丹尼尔 L. 施瓦茨（Daniel L. Schwartz） 学习科学权专家。斯坦福大学教育学院院长，“Nomellini & Olivier”教育科技讲席教授。哥伦比亚大学人类认知与学习博士。 施瓦茨教授在学习科学基础理论与创新教学的研究中取得了很多重大成就，至今发表重要学术论文60余篇。他先后指导的20余位博士及博士后，大多进入美国高校就任教授，或成功创办有广泛社会影响力的教育企业。 在斯坦福大学指导研究生的同时，施瓦茨教授先后开设了18门学习理论和学习科学相关课程。其中受欢迎的是“核心学习机制”课程，囊括各类适用范围广泛且对学习具有明确指导意义的学习方法与技巧，吸引了不同背景的学生，如律师、物理学家、工程师、商业管理者、教师、教育科技工作者等。由于该课程供不应求，施瓦茨教授及其团队基于课程内容撰写了本书，满足更广大读者对学习的强烈兴趣。

丹尼尔 L. 施瓦茨（Daniel L. Schwartz） 学习科学权专家。斯坦福大学教育学院院长，“Nomellini & Olivier”教育科技讲席教授。哥伦比亚大学人类认知与学习博士。 施瓦茨教授在学习科学基础理论与创新教学的研究中取得了很多重大成就，至今发表重要学术论文60余篇。他先后指导的20余位博士及博士后，大多进入美国高校就任教授，或成功创办有广泛社会影响力的教育企业。 在斯坦福大学指导研究生的同时，施瓦茨教授先后开设了18门学习理论和学习科学相关课程。其中受欢迎的是“核心学习机制”课程，囊括各类适用范围广泛且对学习具有明确指导意义的学习方法与技巧，吸引了不同背景的学生，如律师、物理学家、工程师、商业管理者、教师、教育科技工作者等。由于该课程供不应求，施瓦茨教授及其团队基于课程内容撰写了本书，满足更广大读者对学习的强烈兴趣。

Discusses extraordinary dreams and offers suggestions for interpreting and appreciating your own extraordinary dreams. From visions of a past life to glimpses of the future, history is full of accounts of unusual dreams. This fascinating book explores historical, scientific, and cross-cultural research on these sorts of extraordinary dreams, and offers practical suggestions on ...(展开全部)

For 50 years, the world's most brilliant neuroscientists have struggled to understand how human brains really work. Today, says Dale Purves, the dominant research agenda may have taken us as far as it can--and neuroscientists may be approaching a paradigm shift. In this highly personal book, Purves reveals how we got to this point and offers his notion of where neuroscience may...(展开全部)

For 50 years, the world's most brilliant neuroscientists have struggled to understand how human brains really work. Today, says Dale Purves, the dominant research agenda may have taken us as far as it can--and neuroscientists may be approaching a paradigm shift. In this highly personal book, Purves reveals how we got to this point and offers his notion of where neuroscience may...(展开全部)

These essays by one of anthropology's most original theorists consider such fundamental questions as: Is cognition language-based? How reliable a guide to memory are people's narratives about themselves? What connects the "social recalling" studied by anthropologists to the "autobiographical memory" studied by psychologists? Now gathered in accessible form for the first time an...(展开全部)

These essays by one of anthropology's most original theorists consider such fundamental questions as: Is cognition language-based? How reliable a guide to memory are people's narratives about themselves? What connects the "social recalling" studied by anthropologists to the "autobiographical memory" studied by psychologists? Now gathered in accessible form for the first time an...(展开全部)

We all love stories. But why do we tell them? And why do all stories function in an eerily similar way? John Yorke, creator of the BBC Writers' Academy, has brought a vast array of drama to British screens. Here he takes us on a journey to the heart of storytelling, revealing that there truly is a unifying shape to narrative forms - one that echoes the fairytale journey into th...(展开全部)

约翰·哈蒂（John Hattie） 澳大利亚墨尔本大学墨尔本教育研究所教授兼所长，学习科学研究中心副主任。《可见的学习》和《可见的学习（教师版）》作者，《学生学业成就国际指南》（International Guide to Student Achievement）主编之一。 格雷戈里·C.R.耶茨（Gregory C. R. Yates） 南澳大学教育学院的高级讲师。《教育心理学》（Educational Psychology）杂志编委，发表了大量有关认知信息加工和社会学习理论的论文。

约翰·哈蒂（John Hattie） 澳大利亚墨尔本大学墨尔本教育研究所教授兼所长，学习科学研究中心副主任。《可见的学习》和《可见的学习（教师版）》作者，《学生学业成就国际指南》（International Guide to Student Achievement）主编之一。 格雷戈里·C.R.耶茨（Gregory C. R. Yates） 南澳大学教育学院的高级讲师。《教育心理学》（Educational Psychology）杂志编委，发表了大量有关认知信息加工和社会学习理论的论文。