When learning, why is it that people often use the most exactly ill-fitted strategies or fail to appreciate the ones that do work? An educator who assumes the role of parting knowledge without much attention to imparting the wisdom of learning HOW to learn is churning our unenlightened students who could never take charge of their learning and self-knowledge.
On this episode, Professor Mark McDaniel returns to discuss the idea of gaining more durable knowledge through effort, problem solving, and rehearsal. Tune in to find out why such processes create life-long effective learning.
About Mark McDaniel, Ph.D.
Mark McDaniel is a Professor of Psychological and Brain Sciences at Washington University in St. Louis, and the Co-Director of the Center for Integrative Research on Cognition, Learning, and Education. He received his Ph.D. from University of Colorado in 1980. His research is in the general area of human learning and memory, with an emphasis on prospective memory, encoding and retrieval processes in episodic memory and applications to educational contexts. His educationally relevant research includes a series of studies on elaborative study techniques and enhancing learning through testing (repeated retrieval), with much of this latter work being conducted in actual college and middle school classrooms. This research was sponsored by the Institute of Educational Sciences and the James S. McDonnell Foundation.
McDaniel has served as Associate Editor of the Journal of Experimental Psychology: Learning, Memory, and Cognition and as President of the Rocky Mountain Psychological Association and of Division 3 of the American Psychological Association. He has published over 275 journal articles, book chapters, and edited books on human learning and memory, and is the co-author with Peter Brown and Henry Roediger of the recent book: Make It Stick: The Science of Successful Learning (Harvard University Press, 2014).
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