Abstract
How can there be doing without learning? This was the riddle we posed in Chap. 1. How is it that a student can give every major, outward indication of learning in the moment without – as we later realize – really retaining the material? How, for example, can students be listening and attending without assimilating to any significant degree what they’re attending to? How can students successfully complete assignments and tasks designed to teach certain concepts without actually learning from their work? In other words, how can students so clearly seem to be learning at the time, but without the new information being later accessible to memory and without it being able to serve as the foundation for learning in the future?
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2011 Springer Science+Business Media, LLC
About this chapter
Cite this chapter
Ahern, C.A., de Kirby, K. (2011). At the Time of Learning: The Encoding Process. In: Beyond Individual Differences. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-0641-9_3
Download citation
DOI: https://doi.org/10.1007/978-1-4614-0641-9_3
Published:
Publisher Name: Springer, New York, NY
Print ISBN: 978-1-4614-0640-2
Online ISBN: 978-1-4614-0641-9
eBook Packages: Behavioral ScienceBehavioral Science and Psychology (R0)