"How We Learn" by Benedict Carey study guide – Flashcards

Having something going on in the study environment is better than nothing. Varying the study environment is an effective way to improve recall. Switch up time of day, location, genre of music, etc. (How We Learn)

Also known as distributed learning or the spacing effect. Helps maximize use of study time for long term retention. Optimal interval ranges: Time to test, First Study Interval 1 week, 1-2 days 1 month, 1 week 3 months, 2 weeks 6 months, 3 weeks 1 year, 1 month (How We Learn)

Spend time self-assessing, but not the questions at the ends of chapters. Instead try summarizing and communicating what you've learned, like a teacher. This improves retention 20-30%. (How We Learn)

This short-term technique is made up of four components: 1) it is subconscious, i.e., you're on a break from solving a problem, 2) elements of the problem are assembled, taken apart, and reassembled, 3) illumination or the aha! moment, and 4) verification of results, i.e., does the solution really work? (How We Learn)

This long-term technique is made up of several elements: 1) interruption at an important or difficult moment, 2) goal-driven collection of data (what we're tuned to discover), and 3) knowing what one thinks of collected data. (How We Learn)

The long-term mixing of items, skills, or concepts during practice. (How We Learn)

Technique for discriminating or classifying things that look the same to the untrained eye but are not. Takes advantage of what our brain automatically does. (How We Learn)

This adjusts itself to the demands of our lives and is also used for memory consolidation. (How We Learn)