How We Think and Learn: Theoretical Perspectives and Practical Implications

Jeanne Ellis Ormrod

doi:10.1017/9781316691458

Written in a conversational and engaging manner, How We Think and Learn introduces readers to basic principles and research findings regarding human cognition and memory. It also highlights and debunks twenty-eight common misconceptions about thinking, learning, and the brain. Interspersed throughout the book are many short do-it-yourself exercises in which readers can observe key principles in their own thinking and learning. All ten chapters end with concrete recommendations - both for readers' own learning and for teaching and working effectively with others. As an accomplished researcher and writer, Jeanne Ellis Ormrod gives us a book that is not only highly informative but also a delight to read.

'… complements basic knowledge of cognitive processes with suggestions for application.'

Alisha Francis Source: PsychCRITICS

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Contents

How We Think and LearnTheoretical Perspectives and Practical Implications
pp i-ii
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How We Think and Learn - Title page
pp iii-iii
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Copyright page
pp iv-iv
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Contents
pp v-vi
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Acknowledgments
pp vii-viii
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1 - The General Nature of Human Cognition and Learning: Probably Not Quite What You Think It Is
pp 1-10
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2 - The Human Brain: The Hardware of Our Thinking and Learning
pp 11-29
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3 - Cognition and Learning as Constructive Processes: Finding Order in Chaos
pp 30-49
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4 - Key Components of the Human Memory System: An Overly Simplistic Yet Useful Model
pp 50-71
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5 - In-Depth Cognitive Processing: Maximizing the “Long-Term” in Long-Term Memory
pp 72-95
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6 - Remembering, Forgetting, and Misremembering: Why Long-Term Memory Isn’t Always Dependable
pp 96-115
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7 - Metacognition: Thinking about Thinking
pp 116-129
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8 - Conceptual Change: Revising Our Understandings When Revisions Are Called For
pp 130-144
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9 - Bringing Other Factors into the Picture: How Emotions, Dispositions, and Attributions Affect Thinking and Learning
pp 145-160
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10 - Self-Regulating Our Behavior: Turning Intentions into Actions
pp 161-172
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Appendices
pp 173-176
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Appendix - Twenty-Eight Common Misconceptions about Thinking and Learning
pp 173-176
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References
pp 177-222
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Index
pp 223-229
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How We Think and Learn

Theoretical Perspectives and Practical Implications

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Contents

How We Think and LearnTheoretical Perspectives and Practical Implications
pp i-ii

How We Think and Learn - Title page
pp iii-iii

Copyright page
pp iv-iv

Contents
pp v-vi

Acknowledgments
pp vii-viii

1 - The General Nature of Human Cognition and Learning: Probably Not Quite What You Think It Is
pp 1-10

2 - The Human Brain: The Hardware of Our Thinking and Learning
pp 11-29

3 - Cognition and Learning as Constructive Processes: Finding Order in Chaos
pp 30-49

4 - Key Components of the Human Memory System: An Overly Simplistic Yet Useful Model
pp 50-71

5 - In-Depth Cognitive Processing: Maximizing the “Long-Term” in Long-Term Memory
pp 72-95

6 - Remembering, Forgetting, and Misremembering: Why Long-Term Memory Isn’t Always Dependable
pp 96-115

7 - Metacognition: Thinking about Thinking
pp 116-129

8 - Conceptual Change: Revising Our Understandings When Revisions Are Called For
pp 130-144

9 - Bringing Other Factors into the Picture: How Emotions, Dispositions, and Attributions Affect Thinking and Learning
pp 145-160

10 - Self-Regulating Our Behavior: Turning Intentions into Actions
pp 161-172

Appendices
pp 173-176

Appendix - Twenty-Eight Common Misconceptions about Thinking and Learning
pp 173-176

References
pp 177-222

Index
pp 223-229

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How We Think and Learn

Theoretical Perspectives and Practical Implications

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