Make It Stick - Core Ideas Flashcards
What is a major misconception about learning highlighted in Chapter 1 of “Make It Stick”?
Common study methods like rereading and highlighting are less effective than they seem for long-term learning.
What does Chapter 1 say about the relationship between effort and learning?
More challenging study methods, though they require more effort, lead to better and longer-lasting learning.
How can easy study methods lead to overconfidence in learning, as discussed in Chapter 1?
Easy study methods can create a false sense of mastery, leading learners to overestimate their understanding of the material.
What is retrieval practice, as introduced in Chapter 2 of “Make It Stick”?
Retrieval practice involves actively recalling information from memory, which enhances learning and retention.
What is the ‘testing effect’ described in Chapter 2?
The testing effect is where regular self-testing or practice quizzes prove more effective for long-term retention than passive review methods like rereading.
How can learners practically apply retrieval practice according to Chapter 2?
Incorporating retrieval practices like flashcards, self-quizzing, and teaching the material to others can significantly improve learning outcomes.
What is interleaved practice as introduced in Chapter 3 of “Make It Stick”?
Interleaved practice involves mixing different topics or types of problems during study sessions, as opposed to focusing on one type of problem at a time (blocked practice).
What are the benefits of interleaved practice mentioned in Chapter 3?
Interleaved practice enhances learning by improving the ability to differentiate between concepts and apply the correct solution to different problems, leading to better mastery and retention.
How does interleaved practice compare to blocked practice in terms of challenge and effectiveness?
Interleaved practice feels more challenging and less productive than blocked practice but leads to better long-term retention and mastery of material.
What is the main message of Chapter 4 about embracing difficulties in learning?
Learning strategies that are more effortful and feel challenging, like spaced repetition and self-testing, are often more effective for long-term retention.
What is the concept of “desirable difficulties” discussed in Chapter 4?
Desirable difficulties are obstacles in the learning process that make it more challenging but significantly improve retention and understanding.
How does effortful learning contribute to memory formation according to Chapter 4?
When learning requires more mental effort and feels harder, it leads to stronger memory formation and a deeper understanding of the material.
What are “illusions of knowing” as discussed in Chapter 5?
Illusions of knowing refer to the overconfidence in one’s understanding of material, often resulting from ineffective study methods like rereading and highlighting.
How does self-testing help in avoiding illusions of knowing?
Regular self-testing is an effective way to gauge true understanding and combat the false sense of mastery that comes from less effective study methods.
What is calibration in the context of learning, as explained in Chapter 5?
Calibration involves aligning one’s perception of what they know with their actual performance to ensure more accurate self-assessment and effective learning.
