Learning to Learn: Organization and the Student’s Experience

  • Charles A. Ahern
  • Kenton de Kirby


In Chap. 1 we presented a riddle: Imagine you attended an exciting, daylong seminar and felt confident you’d paid attention and absorbed the material. Then, a few days later, you were surprised to find you could recall very little of the meaningful material you thought you’d learned. In subsequent chapters, we investigated this riddle by tightening our focus to the level of the learning episode, examining how demand on organizing processes can influence how encoding occurs, and clarifying important facets of the relationship between learning and organizing processes.


Cognitive Flexibility Excessive Demand Extrinsic Reward Intellectual Curiosity Learning Episode 
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Copyright information

© Springer Science+Business Media, LLC 2011

Authors and Affiliations

  1. 1.Holy Names University and the Watershed Learning InstituteOaklandUSA
  2. 2.Graduate School of EducationUniversity of California, BerkeleyBerkeleyUSA

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