People are continually engaged in some learning activity or other - learning to ride a bicycle or speak a foreign language to dance, swim, cook or play the latest card game, to handle a pneumatic drill, manage a shop or administer a Government department For each person, a selection of such experiences, and especially the universal one of school, goes to make up his dea of what learning is about and what sort of questions need to be answere . They help to produce some more or less clear expectation of what this book will be about. We might as well ask at the very beginning: what is the relationship between the reader's questions about learning and those that psychologists try to answer? When psychologists talk about learning, do they mean the same thing as the reader?
The examples of learning that have been quoted cover a range of human activity. How does one deal with such a varied and complex field? Is it all just one topic to be dealt with under a single title?
Many people who have written about human learning have done so as a result of long experience in teaching children. They have grappled with the task of producing learning in others, have reviewed and reconsidered both what they were doing and what they were trying to do, and have arrived at insights and theories about the learning process as they saw it. Ideas developed in this way can be valuable and are certainly often in. fluential. Suppose, however, that we want something more systematic, an experimental investigation of learning that not mily produces conclusions, but can present the evidence and the reasoning on which they are based. Where should one begin？
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