Can such techniques as sleep learning and hypnosis improve performance? Do we sometimes confuse familiarity with mastery? Can we learn without making mistakes? These questions apply in the classroom, in the military, and on the assembly line.
Learning, Remembering, Believing addresses these and other key issues in learning and performance. The volume presents leading-edge theories and findings from a wide range of research settings: from pilots learning to fly to children learning about physics by throwing beanbags. Common folklore is explored, and promising research directions are identified. The authors also continue themes from their first two volumes: Enhancing Human Performance (1988) and In the Mind's Eye (1991).
The result is a thorough and readable review of:
Learning, Remembering, Believing offers an understanding of human learning that will be useful to training specialists, psychologists, educators, managers, and individuals interested in all dimensions of human performance.
National Research Council. 1994. Learning, Remembering, Believing: Enhancing Human Performance. Washington, DC: The National Academies Press. https://doi.org/10.17226/2303.
|Part I Overview||1-2|
|Part II Learning and Remembering||23-24|
|Transfer: Training for Performance||25-56|
|Illusions of Comprehension, Competence, and Remembering||57-80|
|Part III Learning and Performing in Teams||81-82|
|The Performance and Development of Teams||113-139|
|Training in Teams||140-170|
|Part IV Mental and Emotional States||171-172|
|Self-Confidence and Performance||173-206|
|Altering States of Consciousness||207-248|
|Part V New Directions||249-251|
|Socially Induced Affect||251-276|
|A Committee Activities||379-382|
|B Biographical Sketches||383-386|
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