learning-how-to-learn

Every prerequisite, as text

The same information as the map above, in full.

• Retrieval practice requires Forgetting
• The spacing effect requires Forgetting
• Sleep and consolidation requires Forgetting
• Keeping what you learned requires Forgetting
• Chunking requires Working memory limits
• The cost of switching requires Working memory limits
• Worked examples requires Working memory limits
• Cognitive load requires Working memory limits
• Naming what you are trying to learn requires Prior knowledge
• Elaboration requires Prior knowledge
• Self-explanation requires Prior knowledge
• The generation effect requires Prior knowledge
• Mnemonics requires Prior knowledge
• Active reading requires Prior knowledge
• Prerequisite structure requires Prior knowledge
• Worked examples requires Prior knowledge
• Context and cues requires Prior knowledge
• Transfer requires Prior knowledge
• The expertise reversal effect requires Prior knowledge
• Note-taking requires Attention and distraction optional
• The cost of switching requires Attention and distraction
• Procrastination requires Attention and distraction
• The spacing effect requires Time on task
• Cramming requires Time on task
• Blocked practice requires Time on task
• Naming what you are trying to learn requires Time on task optional
• Motivation and value requires Time on task
• Procrastination requires Time on task
• Deliberate practice requires Time on task
• Designing a study schedule requires Time on task
• Retrieval practice requires Feedback
• Metacognition requires Feedback
• Deliberate practice requires Feedback
• Error analysis requires Feedback
• Self-efficacy requires Feedback
• Judging a claim about learning requires Feedback
• Rereading and highlighting requires Your current study habits
• Cramming requires Your current study habits
• Blocked practice requires Your current study habits
• Note-taking requires Your current study habits
• The fluency illusion requires Retrieval practice
• Self-explanation requires Retrieval practice
• Interleaving requires Retrieval practice
• The generation effect requires Retrieval practice
• Spaced repetition scheduling requires Retrieval practice
• Desirable difficulties requires Retrieval practice
• Teaching it to learn it requires Retrieval practice
• Context and cues requires Retrieval practice
• Interleaving requires The spacing effect
• Spaced repetition scheduling requires The spacing effect
• Desirable difficulties requires The spacing effect
• Designing a study schedule requires The spacing effect
• The fluency illusion requires Rereading and highlighting
• Mnemonics requires Chunking
• Cognitive load requires Chunking
• Active reading requires Note-taking
• Motivation and value requires Naming what you are trying to learn
• Deliberate practice requires Naming what you are trying to learn
• Building your own curriculum requires Naming what you are trying to learn
• Metacognition requires The fluency illusion
• Judging a claim about learning requires The fluency illusion
• Dual coding requires Elaboration
• Concept mapping requires Elaboration
• Transfer requires Elaboration
• Error analysis requires Self-explanation
• Teaching it to learn it requires Self-explanation
• Desirable difficulties requires Interleaving
• Speed reading requires Active reading
• Designing a study schedule requires Spaced repetition scheduling
• Keeping what you learned requires Spaced repetition scheduling
• How long the gaps should be requires Spaced repetition scheduling
• Concept mapping requires Prerequisite structure
• Building your own curriculum requires Prerequisite structure
• The expertise reversal effect requires Worked examples
• Dual coding requires Cognitive load
• The expertise reversal effect requires Cognitive load
• Self-efficacy requires Motivation and value
• Calibration requires Metacognition
• Judging a claim about learning requires Metacognition
• Diagnosing a plateau requires Deliberate practice
• Calibration requires Error analysis
• Diagnosing a plateau requires Error analysis
• Learning styles requires Dual coding
• Transfer requires Context and cues
• Growth mindset requires Self-efficacy
• Building your own curriculum requires Designing a study schedule
• Keeping what you learned requires Designing a study schedule
• Brain training requires Transfer
• How long the gaps should be requires Keeping what you learned
• Learning styles requires Judging a claim about learning
• Growth mindset requires Judging a claim about learning
• Brain training requires Judging a claim about learning
• Speed reading requires Judging a claim about learning
• How long the gaps should be requires Judging a claim about learning