Peter C. Brown Quotes

Durable, robust learning requires that we do two things. First, as we recode and consolidate new material from short-term memory into long-term memory, we must anchor it there securely. Second, we must associate the material with a diverse set of cues that will make us adept at recalling the knowledge later. Having effective retrieval cues is an aspect of learning that often goes overlooked. The task is more than committing knowledge to memory. Being able to retrieve it when we need it is just as important.

It's not the failure that's desirable, it's the dauntless effort despite the risks, the discovery of what works and what doesn't that sometimes only failure can reveal.

Learning is stronger when it matters, when the abstract is made concrete and personal.

The finding that rereading textbooks is often labor in vain ought to send a chill up the spines of educators and learners, because it's the number one study strategy of most people - including more than 80 percent of college students in some surveys - and is central in what we tell ourselves to do during the hours we dedicate to learning. Rereading has three strikes against it. It is time consuming. It doesn't result in durable memory. And it often involves a kind of unwitting self-deception, as growing familiarity with the text comes to feel like mastery of the content.

Trying to solve a problem before being taught the solution leads to better learning, even when errors are made in the attempt.

It's thought that this heightened sensitivity to similarities and differences during interleaved practice leads to the encoding of more complex and nuanced representations of the study material - a better understanding of how specimens or types of problems are distinctive and why they call for a different interpretation or solution.

Learning is deeper and more durable when it's effortful. Learning that's easy is like writing in sand, here today and gone tomorrow.

The process of learning something often starts out feeling disorganized and unwieldy; the most important aspects are not always salient. Consolidation helps organize and solidify learning

For success everything must go right, but by contrast, failure can be attributed to any number of external causes

It's one thing to feel confident of your knowledge; it's something else to demonstrate mastery. Testing is not only a powerful learning strategy, it is a potent reality check on the accuracy of your own judgment of what you know how to do. When confidence is based on repeated performance, demonstrated through testing that simulates real-world conditions, you can lean into it.

Pay attention to the cues you're using to judge what you have learned. Whether something feels familiar or fluent is not always a reliable indicator of learning. Neither is your level of ease in retrieving a fact or a phrase on a quiz shortly after encountering it in a lecture or text. (Ease of retrieval after a delay, however, is a good indicator of learning.) Far better is to create a mental model of the material that integrates the various ideas across a text, connects them to
what you already know, and enables you to draw inferences.

Knowledge is more durable if it's deeply entrenched, meaning that you have firmly and thoroughly comprehended a concept, it has practical importance or keen emotional weight in your life, and it is connected with other knowledge that you hold in memory.

Spaced and interleaved exposure characterizes most of humans' normal experience.

As he throws himself into one scheme after another, he draws lessons that improve his focus and judgment. He knits what he learns into mental models of investing, which he then uses to size up more complex opportunities and find his way through the weeds, plucking the telling details from masses of irrelevant information to reach the payoff at the end. These behaviors are what psychologists call "rule learning" and "structure building." People who as a matter of habit extract underlying principles or rules from new experiences are more successful learners than those who take their experiences at face value, failing to infer lessons that can be applied later in similar situations. Likewise, people who single out salient concepts from the less important information they encounter in new material and who link these key ideas into a mental structure are more successful learners than those who cannot separate wheat from chaff and understand how the wheat is made into flour.

How ably you can explain a text is an excellent cue for judging comprehension, because you must recall the salient points from memory, put them into your own words, and explain why they are significant - how they relate to the larger subject.

An apt analogy for how the brain consolidates new learning may be the experience of composing an essay. The first draft is rangy, imprecise. You discover what you want to say by trying to write it. After a couple of revisions you have sharpened the piece and cut away some of the extraneous points. You put it aside to let it ferment. When you pick it up again a day or two later, what you want to say has become clearer in your mind. Perhaps you now perceive that there are three main points you are making. You connect them to examples and supporting information familiar to your audience. You rearrange and draw together the elements of your argument to make it more effective and elegant.

The stories we create to understand ourselves become the narratives of our lives, explaining the accidents and choices that have brought us where we are: what I'm good at, what I care about most, and where I'm headed.