November 24, 2014
Carey provides a rich exploration into the theoretical underpinnings of the most recent research on learning. He unravels many myths, such as the benefits of studying in quiet, with clear prose supported by anecdotes, experiments, and examples. The main drawback is that several of Carey’s exercises for readers are not entirely conducive to the audio format. Reader Kramer has a deep, almost jovial voice that manages to convey the authority and expertise of Carey’s text. He is exceptionally adept at pacing and emphasis, making it easy to follow the denser parts of the text. When possible, he also adds enough emotion to his voice to connect with the reader. For instance, when Carey is relating some of his own success and failures, one can hear the hint of a smile in Kramer’s voice, which enhances the listening experience. A Random House hardcover.
May 19, 2014
In this highly accessible exploration through one of our most perplexing processes, New York Times reporter Carey brings the concept of learning out of the classroom setting and into the wider world. More than just a “when, where, and why” account, Carey expands our understanding of the phenomenon to consider the “who,” encompassing individuals of all ages. Much as learning seems like a product of deliberate concentration, it can often be most fruitful when we embrace moments of distraction, and Carey relies on personal, at times tortured, anecdotes to illustrate his points. The role of memory is relevant, but not central to his study, which involves a more integrated means of remembering and forgetting. Learning does not consistently culminate in a singular goal; rather it is an ongoing process that can be traced, but not always measured. Carey admits that his science is at best imperfect, but he utilizes biology and cognitive science to structure and inform his work. His writing, personal and presented in the most understandable terms, strikes an appropriate tone. What we come to realize is that we are all learners, however different, which makes this book less about learning than it is about being comprehensively and attentively alive.
July 15, 2014
Carey (Poison Most Vial: A Mystery, 2012, etc.) choseto write scientific mysteries for kids as a distraction from his day job as ascience reporter for the New York Times, until it dawned on himthat he had an amazing story to share: Ostensibly poor study habits can beimportant to improving learning strategies.Recent experiments in cognition offer startling insightsinto how the brain works, contradicting traditional beliefs about the merits ofconcentration and self-discipline. "Distractions can aid learning," writes theauthor. "Napping does, too. Quitting before a project is done: not bad, as analmost done project lingers in memory far longer than one that is completed."Taking a break and texting or checking emails when faced with a knotty mathproblem may actually facilitate a solution. New research indicates that memoryis a two-stage process: In addition to storage, there is retrieval, which is anassociative process. What we remember from one moment to the next may not beidentical; images are embedded "in networks of perceptions, facts and thoughts, slightly different combinations of which bubble up each time." Carey describesexperiments that demonstrate the remarkable fact that if subjects are shown aseries of pictures or lines of poetry that they are asked to memorize, theirrecall will improve over several days without further practice. In the case ofa meaningless array of syllables or numbers, however, this is not the case."Forgetting is not only a passive process of decay but also an active one, offiltering," and the brain treats nonsense syllables as dispensable clutter.Forgetting is part of the mental process of fixing a memory. If we aremotivated to solve a difficult problem, our brains will take advantage of abreak to continue working "offline" while we turn our attention elsewhere.A fascinating perspective on how we can benefit from thedistractions of daily life.
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September 1, 2014
New York Times science reporter Carey's (Poison Most Vial) latest work describes techniques "that could help us learn more effectively without demanding more effort." Drawing from educational, social, and evolutionary psychology, the author lists the many ways we learn while performing everyday activities. Forgetting, sleeping, even quitting and ignorance can help us gain knowledge. Humans love patterns and detecting these patterns, so it's hard for us to notice a learning opportunity if it doesn't fit within a pattern. Carey writes, "our thinking is rooted more in superstition than science, and that we misidentify the sources of our frustration." We should take advantage of these moments and examine what we learned from them so we can transfer that to the next learning activity. That's what education is all about. VERDICT This highly engaging read is recommended for educators from early childhood through higher education and beyond. For all libraries.--Jill Morningstar, Michigan State Univ. Libs., East Lansing
Copyright 2014 Library Journal, LLC Used with permission.
Starred review from September 1, 2014
From his own spotty learning experience and his work as a science reporter for the New York Times, Carey has learned a thing or two about the complex, sometimes arduous, and often highly individual process of learning. Carey explores many theories on how we learn, including the impacts of napping, background music, doodling, and sleep patterns and the importance of making mistakes. One major conclusion: there is no right or wrong way to learn, but when the brain lives with whatever you're studying, it learns the material better. Carey argues that small alterations in learning patterns can help us retain what we learn and connect it to what we already know. Drawing on research and quirky experimentation in biology, neuroscience, and psychology, Carey explores the gamut of the learning process. He begins by explaining how the brain works, then goes on to techniques that strengthen the learning process, then comprehension techniques that help solve problems, and, finally, deeper exploration of particular ways (perceptual models and memory consolidation during sleep) to tap into the subconscious mind to develop skills for learning without thinking. A totally fascinating look at learning, with helpful insights for students and any reader interested in learning everything from a new language to flying to playing chess.(Reprinted with permission of Booklist, copyright 2014, American Library Association.)