作者:
Peter C. Brown
/
Henry L. Roediger III
/
Mark A. McDaniel 出版社: Belknap Press: An Imprint of Harvard University Press 副标题: The Science of Successful Learning 出版年: 2014-4-14 页数: 336 定价: USD 29.00 装帧: Hardcover ISBN: 9780674729018
To most of us, learning something "the hard way" implies wasted time and effort. Good teaching, we believe, should be creatively tailored to the different learning styles of students and should use strategies that make learning easier. Make It Stick turns fashionable ideas like these on their head. Drawing on recent discoveries in cognitive psychology and other disciplines, the...
To most of us, learning something "the hard way" implies wasted time and effort. Good teaching, we believe, should be creatively tailored to the different learning styles of students and should use strategies that make learning easier. Make It Stick turns fashionable ideas like these on their head. Drawing on recent discoveries in cognitive psychology and other disciplines, the authors offer concrete techniques for becoming more productive learners.
Memory plays a central role in our ability to carry out complex cognitive tasks, such as applying knowledge to problems never before encountered and drawing inferences from facts already known. New insights into how memory is encoded, consolidated, and later retrieved have led to a better understanding of how we learn. Grappling with the impediments that make learning challenging leads both to more complex mastery and better retention of what was learned.
Many common study habits and practice routines turn out to be counterproductive. Underlining and highlighting, rereading, cramming, and single-minded repetition of new skills create the illusion of mastery, but gains fade quickly. More complex and durable learning come from self-testing, introducing certain difficulties in practice, waiting to re-study new material until a little forgetting has set in, and interleaving the practice of one skill or topic with another. Speaking most urgently to students, teachers, trainers, and athletes, Make It Stick will appeal to all those interested in the challenge of lifelong learning and self-improvement.
作者简介
· · · · · ·
Peter C. Brown is a writer and novelist in St. Paul, Minnesota.
Henry L. Roediger III is James S. McDonnell Distinguished University Professor of Psychology at Washington University in St. Louis.
Mark A. McDaniel is Professor of Psychology and Director of the Center for Integrative Research on Cognition, Learning, and Education (CIRCLE) at Washington University in St. Louis.
目录
· · · · · ·
Preface
1. Learning Is Misunderstood
2. To Learn, Retrieve
3. Mix Up Your Practice
4. Embrace Difficulties
5. Avoid Illusions of Knowing
· · · · · ·
(更多)
Preface
1. Learning Is Misunderstood
2. To Learn, Retrieve
3. Mix Up Your Practice
4. Embrace Difficulties
5. Avoid Illusions of Knowing
6. Get Beyond Learning Styles
7. Increase Your Abilities
8. Make It Stick
Notes
Suggested Reading
Acknowledgments
Index
· · · · · · (收起)
今年年初的时候在Coursera上面参加了一个叫 Learning How to Learn 的课程，上完之后脑洞大开，还感叹为什么在学校里没有人教这样的课。 后面又看了课程讲师 Barbara Oakley 推荐一些相关的书，其中一本就是 make to stick。 这是一本由专业人士写给大众的书，非常通俗易懂...
(展开)
We make the effort because the effort iteself extends the boundaries of our abilities.What we do shapes who we become and what we're capable of doing. The more we do, the more we can do... It comes down to the simple fact that the path to complex mastery does not neccessarily start from exceptional genes, but it most certainly entails self-discipline, grit and persistence. Three keystone study ...
2019-08-22 18:31
We make the effort because the effort iteself extends the boundaries of our abilities.What we do shapes who we become and what we're capable of doing. The more we do, the more we can do... It comes down to the simple fact that the path to complex mastery does not neccessarily start from exceptional genes, but it most certainly entails self-discipline, grit and persistence.
Three keystone study strategies: make a habit of them and structure your time ,pursue them with regularity.
1. Retrieving new learning from memory: how do the ideas relate to what I already know? Using quizzing to identify areas of weak mastery, and focus your study to make them strong.
2. Space out your retrieval practice: studying information more than once but leaving considerable time between practice sessions. Establish a schedule of self-quizzing that allows time to elapse between study sessions./ Interleave the study of two or more topics, so that alternating between them requires that you continually refresh your mind on each topic as you return to it.
3. Interleave the study of different problem types.
•Some kinds of difficulties during learning help to make the learning stronger and better remembered. •When learning is easy, it is often superficial and soon forgotten. •Not all of our intellectual abilities are hardwired. In fact, when learning is effortful, it changes the brain, making new connections and increasing intellectual ability. •You learn better when you wrestle with ne...
2018-08-11 10:13
•Some kinds of difficulties during learning help to make the learning stronger and better remembered.
•When learning is easy, it is often superficial and soon forgotten.
•Not all of our intellectual abilities are hardwired. In fact, when learning is effortful, it changes the brain, making new connections and increasing intellectual ability.
•You learn better when you wrestle with new problems before being shown the solution, rather than the other way around.
•To achieve excellence in any sphere, you must strive to surpass your current level of ability.
•Striving, by its nature, often results in setbacks, and setbacks are often what provide the essential information needed to adjust strategies to achieve mastery.引自 Make it Stick
•Always does the reading prior to a lecture •Anticipates test questions and their answers as he reads •Answers rhetorical questions in his head during lectures to test his retention of the reading •Reviews study guides, finds terms he can’t recall or doesn’t know, and relearns those terms •Copies bolded terms and their definitions into a reading notebook, making sure that he un...
2018-08-11 10:11
•Always does the reading prior to a lecture
•Anticipates test questions and their answers as he reads
•Answers rhetorical questions in his head during lectures to test his retention of the reading
•Reviews study guides, finds terms he can’t recall or doesn’t know, and relearns those terms
•Copies bolded terms and their definitions into a reading notebook, making sure that he understands them
•Takes the practice test that is provided online by his professor; from this he discovers which concepts he doesn’t know and makes a point to learn them
•Reorganizes the course information into a study guide of his design
•Writes out concepts that are detailed or important, posts them above his bed, and tests himself on them from time to time
•Spaces out his review and practice over the duration of the course引自 Make it stick
It seems that a significant portion of their working memory capacity is expended to monitor their performance (How am I doing? Am I making mistakes?), leaving less working memory capacity available to solve the problems posed by the test. To become more competent, or even expert, we must learn to recognize competence when we see it in others, become more accurate judges of what we ourselves kno...
2018-08-11 10:02
It seems that a significant portion of their working memory capacity is expended to monitor their performance (How am I doing? Am I making mistakes?), leaving less working memory capacity available to solve the problems posed by the test.
To become more competent, or even expert, we must learn to recognize competence when we see it in others, become more accurate judges of what we ourselves know and don’t know, adopt learning strategies that get results, and find objective ways to track our progress.
What psychologists call the curse of knowledge is our tendency to underestimate how long it will take another person to learn something new or perform a task that we have already mastered.
“Whether you think you can or you think you can’t, you’re right.”
to be skeptical when somebody’s trying to sell him something, to figure out the right questions, and to learn how to go dig out the answers. That’s developing expertise.
Describe what you want to know, do, or accomplish. Then list the competencies required, what you need to learn, and where you can find the knowledge or skill. Then go get it.
What we do shapes who we become and what we’re capable of doing. The more we do, the more we can do. To embrace this principle and reap its benefits is to be sustained through life by a growth mindset.引自 Make it Stick
A very convincing and readable book about how to better learn and, as an extension, how to better teach. Two psychologists and (thankfully) one writer present the latest research on learning and, in so doing, refutes some of our most popular learning techniques (such as 'practice, practice, practice' and my favorite 'read and reread'). At the end of the book, the following eight concrete techni...
2015-04-08 08:19
A very convincing and readable book about how to better learn and, as an extension, how to better teach. Two psychologists and (thankfully) one writer present the latest research on learning and, in so doing, refutes some of our most popular learning techniques (such as 'practice, practice, practice' and my favorite 'read and reread'). At the end of the book, the following eight concrete techniques are offered:
1. Retrieving - practice retrieving new (and old) learning (self-quizzing).
2. Spacing - space out your retrieval practice, leave time to forget in between practice sessions.
3. Interleaving - alternate working on different problems facilitates spacing and forgetting (making learning more difficult, which improves learning).
4. Elaboration - try to find additional layers of meaning in the new material.
5. Generation - attempt to answer a question or solve a problem before looking at the answer (experiential learning).
6. Reflection - a combination of retrieval practice and elaboration that adds layers to learning new material. Ask your self questions.
7. Calibration - to avoid various cognitive illusions, use an objective instrument to adjust your sense of what you know and don't know.
8. Mnemonic devices - build memory palaces to help yourself retrieve what you have learned.
It seems that a significant portion of their working memory capacity is expended to monitor their performance (How am I doing? Am I making mistakes?), leaving less working memory capacity available to solve the problems posed by the test. To become more competent, or even expert, we must learn to recognize competence when we see it in others, become more accurate judges of what we ourselves kno...
2018-08-11 10:02
It seems that a significant portion of their working memory capacity is expended to monitor their performance (How am I doing? Am I making mistakes?), leaving less working memory capacity available to solve the problems posed by the test.
To become more competent, or even expert, we must learn to recognize competence when we see it in others, become more accurate judges of what we ourselves know and don’t know, adopt learning strategies that get results, and find objective ways to track our progress.
What psychologists call the curse of knowledge is our tendency to underestimate how long it will take another person to learn something new or perform a task that we have already mastered.
“Whether you think you can or you think you can’t, you’re right.”
to be skeptical when somebody’s trying to sell him something, to figure out the right questions, and to learn how to go dig out the answers. That’s developing expertise.
Describe what you want to know, do, or accomplish. Then list the competencies required, what you need to learn, and where you can find the knowledge or skill. Then go get it.
What we do shapes who we become and what we’re capable of doing. The more we do, the more we can do. To embrace this principle and reap its benefits is to be sustained through life by a growth mindset.引自 Make it Stick
We make the effort because the effort iteself extends the boundaries of our abilities.What we do shapes who we become and what we're capable of doing. The more we do, the more we can do... It comes down to the simple fact that the path to complex mastery does not neccessarily start from exceptional genes, but it most certainly entails self-discipline, grit and persistence. Three keystone study ...
2019-08-22 18:31
We make the effort because the effort iteself extends the boundaries of our abilities.What we do shapes who we become and what we're capable of doing. The more we do, the more we can do... It comes down to the simple fact that the path to complex mastery does not neccessarily start from exceptional genes, but it most certainly entails self-discipline, grit and persistence.
Three keystone study strategies: make a habit of them and structure your time ,pursue them with regularity.
1. Retrieving new learning from memory: how do the ideas relate to what I already know? Using quizzing to identify areas of weak mastery, and focus your study to make them strong.
2. Space out your retrieval practice: studying information more than once but leaving considerable time between practice sessions. Establish a schedule of self-quizzing that allows time to elapse between study sessions./ Interleave the study of two or more topics, so that alternating between them requires that you continually refresh your mind on each topic as you return to it.
3. Interleave the study of different problem types.
When retrieval practice is spaced, allowing some forgetting to occur between tests, it leads to stronger long-term retention than when it is massed.
2015-10-14 01:32
When retrieval practice is spaced, allowing some forgetting to occur between tests, it leads to stronger long-term retention than when it is massed.引自 To Learn, Retrieve
We make the effort because the effort iteself extends the boundaries of our abilities.What we do shapes who we become and what we're capable of doing. The more we do, the more we can do... It comes down to the simple fact that the path to complex mastery does not neccessarily start from exceptional genes, but it most certainly entails self-discipline, grit and persistence. Three keystone study ...
2019-08-22 18:31
We make the effort because the effort iteself extends the boundaries of our abilities.What we do shapes who we become and what we're capable of doing. The more we do, the more we can do... It comes down to the simple fact that the path to complex mastery does not neccessarily start from exceptional genes, but it most certainly entails self-discipline, grit and persistence.
Three keystone study strategies: make a habit of them and structure your time ,pursue them with regularity.
1. Retrieving new learning from memory: how do the ideas relate to what I already know? Using quizzing to identify areas of weak mastery, and focus your study to make them strong.
2. Space out your retrieval practice: studying information more than once but leaving considerable time between practice sessions. Establish a schedule of self-quizzing that allows time to elapse between study sessions./ Interleave the study of two or more topics, so that alternating between them requires that you continually refresh your mind on each topic as you return to it.
3. Interleave the study of different problem types.
•Some kinds of difficulties during learning help to make the learning stronger and better remembered. •When learning is easy, it is often superficial and soon forgotten. •Not all of our intellectual abilities are hardwired. In fact, when learning is effortful, it changes the brain, making new connections and increasing intellectual ability. •You learn better when you wrestle with ne...
2018-08-11 10:13
•Some kinds of difficulties during learning help to make the learning stronger and better remembered.
•When learning is easy, it is often superficial and soon forgotten.
•Not all of our intellectual abilities are hardwired. In fact, when learning is effortful, it changes the brain, making new connections and increasing intellectual ability.
•You learn better when you wrestle with new problems before being shown the solution, rather than the other way around.
•To achieve excellence in any sphere, you must strive to surpass your current level of ability.
•Striving, by its nature, often results in setbacks, and setbacks are often what provide the essential information needed to adjust strategies to achieve mastery.引自 Make it Stick
•Always does the reading prior to a lecture •Anticipates test questions and their answers as he reads •Answers rhetorical questions in his head during lectures to test his retention of the reading •Reviews study guides, finds terms he can’t recall or doesn’t know, and relearns those terms •Copies bolded terms and their definitions into a reading notebook, making sure that he un...
2018-08-11 10:11
•Always does the reading prior to a lecture
•Anticipates test questions and their answers as he reads
•Answers rhetorical questions in his head during lectures to test his retention of the reading
•Reviews study guides, finds terms he can’t recall or doesn’t know, and relearns those terms
•Copies bolded terms and their definitions into a reading notebook, making sure that he understands them
•Takes the practice test that is provided online by his professor; from this he discovers which concepts he doesn’t know and makes a point to learn them
•Reorganizes the course information into a study guide of his design
•Writes out concepts that are detailed or important, posts them above his bed, and tests himself on them from time to time
•Spaces out his review and practice over the duration of the course引自 Make it stick
It seems that a significant portion of their working memory capacity is expended to monitor their performance (How am I doing? Am I making mistakes?), leaving less working memory capacity available to solve the problems posed by the test. To become more competent, or even expert, we must learn to recognize competence when we see it in others, become more accurate judges of what we ourselves kno...
2018-08-11 10:02
It seems that a significant portion of their working memory capacity is expended to monitor their performance (How am I doing? Am I making mistakes?), leaving less working memory capacity available to solve the problems posed by the test.
To become more competent, or even expert, we must learn to recognize competence when we see it in others, become more accurate judges of what we ourselves know and don’t know, adopt learning strategies that get results, and find objective ways to track our progress.
What psychologists call the curse of knowledge is our tendency to underestimate how long it will take another person to learn something new or perform a task that we have already mastered.
“Whether you think you can or you think you can’t, you’re right.”
to be skeptical when somebody’s trying to sell him something, to figure out the right questions, and to learn how to go dig out the answers. That’s developing expertise.
Describe what you want to know, do, or accomplish. Then list the competencies required, what you need to learn, and where you can find the knowledge or skill. Then go get it.
What we do shapes who we become and what we’re capable of doing. The more we do, the more we can do. To embrace this principle and reap its benefits is to be sustained through life by a growth mindset.引自 Make it Stick
晶妞爱学习
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We make the effort because the effort iteself extends the boundaries of our abilities.What we do shapes who we become and what we're capable of doing. The more we do, the more we can do... It comes down to the simple fact that the path to complex mastery does not neccessarily start from exceptional genes, but it most certainly entails self-discipline, grit and persistence. Three keystone study ...
•Some kinds of difficulties during learning help to make the learning stronger and better remembered. •When learning is easy, it is often superficial and soon forgotten. •Not all of our intellectual abilities are hardwired. In fact, when learning is effortful, it changes the brain, making new connections and increasing intellectual ability. •You learn better when you wrestle with ne...
1 有用 小一瓜 2019-09-22
audible,8h34m. 最近做一个培训，把英文版又听了一遍。从认知心理学的角度阐述了一个主题：怎样学习才是最高效的？把“反复阅读，划重点”扔在地上蹂躏了好几遍，提出了刻意间隔，多任务间插，测试等等符合人脑认知规律的学习方法。所谓的测试，完全可以联想到高考前我们的“刷题”，看了这书才知道，“刷题”不仅是高效的备考方式，也是高效的学习方式，可以促进人脑去“提取”短期或者工作记忆，不断的提取将这两... audible,8h34m. 最近做一个培训，把英文版又听了一遍。从认知心理学的角度阐述了一个主题：怎样学习才是最高效的？把“反复阅读，划重点”扔在地上蹂躏了好几遍，提出了刻意间隔，多任务间插，测试等等符合人脑认知规律的学习方法。所谓的测试，完全可以联想到高考前我们的“刷题”，看了这书才知道，“刷题”不仅是高效的备考方式，也是高效的学习方式，可以促进人脑去“提取”短期或者工作记忆，不断的提取将这两种记忆变成长期记忆。所以，小朋友们，还等什么呢？刷题吧。:-) (展开)
0 有用 ben afrant 2014-10-04
好书
1 有用 [已注销] 2015-11-30
涉及范围很广，但是有点散了，和生活很贴近，但很多太 subtle。最遗憾的地方是，感觉可操作性不大。
0 有用 节奏 2014-08-22
Nothing but grateful.
3 有用 Bodhin 2016-02-17
只用读第八章就好了，不懂的再去翻看前面的，更推荐The New Science of Learning
0 有用 Amber霖 2020-05-05
是一本实例很丰富的研究结果汇总 很多方法确实值得实践 尤其是学生党
0 有用 已注销 2020-04-20
@2014-07-27 14:59:05
0 有用 万里风云 2020-04-03
Retrieval practice, generation, and elaboration
0 有用 Deja 2020-03-24
看那个剑桥医学生Ali的视频就足够了 他总结了书里的精华
0 有用 Memories 2020-03-03
认知心理学几十年来的科研成果，介绍得浅显易懂，章节安排也很符合spaced repetition