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Books on the topic 'Learning and Forgetting'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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1

The book of learning and forgetting. New York: Teachers College Press, 1998.

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2

Rediscovering psychoanalysis: Thinking and feeling, learning and forgetting. Hove, East Sussex: Routledge, 2008.

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3

Benkard, C. Lanier. Learning and forgetting: The dynamics of aircraft production. Cambridge, MA: National Bureau of Economic Research, 1999.

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4

The house on Beartown Road: A memoir of learning and forgetting. New York: Random House, 2003.

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5

Harrow, Jenny. Modelling risk in public services organisations: Managers, organisational learning and organisational forgetting. York: ESRC Risk & Human Behaviour Programme, 1995.

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6

Chen, Chong. Strategic Memory: The Natural History of Learning and Forgetting. Brain & Life Publishing, 2018.

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7

Stark, Alastair. Crafting and Forgetting Policy Lessons. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198831990.003.0006.

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This chapter explores the data relating to lesson-learning process. It presents an expanded conceptualization of inquiry learning that covers how lessons are produced, how they are implemented, and their shelf-life once institutionalized. This reconceptualization reveals several new and complex aspects of learning that have not been considered before in public inquiry scholarship. It also draws attention to two specific aspects of lesson-learning process, largely neglected in relation to inquiries, that influence the effectiveness of learning attempts. The first is the issue of policy transfer, which shapes the way in which inquiry lessons are crafted and communicated. The second is the issue of institutional amnesia, which often undermines the lesson-learning gains that inquiries produce.

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8

Learning and Forgetting in Development NGOs: Insights from Organisational Theory. Taylor & Francis Group, 2018.

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9

Cohen, Elizabeth. The House on Beartown Road: A Memoir of Learning and Forgetting. Thorndike Press, 2003.

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10

Cohen, Elizabeth, and Elizabeth Cohen Van Pelt. The House on Beartown Road: A Memoir of Learning and Forgetting. Random House, 2003.

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11

(Narrator), Bernadette Dunne, ed. The House of Beartown Road: A Memoir of Learning and Forgetting. Blackstone Audiobooks, 2004.

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12

Remembering and Forgetting (Open Learning Units for Psychology in Schools & Colleges: Cognitive). Blackwell Publishing Limited, 1991.

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13

Cassells, Annette. Remembering and Forgetting (Open Learning Units for Psychology in Schools & Colleges: Cognitive). BPS Blackwell, 1991.

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14

The House on Beartown Road: A Memoir of Learning and Forgetting (Audiofy Digital Audiobook Chips). Audiofy/Blackstone, 2004.

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15

Sahakyan, Lili, and Nathaniel L. Foster. The Need for Metaforgetting. Edited by John Dunlosky and Sarah (Uma) K. Tauber. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.26.

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Theories of metamemory are primarily concerned with mechanisms that improve memory; they do not account for processes that reduce accessibility of unwanted information, as in intentional forgetting. The chapter proposes that introducing separate terms like metaremembering and metaforgetting highlights the distinction between remembering and forgetting as different dimensions of memory. It reviews empirical evidence from directed forgetting studies. List-method directed forgetting depends on engaging active forgetting strategies, indicating the importance of control in successful intentional forgetting. The decision to engage in forgetting strategies, in turn, is affected by memory monitoring as evidenced through preexisting confidence about one’s own memory ability, as well as judgments of learning solicited during the task. In item-method directed forgetting, participants control rehearsal by selectively retrieving earlier items believed to be more memorable, even when such beliefs are illusory. The chapter discusses the role of metacognitive monitoring and control in these active forms of forgetting.

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16

Arrow, Holly, and Alexander Garinther. Thinking Together about Genocide. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198801764.003.0010.

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This chapter explores how people “think together” in dyads, small groups, and larger collectives via mutual influence that organizes shared attention and intention, collectively constructs and validates meaning, and collaboratively develops and adjusts distributed networks of learning, memory, and forgetting. It weaves together a selective review of psychological literature on socially shared and situated cognition with applications to the shared and unshared memories of survivors and killers in post-genocide Rwanda. The process and content of convergent and divergent memories about a devastating collective experience helps illuminate the practical psychological functions served by socially shared cognition.

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