With a few exceptions, the research that forms the foundation of this book is from the 21st century, meaning that it is no more than ten years old (up to this book’s publication date). I point that out because those of us who train and teach for a living may be unfamiliar with the most current updates to research about human learning. This is unfortunate because, in the last decade, a whole new area of science (called “cognitive neuroscience” or how the brain takes in, stores, and retrieves information) has virtually exploded with information that is of practical use to anyone who helps others learn. While the information found in this research may not be new, the application of it is.
There are many excellent ...