When coverage is the focus, the game is memorization of disconnected facts. Students are very capable of and will express their preference for this type of learning. They are practiced at collecting lists of terms, defining them, memorizing them the night before a test, and then expelling them from their minds in a test of memory that if repeated a month, or a year later would dispel the myth that learning had taken place.
Rereading is a common strategy because it provides the illusion of competence; it feels like learning is happening, but in reality fluency is established, not lasting understanding.
“What did you use?” “What books did you read?” “What would you recommend as a starting point?” I received these questions after presenting at a recent faculty in-service at Northeastern Junior College about the process of how we learn and know new information. The developments in cognitive psychology in the past two decades have revolutionized … Continue reading The Cognitive Science of Learning: Books and Resources