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حافظه و یادگیری
این کتاب در مورد آموزش و یادگیری بزرگسالان و عوامل موثر بر آن میباشد. عوامل بیشماری میتوانند بر جریان یادگیری و روشهای جدید به منظور کسب تجربیات و مهارتهای تازه تأثیر داشته باشند. برنارد لاول رئیس گروه روانشناسی دانشگاه لندن و مولف این کتاب کوشیده است تا با خلق یک اثر جامع با مثالهای زنده و تصویر روشن و علمی در زمینههای حافظه، یادگیری، روشهای تدریس و مباحث جالب دیگر به کلیه پرسشهای موجود در زمینه آموزش بزرگسالان پاسخ دهد.
- GenresPsychology
224 pages, Paperback
2 people want to read
About the author
Bernard Lovell
31 booksSir Alfred Charles Bernard Lovell (born 31 August 1913, Oldland Common, Bristol) OBE, FRS is an English physicist and radio astronomer. He was the first Director of Jodrell Bank Observatory, from 1945 to 1980.
He studied physics at the University of Bristol, obtaining a Ph.D. in 1936. At this time he also received lessons from Raymond Jones, a teacher at Bath Technical School and later organist at Bath Abbey. The church organ was one of the main loves of his life, apart from science. He worked in the cosmic ray research team at the University of Manchester until the outbreak of World War II, during which he worked for the Telecommunications Research Establishment (TRE) developing radar systems to be installed in aircraft, among them H2S, for which he received an OBE in 1946.
He attempted to continue his studies of cosmic rays with an ex-military radar detector unit, but suffered much background interference from the Electric trams on Manchester's Oxford Road. He moved his equipment to a more remote location, one which was free from such electrical interference, and where he established the Jodrell Bank Observatory, near Goostrey in Cheshire. It was an outpost of the University's botany department. In the course of his experiments he was able to show that radar echoes could be obtained from daytime meteor showers as they entered the Earth's atmosphere and ionised the surrounding air. With University funding he constructed the then-largest steerable radio telescope in the world, which now bears his name - the Lovell Telescope. Over 50 years later, it remains a productive radio telescope, now mostly operated as part of the MERLIN and European VLBI Network interferometric arrays of radio telescopes.
In 1958, Lovell was invited by the BBC to deliver the annual Reith Lectures - a series of six radio broadcasts, titled The Individual and the Universe, in which he examined the history of inquiry into the solar system and the origin of the universe.
He was knighted in 1961 for his important contributions to the development of radio astronomy, and has a secondary school named after him in Oldland Common, Bristol, which Sir Bernard Lovell officially opened. A building on the QinetiQ site in Malvern is also named after him.
In 2009, Lovell spoke of a claimed assassination attempt in Deep-Space Communication Center (Eupatoria) during the Cold War where the Soviets allegedly tried to kill him with a lethal radiation dose. At the time, Lovell was head of the Jodrell Bank space telescope that was also being used as part of an early warning system for Soviet nuclear attacks. Lovell has written a full account of the incident which will not be published until after his death.
The first name of the fictional scientist Bernard Quatermass, the hero of several BBC Television science-fiction serials of the 1950s, was chosen in honour of Lovell.
Now in his 99th year, Sir Bernard, physically very frail, lives in quiet retirement in the English countryside. He is surrounded by music, his books and a vast garden filled with trees he himself planted many decades ago and which he has loved so long.
He studied physics at the University of Bristol, obtaining a Ph.D. in 1936. At this time he also received lessons from Raymond Jones, a teacher at Bath Technical School and later organist at Bath Abbey. The church organ was one of the main loves of his life, apart from science. He worked in the cosmic ray research team at the University of Manchester until the outbreak of World War II, during which he worked for the Telecommunications Research Establishment (TRE) developing radar systems to be installed in aircraft, among them H2S, for which he received an OBE in 1946.
He attempted to continue his studies of cosmic rays with an ex-military radar detector unit, but suffered much background interference from the Electric trams on Manchester's Oxford Road. He moved his equipment to a more remote location, one which was free from such electrical interference, and where he established the Jodrell Bank Observatory, near Goostrey in Cheshire. It was an outpost of the University's botany department. In the course of his experiments he was able to show that radar echoes could be obtained from daytime meteor showers as they entered the Earth's atmosphere and ionised the surrounding air. With University funding he constructed the then-largest steerable radio telescope in the world, which now bears his name - the Lovell Telescope. Over 50 years later, it remains a productive radio telescope, now mostly operated as part of the MERLIN and European VLBI Network interferometric arrays of radio telescopes.
In 1958, Lovell was invited by the BBC to deliver the annual Reith Lectures - a series of six radio broadcasts, titled The Individual and the Universe, in which he examined the history of inquiry into the solar system and the origin of the universe.
He was knighted in 1961 for his important contributions to the development of radio astronomy, and has a secondary school named after him in Oldland Common, Bristol, which Sir Bernard Lovell officially opened. A building on the QinetiQ site in Malvern is also named after him.
In 2009, Lovell spoke of a claimed assassination attempt in Deep-Space Communication Center (Eupatoria) during the Cold War where the Soviets allegedly tried to kill him with a lethal radiation dose. At the time, Lovell was head of the Jodrell Bank space telescope that was also being used as part of an early warning system for Soviet nuclear attacks. Lovell has written a full account of the incident which will not be published until after his death.
The first name of the fictional scientist Bernard Quatermass, the hero of several BBC Television science-fiction serials of the 1950s, was chosen in honour of Lovell.
Now in his 99th year, Sir Bernard, physically very frail, lives in quiet retirement in the English countryside. He is surrounded by music, his books and a vast garden filled with trees he himself planted many decades ago and which he has loved so long.
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June 5, 2025
Each book I read offers a new perspective. In this post, I share my thoughts on this book in Persian and English. I hope this will be enjoyable for you :)
هر کتابی که می خوانم دریچه ای به دنیایی جدید است. تو این نوشته دیدگاه و تجربه ام از مطالعه ی این کتاب رو به دو زبان فارسی و انگلیسی با شما به اشتراک می ذارم امیدوارم خوندنش براتون لذتبخش باشه :)
Persian (فارسی)
چگونه ذهن ما پس از دوران مدرسه و دانشگاه همچنان به یادگیری ادامه میدهد؟ آیا فرآیند یادگیری در بزرگسالی تغییر میکند؟ بسیاری تصور میکنند که توانایی یادگیری کاهش مییابد، اما درواقع شیوهی دریافت و پردازش دانش دگرگون میشود. در این مرحله، حفظ اطلاعات کافی نیست؛ بلکه درک، تحلیل و بهکارگیری آن اهمیت بیشتری پیدا میکند.
برنارد لاوِل در کتاب" Adult Learning" که در ایران با عنوان "حافظه و یادگیری" ترجمه شده، این تحولات را بررسی کرده و نشان داده است که چگونه عوامل شناختی، اجتماعی و محیطی بر فرآیند یادگیری تأثیر میگذارند. این کتاب صرفاً راهکارهای سطحی ارائه نمیدهد، بلکه با رویکردی تحلیلی تصویری جامع از روند یادگیری در بزرگسالی ترسیم میکند. مخاطبان آن نهتنها پژوهشگران و متخصصان آموزش، بلکه هر فردی است که میخواهد یادگیری خود را بهتر بشناسد و بهبود ببخشد. بر خلاف بسیاری از کتابهای آموزشی که بر روشهای عملی تمرکز دارند، لاول مسیر متفاوتی را انتخاب کرده و به بررسی عمیق مفاهیم و نظریههای مرتبط پرداخته است. او پیچیدگیهای حوزهی یادگیری را در حجمی کوتاه اما با انسجام و دقت ارائه کرده است. متن علمی و مستدل است، اما به اندازهای روان و قابلفهم که حتی خوانندگانی که آشنایی چندانی با این حوزه ندارند، میتوانند با آن ارتباط برقرار کنند.
یکی از نقاط برجستهی کتاب، تعادل میان عمق علمی و خوانایی است. لاول با مثالهای ملموس و توضیحات روشن، نظریههای شناختی و اجتماعی را به زبانی ساده بیان کرده و از پیچیدگیهای غیرضروری پرهیز کرده است. این ویژگی باعث شده که کتاب نهتنها برای متخصصان آموزش، بلکه برای هر کسی که به یادگیری و رشد فردی علاقهمند است، ارزشمند باشد. از نظر کاربردی بودن، نقطهی شروع مناسبی برای کسانی است که تازه به مطالعهی این حوزه علاقهمند شدهاند. نویسنده بدون غرق شدن در جزئیات تخصصی، دیدگاهی جامع ارائه میدهد که خواننده را به تفکر دربارهی تجربههای شخصیاش در یادگیری هدایت میکند. برخلاف تصور رایج که چنین آثاری فقط برای دانشگاهیان مفید هستند، این کتاب مرزهای علمی را پشت سر گذاشته و محتوایی فراهم آورده که برای عموم نیز سودمند است.
در نهایت، یادگیری در بزرگسالی یک مهارت نیست، بلکه فرآیندی پویا و دائمی است که با تجربههای فردی، اجتماعی و شناختی شکل میگیرد. برنارد لاول با ساختاری تحلیلی و زبانی روان، این مفهوم را بهخوبی منتقل کرده است. او پیچیدگیهای شناختی را در قالبی ملموس توضیح داده و نشان داده که یادگیری نه یک مرحلهی محدود به دوران تحصیل، بلکه حرکتی مداوم و انطباقپذیر در طول زندگی است. در جهانی که تغییرات پیوسته رخ میدهند، درک فرایند یادگیری نهتنها یک ضرورت، بلکه ابزاری کلیدی برای پیشرفت فردی است.
English (انگلیسی)
How does the mind continue learning after school and university? Does the learning process change in adulthood? Many assume that the ability to learn declines over time, but in reality, the way we receive and process knowledge transforms. At this stage, merely memorizing information is not enough; understanding, analyzing, and applying it become more important.
Bernard Lovell, in his book "Adult Learning", which has been translated in Iran as Memory and Learning", examines these changes and illustrates how cognitive, social, and environmental factors influence the learning process. This book does not merely offer superficial strategies but takes an analytical approach to present a comprehensive picture of adult learning. Its audience is not just researchers and education specialists but also anyone seeking to better understand and improve their learning. Unlike many educational books that focus on practical methods, Lovell chooses a different path, delving deep into concepts and theories. He successfully presents the complexities of learning in a relatively concise yet coherent and precise format. The text is both scientific and well-reasoned while remaining clear and accessible, even for readers unfamiliar with the field.
One of the book’s key strengths is its balance between academic depth and readability. Lovell simplifies cognitive and social theories through clear explanations and tangible examples, avoiding unnecessary complexities. This approach makes the book valuable not only for education professionals but also for anyone interested in learning and personal development. In terms of practical use, it serves as a great starting point for those newly exploring the topic. Without becoming overly immersed in technical details, the author provides a broad perspective that encourages readers to reflect on their personal learning experiences. Contrary to the common belief that such works are mainly useful for academics, this book successfully moves beyond scholarly boundaries and offers content beneficial for the general public.
Ultimately, learning in adulthood is not merely a skill but a dynamic and continuous process shaped by personal, social, and cognitive experiences. Bernard Lovell conveys this idea effectively with an analytical structure and fluid language. He explains cognitive complexities in a tangible manner, demonstrating that learning is not just a stage limited to formal education but rather an ongoing, adaptive movement throughout life. In a world of constant change, understanding the learning process is not just a necessity but a key tool for personal advancement.
هر کتابی که می خوانم دریچه ای به دنیایی جدید است. تو این نوشته دیدگاه و تجربه ام از مطالعه ی این کتاب رو به دو زبان فارسی و انگلیسی با شما به اشتراک می ذارم امیدوارم خوندنش براتون لذتبخش باشه :)
Persian (فارسی)
چگونه ذهن ما پس از دوران مدرسه و دانشگاه همچنان به یادگیری ادامه میدهد؟ آیا فرآیند یادگیری در بزرگسالی تغییر میکند؟ بسیاری تصور میکنند که توانایی یادگیری کاهش مییابد، اما درواقع شیوهی دریافت و پردازش دانش دگرگون میشود. در این مرحله، حفظ اطلاعات کافی نیست؛ بلکه درک، تحلیل و بهکارگیری آن اهمیت بیشتری پیدا میکند.
برنارد لاوِل در کتاب" Adult Learning" که در ایران با عنوان "حافظه و یادگیری" ترجمه شده، این تحولات را بررسی کرده و نشان داده است که چگونه عوامل شناختی، اجتماعی و محیطی بر فرآیند یادگیری تأثیر میگذارند. این کتاب صرفاً راهکارهای سطحی ارائه نمیدهد، بلکه با رویکردی تحلیلی تصویری جامع از روند یادگیری در بزرگسالی ترسیم میکند. مخاطبان آن نهتنها پژوهشگران و متخصصان آموزش، بلکه هر فردی است که میخواهد یادگیری خود را بهتر بشناسد و بهبود ببخشد. بر خلاف بسیاری از کتابهای آموزشی که بر روشهای عملی تمرکز دارند، لاول مسیر متفاوتی را انتخاب کرده و به بررسی عمیق مفاهیم و نظریههای مرتبط پرداخته است. او پیچیدگیهای حوزهی یادگیری را در حجمی کوتاه اما با انسجام و دقت ارائه کرده است. متن علمی و مستدل است، اما به اندازهای روان و قابلفهم که حتی خوانندگانی که آشنایی چندانی با این حوزه ندارند، میتوانند با آن ارتباط برقرار کنند.
یکی از نقاط برجستهی کتاب، تعادل میان عمق علمی و خوانایی است. لاول با مثالهای ملموس و توضیحات روشن، نظریههای شناختی و اجتماعی را به زبانی ساده بیان کرده و از پیچیدگیهای غیرضروری پرهیز کرده است. این ویژگی باعث شده که کتاب نهتنها برای متخصصان آموزش، بلکه برای هر کسی که به یادگیری و رشد فردی علاقهمند است، ارزشمند باشد. از نظر کاربردی بودن، نقطهی شروع مناسبی برای کسانی است که تازه به مطالعهی این حوزه علاقهمند شدهاند. نویسنده بدون غرق شدن در جزئیات تخصصی، دیدگاهی جامع ارائه میدهد که خواننده را به تفکر دربارهی تجربههای شخصیاش در یادگیری هدایت میکند. برخلاف تصور رایج که چنین آثاری فقط برای دانشگاهیان مفید هستند، این کتاب مرزهای علمی را پشت سر گذاشته و محتوایی فراهم آورده که برای عموم نیز سودمند است.
در نهایت، یادگیری در بزرگسالی یک مهارت نیست، بلکه فرآیندی پویا و دائمی است که با تجربههای فردی، اجتماعی و شناختی شکل میگیرد. برنارد لاول با ساختاری تحلیلی و زبانی روان، این مفهوم را بهخوبی منتقل کرده است. او پیچیدگیهای شناختی را در قالبی ملموس توضیح داده و نشان داده که یادگیری نه یک مرحلهی محدود به دوران تحصیل، بلکه حرکتی مداوم و انطباقپذیر در طول زندگی است. در جهانی که تغییرات پیوسته رخ میدهند، درک فرایند یادگیری نهتنها یک ضرورت، بلکه ابزاری کلیدی برای پیشرفت فردی است.
English (انگلیسی)
How does the mind continue learning after school and university? Does the learning process change in adulthood? Many assume that the ability to learn declines over time, but in reality, the way we receive and process knowledge transforms. At this stage, merely memorizing information is not enough; understanding, analyzing, and applying it become more important.
Bernard Lovell, in his book "Adult Learning", which has been translated in Iran as Memory and Learning", examines these changes and illustrates how cognitive, social, and environmental factors influence the learning process. This book does not merely offer superficial strategies but takes an analytical approach to present a comprehensive picture of adult learning. Its audience is not just researchers and education specialists but also anyone seeking to better understand and improve their learning. Unlike many educational books that focus on practical methods, Lovell chooses a different path, delving deep into concepts and theories. He successfully presents the complexities of learning in a relatively concise yet coherent and precise format. The text is both scientific and well-reasoned while remaining clear and accessible, even for readers unfamiliar with the field.
One of the book’s key strengths is its balance between academic depth and readability. Lovell simplifies cognitive and social theories through clear explanations and tangible examples, avoiding unnecessary complexities. This approach makes the book valuable not only for education professionals but also for anyone interested in learning and personal development. In terms of practical use, it serves as a great starting point for those newly exploring the topic. Without becoming overly immersed in technical details, the author provides a broad perspective that encourages readers to reflect on their personal learning experiences. Contrary to the common belief that such works are mainly useful for academics, this book successfully moves beyond scholarly boundaries and offers content beneficial for the general public.
Ultimately, learning in adulthood is not merely a skill but a dynamic and continuous process shaped by personal, social, and cognitive experiences. Bernard Lovell conveys this idea effectively with an analytical structure and fluid language. He explains cognitive complexities in a tangible manner, demonstrating that learning is not just a stage limited to formal education but rather an ongoing, adaptive movement throughout life. In a world of constant change, understanding the learning process is not just a necessity but a key tool for personal advancement.
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