Peter C. Brown
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“Trying to solve a problem before being taught the solution leads to better learning, even when errors are made in the attempt.”
“Practice that’s spaced out, interleaved with other learning, and varied produces better mastery, longer retention, and more versatility. But these benefits come at a price: when practice is spaced, interleaved, and varied, it requires more effort. You feel the increased effort, but not the benefits the effort produces. Learning feels slower from this kind of practice, and you don’t get the rapid improvements and affirmations you’re accustomed to seeing from massed practice.”
“Many teachers believe that if they can make learning easier and faster, the learning will be better. Much research turns this belief on its head: when learning is harder, it’s stronger and lasts longer. It’s widely believed by teachers, trainers, and coaches that the most effective way to master a new skill is to give it dogged, single-minded focus, practicing over and over until you’ve got it down. Our faith in this runs deep, because most of us see fast gains during the learning phase of massed practice. What’s apparent from the research is that gains achieved during massed practice are transitory and melt away quickly.”
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