Here you go, student. Let me know if any of these need edits.

Running head:

1

How We Learn: The Surprising Truth about When, Where and Why it Happens
Author Name(s), First M. Last, Omit Titles and Degrees
Institutional Affiliation(s)

Author Note
Include any grant/funding information and a complete correspondence address.

2
How We Learn: The Surprising Truth about When, Where and Why it Happens
Chapter One: The Story Maker
In this first chapter, Carey explores the biological mechanisms that allow learning to
happen. Everything that the human being can achieve, from the movement of their legs to the
understanding of complex mathematical concepts, is the result of the chemical interactions within
the human brain. Carey explains these processes in various degrees of detail, from the way in
which neurons communicate with one another to the different parts of the brain and how they
contribute to the process of learning. Throughout this exploration, Carey presents the facts that are
associated with these processes, as well as brief moments of speculation. As there is still a lot that
can be learned about the way that the brain functions, Carey is forced to admit that there are gaps
in the knowledge base. However, that does not negate from all that has been learned about the
human brain, from its division to its reigning sense of unity. In a way, this chapter feels as an
introduction through the physical history of learning, as it manifests itself within the confines of
the human skull.
Chapter Two: The Power of Forgetting
Carey explores the way in which memories are created in the previous chapter, because of
the importance that it bears to learning, but dedicates the second section to the importance behind
forgetting. The accumulation of too much information can lead individual to the tire out their brains,
leading to their incurrence in small mistakes. Through forgetting – which is generally perceived
as something detrimental to learning – the individual can remove the clutter from their mental
storage. Through the application of filters, for instance, information can be selectively forgotten
for the better exploitation of what is learned. These filters stop the incorrect type of data to rise
when data is being recalled, for instance, making the management of knowledge more efficient.

3
Chapter Three: Breaking Good Habits
In this chapter, which starts out the section about the retention of memory and knowledge,
Carey explores the way in which context can affect the process of learning. Context refers to the
environment in which the learning process is carried out – this could be anything from the way in
which the person feels, the ambiance where the learning session is taking place, the disposition of
the individual towards learning, etc. The correlation between context and learning is illustrated
through various studies, which Carey features throughout the text. One, for instance, showed that
individuals would be better at recalling the content of some flashcards when the quiz was presented
to them in a paper that had the same colored background as the sheets from where they were asked
to learn to study the data. This experiment, like others included in the chapter, are meant to
reinforce the importance that context can have in how individuals learn, what they learn, and how
they can recall it.
Chapter Four: Spacing Out
In this chapter, the author explores the benefits of resting time – what he calls spacing out.
Though it might seem counterintuitive, not focusing on learning can bring about benefits to the
learning process. This is a process known as distributive learning – it involves putting some space
between learning sessions so as to maximize the amount of learning that is achieved. Waiting a
couple of days between study sessions, for instance, can increase the likelihood of recollection.
There are variables to consider, though; the amount of time that separates the present from the
future test date will influence the number of intervals that could be had or their frequency.
Regardless of the specifics, it should be noted that distributing the learning sessions is more
effective than attempting to learn everything as quickly as possible. Intervals give better results
than a single, cramming session.

4
Chapter Five: The Hidden Value of Ignorance
In this chapter, Carey presents another contention to popular knowledge, through the
featuring of the benefits – rather than the ill consequences – of ignorance. Ignorance, in this sense,
ought to be regarded as the condition of not knowing in relation to a particular subject. It should
be noted, too, that it is not the lack of knowledge that is valuable, but the understanding on how
and when one forgets, when one comes to this point of ignorance, that can be rather useful for
determining better ways to remember. For instance, various of the experiments featured on the
chapter show that people will forget most of what they read; if they attempt to recite it, quiz
themselves on its content, or perform it, better results will be had. Testing for how much
knowledge is possessed, in itself, can serve as a way to both wage learning and trigger it.
Chapter Six: The Upside of Distraction
In this chapter, Carey takes the reader to another facet of learning: the development of
problem-solving skills. One aspect about this process is the usefulness that distractions can
re...