Psychology of Learning

Dr. Mel Levine wrote the book, A Mind at a Time. Dr. Levine provides a number of insights about the psychology of learning in children and in adults. This book is a wide-ranging exploration of the ways in which young minds differ. The most basic instrument for learning is something Levine calls a neuro-developmental function. The capacity to store and retrieve chains of information, such as the alphabet, is one example of a neuro-developmental function. Levine explains that the combination of functions required to succeed in school is enormous. According to Levine, it should not be surprising that specific weakness, which Levine calls neuro-developmental dysfunctions, are common in children. In fact, Levine states that each person lives with a mind wired to excel in one area and cash in another. Ideally, each of us will discover good matches between our kind of mind and our pursuits in life.

Levine discusses the hard wiring of children's minds. He offers insights into how parents and educators can and should adjust how they approach the education process. Levine stresses that parents and teachers must take time to identify each child's dysfunctions and make adjustments appropriate to these dysfunctions because children's abilities and disabilities are tested and challenged every day.

Levine suggests that teachers and educators can be divided into what he calls either "lumpers" or "splitters." Lumpers tend to lump children into categories, and assume that all member

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t draw on a variety of neuro-developmental capacities. Some students are strong in certain areas and some are strong in others, but no one is equally capable in all eight systems, and the strength of the functions involved in each system directly influence academic performance as well as social development. Dr. Levine explains that some children have neuro-developmental profiles that are closely matched to the requirements needed to succeed in school while others are burdened with neuro-developmental profiles that fail to connect with the demands the children face in school. Levine notes that when a child struggles in school, parents can take comfort in the fact that children's report cards are not notoriously poor predictors about how a child will eventually develop in their careers. In this book, Dr. Levine explains why some students are creative and write imaginatively, but do poorly in other subjects. He suggests that because weak memory skills prevent these students them from retaining facts. Dr. Levine explains that often the problem is not a lack of intelligence, but a learning style that simply does not match the teaching style. He asks readers to accept the fact that neuro-development dysfunction often goes undetected.

Category: Psychology - P