Preferences are assumed to play a crucial role in many phenomena that are studied in learning psychology, social psychology, consumer science, emotion research, and clinical psychology. Given the pervasive impact that preferences have on behaviour, it is important to know where these likes and dislikes come from. Although some preferences are genetically determined, most stem from learning that took place during the lifetime of the individual. In this special issue, the editors focus on one such type of learning: associative learning of likes and dislikes, that is, changes in liking that are due to the pairing of stimuli. Prior studies on evaluative conditioning have shown that pairing an affectively neutral stimulus with an affectively positive or negative stimulus will change the liking of the originally neutral stimulus. The papers that are part of this special issue explore the relevance of evaluative conditioning for social psychology, provide new data about the impact of contingency awareness, attention, and extinction trials on evaluative conditioning, and examine whether pairing stimuli can also result in the transfer of non-evaluative stimulus properties.

How Can You Improve Your Learning Capabilites? How Can You Enhance Your Potential for Change and Personal Growth? Most of us accept that education does not meet the needs of learners today, or their employers. This mismatch is a key reason why a high level of demotivated youth, as well as workers and managers remain unable to develop themselves. They have been other-organised and are unprepared for the world of work and the challenges of life. First published in 1991, this title offers a radical approach to human learning and personal change. Based on the reflective procedures of Learning Conversations, it enables a deep exploration of the learning process and allows individuals, teams and even whole organisations to create dynamic learning cultures capable of adaptive, constructive and continuing growth. Available again after some years this book is as relevant, if not of greater value, in our ever-changing society than when originally published.

Unleash powerful teaching and the science of learning in your classroom Powerful Teaching: Unleash the Science of Learning empowers educators to harness rigorous research on how students learn and unleash it in their classrooms. In this book, cognitive scientist Pooja K. Agarwal, Ph.D., and veteran K-12 teacher Patrice M. Bain, Ed.S., decipher cognitive science research and illustrate ways to successfully apply the science of learning in classrooms settings. This practical resource is filled with evidence-based strategies that are easily implemented in less than a minute--without additional prepping, grading, or funding! Research demonstrates that these powerful strategies raise student achievement by a letter grade or more; boost learning for diverse students, grade levels, and subject areas; and enhance students' higher order learning and transfer of knowledge beyond the classroom. Drawing on a fifteen-year scientist-teacher collaboration, more than 100 years of research on learning, and rich experiences from educators in K-12 and higher education, the authors present highly accessible step-by-step guidance on how to transform teaching with four essential strategies: Retrieval practice, spacing, interleaving, and feedback-driven metacognition. With Powerful Teaching, you will: Develop a deep understanding of powerful teaching strategies based on the science of learning Gain insight from real-world examples of how evidence-based strategies are being implemented in a variety of academic settings Think critically about your current teaching practices from a research-based perspective Develop tools to share the science of learning with students and parents, ensuring success inside and outside the classroom Powerful Teaching: Unleash the Science of Learning is an indispensable resource for educators who want to take their instruction to the next level. Equipped with scientific knowledge and evidence-based tools, turn your teaching into powerful teaching and unleash student learning in your classroom.

This is the first book to provide a detailed overview and analysis of autodidactism, or self-education. Autodidacts' strong preference for teaching themselves is likely to manifest itself, in childhood, as a pronounced resistance to formal schooling. However, in later life, an autodidact's passion for learning will emerge as they participate in open or distance learning or even take responsibility for devising, structuring and following their own programme of education. Beginning and ending with comprehensive and stimulating discussions of learning theories, The Passion to Learn includes fourteen case studies of autodidactism in informal learning situations, all written by authors with specialised knowledge. These wide-ranging case studies reflect the inherent diversity of autodidactism, yet four common themes emerge: emotional/cognitive balance; learning environment; life mission; and ownership of learning. The final chapter addresses the implications of autodidactism for educational theory, research, philosophy and psychology. This inquiry into autodidactism provides fresh insight into the motivation to learn. It shows how closely cognition, emotion and sensory perception act together in learning processes and draws upon memory studies, neurobiology, complexity theory and philosophy to illuminate the findings. At a time when such issues as participation in education, lifelong learning and alternative, non-formal modes of teaching and learning are in the forefront of international educational discourse, this fascinating, inspiring and timely book will be of great interest to anyone involved in the practice or policy of teaching and learning.

To reach the highest standards of instrumental performance, several years of sustained and focused learning are required. This requires perseverance, commitment and opportunities to learn and practise, often in a collective musical environment. This book brings together a wide range of enlightening current psychological and educational research to offer deeper insights into the mosaic of factors and related experiences that combine to nurture (and sometimes hinder) advanced musical performance. Each of the book's four sections focus on one aspect of music performance and learning: musics in higher education and beyond; musical journeys and educational reflections; performance learning; and developing expertise and professionalism. Although each chapter within its home section offers a particular focus, there is an underlying conception across all the book's contents of the achievability of advanced musical performance and of the important nurturing role that higher education can play, particularly if policy and practice are evidence-based and draw on the latest international research findings. The narrative offers an insight into the world of advanced musicians, detailing their learning journeys and the processes involved in their quest for the development of expertise and professionalism. It is the first book of its kind to consider performance learning in higher education across a variety of musical genres, including classical, jazz, popular and folk musics. The editors have invited an international community of leading scholars and performance practitioners to contribute to this publication, which draws on meticulous research and critical practice. This collection is an essential resource for all musicians, educators, researchers and policy makers who share our interest in promoting the development of advanced performance skills and professionalism.

First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

The Seven Laws of Teaching by John Milton Gregory Foreword "The Seven Disciplines of Highly Effective Teachers" by Douglas Wilson Evaluation Tools and Study Questions by Dr. Larry Stephenson Don't miss this vital book for teachers For decades, John Milton Gregory's The Seven Laws of Teaching has been an essential guide for classical educators everywhere, whether in schools, at home, in co-ops, or online. You've never seen an edition like this: In 1954, Baker Book House published a revised edition of the text that "abridged" much of the Christian content and emphasis: we've restored The Seven Laws of Teaching to its original 1886 text. Not only does your Canon Press version give the unabridged first edition text, but we've also added a number of invaluable tools not available anywhere else: A powerful forward by Douglas Wilson, "The Seven Disciplines of Highly Effective Teachers," Study Questions after each chapter by Dr. Larry Stephenson and five helpful appendices: Appendix A: List of the Seven Laws of Teaching. Appendix B: Self-Assessment Tool for Teachers by Dr. Stephenson Appendix C: Sample Teacher Observation Form by Dr. Stephenson Appendix D: Answers to the Study Questions Appendix E: Endnotes on Historical Figures

In this landmark volume from 1976, Robert Crowder presents an organized review of the concepts that guide the study of learning and memory.

The basic organization of the book is theoretical, rather than historical or methodological, and there are four broad sections. The first is on coding in memory, and the relations between memory and vision, audition and speech. The second section focuses on short-term memory. The third is loosely organized around the topic of learning. The final section includes chapters that focus on the process of retrieval, with special attention to recognition and to serial organization.

Crowder presumes no prior knowledge of the subject matter on the part of the reader; technical terms are kept to a minimum, and he makes every effort to introduce them carefully when they first occur. It is suitable for advanced undergraduate and graduate courses.

In this landmark volume from 1976, Robert Crowder presents an organized review of the concepts that guide the study of learning and memory.

The basic organization of the book is theoretical, rather than historical or methodological, and there are four broad sections. The first is on coding in memory, and the relations between memory and vision, audition and speech. The second section focuses on short-term memory. The third is loosely organized around the topic of learning. The final section includes chapters that focus on the process of retrieval, with special attention to recognition and to serial organization.

Crowder presumes no prior knowledge of the subject matter on the part of the reader; technical terms are kept to a minimum, and he makes every effort to introduce them carefully when they first occur. It is suitable for advanced undergraduate and graduate courses.

Tacit knowledge is the form of implicit knowledge that we rely on for learning. It is invoked in a wide range of intellectual inquiries, from traditional academic subjects to more pragmatically orientated investigations into the nature and transmission of skills and expertise. Notwithstanding its apparent pervasiveness, the notion of tacit knowledge is a complex and puzzling one. What is its status as knowledge? What is its relation to explicit knowledge? What does it mean to say that knowledge is tacit? Can it be measured? Recent years have seen a growing interest from philosophers in understanding the nature of tacit knowledge. Philosophers of science have discussed its role in scientific problem-solving; philosophers of language have been concerned with the speaker's relation to grammatical theories; and phenomenologists have attempted to describe the relation of explicit theoretical knowledge to a background understanding of matters that are taken for granted. This book seeks to bring a unity to these diverse philosophical discussions by clarifying their conceptual underpinnings. In addition the book advances a specific account of tacit knowledge that elucidates the importance of the concept for understanding the character of human cognition, and demonstrates the relevance of the recommended account to those concerned with the communication of expertise. The book will be of interest to philosophers of language, epistemologists, cognitive psychologists and students of theoretical linguistics.

Originally published in 1979, this volume contains chapters prepared following a conference at SUNY- Binghamton in 1977. The conference was the outcome of exciting new developments that had occurred in the ontogeny of learning and memory at the time, as well as a long-standing friendship between the editors. Many changes had taken place in the years leading up to this volume and there were now many more researchers active in the field. This volume reflected the rapidly changing state of this research area at the time and includes early contributions from researchers now well established in the field.

"Working memory" is a term used to refer to the systems responsible for the temporary storage of information during the performance of cognitive tasks. The efficiency of working memory skills in children may place limitations on the learning and performance of educationally important skills such as reading, language comprehension and arithmetic. Originally published in 1992, this monograph considers the development of working memory skills in children with severe learning difficulties. These children have marked difficulties with a wide range of cognitive tasks. The studies reported show that they also experience profound difficulties in verbal working memory tasks. These memory problems are associated with a failure to rehearse information within an articulatory loop. Training the children to rehearse material is shown to help alleviate these problems. The implications of these studies for understanding normal memory development, and for models of the structure of working memory and its development are discussed. It is argued that the working memory deficits seen in people with severe learning difficulties may contribute to their difficulties on other cognitive tasks.

Drawing on their extensive teaching experience, the authors bring the content to life using humorous and engaging language and show students how the principles of behavior relate to their everyday lives. The text's tried-and-true pedagogy make the content as clear as possible without oversimplifying the concepts. Each chapter includes study objectives, key terms, and review questions that encourage students to check their understanding before moving on, and incorporated throughout the text are real-world examples and case studies to illustrate key concepts and principles.This edition also features a new full-color design and nearly 400 color figures, tables, and graphs. The text is carefully tailored to the length of a standard academic semester and how behavior analysis courses are taught, with each section corresponding to a week's worth of coursework, and each chapter is integrated with the task list for Behavior Analyst Certification Board (BACB) certifications.

This small set of 3 titles, was first published in 1980 and 1987. The three volumes make important contributions to the study of cognitive process analyses of aptitude; learning and problem-solving; and conative and affective aspects of human performance, in coordination with cognitive psychology. Taken together the editors hoped they would provide at least one solid platform for a more comprehensive integration of cognitive, conative, and affective theory and research in the instructional psychology of the future.

Originally published in 1973, this volume looks at the organisation of memory data in, what at the time was termed, 'mental handicap'. The first part surveys recent work in this important area, giving a general account of experiments and findings. The second part reports a particular piece of research on memory in people with learning difficulties, then called 'subnormal individuals'. Very much of its time, in terms of the terminology, this was an important book for anyone concerned with people with intellectual disabilities and for experimental psychologists involved with the processes of memory.

Originally published in 1980, this volume explores some of the dramatic and exciting changes that had taken place in the field of conditioning in the 15 years prior to publication. The usefulness of a particular learning procedure, second-order conditioning, is explored in three aspects of the learning process: (1) the measurement of learning; (2) the circumstances that produce associative learning; and (3) the content of that learning. The usefulness of this new paradigm is documented with the results of experiments that had grown out of the author's programmatic work at the time. Completely new results were published for the first time, in an attempt to demonstrate the power of this particular learning procedure in elucidating fundamental questions about the nature of learning.

This ground breaking book is unique in bringing together two perspectives on learning - sociocultural theory and neuroscience. Drawing on both perspectives, it foregrounds important developments in our understanding of what learning is, where and how learning occurs and what we can do to understand learning as an everyday process.

Leading experts from both disciplines demonstrate how sociocultural ideas (such as the relevance of experience, opportunity to learn, environment, personal histories, meaning, participation, memory, and feelings of belonging) align with and reflect upon new understandings emerging from neuroscience concerning plasticity and neural networks.

Among the themes critically examined are the following:

• Mind and brain
• Culture
• Ability and talent
• Success and failure
• Memory
• Language
• Emotion

Aimed at and accessible to a broad audience and drawing on both schools of thought, "Networks of Mind" employs case studies, vignettes and real life examples to demonstrate that, though the language of sociocultural theory and that of neuroscience appear very different, ultimately the concepts of both perspectives align and converge around some key ideas. The book shows where both perspectives overlap, collide and diverge in their assumptions and understanding of fundamental aspects of human flourishing. It shows how neuroscience confirms some of the key messages already well established by sociocultural theory, specifically the importance of opportunity to learn. It also argues that the ascendency of neuroscience may result in the marginalization of sociocultural science, though the latter, it argues, has enormous explanatory power for understanding and promoting learning, and for understanding how learning is afforded and constrained.

How Can You Improve Your Learning Capabilites? How Can You Enhance Your Potential for Change and Personal Growth? Most of us accept that education does not meet the needs of learners today, or their employers. This mismatch is a key reason why a high level of demotivated youth, as well as workers and managers remain unable to develop themselves. They have been other-organised and are unprepared for the world of work and the challenges of life. First published in 1991, this title offers a radical approach to human learning and personal change. Based on the reflective procedures of Learning Conversations, it enables a deep exploration of the learning process and allows individuals, teams and even whole organisations to create dynamic learning cultures capable of adaptive, constructive and continuing growth. Available again after some years this book is as relevant, if not of greater value, in our ever-changing society than when originally published.

This ground breaking book is unique in bringing together two perspectives on learning - sociocultural theory and neuroscience. Drawing on both perspectives, it foregrounds important developments in our understanding of what learning is, where and how learning occurs and what we can do to understand learning as an everyday process.

Leading experts from both disciplines demonstrate how sociocultural ideas (such as the relevance of experience, opportunity to learn, environment, personal histories, meaning, participation, memory, and feelings of belonging) align with and reflect upon new understandings emerging from neuroscience concerning plasticity and neural networks.

Among the themes critically examined are the following:

• Mind and brain
• Culture
• Ability and talent
• Success and failure
• Memory
• Language
• Emotion

Aimed at and accessible to a broad audience and drawing on both schools of thought, "Networks of Mind" employs case studies, vignettes and real life examples to demonstrate that, though the language of sociocultural theory and that of neuroscience appear very different, ultimately the concepts of both perspectives align and converge around some key ideas. The book shows where both perspectives overlap, collide and diverge in their assumptions and understanding of fundamental aspects of human flourishing. It shows how neuroscience confirms some of the key messages already well established by sociocultural theory, specifically the importance of opportunity to learn. It also argues that the ascendency of neuroscience may result in the marginalization of sociocultural science, though the latter, it argues, has enormous explanatory power for understanding and promoting learning, and for understanding how learning is afforded and constrained.

In the current ever changing world - the liquid modernity - the most pressing psychological challenge to all of us is to create and maintain a personal balance between mental stability and mental flexibility. In Transformative Learning and Identity Knud Illeris, one of the leading thinkers on the way people learn, explores, updates and re-defines the concept and understanding of transformative learning while linking the concept of transformative learning to the concept of identity. He thoroughly discusses what transformative learning is or could be in a broader learning theoretical perspective, including various concepts of learning by change, as opposed to learning by addition, and ends up with a new, short and distinct definition. He also explores and discusses the concept of identity and presents a general model depicting the complexity of identities today. Building on the work of Mezirow, various perspectives of transformative learning are analysed and discussed, including; transformative learning in different life ages; progressive and regressive transformations; motivation and identity defence; development of identity; personality and competence, and transformative learning in school, education, working life, and in relation to current and future life conditions. This vital new book by one of the leading learning theorists of our time will prove of lasting interest to academics, teachers, instructors, leaders and researchers in the field of adult learning and education. It will also appeal to many students and researchers of psychology and sociology in general.

Speed in acquiring the knowledge and skills to perform tasks is crucial. Yet, it still ordinarily takes many years to achieve high proficiency in countless jobs and professions, in government, business, industry, and throughout the private sector. There would be great advantages if regimens of training could be established that could accelerate the achievement of high levels of proficiency. This book discusses the construct of 'accelerated learning.' It includes a review of the research literature on learning acquisition and retention, focus on establishing what works, and why. This includes several demonstrations of accelerated learning, with specific ideas, plans and roadmaps for doing so. The impetus for the book was a tasking from the Defense Science and Technology Advisory Group, which is the top level Science and Technology policy-making panel in the Department of Defense. However, the book uses both military and non-military exemplar case studies. It is likely that methods for acceleration will leverage technologies and capabilities including virtual training, cross-training, training across strategic and tactical levels, and training for resilience and adaptivity. This volume provides a wealth of information and guidance for those interested in the concept or phenomenon of "accelerating learning"- in education, training, psychology, academia in general, government, military, or industry.

The research on human expertise and complex skill acquisition that Wlliam G. Chase performed in the decade between publication of the classic chess studies he conducted with Herb Simon in 1973 and his untimely and tragic death has proven profoundly influential and enduring. Its impact spans disciplines that include Psychology, Computer Science, Education, Cognitive Neuroscience, Medicine, and Human Factors. It has contributed significantly to the emergence of Cognitive Engineering and has led to significant applications in the areas of training and instruction and knowledge-based "intelligent" computational systems. Its influence can be seen in current discussions of intelligence, heritability, intellectual potential, and achievement found in the contemporary popular press. The chapters in this volume document the enduring scientific contributions of William G. Chase to current knowledge and understanding of human expertise and skill acquisition and applications his work has supported. It will be of interest to those researching, studying, and working in the multiple fields that were greatly influenced by Chase's work.

The research on human expertise and complex skill acquisition that Wlliam G. Chase performed in the decade between publication of the classic chess studies he conducted with Herb Simon in 1973 and his untimely and tragic death has proven profoundly influential and enduring. Its impact spans disciplines that include Psychology, Computer Science, Education, Cognitive Neuroscience, Medicine, and Human Factors. It has contributed significantly to the emergence of Cognitive Engineering and has led to significant applications in the areas of training and instruction and knowledge-based "intelligent" computational systems. Its influence can be seen in current discussions of intelligence, heritability, intellectual potential, and achievement found in the contemporary popular press. The chapters in this volume document the enduring scientific contributions of William G. Chase to current knowledge and understanding of human expertise and skill acquisition and applications his work has supported. It will be of interest to those researching, studying, and working in the multiple fields that were greatly influenced by Chase's work.

Developmental changes in cognitive abilities in childhood have long been of interest to researchers across many fields, including behavioral sciences, communications, education, and medicine. With the publication of research findings showing individual differences in the development of children's learning skills has come the realization that models, methodologies, and analysis approaches that include consideration of individual differences are needed. It has brought an increase in research collaborations among experts in different fields who bring different approaches together in studies of cognitive abilities. This work has yielded a growing body of knowledge about how children with normal abilities and those with developmental disorders learn, gain skills in social competency, develop decision making and planning abilities, and acquire language skills and the skills needed for reading and writing. More recently, researchers have sought to use this body of knowledge as a basis for the early identification of children at risk for cognitive delays and for the development and evaluation of intervention approaches. The chapters in this book review literature in five areas of cognition, and provide theory- and research-based information on the applications of research findings and intervention approaches. Throughout the chapters, information on the interactions of different cognitive abilities and the role of individual differences in development that influences development assessments is included.

Written by international contributors, Learning Curves: Theory, Models, and Applications first draws a learning map that shows where learning is involved within organizations, then examines how it can be sustained, perfected, and accelerated. The book reviews empirical findings in the literature in terms of different sources for learning and partial assessments of the steps that make up the actual learning process inside the learning curve.

Traditionally, books on learning curves have focused either on cost accounting or production planning and control. In these books, the learning curve has been treated as a forecasting tool. This book synthesizes current research and presents a clear picture of organizational learning curves. It explores how organizations improve other measures of organizational performance including quality, inventory, and productivity, then looks inside the learning curve to determine the actual processes through which organizations learn.