a standard set of questions they would like answered: can you really divide people up into a particular set of categories? Are the tests for these categories reliable; if you take the test twice will you come out the same both times? Are the categories you are trying to use related to how people learn? If you use a theory of learning styles, do people learn better? Can you use learning styles to predict who will benefit most from particular styles of instruction? Does using a learning styles system - any system - for teaching have other effects on learners or teachings, such as making them more confident or making them expend more effort?
These questions stem from the way academic psychologists systematically approach topics: we like to establish the truth of psychological claims. If someone comes to us with a theory about learning styles we want to know (a) if learning styles really exist, (b) if they really are associated with better learning and also (c) if, when learning styles are taken into account, learning is better because of something about the specific learing style theory rather than just being a side effect of an increase in teacher confidence, effort or somesuch.
The book was originally titled Thinking About Thinking. Just arriving in bookstores from Farrar, Straus and Giroux, it's now called Thinking, Fast and Slow. It's wonderful, of course. To anyone with the slightest interest in the workings of his own mind it is so rich and fascinating that any summary of it would seem absurd. Kahneman walks the lay reader (i.e., me) through the research of the past few decades that has described, as it has never been described before, what appear to be permanent kinks in human reason. The story he tells has two characters-he names them "System 1" and "System 2"-that stand in for our two different mental operations. System 1 (fast thinking) is the mental state in which you probably drive a car or buy groceries. It relies heavily on intuition and is amazingly capable of misleading and also of being misled. The slow-thinking System 2 is the mental state that understands how System 1 might be misled and steps in to try to prevent it from happening. The most important quality of System 2 is that it is lazy; the most important quality of System 1 is that it can't be turned off. We pass through this life on the receiving end of a steady signal of partially reliable information that we only occasionally, and under duress, evaluate thoroughly. Through these two characters the author describes the mistakes your mind is prone to make and then explores the reasons for its errors.
