This book will have great value and utility to those whose work compels them to conceptualize teaching and learning within the closed loop of student learning objectives, accountability measures, and behavioral objectives: corporate trainers, athletic coaches, charter school operators, students preparing for standardized tests, and the like.  Indeed, the book may very well become the authoritative source for those who are driven by instructional efficiency and who seek to maximize memory and information retrieval.  Synthesizing much recent research in cognitive science, and written in a highly engaging and anecdotal style, the book is loaded with practical tips and advice for both teachers and students.  Wisely, the authors refrain from trying to draw any educational policy implications from their analysis.  They note in the concluding paragraphs that their book is concerned with "learning" and not "education," which "embraces difficult questions" regarding social purposes and other matters.  This is an important discrimination to make, and the authors are to be commended for making it.  Let us hope that readers take heed of the authors' circumspect approach.  Summing Up: Highly recommended. All readership levels.

--T. R. Glander, Nazareth College

Timothy Richard Glander

Nazareth College

http://dx.doi.org/10.5860/CHOICE.185235

Coauthors Brown (Jumping the Job Track), Henry L. Roediger (James S. McDonnell Distinguished University Professor of Psychology, Washington Univ. in St. Louis), and Mark A. McDaniel (psychology, director of the Ctr. for Integrative Research on Cognition, Learning, and Education, Washington Univ. in St. Louis) challenge traditional ideas about learning in this survey of cognitive studies. The authors contend that, contrary to popular belief, effective long-term learning doesn't occur through passive and repeated exposure to information. Rather, learners can best acquire knowledge by actively recalling information and connecting it to their own experience. Brown, Roediger, and McDaniel enumerate principles for improving learning, but they couch these ideas in narrative, including personal anecdotes and case studies that demonstrate each point. The authors provide suggestions to students, adult learners, and trainers who may wish to implement new techniques in instruction. All the while, they demonstrate their own principles by reiterating key concepts, building associations, and interweaving topics throughout the book. Instructors and students will find that this title not only describes cognitive principles in general terms but also provides specific examples of study techniques and methods for constructing more effective courses. VERDICT This book will appeal to high school and college students as well as educators, trainers, and anyone interested in improving memory or having a better understanding of cognitive science.—Talea Anderson, College Place, WA