Norman Doidge's "The Brain That Changes Itself" offers a great starting place for those of us interested in understanding the physiology behind our learning process. Those willing to take the time to read the entire book will follow Doidge's explorations documenting how a variety of terribly challenged people have overcome tremendous physical and psychological disabilities far beyond the day-to-day issues confronted in our training-teaching-learning efforts. Those with less time to spare--or shorter attention spans--can move right to the heart of Doidge’s writings on the physiology of learning by diving into the third chapter, "Redesigning the Brain"--a fascinating and game-changing exploration of the work on neuroplasticity completed by University of California, San Francisco professor emeritus Michael Merzenich. Understanding the basics of neuroplasticity helps us understand the challenges our learners face. There are, for example, times in our lives--early childhood being one that is easily and commonly recognized--when learning appears to be easier for us. "Merzenich thinks our neglect of intensive learning as we age leads the systems in the brain that modulate, regulate, and control plasticity to waste away," Doidge adds. "In response he has developed brain exercise for age-related cognitive decline--the common decline of memory, thinking and, processing speed" and his efforts are producing noteworthy results (p. 85). The conclusions for those of us involved in workplace learning and performance or any other educational endeavor are obvious. If we want to help our learners, we have to make them aware of what it takes to expedite learning.