Psychology of Learning

Trow, William Clark

doi:10.2307/1168214

Cited by 1 publication

(1 citation statement)

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“…From the 1930s to the early 2000s, it seems that learning, and necessarily the science of learning, was seen as pertaining to human change—change apart from maturation. In some cases, the change is related to neuronal activation (Brownell, 1936) or behavior (e.g., Trow, 1945), whereas in others the focus is on internal reorganization of cognitive structures (e.g., Iran-Nejad, 1990) or changes in social and contextual interactions (e.g., Nasir & Hand, 2006). These definitional findings affirm Darwin’s (1859) notion of adaptation, in that definitions of learning have retained the essential defining feature of the term (i.e., human change), while altering aspects or characteristics of the definition that increase likelihood of the term surviving.…”

Section: Defining Learningmentioning

confidence: 99%

Exploring a Century of Advancements in the Science of Learning

Murphy

Knight

2016

Review of Research in Education

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The past century has yielded a plethora of advancements in the science of learning, from expansions in the theoretical frames that undergird education research to cultural and contextual considerations in educational practice. The overarching purpose of this chapter is to explore and document the growth and development of the science of learning using a tripartite approach. The authors first provide an overview of definitions of learning that have been forwarded in the extant literature, with particular emphasis on journals published by the American Educational Research Association. Next, they overview the epistemic frames that have undergirded investigations of learning during the past century. Finally, they explore the ways in which the nature of investigations of learning has transitioned over time and how these transitions have manifested themselves in settings such as classrooms. In reflecting on the maturation and adaptation of the science of learning over the past century, the authors conclude with thoughts on the future of the science of learning.

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