Beyond Individual Differences Organizing Processes, Information Over
In an era of intense interest in educational reform, spurred by increasing global competition for jobs and advancement, it is more critical than ever to understand the nature of learning. And although much attention is paid to differences between learners
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Charles A. Ahern • Kenton de Kirby
Beyond Individual Differences Organizing Processes, Information Overload, and Classroom Learning
Charles A. Ahern, PhD Holy Names University and the Watershed Learning Institute 5565 College Ave., Suite 340E Oakland, CA 94618, USA [email protected]
Kenton de Kirby Graduate School of Education University of California, Berkeley Berkeley, CA 94720, USA [email protected]
ISBN 978-1-4614-0640-2 (hardcover) e-ISBN 978-1-4614-0641-9 ISBN 978-1-4614-0639-6 (softcover) DOI 10.1007/978-1-4614-0641-9 Springer New York Dordrecht Heidelberg London Library of Congress Control Number: 2011935147 © Springer Science+Business Media, LLC 2011 All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer Science+Business Media, LLC, 233 Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
This book is dedicated with love to Millicent Horne and to the memory of Stanley Horne. Charles A. Ahern
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Preface
My training is in the neuropsychology of learning, in the manner in which brain functioning influences how people acquire knowledge and skills. While most neuropsychologists provide assessments or conduct research, the focus of my career has been on intervention, on working in an ongoing way with children and adults who have some kind of difficulty in learning. In the history of neuropsychology, a pattern has been repeated many times. Observations made of those with dramatic cognitive difficulties have ultimately contributed to our understanding of the nature of learning and brain functioning in all of us. My own clinical practice has allowed for observations that followed this pattern in a particular way. The work I have done with individuals struggling with learning has pointed to – placed in relief – certain fundamental issues which appear to be relevant to all. As background, I offer the story of that work and how I came to write this book. The story begins with my first meeting with an 8-year-old boy named TJ, which took place while I was studying neuropsychology at Wake Forest Medical School. I first learned about TJ during neurology grand rounds – a meeting at which physicians discuss notes concerning a specific patient. TJ, I learned, suffered from abnormal brain development due to a congenital condition. His symptoms included profound difficulties with memory and at
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