решения (где-то лет до 70). В какой-то момент пожилые переключаются с потребления информации, приносящей новые знания на информацию, приносящую комфорт и хорошее самочувствие.
На самом деле, в курсе значительно больше полезной информации, но всю ее, конечно не передать – поэтому советую послушать или посмотреть.
Вердикт: очень полезный курс
Автор курса, Мониша Пасупати – профессор психологии развития Университета Юта. Собственной статьи в Википедии нет, но есть внушительный послужной список академических работ в области раннего детского развития.
Ниже перечислю только те куски знания, которые оказались лично мне в новинку.
1. Для по-настоящему глубокого обучения, человек не должен ощущать себя находящимся в контролируемой среде и иметь возможность совершать значимый выбор. Эта мысль привела меня к тому, что игрофикация образовательных платформ должна быть сделана значительно тоньше, а сам процесс обучения должен вращаться не от материала, а от запросов и свободного выбора пользователей платформы.
2. Понятия «ландшафт действия» и «ландшафт сознания», введенные психологом Джеромом Брюннером. Оба ландшафта – термины, введенные Брюннером как составные части любой истории. Если ландшафт действия истории описывает непосредственно разворачивающиеся события (что произошло), то ландшафт сознания – внутренняя речь протагониста, включенного в действие, т.е. то, что чувствует рассказчик (желания и эмоции рассказчика). На русском об этом можно почитать здесь: https://www.academia.edu/8587091/%D0%...
3. Понятие «Искупительного повествования» Дэна МакАдамса как жанр авто-сторителлинга (т.е. повествования своей собственной, личной истории). Из русскоязычного источника о МакАдамсе читаем об одном из его исследований: «Одной общей темой оказалось искупление, особенно среди людей, которых он называет «высоко генеративными», — тех, которые выступали добровольцами в бесплатных кормлениях или политических кампаниях, начинали свою собственную благотворительную некоммерческую деятельность или иным образом стремились оказать положительное влияние на мир. Их истории неизменно включали в себя лишения и страдания, но с оптимистическим мотивом: они одержали победу над своими несчастьями, извлекли ценные жизненные уроки из боли и стали после всего этого сильнее.» Подробнее: https://monocler.ru/zhiznennyie-stsen...
4. Дети, которым объясняют логику решения задач, решают задачи значительно лучше тех, которым логику не объясняют. Никогда не стоит говорить «просто выучи», если речь идет о чем-то, где необходимо понимание внутреннего механизма.
5. Любое обучение строго индивидуально, т.к. любое обучение ложится на предыдущий опыт обучающегося. А предшествующий опыт у всех разный.
6. Отличительные черты научного подхода в том, что ученый может в наблюдении реальности отделить предположения и рабочие теории от доказательства, которое они получают в результате наблюдений. Не то, чтобы я этого не знал, но никогда не артикулировал. Да и часто вижу у журналистов (и разного пошиба экспертов и «экспертов»), что те не могут как следует отделить свой тезис от доказательства. Точнее доказательства бывает просто нет (при наличии тезиса).
7. В очередной раз утвердился в том, что феномен известный психологам как «предвзятость подтверждения» (Confirmation Bias – тенденция человека искать и интерпретировать такую информацию или отдавать предпочтение такой информации, которая согласуется с его точкой зрения, убеждением или гипотезой, согласно Википедии) поразительно сильная вещь. Мы практически никогда критически не анализируем доказательство того, что подтверждает нашу точку зрения и практически не замечаем того, что противоречит нашим убеждениям. https://ru.wikipedia.org/wiki/Склонно...
8. Четырех-фазная модель развития интереса (Сьюзан Хиди и Энн Реннингер) описывает различные степени заинтересованности в предмете обучения: 1) Активированный ситуативный интерес (Triggered Situational Interest) – как правило, вызывается особенностями окружения, такими как неожиданная информация или реклама или личная значимость, 2) Поддержанный ситуационный интерес (Maintained Situational Interest) – требует сосредоточенного внимания и настойчивости в течение длительного период времени и / или повторяется и снова сохраняется, 3) Растущий личный интерес (Emerging Individual Interest) – характеризуется положительными эмоциями, накопленными знаниями и ценностями в отношении предмета обучения, 4) Развитый индивидуальный интерес (Well-Developed Individual Interest) – характеризуется положительными эмоциями, большим количеством накопленных знаний по сравнению с другими видами потребляемого содержания. Подробнее: https://sciencecommunication.ut.ee/wp...
9. Пожилые учатся хуже — с возрастом информация усваивается хуже. Эмпирически понимал, но не знал, что ученые доказали. Но с возрастом новой информации для принятия решений нужно меньше. Предшествующих знаний у пожилых больше, и поэтому у них и мотивации познавать новое меньше. При прочих равных услови��х, чем ты старше, тем эффективнее (время/эффект от решения) принимаешь решения (где-то лет до 70). В какой-то момент пожилые переключаются с потребления информации, приносящей новые знания на информацию, приносящую комфорт и хорошее самочувствие.
На самом деле, в курсе значительно больше полезной информации, но всю ее, конечно не передать – поэтому советую послушать или посмотреть.
Вердикт: очень полезный курс
July 11, 2016
A good look at the mechanics of learning that while a bit clinical at times teaches you how and why we learn the way we do. It's a bit heavy for the car which is what I normally listen to the great course series in but still learned quite a bit and the lecturer was easy to listen too.
March 29, 2022
A laundry list of experiments and outcomes from the earliest ideas about learning to late developments. It's a good overview but not actionable outside of 'takeaway tips' for each section. An actionable course would be structured very differently with far less historical overview.
August 7, 2023
In 2013 The Teaching Company released a twelve hour audio course titled “How We Learn” by University of Utah Professor Monisha Pasupathi PhD. Her 24 lecture course begins with discussions about learning myths, learning theories, information processing, and learning “representations” based on rules and scripts. The next set of lectures describe how “babies learn” and how we build on these infant learning techniques to master languages and spatial mobility. These lectures also form a foundation for lectures about the power of storytelling, techniques for mastering mathematics/sciences, and cognitive constraints on our ability to learn. Prof Pasupathi last set of lectures discuss learning strategies; sources of knowledge that fuel our innate desire to learn; and how human emotions and learning styles change as we age. Her final lecture is a wonderful course summary titled “Making the Most of How We Learn”. In closing, I especially enjoyed reading the course guidebook. This 192 page guide has a wonderful overview and an excellent annotated bibliography. (P)
March 5, 2019
I wasn't really sure what to expect with this - It's a great course which has a video and an audio version and neither are really my preferred learning method (lol - how apt). Each "chapter" is about 30 minutes and they roll together pretty well for binging as well as being easy to stop when you want to.
This course was a bit dry - I really had to be careful not to let my attention wander or I lost the thread - similar to a complex textbook or other non-fiction where I really have to read and reread to make sure I'm comprehending. (Less story focused than a lot of the non-fiction). But by the end, I got into a grove - and as I hoped I got some good techniques for learning other topics (I have a list of other courses from here I'm interested in). I also got a lot of cross-stitch done. :)
This course was a bit dry - I really had to be careful not to let my attention wander or I lost the thread - similar to a complex textbook or other non-fiction where I really have to read and reread to make sure I'm comprehending. (Less story focused than a lot of the non-fiction). But by the end, I got into a grove - and as I hoped I got some good techniques for learning other topics (I have a list of other courses from here I'm interested in). I also got a lot of cross-stitch done. :)
August 28, 2019
Definitely an interesting overview and I certainly learned new things I'll take with me. I am curious about the section about aging. I listened to another Great Courses course that said that many studies which show cognitive decline in aging didn't take circadian rhythms into account; that when you test the elderly at their peak time of brain function during the day (early morning) they perform similarly to college students at their peak time of day (afternoon). It makes me wonder if the studies of cognitive decline for learning took this into consideration.
February 13, 2019
One hell of a lecture series, describing the research on a subject so many believe they understand and far too many of those actually don't: learning. You'll work through IQ, learning styles, what learning is, how emotional evaluations and intent effects learning, among many other topics. This is not a series to rush through, but one to ponder each and every lecture.
February 19, 2022
For a work on how we learn, you would think she would have applied more of those principles to how she teaches. Citing millions of studies and saying they are exciting does little to imbed information in my mind.
As a teacher, the subject matter is interesting, but in the end, the structure of the course left much to be desired.
As a teacher, the subject matter is interesting, but in the end, the structure of the course left much to be desired.
October 16, 2017
Nice information about different aspects of learning and strategies. Perhaps a bit basic most of the time. Nevertheless, still quality info that any individual can benefit from.
January 7, 2019
Great stuff, much better done then I expected. This book however is not memory tricks book, so if that's what you seek go elsewhere.
May 12, 2019
This was and interesting overview of learning and how we learn at all stages on life.
May 20, 2019
interesting but not a easy read
October 29, 2019
Nice intro-course.
July 6, 2020
Really good. You should do this course.
August 21, 2021
Lots of theory from a theorist professor. Not much practical information.
April 4, 2022
Not great.
December 3, 2022
For as long as education has been around, this helps show how much we still don't know.
September 6, 2023
Not sure what I expected to find here, but I didn’t find it. Nonetheless it did reinforce some knowledge I had and so I appreciated it. Well organized. Worth your time.
October 18, 2023
Interesting lecture series.
January 8, 2024
An excellent overview of learning. There is something for teachers and learners especially those who value life-long learning.
June 23, 2017
Excellent course! looking forward to the next one! I would definitely listen to her again.
December 28, 2013
HOW WE LEARN is not a book in the conventional sense but rather a collection of 30 minute lectures provided by THE GREAT COURSES series and delivered by Monica Pasupathi.
On balance, HOW WE LEARN, is an incredibly cogent synopsis of the scientific literature on human learning, from classical and operant conditioning through the validity of IQ measures and The Theory of Learning Styles. Dr. Pasupathi covers all included topics in a casual, engaging, but scientifically skillful way, calling attention to distinctions between causal and correlative relationships.
There are some notable omissions from the course that (while understandable when considering the course's intended audience) fail to provide a complete picture of human learning. Virtually no lecture time is dedicated either to formal studies of human memory or recent discovers in neuroscience. These omissions were made presumably to simplify the lectures themselves and to reduce prerequisite knowledge needed to appreciate the course as a whole, but ultimately have the effect of simplifying a jigsaw puzzle by taking away some of the pieces: True there now are fewer bits to assemble, but the resulting picture will be left incomplete.
Despite its omissions, however, HOW WE LEARN remains the best introduction to human learning that I have thus far had the good pleasure to encounter, and I recommend it heartily to everyone, scientists and layfolk alike.
On balance, HOW WE LEARN, is an incredibly cogent synopsis of the scientific literature on human learning, from classical and operant conditioning through the validity of IQ measures and The Theory of Learning Styles. Dr. Pasupathi covers all included topics in a casual, engaging, but scientifically skillful way, calling attention to distinctions between causal and correlative relationships.
There are some notable omissions from the course that (while understandable when considering the course's intended audience) fail to provide a complete picture of human learning. Virtually no lecture time is dedicated either to formal studies of human memory or recent discovers in neuroscience. These omissions were made presumably to simplify the lectures themselves and to reduce prerequisite knowledge needed to appreciate the course as a whole, but ultimately have the effect of simplifying a jigsaw puzzle by taking away some of the pieces: True there now are fewer bits to assemble, but the resulting picture will be left incomplete.
Despite its omissions, however, HOW WE LEARN remains the best introduction to human learning that I have thus far had the good pleasure to encounter, and I recommend it heartily to everyone, scientists and layfolk alike.
April 5, 2020
2016.06.27–2016.09.03
Contents
Pasupathi M (2013) (24 x 00:29) How We Learn
01. Myths about Learning
02. Why No Single Learning Theory Works
03. Learning as Information Processing
04. Creating Representations
05. Categories, Rules, and Scripts
06. What Babies Know
07. Learning Your Native Tongue
08. Learning a Second Language
09. Learning How to Move
10. Learning Our Way Around
11. Learning to Tell Stories
12. Learning Approaches in Math and Science
13. Learning as Theory Testing
14. Integrating Different Domains of Learning
15. Cognitive Constraints on Learning
16. Choosing Learning Strategies
17. Source Knowledge and Learning
18. The Role of Emotion in Learning
19. Cultivating a Desire to Learn
20. Intelligence and Learning
21. Are Learning Styles Real?
22. Different People, Different Interests
23. Learning across the Lifespan
24. Making the Most of How We Learn
Contents
Pasupathi M (2013) (24 x 00:29) How We Learn
01. Myths about Learning
02. Why No Single Learning Theory Works
03. Learning as Information Processing
04. Creating Representations
05. Categories, Rules, and Scripts
06. What Babies Know
07. Learning Your Native Tongue
08. Learning a Second Language
09. Learning How to Move
10. Learning Our Way Around
11. Learning to Tell Stories
12. Learning Approaches in Math and Science
13. Learning as Theory Testing
14. Integrating Different Domains of Learning
15. Cognitive Constraints on Learning
16. Choosing Learning Strategies
17. Source Knowledge and Learning
18. The Role of Emotion in Learning
19. Cultivating a Desire to Learn
20. Intelligence and Learning
21. Are Learning Styles Real?
22. Different People, Different Interests
23. Learning across the Lifespan
24. Making the Most of How We Learn
April 9, 2017
This was a lecture series from the Great Courses series, one of my favorite audio resources. Pasupathi provides a comprehensive and well-executed approach to discussing learning in a variety of ways from addressing the sciences behind it and some limitations with that, to environmental factors to learning different types of things to different challenges in learning. The lecture series works good for learning because it is in itself, chunked into half-hour sessions that focus on an aspect of learning, the research behind it, how you can apply it and concerns about it, before moving onto another lecture. It's a useful resource, not just for educators but for any person to better understand how they can maximize their learning.
April 30, 2018
I do a lot of research in Cognitive Science and have loved many books and lectures. I loved Memory and the Human Lifespan on Great Courses, and both listening to and reading Make It Stick was fascinating. Somehow I had a difficult time listening to How We Learn. I made it through all 22 lectures, but it was tough to stay focused. Professor Pasupathi obscures her message by using a lot of terminology and excess words instead of speaking plainly, and talking circles around things. I didn't enjoy this, and learned too little for all the time it took to listen to it. Disappointed.
April 17, 2012
Many of the studies and research findings in psychology were interesting but not really what I was looking for and many of them were what I had already realized on my own or what had little/no practical value, prompting me to say, “Duh” or “What’s the point?”
But the course had several very practical insights which are very useful and worthwhile. So I would still give a high rating for this course.
But the course had several very practical insights which are very useful and worthwhile. So I would still give a high rating for this course.
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