Summary of course: Learning How to Learn: Powerful mental tools to help you master tough subjects – by Dr. Terrence Sejnowski, Dr. Barbara Oakley
- Focused vs diffused mode: Our minds can only be in one of these two modes at a given time. Focused mode is when we concentrate intensely on a particular topic or concept. Diffused mode is when we are in a more relaxed state while sleeping, jogging, showering, etc. To learn faster, we should switch back-and-forth between the two modes so the neural mortar gets a chance to dry. A good analogy is with bodybuilding: focused state is a short exercise session followed by diffused state which is the resting phase. Both phases are important.
- Chunking: Our working memory has only four slots versus the long term memory which can store vast amounts of information. Chunking refers to pieces of information tied together into a conceptual chunk. These are compact packages of concepts that can easily be accessed by our brains. These can also be thought of as a network of neurons that are used to firing together which makes it easy to access the entire chunk. Once chunked, a concept takes up only one slot in the working memory. We can form mini-chunks with deliberate practice. Small chunks can become larger with practice. Abstract concepts require more practice to strengthen the neural patterns. Learning happens at the edges – when there is slight discomfort or difficulty in grasping the concept. Solving a problem that has been solved before is not a waste of time – only by doing it do we create the unique neural patterns in our mind which helps master the concept. Chunking can also be thought of as bottom-up learning. This should be coupled with top-down learning which involves fitting the chunk into a larger conceptual framework. A good collection of mental “chunks” can make it easier to learn new things. This is the concept of “transfer” i.e. a chunk in one area can make it easier to learn a chunk in another area.
- Procrastination: Pomodoro technique is a good way to avoid procrastination. First, set a time for 25 mins. Make sure there are no distractions in that time and concentrate on the task at hand. Afterwards, give yourself a small reward/treat to associate something positive for completing the session.
- Procrastination and Memory: Habits have four parts: Cue (location, time, how you feel, reaction e.g. to email), Routine, Reward, and Belief. Procrastination is a habit. To prevent procrastination, focus on the process and not on the product. For instance, decide to spend 25 mins on homework rather than deciding to complete the homework. Some more techniques to reduce procrastination: keeping a planner journal, making lists of items for next day, doing the most disagreeable tasks first, rewarding yourself on accomplishing items but delaying rewards till the tasks are done, keeping a finish time for each day’s tasks, committing yourself to certain routines and tasks each day.
- Ways to prevent illusions of competence: a) Recall. b) Mini-testing. c) Explain the concept to yourself aka Feynman technique. d) Highlighting too much can be ineffective – instead, write notes in the margin that help synthesize the material. e) Recall the material outside the normal place of learning.
- Other key techniques for effective learning: a) Spaced repetition, b) Physical exercise also improves learning. c) In a boring lecture, ask a question – that will keep you more engaged. d) Being in a rich environment improves learning. e) Law of serendipity: don’t worry about remembering everything. Focus on one small concept. Later concepts will get absorbed more easily. Luck favors the one who tries. f) Overlearning: don’t overlearn during a single session. g) Einstellung (German for installation): This is when existing ideas / knowledge prevent better ideas from coming in. Charlie Munger uses the analogy of sperms and egg. As soon as a single sperm enters the egg, the egg shuts down preventing other sperms from entering. h) Interleaving i.e. mixing up the learning: This involves jumping back and forth between problems that require different chunks which helps to learn when to use a concept not just how. i) Switch between words and images. j) Zoom in and out to see the problem at different levels. j) Writing something down helps cement it in the brain. k) Reading a difficult piece: read other reference material to understand the surrounding context. Sometimes a writer can have good ideas even if they can’t express it well. k) Repitition in memorable ways can help cement a concept into memory. This creates more neural hooks on which a concept hangs.
- Personality traits positively correlated with creativity and great achievement: a) openness to new experiences. b) Disagreeableness or non-conformism e.g. Steve Jobs