Designing Systems that Train Learning Ability: From Theory to Practice

Abstract

Empirical and theoretical evidence is presented to support the conclusion that improvement of learning ability is an important and viable educational goal. However, the improvement of learning ability necessitates development not only of specific learning skills, which we know how to teach, but also an executive control mechanism that automatically accesses and combines learning skills whenever they are needed. Metacognitive theorists are currently investigating evidence that some executive skills can be imparted through direct training. However, a theme that emerges repeatedly in our review is that executive learning skills cannot be trained easily or by direct instruction alone, but must be developed gradually and automated over an extended period of time. It follows that genuine improvement of academic aptitude is not likely to result from anything less than a thoughtful, systematic curriculum that complements direct training in learning strategies, and thereby “engineers” the gradual evolution of important executive control skills.