Outsmart your brain: why learning is hard and how you can make it easy

Willingham (Why Don't Students Like School?), a psychology professor at the University of Virginia, delivers a straightforward manual on how college students can learn more effectively. The author draws on psychological research and his teaching background to offer strategies for students to better absorb class material. He recommends that readers balance writing notes with paying attention to a lecture's meaning, because too much focus on the former can lead students to miss the latter. Highlighting the importance of organization to memory retention, he describes a study that found participants better remembered words when they were presented in a "logically organized" diagram, and he suggests readers reorganize their notes into tree diagrams to prepare for tests. Much of the advice is commonsensical, as when Willingham advises students to find a distraction-free space to study and to avoid multitasking. Still, college students will appreciate the author's pick-and-choose approach, such as when he provides suggestions for stemming anxiety--including mindfulness meditation and interpreting anxiety symptoms as excitement--and encourages readers to "see what works for you." Though much of the guidance isn't surprising, students will likely find some useful tips. (Nov.)

A cognitive scientist tackles learning. In this "user's guide to your brain," psychology professor Willingham aims to show readers how to "fully exploit its learning potential." He begins by addressing the three "tasks" that make up the bulk of education--listening, reading, and taking tests--and suggests ways students can perform each one more effectively. The author's advice ranges from the big picture (during a lecture, listen for verbal cues that denote the hierarchical organization of material) to the granular (sit in the front row of a classroom, since "there is less chance that someone in front of you will do something distracting"). He provides an illuminating comparison between taking notes longhand versus on a laptop, explaining how the brain processes information differently according to which media is involved. The book is similarly comprehensive about test-taking, moving from the common sense (read each question carefully) to the less obvious (to reduce pre-test anxiety, students should reduce their consumption of caffeinated drinks). Throughout, Willingham masterfully synthesizes the relevant research for practical application. For example, he cites studies showing that people "remember a little more each time they attempt to remember," particularly if they leave a few minutes between each attempt. So, if an answer eludes you on a test, try again in five minutes, returning to the question at intervals until your time is up. Willingham lays out his recommendations in admirably clear prose with a logical structure, and he includes numbered "tips," with essential points rendered in bold. Each chapter ends with an equivalent set of tips for teachers. The author also addresses a more personal obstacle to learning: students who, perhaps because of family background, don't feel like they truly belong in school. On this subject, the author is both eloquent and encouraging. Highly informative and inspiring: a must-read for students of any age. Copyright (c) Kirkus Reviews, used with permission.

Willingham (Why Don't Students Like School?), a psychology professor at the University of Virginia, delivers a straightforward manual on how college students can learn more effectively. The author draws on psychological research and his teaching background to offer strategies for students to better absorb class material. He recommends that readers balance writing notes with paying attention to a lecture's meaning, because too much focus on the former can lead students to miss the latter. Highlighting the importance of organization to memory retention, he describes a study that found participants better remembered words when they were presented in a "logically organized" diagram, and he suggests readers reorganize their notes into tree diagrams to prepare for tests. Much of the advice is commonsensical, as when Willingham advises students to find a distraction-free space to study and to avoid multitasking. Still, college students will appreciate the author's pick-and-choose approach, such as when he provides suggestions for stemming anxiety—including mindfulness meditation and interpreting anxiety symptoms as excitement—and encourages readers to "see what works for you." Though much of the guidance isn't surprising, students will likely find some useful tips. (Nov.)