ABSTRACT

Despite many decades of research devoted to studying human learning and memory, the gap between basic theory and educational application still remains wide. This chapter explores some of the reasons for this discrepancy. It argues that current research and theories concerning episodic or even semantic memory are not oriented toward the types of problems faced in most educational settings. The chapter proposes a framework that focuses on the problem of "experts" rather than on subjects in typical learning and memory situations. The present orientation emphasizes the problem of becoming and being experts. It therefore focuses on the problem of learning what to do to go beyond one's present state of knowing. The chapter contrasts this orientation with those emphasizing episodic memory, semantic memory, and "verbal learning" research. The fact that learning is not necessarily equivalent to remembering is often handled by appealing to "semantic" as opposed to "episodic" memories.