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Skills and knowledge transfer far less than we would expect them to. So “broad-based” education is mostly a myth. What we learn is usually specific and often stuck to the contexts where it was learned.
SIMILAR ARTICLES & IDEAS:
If you have a concrete objective (speaking a language, passing an exam), how you practice should match the intended use.
An extension of this idea is that learning broadly ...
We tend to think of skills reasonably broadly, but our skills are very specific.
Direct learning minimizes the chance that we will focus on learning information unrelated to our actual goal.
The magical "intuition" for hard subjects we notice in people like Albert Einstein and Richard Feynman is owed to their extensive knowledge base they could draw from.
The broader and more varied the situations you need to perform in, the broader your knowledge base should be to help you think better.
... you need two kinds of prior knowledge:
When learning is difficult, you're doing your best learning, in the same way that lifting a weight at the limit of your capacity makes you stronger.
When you keep trying to remember a piece of information, you interrupt the forgetting process and help cement the memory of that information into your brain.
It's a strategy of mixing up the type of problems you solve when you're testing yourself.
That way, the testing conditions are more similar to real life, where you first have to figure out what kind of problem you have on your hands and then solve it.
Consider at what speed you should try to do things in order to improve performance.
We can often learn something quickly, but without attaining a master level (like getting good at esti...
There are two problems you can encounter when you're trying to learn something.
The balance between going faster and doing it right depends on what you're trying to achieve.