Learning to learn is the key skill for tomorrow. This breakthrough book builds the foundation every student needs, from freshman orientation to graduate school. The second edition of this bestselling student text has been considerably updated with the latest findings from cognitive science that further illuminate learning for students, and help them understand what’s involved i...(展开全部)

While preserving the elements that have made the previous two editions so successful―such as chapters on sleep, exercise, memory and mindset―this third edition introduces students to wholly new aspects of brain function and how they impact learning; and furthermore, addresses the challenges of learning online. By introducing new concepts, strategies, and applications related to...(展开全部)

"Brings together the cognitive, the cultural, and the neurological in an elegant, compelling narrative. A revelatory work." -Oliver Sacks, M.D. The act of reading is so easily taken for granted that we forget what an astounding feat it is. How can a few black marks on white paper evoke an entire universe of meanings? It's even more amazing when we consider that we read u...(展开全部)

"Brings together the cognitive, the cultural, and the neurological in an elegant, compelling narrative. A revelatory work." -Oliver Sacks, M.D. The act of reading is so easily taken for granted that we forget what an astounding feat it is. How can a few black marks on white paper evoke an entire universe of meanings? It's even more amazing when we consider that we read u...(展开全部)

MICHAEL POLLAN is the author of seven books, including Cooked: The Natural History of Transformation, Food Rules, In Defense of Food, and The Omnivore's Dilemma. A longtime contributor to The New York Times, he is also the Knight Professor of Science and Environmental Journalism at the University of California, Berkeley. In 2010, TIME magazine named him one of the one hundred m...(展开全部)

MICHAEL POLLAN is the author of seven books, including Cooked: The Natural History of Transformation, Food Rules, In Defense of Food, and The Omnivore's Dilemma. A longtime contributor to The New York Times, he is also the Knight Professor of Science and Environmental Journalism at the University of California, Berkeley. In 2010, TIME magazine named him one of the one hundred m...(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。