Ultralearning Flashcards
What is a ‘meta-skill’ (refer to the example of public speaking)?
Ultralearning - Scott H Young
“Public speaking is a metaskill,” he feels. It’s the kind of skill that assists with other skills: “confidence, storytelling, writing, creativity, interviewing skills, selling skills. It touches on so many different things.”
Ultralearning - Scott H Young
Explain the prefix ‘meta’
Ultralearning - Scott H Young
The prefix meta comes from the Greek term μετά, meaning “beyond.” It typically signifies when something is “about” itself or deals with a higher layer of abstraction. In this case metalearning means learning about learning.
Ultralearning - Scott H Young
What is ‘metalearning’?
Ultralearning - Scott H Young
“Learning how knowledge within a discipline is structured and acquired ; in other words, learning how to learn it.”
Ultralearning - Scott H Young
What metaphor does Young employ to explain metalearning?
Ultralearning - Scott H Young
Being able to see how a subject works, what kinds of skills and information must be mastered, and what methods are available to do so more effectively is at the heart of success of all ultralearning projects. Metalearning thus forms the map, showing you how to get to your destination without getting lost.
Ultralearning - Scott H Young
What do studies show about language learning? (It helps with m…l……c a……..)
Ultralearning - Scott H Young
“… those who also took Spanish classes ended up doing better when they later needed to learn French. The reason seems to be that taking classes assists with helping form what the study authors call metalinguistic awareness in a way that simply knowing a language informally does not.”
Ultralearning - Scott H Young
Who is the ‘godfather of flow’ and how do you pronounce his name?
Ultralearning - Scott H Young
The “Godfather” of Flow, Mihaly Csikszentmihalyi (pronounced Me-High Chick-Sent-Me-High). Csikszentmihalyi, is a Hungarian born psychology professor who moved to the United States when he was in his 20’s.
His early studies focused on happiness and creativity. It was through these studies thatCsikszentmihalyi started to look into what he would term Flow, the state of being where one’s performance was heightened and one really starts to come alive. Csikszentmihalyi defined flow as “being so involved in an activity that nothing else seems to matter. The ego falls away. Time Flies. Every action, movement, and thought follows inevitably from the previous one, like playing jazz. Your whole being is involved, and you’re using your skills to the utmost.”
(A mother chicken explaining where she is and how she got there.)
Ultralearning - Scott H Young
What is ‘the Holy Grail of Education’?
Ultralearning - Scott H Young
TRANSFER: EDUCATION’S DIRTY SECRET
Transfer has been called the “Holy Grail of education.” It happens when you learn something in one context, say in a classroom, and are able to use it in another context, say in real life. Although this may sound technical, transfer really embodies something we expect of almost all learning efforts—that we’ll be able to use something we study in one situation and apply it to a new situation. Anything less than this is hard to describe as learning at all.
Ultralearning - Scott H Young
What ‘scandal’ in education does a well known psychologist write about? (Clue: should be called non-……. .. …….. )
Ultralearning - Scott H Young
The psychologist Robert Haskell has said in his excellent coverage of the vast literature on transfer in learning, “Despite the importance of transfer of learning, research findings over the past nine decades clearly show that as individuals, and as educational institutions, we have failed to achieve transfer of learning on any significant level.” He later added, “Without exaggeration, it’s an education scandal.”
The situation is even more disturbing than it sounds. Haskell pointed out, “We expect that there will be transfer of learning, for example, from a high school course in introductory psychology to a college-level introduction to psychology course. It has been known for years, however, that students who enter college having taken a high school psychology course do no better than students who didn’t take psychology in high school. Some students who have taken a psychology course in high school do even worse in the college course.” In another study, college graduates were asked questions about economic issues and no difference in performance was found between those who had taken an economics class and those who had not.
(This sounds like it’s linked to the ‘knowing / doing’ gap. )
Ultralearning - Scott H Young
What is the problem with ‘brain training’ and its analogies and who first worked this out?
Ultralearning - Scott H Young
The recognition of the failure of general transfer has a history as long as the study of the problem itself. The first attack on the problem came from the psychologists Edward Thorndike and Robert Woodworth in 1901, with their seminal paper “The Influence of Improvement in One Mental Function upon the Efficiency of Other Functions.” In it, they attacked the dominant theory of education at the time, so-called formal discipline theory. This theory suggested that the brain was analogous to a muscle, containing fairly general capacities of memory, attention, and reasoning, and that training those muscles, irrespective of the content, could result in general improvement. This was the predominant theory behind universal instruction in Latin and geometry, on the idea that it would help students think better. Thorndike was able to refute this idea by showing that the ability to transfer was much narrower than most people had assumed.
Ultralearning - Scott H Young
My thoughts on the ‘failure of general transfer’?
Ultralearning - Scott H Young
Find contexts to use your knowledge that are close to the domain you are learning about - activate your knowledge by removing it from the context of the learning itself. If you just study flashcards about WW1 you will improve the skill of answering flashcards - you must take that learning into a new context (conversation / essay / daily work).
But learning that is very close WILL directly transfer - learning about flying a plane through using a simulator WILL help you to fly a plane.
Ultralearning - Scott H Young
What is a ‘rate-determining step’?
How do we approach them?
Ultralearning - Scott H Young
A ‘prerequisite’ for being able to quickly learn material (like times tables in maths). You can learn them through drills.
Ultralearning - Scott H Young
How do you resolve the tension between working memory overload ‘practising direct skill’ necessity and isolating components to improve?
Ultralearning - Scott H Young
Alternate - identify necessary components for drill by practising direct skill. Then go back to direct skill and repeat.
This feels like a better model for self-study where you have strong motivation and are not trying to take a whole class along with you.
The Direct Instruction model does raise a serious question about transfer of knowledge, however: how frequently should we practise skill when using direct instruction approach.?
Ultralearning - Scott H Young
What does Karpicke show about our JOLs?
Ultralearning - Scott H Young
Our ‘judgements of learning’ are not a good guide to long term learning because we ‘feel’ like we’re mastering material if we passively review it (as opposed to retrieval practice). ‘Illusion of knowing’.
Ultralearning - Scott H Young
What is Bjork’s hierarchy of desirable difficulty?
F… ……
C… …..
Re……. te…
(Which is this..?)
Ultralearning - Scott H Young
Free recall - best
Cued recall (clues or questions) - better than recognition tests (MC)
Ultralearning - Scott H Young
What do K and DN argue about feedback in their metastudy?
Ego..?
Processing..?
Giver..?
Ultralearning - Scott H Young
Kluger and DeNisi (1996)
If it’s focused on ego - laziness or effort - it has a negative impact (including praise!).
It needs to be correctly processed - used constructively - not just recorded.
The giver of feedback is important.
Ultralearning - Scott H Young
What was the ‘deep processing’ memory experiment? Who and when?
Ultralearning - Scott H Young
Half were asked to notice whether or not the words contained the letter e, a relatively shallow level of processing, while the others were asked if the word was pleasant or not, a deeper processing of the meaning of the word, not merely its spelling. The result was that motivation played no difference; telling students to study for a test didn’t impact how much they retained. However, the orienting technique did make a large difference. Those who processed the words deeply remembered almost twice as much as those who simply scanned their spelling.
Ultralearning - Scott H Young
