Directness in learning - Deepstash

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Directness in learning

Directness in learning

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 is a bad idea - that you won't remember "useless" knowledge. But this is false. Having an ext...

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MORE IDEAS FROM THE SAME ARTICLE

Direct practice is not the opposite of deep understanding.

A naive approach to mastering, for example, physics problems, is to continue practising exam questions. But practising limited exam questions is not the same as the range of problems you will find in the real world...

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.

In improving your knowledge base, you're not optimising for a specific goal, but all future learning goals.

  • Read more textbooks and less popular books.
  • Take more online classes on fundamental topics.
  • When you can't build hig...

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 ...

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How to build general skills

General skills not only help you with a narrow problem but can be used repeatedly to solve other problems.

But building general skills can be challenging because it is built from many specific ones. If you're prepared to do the work, you can find better ways to learn that ...

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The Narrowness of Acquired Ability

Formal discipline theory led to views that learning Latin and geometry were important, even if few students would use these skills in their lives, because by their formal character they acted as the ideal dumbbells for mental ...

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Cognitive Load Theory

Cognitive load theory, developed in the 1980s by psychologist John Sweller , has become a dominant paradigm for the design of teaching materials.

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