We remember things better when repeated over time and across environments
We forget quickly, but the greater the number of cognitive associations we develop with an idea, the more likely we’ll remember it forever…
Butler et. al., (2014). Integrating cognitive science and technology improves learning in a STEM classroom. Educational Psychology Review.
The study
40 students were taught a topic and either given the respective homework once instantly or 3 times over the next 3 weeks. They then had an exam a month later.
Those who had the homework spaced out over time performed much better in the exam than those who were asked to do it immediately after learning.
Butler et. al., (2014). Integrating cognitive science and technology improves learning in a STEM classroom. Educational Psychology Review.
Key Takeaways
Spread out the learning.
Research shows that spaced repetition is the most robust means of learning but is rarely used by companies. Most knowledge is delivered once and forgotten, wasting money and time. Develop shorter learnings spread over time, using different tools, both digital and physical.
Use it or lose it.
Knowledge only sticks when we use it. After reading a book chapter, summarize learnings into bullet points, a list of actions, or even better, become the teacher. Blinkist could send some simple interactive questions after readers have finished a book. Use Slack app QuickQuiz to follow up Lunch & Learns with a Tiny Habit of bite-size questions.
Make progress trackable.
Learnings apps like Duolingo and Memrise create powerful Feedback Loops through points systems, daily goals and leaderboards to create positive reinforcement. Tracking progress gives us a sense of growth and improvement.
In further detail
We remember things better when repeated over time and across environments
We forget quickly, but the greater the number of cognitive associations we develop with an idea, the more likely we’ll remember it forever…
Butler et. al., (2014). Integrating cognitive science and technology improves learning in a STEM classroom. Educational Psychology Review.
The study
40 students were taught a topic and either given the respective homework once instantly or 3 times over the next 3 weeks. They then had an exam a month later.
Those who had the homework spaced out over time performed much better in the exam than those who were asked to do it immediately after learning.
Butler et. al., (2014). Integrating cognitive science and technology improves learning in a STEM classroom. Educational Psychology Review.
Key Takeaways
Spread out the learning.
Research shows that spaced repetition is the most robust means of learning but is rarely used by companies. Most knowledge is delivered once and forgotten, wasting money and time. Develop shorter learnings spread over time, using different tools, both digital and physical.
Use it or lose it.
Knowledge only sticks when we use it. After reading a book chapter, summarize learnings into bullet points, a list of actions, or even better, become the teacher. Blinkist could send some simple interactive questions after readers have finished a book. Use Slack app QuickQuiz to follow up Lunch & Learns with a Tiny Habit of bite-size questions.
Make progress trackable.
Learnings apps like Duolingo and Memrise create powerful Feedback Loops through points systems, daily goals and leaderboards to create positive reinforcement. Tracking progress gives us a sense of growth and improvement.
In further detail
We remember things better when repeated over time and across environments
The study
40 students were taught a topic and either given the respective homework once instantly or 3 times over the next 3 weeks. They then had an exam a month later.
Those who had the homework spaced out over time performed much better in the exam than those who were asked to do it immediately after learning.
In detail
Scarcity
We value things more when they’re in limited supply
Social Proof
We copy the behaviors of others, especially in unfamiliar situations
Prospect Theory
A loss hurts more than an equal gain feels good
Reciprocity
We’re hardwired to return kindness received
Framing
We make very different decisions based on how a fact is presented
Loss Aversion
We feel more negative when losing something than positive when we gain it
Self-Expression
We constantly seek out ways to communicate our identity to others
Default Effect
We tend to accept the option pre-chosen for us
Anchoring
What we see first affects our judgement of everything thereafter
Autonomy Bias
We have a deep-seated need to control our situations
Fast & Slow Thinking
We make knee-jerk spontaneous decisions that can cause regretful damage
Status Quo Bias
We tend to stick with our previous choices, even if the alternatives might be better
Dynamic Norms
We’re more likely to change if we can see a new behavior developing
Salience
Our choices are determined by the information we're shown