Make it Stick Deck 2

(Front) What is massed practice? (Chapter 3)

(Back) Massed practice is studying information repeatedly over a short time. While it might feel effective, it leads to quick forgetting. Cramming the night before an exam is an example of massed practice.

(Front) What are desirable difficulties? (Chapter 4)

(Back) Desirable difficulties are challenges that make learning feel harder initially but lead to stronger, longer-lasting learning. An example is retrieving information from memory without looking at your notes.

(Front) What is elaboration? (Chapters 4 & 8)

(Back) Elaboration involves making connections to deepen your understanding of new information. This can include explaining it to someone else, finding real-world examples, or creating a visual representation. For instance, imagining a water pipe system to understand electrical circuits is elaboration.

(Front) What is a mental model? (Chapter 4)

(Back) A mental model is a mental representation of external reality that integrates knowledge and skills. Expert performers develop complex mental models through practice and experience. An example is a baseball batter's model of different pitches, enabling them to quickly react.

(Front) What is the generation effect? (Chapter 4)

(Back) The generation effect describes the phenomenon where actively producing information, rather than passively receiving it, leads to better memory retention. Attempting to answer a question before being given the solution is an example of the generation effect.

(Front) How does spaced practice relate to memory consolidation? (Chapters 3 & 4)

(Back) Spaced practice enhances memory consolidation by forcing the brain to repeatedly retrieve information from long-term memory. Like a gardener regularly tending to plants for better growth, spacing out study sessions strengthens memories.

(Front) How do desirable difficulties influence learning outcomes? (Chapter 4)

(Back) Desirable difficulties improve learning outcomes by promoting deeper processing and stronger memory encoding. They are like weightlifting for the brain, challenging it to build stronger neural connections for lasting knowledge.

(Front) How do illusions of knowing affect study habits? (Chapter 5)

(Back) Illusions of knowing often lead to ineffective study habits because people tend to overestimate their understanding and skip more effortful learning strategies. This is like relying on a blurry map for navigation, leading to a false sense of direction and potentially getting lost.

(Front) You are learning to play a new musical instrument. How would you apply interleaving? (Chapter 3)

(Back) To apply interleaving, practice different skills and musical pieces in a mixed order, instead of focusing on one at a time. This could involve alternating between scales, chords, and different sections of a song. This will help you better discriminate between the different elements and improve your overall performance.

(Front) You are trying to learn a new language. How would you incorporate retrieval practice into your study plan? (Chapter 2)

(Back) To incorporate retrieval practice, regularly quiz yourself on vocabulary, grammar rules, and phrases without looking at your notes or textbook. You can use flashcards, language learning apps, or ask a language partner to test you.

(Front) You are leading a training session on a new software program. How would you create desirable difficulties for the participants? (Chapter 4)

(Back) To create desirable difficulties, avoid giving participants step-by-step instructions. Instead, present them with challenges and encourage them to explore the software and discover solutions on their own. Provide feedback and guidance as needed, but allow them to struggle productively.

(Front) Given a list of facts to remember, how would you use a mnemonic device? (Chapter 7)

(Back) To use a mnemonic device, create a memorable acronym, rhyme, or visual image that connects the facts in a meaningful way. For example, to remember the order of planets from the sun, you could use the acronym "My Very Educated Mother Just Served Us Noodles" (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune).

Big Picture Understanding

(Front) What are the key components of effective learning according to “Make It Stick”? (Chapters 2-4 & 8)

(Back) The key components of effective learning are:

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Retrieval practice: Regularly testing your recall of information.

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Spaced practice: Distributing study sessions over time.

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Interleaving: Varying the types of materials or problems you study.

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Elaboration: Making connections and finding additional layers of meaning.

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Desirable difficulties: Embracing challenges that enhance learning.

(Front) What are some common misconceptions about learning that "Make It Stick" challenges? (Chapter 1 & 5)

(Back) Common misconceptions about learning that "Make It Stick" challenges include:

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The belief that rereading and highlighting are effective study methods. (Chapter 1)

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The myth of learning styles, which suggests that people learn best when information is presented in their preferred style. (Chapter 6)

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The idea that learning should always feel easy. (Chapter 4)

(Front) What are the main benefits of using retrieval practice as a learning strategy? (Chapter 2)

(Back) The main benefits of using retrieval practice are:

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Improved memory retention

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Reduced forgetting

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Identification of knowledge gaps

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Deeper processing of information

(Front) What are some ways to incorporate desirable difficulties into learning and teaching? (Chapter 4 & 8)

(Back) Ways to incorporate desirable difficulties include:

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Varying practice conditions

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Using testing as a learning tool

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Encouraging elaboration

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Delaying feedback

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Interleaving practice