Everything You Thought You Knew About Learning Is Wrong | GeekDad | Wired.com - The Diigo Meta page

• 27 Apr 12
  

  Grant Rykken

  learning

• 

  Riven Homewood

  memory learning

• 26 Apr 12
  

  Mathieu Plourde

  Instead of making an appreciable leap forward with your serving ability after a session of focused practice, interleaving forces you to make nearly imperceptible steps forward with many skills. But over time, the sum of these small steps is much greater than the sum of the leaps you would have taken if you’d spent the same amount of time mastering each skill in its turn.

  learning education brain memory psychology

• 10 Apr 12
  

  Andreas

  læring learning brain study

• 27 Mar 12
  

  Carol Furchner

  Interview with Bob Bjork, memory researcher. Interleaving, spaced practice and retrieval, and forgetting.

  interleaving spaced-practice forgetting bjork memory memory-improvement

• 20 Mar 12
  

  coryname
• 04 Mar 12
  

  Beth Swantz
• 28 Feb 12
  

  Sarah E

  This is really how you learn...

  education psychology science teaching

• 27 Feb 12
  

  Hingaia Peninsula School

  learning

• 

  Nancy Blair

  An article in Wired online magazine about the research on learning out of the UCLA Learning & Forgetting Lab. 

  Wired learning memory forgetting brain research UCLA

• 24 Feb 12
  

  Andrew Moore

  learning thinking

• 22 Feb 12
  

  Takayuki OKIHIRO
• 21 Feb 12
  

  Ana Marie Ort

  study education

• 20 Feb 12
  

  x3cut3

  latr

• 19 Feb 12
  

  Fumiaki Nagai

  learning education brain memory study memoria

• 

  Steve J. Moore

  learning brain elpf

  • interleaving forces you to make nearly imperceptible steps forward with many skills. But over time, the sum of these small steps is much greater than the sum of the leaps you would have taken if you’d spent the same amount of time mastering each skill in its turn.
  • Make sure the mini skills you interleave are related in some higher-order way
  • 6 more annotation(s)...
  • • Provided the retrieval succeeds, the more difficult and involved the retrieval, the more beneficial it is.”
    • You should space your study sessions so that the information you learned in the first session remains just barely retrievable
    • taking notes just after class, rather than during
    • The more you work, the more you learn, and the more you learn, the more awesome you can become.
    • The two live in a kind of symbiosis in which forgetting actually aids recall.
    • humans have unlimited storage capacity, having total recall would be a mess
• 

  Gary Brown

  learning

• 18 Feb 12
  

  Greg Walker
  • Taking notes during class? Topic-focused study? A consistent learning environment? All are exactly opposite of the best strategies for learning.

  • “People tend to try to learn in blocks,” Bjork said. “Mastering one thing before moving on to the next.”

     

    Instead of doing that Bjork recommends interleaving. The strategy suggest that instead of spending an hour working on your tennis serve, you mix in a range of skills like backhands, volleys, overhead smashes, and footwork.

     

    “This creates a sense of difficulty,” Bjork said. “And people tend not to notice the immediate effects of learning.”
  • 9 more annotation(s)...
  • • Make sure the mini skills you interleave are related in some higher-order way. If you’re trying to learn tennis, you’d want to interleave serves, backhands, volleys, smashes, and footwork — not serves, synchronized swimming, European capitals, and programming in Java.
    • If you want information to be accessible outside your dorm room, or office, or nook on the second floor of the library, Bjork recommends varying your study location.
    • You should space your study sessions so that the information you learned in the first session remains just barely retrievable. Then, the more you have to work to pull it from the soup of your mind, the more this second study session will reinforce your learning. If you study again too soon, it’s too easy.
    • Bjork also recommends taking notes just after class, rather than during
    • The more you work, the more you learn, and the more you learn, the more awesome you can become.
    • Forget about forgetting,” said Bjork. “People tend to think that learning is building up something in your memory and that forgetting is losing the things you built. But in some respects the opposite is true.”
    • if you were reminded, you would retain it much more quickly and strongly than if you were asked to memorize a fresh seven-digit number.
    • forgetting actually aids recall.
    • we forget the old phone numbers, or at least bury them far beneath the ease of recall we gift to our current number.
• 16 Feb 12
  

  Gustavo Lacerda

  << “People tend to try to learn in blocks,” Bjork said. “Mastering one thing before moving on to the next.”
  
  Instead of doing that Bjork recommends interleaving. The strategy suggest that instead of spending an hour working on your tennis serve, you mix in a range of skills like backhands, volleys, overhead smashes, and footwork.
  
  “This creates a sense of difficulty,” Bjork said. “And people tend not to notice the immediate effects of learning.”
  
  Instead of making an appreciable leap forward with your serving ability after a session of focused practice, interleaving forces you to make nearly imperceptible steps forward with many skills. But over time, the sum of these small steps is much greater than the sum of the leaps you would have taken if you’d spent the same amount of time mastering each skill in its turn. >>

  education learning memory

• 

  captain shortman

  learning education éducation apprentissage

• 15 Feb 12
  

  pollyalida

  ifttt delicious study education learning

• 

  Kate Miffitt
  • Instead of making an appreciable leap forward with your serving ability after a session of focused practice, interleaving forces you to make nearly imperceptible steps forward with many skills
  • You should space your study sessions so that the information you learned in the first session remains just barely retrievable. Then, the more you have to work to pull it from the soup of your mind, the more this second study session will reinforce your learning
• 13 Feb 12
  

  YK Low
• 12 Feb 12
  

  Jim Benz

  Practicing one skill before moving on to the next doesn't work as well as we thought.

  thinking learning memory education

• 

  Gaal Guti
• 11 Feb 12
  

  Adrian Durlester

  education

• 10 Feb 12
  

  Stanislas Jourdan

  veilleblog

• 

  Michelle A. Hoyle

  Fascinating look at how our brains remember or forget things and how we can consciously improve our ability to retain details by being aware of these processes.

  learning memory article research cognitivescience

• 

  Reuven Werber

  learning education brain memory study

• 

  salryan2
• 

  Ms Cuttle

  learning education brain memory study idc

• 09 Feb 12
  

  Alexei Tchernoraenko

  learning education

• 

  carlton toliver

  learning education brain memory study

• 07 Feb 12
  

  Thierry Henrio

  learning

• 

  Simon Wood

  education learning memory

  • If information is studied so that it can be interpreted in relation to other things in memory, learning is much more powerful
  • Bjork also recommends taking notes just after class, rather than during
• 

  John Evans

  memory study memoria learning education brain

  • I recently had the good fortune to interview Robert Bjork, the director of the UCLA Learning and Forgetting Lab, a distinguished professor of psychology, and a massively renowned expert on packing things in your brain in a way that keeps them from leaking out.

     

    It turns out that everything I thought I knew about learning is wrong.
• 06 Feb 12
  

  Michaela Binestock

  skills9 study skills

• 

  benedictcbh

  s just after class, rather than during — forcing yourself to recall a lecture’s information is more effective than simply copying it from a blackboard. You have to work for it. The more you work, the more you learn, and the more you learn, the more awesome you can become.
  
  “Forget about forgetting,” said Bjork. “People tend to think that learning is building up something in your memory and that forgetting is losing the things you built. But in some respects the oppo

• 

  June Breivik

  learning education brain memory memoria 2012 entrevista study

• 

  Sander Schenk

  Taking notes during class? Topic-focused study? A consistent learning environment? All are exactly opposite of the best strategies for learning.

  leren studiesucces

• 

  cshirky

  Bjork explains that successful interleaving allows you to “seat” each skill among the others. “If information is studied so that it can be interpreted in relation to other things in memory, learning is much more powerful,” he said. There’s one caveat: Make sure the mini skills you interleave are related in some higher-order way. If you’re trying to learn tennis, you’d want to interleave serves, backhands, volleys, smashes, and footwork — not serves, synchronized swimming, European capitals, and programming in Java.

  education memory studying

• 04 Feb 12
  

  Alison Snieckus

  learning

• 

  eliezer david

  learning brain education memory study

• 

  Craig Sylvern

  education pedagogy Misc

• 

  Mikko Jordman

  muutos oppiminen

• 

  Amanda Bond

  brain studying psychology education memory learning

• 

  Irene V.

  !!!!!!!! great

  learning brain education memory study

• 03 Feb 12
  

  mydiigoun

  learning education brain memory study take-noting

• 

  Leslie Fugate

  learning education brain memory study

• 

  Payday Advance UK

  learning education brain memory study

• 

  Peter Bromberg

  "interleaving and varying your study location will help whether you’re mastering math skills, learning French, or trying to become a better ballroom dancer. A somewhat related phenomenon — the spacing effect, which was first described by Hermann Ebbinghaus in 1885 — will also help.
  
  “If you study and then you wait, tests show that the longer you wait, the more you will have forgotten,” Bjork said.
  
  But here’s the cool part: If you study, wait, and then study again, the longer the wait, the more you’ll have learned after this second study session. Bjork explains it this way: “When we access things from our memory, we do more than reveal it’s there. It’s not like a playback. What we retrieve becomes more retrievable in the future. Provided the retrieval succeeds, the more difficult and involved the retrieval, the more beneficial it is.”"

  learning brainchemistry notwhatyoudthink ponderables

• 

  robert 32

  via @cssradar めずらしくウェブ関連外。でも面白いので。あなたの勉強の仕方は間違えている。１つのことを勉強するより関連する複数を勉強するほうがいい。：https://twitter.com/#!/cssradar/status/164355108841336832

  tips brain psychology education skill work leraning howto lifehack

• 

  Keertana S

  learning education memory

• 

  Natalie Spence

  learning and forgetting

  learning brain memory

• 

  S. Wise

  learning strategies learning brain education memory note-taking research

• 02 Feb 12
  

  a.j. m.

  learning education brain memory study

  • “People tend to try to learn in blocks,” Bjork said. “Mastering one thing before moving on to the next.”

     

    Instead of doing that Bjork recommends interleaving. The strategy suggest that instead of spending an hour working on your tennis serve, you mix in a range of skills like backhands, volleys, overhead smashes, and footwork.
  • Bjork explains that successful interleaving allows you to “seat” each skill among the others. “If information is studied so that it can be interpreted in relation to other things in memory, learning is much more powerful,” he said. There’s one caveat: Make sure the mini skills you interleave are related in some higher-order way.
  • 4 more annotation(s)...
  • • Similarly, studying in only one location is great as long as you’ll only be required to recall the information in the same location. If you want information to be accessible outside your dorm room, or office, or nook on the second floor of the library, Bjork recommends varying your study location.
    • But here’s the cool part: If you study, wait, and then study again, the longer the wait, the more you’ll have learned after this second study session. Bjork explains it this way: “When we access things from our memory, we do more than reveal it’s there. It’s not like a playback. What we retrieve becomes more retrievable in the future. Provided the retrieval succeeds, the more difficult and involved the retrieval, the more beneficial it is.”
    • You should space your study sessions so that the information you learned in the first session remains just barely retrievable. Then, the more you have to work to pull it from the soup of your mind, the more this second study session will reinforce your learning. If you study again too soon, it’s too easy
    • “Forget about forgetting,” said Bjork. “People tend to think that learning is building up something in your memory and that forgetting is losing the things you built. But in some respects the opposite is true.”
• 

  Charles van der Haegen

  Unconventional knowledge about learning
  Great piece from Nancy Picchi in Google +
  
  Taking notes during class? Topic-focused study? A consistent learning environment? All are exactly opposite of the best strategies for learning.
  
  I recently had the good fortune to interview Robert Bjork, the director of the UCLA Learning and Forgetting Lab, a distinguished professor of psychology, and a massively renowned expert on packing things in your brain in a way that keeps them from leaking out.

  Robert Bjork learning

  • Taking notes during class? Topic-focused study? A consistent learning environment? All are exactly opposite of the best strategies for learning.
  • interleaving.
  • 14 more annotation(s)...
  • • “This creates a sense of difficulty,” Bjork said. “And people tend not to notice the immediate effects of learning.”
    • interleaving forces you to make nearly imperceptible steps forward with many skills. But over time, the sum of these small steps is much greater than the sum of the leaps you would have taken if you’d spent the same amount of time mastering each skill in its turn.
    • successful interleaving allows you to “seat” each skill among the others. “If information is studied so that it can be interpreted in relation to other things in memory, learning is much more powerful,”
    • elated in some higher-order way
    • studying in only one location is great as long as you’ll only be required to recall the information in the same location
    • varying your study location.
    • Interleaving and varying your study location
    • If you study, wait, and then study again, the longer the wait, the more you’ll have learned after this second study session.
    • What we retrieve becomes more retrievable in the future
    • the more difficult and involved the retrieval, the more beneficial it is
    • Bjork also recommends taking notes just after class
    • The more you work, the more you learn, and the more you learn, the more awesome you can become
    • “Forget about forgetting,
    • So this old phone number is not forgotten — it lives somewhere in you — but recall can be a bit tricky. And while we count forgetting as the sworn enemy of learning, in some ways that’s wrong, too. The two live in a kind of symbiosis in which forgetting actually aids recall.
• 

  Janet Griffing

  learning brain memory

• 

  dancaps
• 

  Joan Upell

  learning Delicious

• 

  Jim White

  teaching learning thinking

• 01 Feb 12
  

  Sue Quirante

  learning education interleaving

• 

  Tanja Scott

  learning brain education memory study

  • People tend to try to learn in blocks,” Bjork said. “Mastering one thing before moving on to the next.”

     

    Instead of doing that Bjork recommends interleaving.
  • The strategy suggest that instead of spending an hour working on your tennis serve, you mix in a range of skills like backhands, volleys, overhead smashes, and footwork.
• 

  Beth Friese

  learning memory teaching education

• 

  evie kay

  learning brain education memory study

• 

  Shabbi Luthra

  learning brain neuroscience

• 

  Diane Cordell

  learning education PBL

• 

  Lisa Spiro

  learning

• 

  Angie Johnson

  BrainBasedLearning

• 

  not shared

  memory learning education psychology

• 

  Heather Braum

  Everything You Thought You Knew About Learning Is Wrong: http://t.co/cvpt64Ti #education

  education twitterfav

• 

  Steve Batchelder

  learning brain memory study revision

• 

  Thomas Peters

  Career

• 

  jesstern

  Everything You Thought You Knew About Learning Is Wrong http://t.co/HzaW5foB @wired #edchat #edsg

  edchat edsg twitterfave

• 31 Jan 12
  

  Miguel Ángel Garcia

  Algunas ideas innovadoras en torno al aprendizaje, según las cuales es mejor comenzar a olvidar y luego repasar, que hacerlo veces seguidas.

  educación

  • Bjork recommends interleaving.
  • the sum of these small steps is much greater than the sum of the leaps you would have taken if you’d spent the same amount of time mastering each skill in its turn.
  • 10 more annotation(s)...
  • • “If information is studied so that it can be interpreted in relation to other things in memory, learning is much more powerful,”
    • successful interleaving allows you to “seat” each skill among the others.
    • There’s one caveat: Make sure the mini skills you interleave are related in some higher-order way.
    • Bjork recommends varying your study location.
    • If you study, wait, and then study again, the longer the wait, the more you’ll have learned after this second study session.
    • You should space your study sessions so that the information you learned in the first session remains just barely retrievable.
    • If you study again too soon, it’s too easy.
    • taking notes just after class, rather than during — forcing yourself to recall a lecture’s information is more effective than simply copying it from a blackboard.
    • once you learn something, you never actually forget it.
    • forgetting actually aids recall.
• 

  Tracey Booth

  ankisrs.net

  education studying brain memory learning

• 

  Katherine Ryan

  learning edureform futureofwork futureofedu

• 

  Theron Cross

  This is a nice summary of research on learning, written in language that our students would find interesting. 

  learning brain memory

• 

  Scott Musolf

  learning brain education study memory

• 

  Youenn Leborgne

  e-learning

• 

  mezzo toscano

  learning brain education study memory

• 

  Jared Stein

  learning memory brain education

• 

  Ricardo Moreno
  • “If information is studied so that it can be interpreted in relation to other things in memory, learning is much more powerful,”
• 

  Michael Johnson

  learning brain education memory

• 

  nikka Turangan

  The comments section is also great for more tips and advices!

  useful study skills learning taking notes

• 

  rohit nand

  learning

• 

  haydee sampiano

  learning brain education memory study

• 

  sebastien tremblay

  Court et intéressant article au titre choc: Everything You Thought You Knew About Learning Is Wrong http://t.co/JnX9jBBe

• 

  Ped ram

  learning brain education study memory

• 

  Jan Beilicke

  Everything you thought you knew about learning is wrong. http://t.co/LXlWZDxW

  twfav

• 

  Robby Hathaway

  learning brain 2012 memoria entrevista

• 

  Jill Fitzgerald

  learning

• 

  merstzik

  learning education brain fact

• 

  焦 国栋

  learning brain 2012 memoria entrevista

• 

  Simon Gough

  Everything you thought you knew about learning is wrong. http://t.co/LXlWZDxW

• 

  danbax76

  learning study

• 

  yeuann

  How can we improve our e-learning apps to maximize learning effectiveness?

  apps learning memory education

  • Taking notes during class? Topic-focused study? A consistent learning environment? All are exactly opposite of the best strategies for learning.

     
• 

  notthis body

  Everything you thought you knew about learning is wrong. http://t.co/LXlWZDxW

• 

  Pristis pristis

  learning Blog_Posts_News_Articles News_Articles education memory

• 

  Rajan Datta

  education psychology

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