Make_It_Stick [X] Flashcards
Learning
Acquiring knowledge and skills and having them readily available from memory so you can make sense of future problems and opportunities
Learning is deeper and more durable when it is _________
Effortful
Retrieval Practice
Recalling facts, concepts, or events from memory. Interrupts the process of forgetting.
Mental Model
Mental representation of some external reality
Interleaved Practice
Part of Optimal Practice. The process of practicing two or more subjects or skills. You don’t move from a complete practice set of one topic to another. You switch before each practice is complete.
Varied Practice
Part of Optimal Practice. The process of practicing the same subject or skill in multiple different ways
__________ by itself does not lead to long-term learning
Repetition
_______ requires both the possession of ready knowledge and the conceptual understanding of how to us it.
Mastery
Reflection
A form of Retrieval Practice; The process of summarizing subjects and skills you just learned. What happened? What did I do? How did it work out? What are the key ideas? What are some examples? What went well? What could have gone better?
Generation
The act of trying to answer a question or attempt to solve a problem first rather than being presented with the information or solution
Elaboration
A form of Retrieval Practice; Making new information more meaningful by connecting it to what you already know. How would I explain this in my own words to someone else?
Spaced Practice
Part of Optimal Practice; The process of successively waiting after retrieval practice in order for the process of forgetting to take effect.
Discrimination
The ability to identify the commonalities and differences between different skills. Developed via Interleaved practice.
Implicit Memory
Automatic retrieval of past experience in interpreting a new one
Desirable Difficulties
Difficulties that elicit more effort and that slows down learning (making it stick) but does not make the problem impossible to solve
Encoding
Step 1 of Learning Process; The process of converting sensory perceptions into meaningful representations in the brain
Memory Traces
New representations in the brain as a result of encoding
Consolidation
Step 2 of Learning Process; The process of strengthening memory traces for long-term memory. Reorganization and stabilization of memory traces
Learning Process
- Encoding
- Consolidation
- Retrieval
Reconsolidation
Retrieval after a lapse of some time, retrieving a memory from long-term storage thereby strengthening the memory trace and simultaneously make it modifiable again, enabling them to connect to more recent learning
Retrieval
Step 3 in Learning Process; The act of being able to recall a specific memory or skill correctly when desired
Transfer Learning
The ability to apply what you have learned in new settings
Undesirable Difficulties
When a learner lacks the background knowledge or skills to respond to difficulties successfully. Impeding the process of learning.
Induction
The action or process of bringing about or giving rise to additional concepts
Active Learning
Engaging with the material in a meaningful way, such as by discussing it with others, applying it to real-world problems, or creating something new based on what you have learned.
Metacognition
The ability to think about one’s own thinking. Process of monitoring and evaluating one’s own cognitive process. Ability to plan and regulate our learning.
System 1 Thinking
Automatic thinking; Unconscious, intuitive, and immediate
System 2 Thinking
Controlled thinking; Is our slower process of conscious analysis and reasoning. Self-control.
Fluid Intelligence
Ability to reason, solve problems, and learn new information quickly and independently of your prior knowledge (Crystallized Intelligence)
Crystallized Intelligence
One’s accumulated knowledge of the world and procedures of mental models one has to developed from past learning and experiences
Dynamic Testing
Determining the state of one’s experience; refocusing learning on areas of low performance; follow-up testing to measure the improvement and to refocus learning so as to keep raising expertise
Structure Building
The act, as we encounter new material, of extracting the salient ideas and constructing a coherent mental framework out of them (mental models or mental maps)
Growth Mindset
Cognitive Multiplier Strategy; The belief that your intelligence and abilities can be developed through hard work and dedication. Your learning potential is unlimited and you can achieve anything you set your mind to
Deliberate Practice
Cognitive Multiplier Strategy; A type of practice that is purposeful, systematic, and challenging. Designed to help you improve your skills and performance in a specific area.
Learning Goals
Goals where you are striving to acquire new knowledge or skills rather than to validate your existing ability (performance goals)
3 Traits of Mastery
- Self-Discipline
- Grit
- Persistence
Calibration
The act of aligning your judgements of what you know and don’t know with objective feedback (testing) so as to avoid being carried off by the illusions of mastery that catch many learners by surprise at test time
Free Recall
Recall Practice; Activity of writing down everything you can remember on a sheet of paper during a 10 minute timer.
Summary Sheet
A single document/PDF that full encapsulates a module/chapter of learning
