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LEARNING ABILITY IS probably the most important skill you can have.
Take it from Peter Brown, Henry Roediger, and Mark McDaniel, authors of Make It Stick: The Science Of Successful Learning.
“We need to keep learning and remembering all our lives,” they write. “Getting ahead at work takes mastery of job skills and difficult colleagues … If you’re good at learning, you have an advantage in life.
Learning to remember
And to learn something is to be able to remember it, say the authors, two of whom are psychology professors at Washington University in St Louis.
Unfortunately, lots of the techniques for learning that we pick up in school don’t help with long-term recall — like cramming or highlighting.
To get over these bad habits, we scoured Make It Stick for learning tips.
But be warned: If it’s difficult, it’s good thing.
“Learning is deeper and more durable when it’s effortful,” the authors write. “Learning that’s easy is like writing in sand, here today and gone tomorrow.”
Here are the takeaways:
Retrieval: Bring it back from memory
When you’re attempting to recall an idea, method, or technique from memory, you’re retrieving. Flash cards are a great example: They force you to recall an idea from memory, unlike a technique like highlighting where you’re not burning anything into your brain. The reason retrieval’s so effective is that it strengthens the neural pathways associated with a given concept.
Elaboration: Connect new ideas to what you already know.
When you try to put a new idea into your own words, you’re elaborating.
The more you can explain about the way your new learning relates to prior knowledge, the stronger your grasp of the new learning will be, and the more connections you create that will help you remember it later.
For instance, if you’re in physics class and trying to understand heat transfer, try to tie the concept into your real-life experiences, say, by imagining how a warm cup of coffee disperses heat into your hands.
Interleaving: Varying your subjects
When you work on a variety of things at once, you’re interleaving. If you’re trying to understand a subject — from the basics of economics to hitting a pitch — you’re going to learn better if you mix up your examples.
A sports case: Batters who do batting practice with a mix of fastballs, change-ups, and curveballs hit for a higher average.
The interleaving helps because when you’re out there in the wild, you need to first discern what kind of problem you’re facing before you can start to find a solution, like a ball coming from a pitcher’s hand.
Generation: Answer before you have an answer
When you try to give an answer before it’s given to you, you’re generating.
By wading into the unknown first and puzzling through it, you are far more likely to learn and remember the solution than if somebody first sat down to teach it to you.
In an academic setting, you could work finding your own answers before class starts. In a professional setting, you could supply your own ideas when you’re stuck before talking with your boss.
Reflection: Evaluate what happened.
When you take a few moments to review what happened with a project or meeting, you’re reflecting. You might ask yourself a few questions: What went well? Where can you improve? What does it remind you of?
Harvard Business School researchers have found reflective writing to be super powerful.
Just 15 minutes of written reflection at the end of the day increased performance by 23% for one group of employees.
Mnemonics: Use hacks to recall.
When you’re using an acronym or image to recall something, you’re using a mnemonic.
The hall of fame includes abbreviations — Roy G. Biv for the colors of the spectrum (Red, Orange, Yellow, Green, Blue, Indigo, Violet) — and rhyming, like “in 1492, Columbus sailed the ocean blue.”
Mnemonics are not tools for learning per se, but for creating mental structures that make it easier to retrieve what you have learned.
Calibration: Know what you don’t know.
When you get feedback that reveals your ignorance to you, you’re calibrating.
“Calibration is simply the act of using an objective instrument to clear away illusions and adjust your judgment to better reflect reality.”
This is necessary since we all suffer from “cognitive illusions”: We think we understand something when we really don’t. So taking a quiz — or gathering feedback from a colleague — helps you to identify those blind spots.
For a deeper dig into the science of learning, make sure to pick up “Make It Stick.” It’s an illuminating read.
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Anyone forgotten the first tip already?
It’s gone out of my head as if it was never there in the first place.
I don’t want to be smarter. It’s hard enough staying sane as it is.
I barely remember what this article is about….or how boring it was….
There’s a good chance that you haven’t read it properly, since mere seconds have passed since you finished commenting on another story. :0
If we want to encourage intelligence this needs to begin in childhood. It’s not fair that the intelligent kids should have to be held back in school by the slow kids who are mostly going to just end up on the dole or emigrating anyway. At the beginning of each school year each child should sit an IQ test, the top 20% can be taught separately to avoid distractions from the rest.
You do that and then the top 20% will get the best our educational system can provide, while the other 80%, the majority, who arguably need more from the educational system, will be neglected. You seriously call that fair?
I don’t think anyone would argue that intelligence should be recognised and encouraged, but not at the expense of everyone else. Suggestions like are absurd and just serve to place intelligent children as elite and separate from other children. Your pseudonym, sir, is very appropriate.
With a comment like that, you’d surely be put into the 80%! It’s not as clear cut as you make it sound to divide children into groups like that.
Do you want a fair education system or an effective education system? When you run a business you promote your best employees and give the most funding to the most effective branches. Wasting resources on the less intelligent children gives poorer returns than on the top 20% and so represents a bad investment of time and money.
*thought separatly
Ps : sarcasm
You make a good point that it’s better to invest in a better department, business wise, but I’m expressing a teacher point of view where it’s really obvious first hand what happens the classes who feel they are being put into lower academic streams, the negative effect is usually plain to see (not always but a lot of the time!) so I suppose we will have to agree to disagree as children V business are very different areas!
Mr. Fantastic, I honestly wonder if you are trolling or if you genuinely mean what you write. Your commentsend on this and other topicscreens are incredulous!! Segregate children based on their intelligence?? This can’t even be measured. “….wasting resources..” on less intelligent children. Do you also suggest purging pregnancies where the foetus has disabilities??? I hope you are just trolling and don’t genuinely believe what you say.
Sitting an IQ test once per year is useless. I sat the test 6 years apart and there was only a 2 point variance. Not to mention culling the top 20% year on year would not only create a constant state of flux but also result in a single child eventually but quickly being separated from the herd.
At the same time, you can’t argue resource distribution economics if you’re basing it on current curriculum standards.
Aptitude and overall intelligence can most certainly be measured within the construct of education and schooling.
I always find it hard to remember what I’ve forgotten.
The irony of this article posted on
“the journal” -
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