How may one learn to concentrate? "I am going to tell you about the easiest, most natural, helpful, method I know of. And I can vouch for its efficacy.

This book brings together a variety of contemporary approaches to learning that by and large follow the structuralist path to understand learning, a path both ecological and dynamic. The book views the learning processes as they take place in the course of personenvironment relationships.

A guide to methods for accessing your mind and making changes to behaviours, attitudes and thought patterns. The text is a combined study and theory of the processes of NLP, self-talk, imagery and Ericksonian hypnosis.

Systems That Learn presents a mathematical framework for the study of learning in a variety of domains. It provides the basic concepts and techniques of learning theory as well as a comprehensive account of what is currently known about a variety of learning paradigms.Daniel N. Osherson and Scott Weinstein are at MIT, and Michael Stob at Calvin College.

Parents are offered techniques for developing their child's own way of learning and are helped to uncover hidden talents which teachers may overlook. The Clarks provide a fun, innovative, and effective program for eliminating the drudgery and improving school performance. Illustrated.

'As the problems raised in this book are fundamental to learning they have a long history of investigation and discussion. In phsycho-analytical practice, particularly with patients displaying symptoms of disorders of thought, it becomes clear that psycho-analysis has added a dimension to problems if not to their solution. 'This book deals with emotional experiences that are directly related both to theories of knowledge and to clinical psycho-analysis, and that in the most practical manner.'- Wilfred R. Bion, from the Introduction

Even on good days, teaching is a challenging profession. One way to make the job of college instructors easier, however, is to know more about the ways students learn. How Humans Learn aims to do just that by peering behind the curtain and surveying research in fields as diverse as developmental psychology, anthropology, and cognitive neuroscience for insight into the science behind learning. The result is a story that ranges from investigations of the evolutionary record to studies of infants discovering the world for the first time, and from a look into how our brains respond to fear to a reckoning with the importance of gestures and language. Joshua R. Eyler identifies five broad themes running through recent scientific inquiry-curiosity, sociality, emotion, authenticity, and failure-devoting a chapter to each and providing practical takeaways for busy teachers. He also interviews and observes college instructors across the country, placing theoretical insight in dialogue with classroom experience.

Qualitative diary research is a unique tool with strengths that set it apart from other research methods. The diary prioritizes events embedded in context and time, a perspective that serves to destabilize constants, revealing the complex intersectionality of experience. Over the last several centuries, the mechanics of diary-keeping have evolved from simple records of ephemera into a primary research method. Today both archival and solicited diaries are used by social scientists who employ a range of qualitative, quantitative, and mixed-method data collection technologies. Researchers may consider the very possibility of conducting a qualitative diary study with some hesitation-in addition to sounding like a good deal of work, the method seems somewhat off the beaten path, a bit mysterious, and even kitschy. With a better understanding of what is involved, those who are considering the method may come to find that a diary study is well worth their while. In Diary Methods, Laurie L. Hyers provides her readers with a wealth of guidance and expert insight to ensure the success of their qualitative diary studies. The history of the diary from cultural phenomenon to social scientific method are explored, followed by a discussion of the use of archival and solicited diaries in qualitative designs, diary data collection and management, qualitative analysis and coding, composition and diary report writing, evaluating diary research, and special ethical considerations when using diaries in research.

How gains from early childhood experiences are initiated, increased, sustained, and affect life-course development are fundamental to science and society. They also have increasing policy relevance, given public investments in early learning programs and the need to measure their effectiveness in promoting well-being. With contributions from leading researchers across many disciplines, this book emphasizes key interventions and practices over the first decade of life and the elements and strategies through which gains can be enhanced by schools, families, communities, and public institutions. Three critical themes are addressed: firstly, the importance of documenting and understanding the impact of investments in early childhood and school-age years. Secondly, increased priority on elements and principles for scaling effective programs and practices to benefit all children. Thirdly, a focus on multiple levels of strategies for sustaining gains and promoting long-term effects, ranging from early care and family engagement to school reform, state, and federal policy.

Adolescent risk behavior is a growing problem in the global context. In many places, efforts are carried out to prevent the occurrence of adolescent risk behavior and to identify the best intervention options. In view of the growing magnitude of adolescent risk behavior, one question is how we can "explain" such behavior. Traditionally, people tend to find answers "within" adolescents. Explanations such as "weak mindedness", "lack of determination" and "laziness" have been shared in people in different cultures. While these beliefs are widely held, there is no scientific support for such explanations. Fundamentally, promotion of psychosocial competencies is at the heart of positive youth development and psychosocial competence is closely related to leadership skills in adolescents. In view of the developmental issues faced by Chinese university students and taking advantage of higher education reform in Hong Kong, a subject entitled "Tomorrow's Leaders" is offered to around 2,000 students every year. Based on our evaluation of this project, we strongly encourage colleagues to make similar initiatives elsewhere to create leadership for the future.

As part of the Oxford Series in Positive Psychology, Positive Education: The Geelong Grammar School Journey is the story of one school's development of a more holistic approach to education: one with student wellbeing at its heart. Balancing academic findings from the thriving field of Positive Psychology, whilst exploring the adaptation of this science into an innovative radical new approach to teaching called Positive Education, iPositive Education: The Geelong Grammar School Journey rprovides an explanation of the key tenets of Positive Psychology and examines the practical application of this research, leading to the Geelong Grammar School's cultivation of the ground-breaking Positive Education program. With a foreword by Martin Seligman and contributions from such well-recognised names in the field as Roy Baumeister, Tal Ben-Shahar, Barbara Fredrickson, Craig Hassed, Felicia Huppert, Sue Jackson, Nansook Park, Karen Reivich, Pninit Russo-Netzer, and George Vaillant, this book fills a crucial space between academic theory and practical application making it a landmark publication on Positive Education. Positive Education: The Geelong Grammar School Journey will provide academics and students of Positive Psychology with an invaluable resource. Moreover, the book offers educational practitioners the key facets of the approach so as to inspire them to embark on their own journey with Positive Education.

Since its discovery in the 1960s, a vast and wide-ranging body of research has accumulated about the dopaminergic system. Life's Rewards: Linking Dopamine, Incentive Learning, Schizophrenia, and the Mind offers a broad synthesis of our current understanding of this chemical, addressing, amongst others, its intricate relationship with learning and memory, psychopathology, social co-operation, and drug abuse. Aimed at students and researchers in neuroscience and psychology, Life's Rewards: Linking Dopamine, Incentive Learning, Schizophrenia, and the Mind is essential reading for anyone interested in the relationship between dopamine and reward-related incentive learning.

While the notion of generalization fits prominently into cognitive theories of learning, there is surprisingly little research literature that takes an overview of the issue from a broad multifaceted perspective. This volume remedies this by taking a multidisciplinary perspective on generalization of knowledge from several fields associated with Cognitive Science, including Cognitive Neuroscience, Computer Science, Education, Linguistics, Developmental Science, and Speech, Language and Hearing Sciences.

Researchers from each perspective explain how their field defines generalization - and what practices, representations, processes, and systems in their field support generalization. They also examine when generalization is detrimental or not needed. A principal aim is the identification of general principles about generalization that can be derived from triangulation across different disciplines and approaches.

Collectively, the contributors multidisciplinary approaches to generalization provide new insights into this concept that will, in turn, inform future research into theory and application, including tutoring, assistive technology, and endeavors involving collaboration and distributed cognition.