Description: "In aspiring to resituate the question of learning as a problem ofacquisition rather than representation, [Reber] clearly strikes at the centralpremise of cognitive approaches to learning and teaching and allows us to bringthose premises up for inspection. This has got to be both a crucial andfascinating concern for many adult educators who have been so enamored for thepast several decades with such issues as learning how to learn, metacognition,and lifelong learning....Those of us interested in the construction of knowledgeand the power of research traditions can glean a lot from this insider's view ofthirty years of empirical work....The questions the work deals with should beimportant to us as adult educators if we are truly concerned about how adultslearn and how to structure our attempts at instruction." --Adult EducationQuarterly

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