The brain wants to learn this way: a cognitive psychology approach to efficient learning

This book is a guide to using the brain in the field of learning. The author combines cutting-edge research in cognitive psychology with 25 years of teaching and research experience, focusing on the three major themes of lectures, reading, and exams, to solve the problems of "why is learning so difficult" and "how to make learning simple"...

For the book "The Brain Wants to Learn This Way: A Cognitive Psychology Approach to Efficient Learning", the following are the most distinctive (profound meaning, unique perspective, beautiful language, full of wisdom or creativity, etc.) sentences or paragraphs I have selected. 1. "Time management is not just about arranging time for learning, but also about managing learning efficiency." The author redefines time management from the perspective of cognitive psychology, closely linking it with learning efficiency, with a unique perspective. 3. "Memory is the residue of thinking, and thinking is the catalyst of memory." The language expresses the interactive relationship between memory and thinking beautifully and wisely. 4. "When learning new knowledge, our brain is more like weaving a net, rather than simply stacking bricks." The metaphor of weaving a net vividly illustrates the cognitive construction process of the brain during the learning process. 5. "Distributed practice (spaced repetition) promotes long-term memory better than concentrated practice. ” Based on the research of cognitive psychology, it puts forward specific strategies for efficient learning, which are practical and scientifically based. 6. “Sleep is not only necessary for rest, but also the key to memory consolidation.” It emphasizes the important role of sleep in the learning process, which is of great significance for correcting the misunderstanding of many learners who ignore sleep. 7. “Concentration is the door to learning. Without concentration, no matter how much knowledge you have, it is difficult to enter your brain.” It compares concentration to the door to learning, and vividly explains the key role of concentration in learning. 8. “Self-testing is not only a means to test learning results, but also a powerful way of learning.” It redefines the function of self-testing from the perspective of cognitive psychology and puts forward the dual role of self-testing in learning. 9. “Multitasking is not the best way to improve efficiency. Focusing on a single task often achieves better results.” It gives scientific suggestions for the multitasking phenomenon that is prevalent in modern life, which is of guiding significance. 10. “Learning is not isolated. Social interaction can greatly promote learning results. ” It emphasizes the importance of social interaction in learning, which is in sharp contrast to the traditional concept of isolated learning. 11. “The brain prefers concrete rather than abstract, so combining knowledge with real life experience is a shortcut to learning.” It proposes a learning method that combines abstract knowledge with concrete life experience, which is both practical and creative. 12. “Emotions are the seasoning of learning, and positive emotions can make learning more efficient and enjoyable.” It explores the impact of emotions on learning from the perspective of emotions, and provides learners with inspiration for regulating emotions. 13. “The impact of the environment on learning is far beyond our imagination. Creating an environment conducive to learning is the first step to success.” It emphasizes the importance of the external environment in learning, and reminds learners to pay attention to creating a good learning environment. 14. “Learning is an ability, and this ability can be improved through deliberate practice.” Viewing learning as an ability that can be improved through deliberate practice provides learners with the motivation to make continuous progress. 15. “Everyone’s learning style is unique, and finding a learning method that suits you is the key to success. ” Emphasized the importance of personalized learning and encouraged learners to explore learning methods that suit them. 16. “Memory palace, storytelling and other traditional memory techniques still play an important role in modern learning.” Affirmed the value of traditional memory techniques in modern learning and provided learners with a variety of memory methods. 17. “Critical thinking is an advanced stage of learning. It allows us not only to accept knowledge, but also to analyze and evaluate knowledge.” Put forward the important position of critical thinking in learning and guide learners to move towards higher-level learning goals. 18. “Learning is a process of continuous trial and error. Accepting failure and learning from it is the only way to grow.” Explained the value and significance of failure in the learning process with wise language and encouraged learners to face challenges bravely. 19. “The development of technology has provided unlimited possibilities for learning, but technology itself cannot replace learning efforts and strategies.” Dialectically viewed the role of technology in learning and reminded learners not to rely too much on technology and ignore their own efforts. 20. “Lifelong learning is not only a concept, but also a necessary ability to adapt to a changing world. ”** It elevates lifelong learning to the level of adapting to the changes in the world and emphasizes its importance and necessity in modern society.

Title: Daniel T.

Willingham: A Psychologist Who Explores the Mysteries of Brain Learning Daniel T.< Willingham is an American cognitive psychologist who is well-known for his in-depth research on learning science and educational psychology.

His book "The Brain's Way of Learning" reveals to readers how the brain learns and remembers information more effectively, and has received widespread attention and praise.< Basic Personal Information Willingham was born in the United States and has a dual background in psychology and education.

Education and Career Background He received a bachelor's degree in psychology from Harvard University and a doctorate in psychology from Cornell University.< Willingham was a professor of psychology at the University of Virginia and is currently an honorary professor at the University of Virginia.

Writing Career Willingham's writing career began with his in-depth research on educational psychology.< His articles are often published in authoritative journals such as "American Psychologist" and "Scientific American".

His books include "Why Don't Students Like School?< " and "The Brain's Way of Learning".

Style and Theme Willingham's works are known for their simplicity and logical rigor.< He is good at presenting complex psychological theories to readers in an easy-to-understand way, focusing on how to apply the principles of cognitive psychology to practical teaching and learning.

Personal Life There is little public information about Willingham's personal life, but he once said in an interview that he is keen on reading, writing and spending time with his family.< Social Influence Willingham's research and works have had a profound impact on the field of education.

His theories are widely used in teaching practice, helping teachers and students learn and teach more effectively.< Citations and Reviews The New York Times Book Review praised "The Brain Wants to Learn" as "an important work on the science of learning, a must-read for educators and parents.

" Educational psychologist Amy Finn said that Willingham's work "provides us with valuable insights on how to improve learning efficiency.< " Latest News Willingham continues to conduct research at the University of Virginia and regularly writes articles for education magazines and websites.

He is also often invited to speak at education conferences to share his research results and insights.< Willingham's book, How the Brain Wants to Learn, provides readers with valuable knowledge on how to learn more effectively, and his research results are of great significance to the development of the field of education.