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ERIC Number: ED328481
Record Type: RIE
Publication Date: 1987-Oct
Pages: 23
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Different Forms of Learning in Psychology and Education. CITE Report No. 24.
Laurillard, Diana
There are fundamental differences in the forms of learning addressed by cognitive psychologists and educationalists. The phenomena explained by a psychological theory of learning are the successes of human cognition. The mechanisms posited are designed to account for how learning takes place, where the content of the learning is the physical and social world around us. Educational theories of learning usually concern students' failure to learn. The content of the learning that is supposed to take place is a different kind of world: the world of other people's ideas. Psychological theories of why people fail to learn an idea do not provide adequate explanation because of a key difference: the content in this case is not the "natural" environment of the real world to which the learner has immediate access but the world of academic ideas, an "unnatural" environment. The same cognitive capacities that work well in the natural environment do not in the unnatural environment. In education, students fail to learn at least partly because the environment does not afford learning. Instead of providing study skill courses, educators need to enrich students' means of access to the unnatural world of academic ideas. An 18-item reference list is included. (DB)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Open Univ., Walton, Bletchley, Bucks (England). Inst. of Educational Technology.
Identifiers: N/A
Note: Paper presented at the Conference of the Society for Research into Higher Education/British Pschological Society (Lancaster, England, 1985). In: Richardson, Eysenck, and Piper, Eds., "Student Learning in Research in Education and Cognitive Psychology." SRHE & Open University Press, 1987. For related documents, see SO 021 064-067.