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Being a successful student is far more about being a smart user of effective strategies than about being ‘smart’. In fact it is possible to predict how well a student will do simply on the basis of their use of study strategies. This workbook (one of a series on study skills) looks at the most important group of study strategies — taking notes. Notetaking encompasses many strategies, not simply the obvious ones such as how to format your notes, use headings and highlighting, how to summarize, how to review your notes, but also the more complex ones of how to evaluate text to work out which strategy is appropriate, and how to ask the right questions. The book is for college students who are serious about their learning, and teachers who want to know how best to help their students. As always with the Mempowered books, this thorough (and fully referenced) workbook doesn’t re-hash the same tired advice that’s been peddled for so long, but is based on the last decades’ work of cognitive and educational researchers. Today we know a lot more detail about the ways in which text and images can be used to optimize learning, and this book aims to teach you how to use this information to become a better learner. PLEASE NOTE THAT A REVISED EDITION IS NOW AVAILABLE. This revised edition comes in a new (slightly smaller) size, with improved images, some new examples, and an extended chapter on lecture note-taking.
- Sales Rank: #3640988 in Books
- Published on: 2011-03-28
- Original language: English
- Number of items: 1
- Dimensions: 10.00" h x .51" w x 7.00" l, .89 pounds
- Binding: Paperback
- 226 pages
From the Author
I've been reading and writing about learning and memory for twenty years, ever since I graduated with a doctorate in cognitive psychology and realized I had no practical advice for myself when lack of sleep robbed me of my brain.
Study skills are an area of particular interest to me. I was one of those annoyingly bright students who never needed to work very hard to do well enough. It was only in retrospect, as my native cunning failed me, that I realized I would have established a better foundation for expertise if I had applied some effective study strategies.
Then again, no one had ever really taught me much in the way of good study strategies. Back when I was at school, teachers probably had a good enough excuse in that no one really knew much about cognition. Cognitive psychology was yet in its infancy!
But we've come a long long way since then, and it has been my pleasure in the last twenty years to watch our knowledge grow, and to tease out from the wealth of research those bits that are of practical help to students and teachers.
Perhaps the most important knowledge we have gained is the realization that 'talent' and 'intelligence' are not the fixed, inborn attributes we thought they were. A lot of it has to do with the education and experiences a child has; a lot of it has to do with attitude. A person who believes that intelligence isn't fixed, that whatever the subject they can master it, is a person who is far more likely to succeed. This isn't some mystical 'think positive' claim. This is because such a person is more likely to find and use effective strategies.
Be that person. (Or if you're a teacher: help your students be that person!)
About the Author
Fiona McPherson has a PhD in cognitive psychology from the University of Otago (New Zealand). This theoretical grounding has been the foundation stone for the research she has spent the last twenty years exploring — the question of how to improve human memory. In 1999 her book The Memory Key was published in New Zealand. It has subsequently been published in the United States and Germany, and has most recently been republished in revised form by Random House UK as Perfect Memory Training. Since 2000 she has maintained a website (www.mempowered.com) dedicated to providing information on memory and how to improve it.
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