Barbara Oakley Quotes

Procrastination expert Rita Emmett explains: “The dread of doing a task uses up more time and energy than doing the task itself.

The Law of Serendipity: Lady Luck favors the one who tries

Focus on the process (the way you spend your time) instead of the product (what you want to accomplish).

Attempting to recall the material you are trying to learn—retrieval practice—is far more effective than simply rereading the material.

Thiss sentence contains threee errors.

If you protect your routine, eventually it will protect you.

What would you do if you weren’t afraid?

Procrastination is like addiction. It offers temporary excitement and relief from boring reality.

The biggest lie ever is that practice makes perfect. Not true—practice makes you better.

Process, Not Product If you find yourself avoiding certain tasks because they make you uncomfortable, there is a great way to reframe things: Learn to focus on process, not product

There is a deep connection between technical, scientific, and artistic creativity.

The only way to walk a journey of a thousand miles is to take one step at a time.

Multitasking means that you are not able to make full, rich connections in your thinking, because the part of your brain that helps make connections is constantly being pulled away before neural connections can be firmed up.

It’s normal to sit down with a few negative feelings about beginning your work. It’s how you handle those feelings that matters.

Over the past decades, students who have blindly followed their passion, without rational analysis of whether their choice of career truly was wise, have been more unhappy with their job choices than those who coupled passion with rationality.

This is where the Law of Serendipity comes to play: Lady Luck favors the one who tries.

Learning organic chemistry is not any more challenging than getting to know some new characters. The elements each have their own unique personalities. The more you understand those personalities, the more you will be able to read their situations and predict the outcomes of reactions.” —Kathleen Nolta, Ph.D., Senior Lecturer in Chemistry

What, after all, is mathematics but the poetry of the mind, and what is poetry but the mathematics of the heart?” —David Eugene Smith, American mathematician and educator

You want your brain to become used to the idea that just knowing how to use a particular problem-solving technique isn’t enough—you also need to know when to use it.

Deficiencies of innate ability may be compensated for through persistent hard work and concentration. One might say that work substitutes for talent, or better yet that it creates talent.”6 —Santiago Ramón y Cajal

Befuddlement is a healthy part of the learning process. When students approach a problem and don’t know how to do it, they’ll often decide they’re no good at the subject. Brighter students, in particular, can have difficulty in this way—their breezing through high school leaves them no reason to think that being confused is normal and necessary. But the learning process is all about working your way out of confusion. Articulating your question is 80 percent of the battle. By the time you’ve figured out what’s confusing, you’re likely to have answered the question yourself!” —Kenneth R. Leopold, Distinguished Teaching Professor, Department of Chemistry, University of Minnesota

Remember, research has shown that the more effort you put into recalling material, the deeper it embeds itself into your memory.

The trick to overwriting a habit is to look for the pressure point—your reaction to a cue. The only place you need to apply willpower is to change your reaction to the cue.

Focused problem solving in math and science is often more effortful than focused-mode thinking involving language and people.

Habit is an energy saver for us. It allows us to free our mind for other types of activities.

Also remember that the better you get at something, the more enjoyable it can become.

whatever you’re learning, see whether you can make a metaphor to help yourself understand the most difficult topic—you’ll be surprised at how much it can bring the key idea to life.

Einstellung effect (pronounced EYE-nshtellung). In this phenomenon, an idea you already have in mind, or your simple initial thought, prevents a better idea or solution from being found.

You may think you really have to understand something in order to explain it. But observe what happens when you are talking to other people about what you are studying. You’ll be surprised to see how often understanding arises as a consequence of attempts to explain to others and yourself, rather than the explanation arising out of your previous understanding.

It can take a lot of hard focused-mode work beforehand, but the sudden, unexpected solution that emerges from the diffuse mode can make it feel almost like the “aha!” mode.

start early on your assignments and, unless you are really enjoying what you are doing, keep your working sessions short.

givers always score high on other-interest, but they vary in self-interest. There are two types of givers, and they have dramatically different success rates. Selfless givers are people with high other-interest and low self-interest. They give their time and energy without regard for their own needs, and they pay a price for it. Selfless giving is a form of pathological altruism, which is defined by researcher Barbara Oakley as “an unhealthy focus on others to the detriment of one’s own needs,” such that in the process of trying to help others, givers end up harming themselves.

Internalizing problem-solving techniques enhances the neural activity that allows you to more easily hear the whispers of your growing intuition. When you know—really know—how to solve a problem just by looking at it, you’ve created a commanding chunk that sweeps like a song through your mind.

The patient ability to keep working away, a little bit at a time, is important. This is why, if procrastination is an issue for you, it will be critical to learn some of the upcoming neural tricks to effectively address it.

Remember, habits are powerful because they create neurological cravings. It helps to add a new reward if you want to overcome your previous cravings. Only once your brain starts expecting the reward will the important rewiring take place that will allow you to create new habits.

I tell my students they can procrastinate as long as they follow three rules: 1. No going onto the computer during their procrastination time. It’s just too engrossing. 2. Before procrastinating, identify the easiest homework problem. (No solving is necessary at this point.) 3. Copy the equation or equations that are needed to solve the problem onto a small piece of paper and carry the paper around until they are ready to quit procrastinating and get back to work. “I have found this approach to be helpful because it allows the problem to linger in diffuse mode—students are working on it even while they are procrastinating.” —Elizabeth Ploughman, Lecturer of Physics, Camosun College, Victoria, British Columbia

From your “due date” calendar, write down a weekly to-do list of twenty or fewer key items. Each night, create the next day’s daily to-do list from the items on the weekly to-do list. Keep it to five to ten items. Try not to add to the daily list once you’ve made it unless it involves some unanticipated but important item (you don’t want to start creating endless lists). Try to avoid swapping out items on your list.

One of the single most important pieces of advice I can give you on dealing with procrastination is to ignore distractions!

Multitasking is like constantly pulling up a plant. This kind of constant shifting of your attention means that new ideas and concepts have no chance to take root and flourish.

This is precisely why one significant mistake students sometimes make in learning math and science is jumping into the water before they learn to swim.

I think most clearly when I’m driving. Sometimes I’ll just take a break and drive around—this helps a lot.

Interleaving means practice by doing a mixture of different kinds of problems requiring different strategies.

The harder you push your brain to come up with something creative, the less creative your ideas will be.

the learning process is all about working your way out of confusion.

Articulating your question is 80 percent of the battle.

whenever possible, you should blink, shift your attention, and then double-check your answers using a big-picture perspective, asking yourself, “Does this really make sense?

A Mind for Numbers is an excellent book about how to approach mathematics, science, or any realm where problem solving plays a prominent role.

Incidentally, the little book Calculus Made Easy, by Silvanus Thompson, has helped generations of students master the subject.

recalling material when you are outside your usual place of study helps you strengthen your grasp of the material by viewing it from a different perspective.

What, after all, is mathematics but the poetry of the mind, and what is poetry but the mathematics of the heart?

Research has confirmed that a special place devoted just to working is particularly helpful.

If you don’t make a point of repeating what you want to remember, your “metabolic vampires” can suck away the neural pattern related to that memory before it can strengthen and solidify.

It’s important to transform distant deadlines into daily ones. Attack them bit by bit. Big tasks need to be translated into smaller ones that show up on your daily task list. The only way to walk a journey of a thousand miles is to take one step at a time.

They say experience is the best teacher. Instead, it should be that failure is the best teacher. I’ve found that the best learners are the ones who cope best with failure and use it as a learning tool.

Just focus on whatever section you are studying. You’ll find that once you put the first problem or concept in your library, whatever it is, then the second concept will go in a bit more easily. And the third more easily still. Not that all of this is a snap, but it does get easier.

As writing coach Daphne Gray-Grant recommends to her writing clients: “Eat your frogs first thing in the morning.” Do the most important and most disliked jobs first, as soon as you wake up. This is incredibly effective.

Gary Noesner notes that we could all learn from the successes and failures of hostage negotiation.7 At the beginning of such situations, emotions run high. Efforts to speed matters along often lead to disaster. Staving off natural desires to react aggressively to emotional provocations allows time for the molecules of emotion to gradually dissipate. The resulting cooler heads save lives.

THE LAW OF SERENDIPITY Remember, Lady Luck favors the one who tries. So don’t feel overwhelmed with everything you need to learn about a new subject. Instead, focus on nailing down a few key ideas. You’ll be surprised at how much that simple framework can help.

Once you are distracted from the problem at hand, the diffuse mode has access and can begin pinging about in its big-picture way to settle on a solution.

One important key to learning swiftly in math and science is to realize that virtually every concept you learn has an analogy—a comparison—with something you already know.

Once you understand why you do something in math and science, you shouldn’t keep reexplaining the how. Such overthinking can lead to choking.

reading—simply reading through books or

This approach [solving easiest problems first, during the test] works for some people, mostly because anything works for some people.

But be wary of the idea that some people are “left-brain” or “right-brain” dominant—research indicates that is simply not true.17

Persistence is often more important than intelligence.1 Approaching material with a goal of learning it on your own gives you a unique path to mastery. Often,

one significant mistake students sometimes make in learning math and science is jumping into the water before they learn to swim.

We procrastinate about things that make us feel uncomfortable.

If you are trying to understand or figure out something new, your best bet is to turn off your precision-focused thinking and turn on your “big picture” diffuse mode,

Why Trying Too Hard Can Sometimes Be Part of the Problem

I have not failed. I’ve just found 10,000 ways that won’t work.”10

Learning is often paradoxical. The very thing we need in order to learn impedes our ability to learn.

Testing is itself an extraordinarily powerful learning experience.

The key is to do something else until your brain is consciously free of any thought of the problem.

Complex training environments such as action video game play may actually foster brain plasticity and learning.

Learning is often paradoxical. The very thing we need in order to learn impedes our ability to learn. We need to focus intently to be able to solve problems—yet that focus can also block us from accessing the fresh approach we may need. Success is important, but critically, so is failure. Persistence is key—but misplaced persistence causes needless frustration.

The first principle is that you must not fool yourself—and you are the easiest person to fool.”8 —Physicist Richard Feynman, advising how to avoid pseudo-science that masquerades as science

To be a successful problem solver, focus first. We get stuck in problem solving when we don’t first prepare our brain by focusing on the basics. Don’t just dive into problem solving without studying the explanations first. You need to lay some basic trails on the focused pinball table.

The complex neural activity that ties together our simplifying, abstract chunks of thought—whether those thoughts pertain to acronyms, ideas, or concepts—are the basis of much of science, literature, and art.

Students who are beginning to struggle in math and science often look at others who are intellectual racehorses and tell themselves they have to keep up. Then they don’t give themselves the extra time they need to truly master the material, and they fall still further behind. As a result of this uncomfortable and discouraging situation, students end up unnecessarily dropping out of math and science. Take a step back and look dispassionately at your strengths and weaknesses. If you need more time to learn math and science, that’s simply the reality. If you’re in high school, try to arrange your schedule to give yourself the time you need to focus on the more difficult materials, and limit these materials to manageable proportions. If you’re in college, try to avoid a full load of heavy courses, especially if you are working on the side. A lighter load of math and science courses can, for many, be the equivalent of a heavy load of other types of courses. Especially in the early stages of college, avoid the temptation to keep up with your peers.

One of the first steps toward gaining expertise in math and science is to create conceptual chunks—mental leaps that unite separate bits of information through meaning. Once you chunk an idea or concept, you don’t need to remember all the little underlying details; you’ve got the main idea—the chunk—and that’s enough.

THE IMPORTANCE OF CHUNKING “Mathematics is amazingly compressible: you may struggle a long time, step by step, to work through the same process or idea from several approaches. But once you really understand it and have the mental perspective to see it as a whole, there is often a tremendous mental compression. You can file it away, recall it quickly and completely when you need it, and use it as just one step in some other mental process. The insight that goes with this compression is one of the real joys of mathematics.”26 —William Thurston, winner of the Fields Medal, the top award in mathematics

Habits can be good and bad. Habit, after all, is simply when our brain launches into a preprogrammed “zombie” mode. You will probably not be surprised to learn that chunking, that automatically connected neural pattern that arises from frequent practice, is intimately related to habit.1 Habit is an energy saver for us. It allows us to free our mind for other types of activities

You may want your learning to progress more quickly—to somehow command your diffuse mode to assimilate new ideas faster. But compare it to exercise. Constantly lifting weights won’t make your muscles any bigger— your muscles need time to rest and grow before you use them again.

The harder you push your brain to come up with something creative, the less creative your ideas will be. So far, I have not found a single situation where this does not apply. Ultimately, this means that relaxation is an important part of hard work— and good work, for that matter.

It seems people can enhance the development of their neuronal circuits by practicing thoughts that use those neurons.9 We’re still in the infancy of understanding neural development, but one thing is becoming clear—we can make significant changes in our brain by changing how we think.

There are chunks related to both concepts and procedures that reinforce one another. Solving a lot of math problems provides an opportunity to learn why the procedure works the way it does or why it works at all. Understanding the underlying concept makes it easier to detect errors when you make them.

A curious peculiarity of our memory is that things are impressed better by active than by passive repetition. I mean that in learning by heart (for example), when we almost know the piece, it pays better to wait and recollect by an effort from within, than to look at the book again. If we recover the words in the former way, we shall probably know them the next time; if in the latter way, we shall very likely need the book once more.” —William James, writing in 189012

A synthesis—an abstraction, chunk, or gist idea—is a neural pattern. Good chunks form neural patterns that resonate, not only within the subject we’re working in, but with other subjects and areas of our lives. The abstraction helps you transfer ideas from one area to another. That’s why great art, poetry, music, and literature can be so compelling. When we grasp the chunk, it takes on a new life in our own minds—we form ideas that enhance and enlighten the neural patterns we already possess, allowing us to more readily see and develop other related patterns. Once we have created a chunk as a neural pattern, we can more easily pass that chunked pattern to others, as Cajal and other great artists, poets, scientists, and writers have done for millennia, Once other people grasp that chunk, not only can they use it, but also they can more easily create similar chunks that apply to other areas in their lives—an important part of the creative process.

One of the most extraordinary stories of reframing is that of Roger Bannister, the first person to run a mile in less than four minutes. Bannister was a medical school student who couldn’t afford a trainer or a special runner’s diet. He didn’t even have time to run more than thirty minutes a day, squeezed in around his medical studies. Yet Bannister did not focus on all the reasons why he logically had no chance of reaching his goal. He instead refocused on accomplishing his goal in his own way. On the morning he made world history, he got up, ate his usual breakfast, did his required hospital rounds, and then caught a bus to the track.

There are hidden meanings in equations, just as there are in poetry. If you are a novice looking at an equation in physics, and you’re not taught how to see the life underlying the symbols, the lines will look dead to you. It is when you begin to learn and supply the hidden text that the meaning slips, slides, then finally leaps to life.

Let Your Mind Work in the Background The next time you are tackling a tough problem, work on it for a few minutes. When you get stuck, move on to another problem. Your diffuse mode can continue working on the tougher problem in the background. When you later return to the tougher problem, you will often be pleasantly surprised by the progress you’ve made.

A synthesis—an abstraction, chunk, or gist idea—is a neural pattern. Good chunks form neural patterns that resonate, not only within the subject we’re working in, but with other subjects and areas of our lives. The abstraction helps you transfer ideas from one area to another.15 That’s why great art, poetry, music, and literature can be so compelling. When we grasp the chunk, it takes on a new life in our own minds—we form ideas that enhance and enlighten the neural patterns we already possess, allowing us to more readily see and develop other related patterns.

You may be surprised to learn that simply being awake creates toxic products in your brain. During sleep, your cells shrink, causing a striking increase in the space between your cells. This is equivalent to turning on a faucet—it allows fluid to wash past and push the toxins out.23 This nightly housecleaning is part of what keeps your brain healthy. When you get too little sleep, the buildup of these toxic products is believed to explain why you can’t think very clearly. (Too

If you have a library of concepts and solutions internalized as chunked patterns, you can more easily skip to the right solution to a problem by listening to the whispers from your diffuse mode. Your diffuse mode can also help you connect two or more chunks together in new ways to solve unusual problems. There are two ways to solve problems—first, through sequential, step-by-step reasoning, and second, through more holistic intuition. Sequential thinking, where each small step leads deliberately toward the solution, involves the focused mode. Intuition, on the other hand, often seems to require a creative, diffuse mode linking of several seemingly different focused mode thoughts. Most difficult problems are solved through intuition, because they make a leap away from what you are familiar with.24 Keep in mind that the diffuse mode’s semi-random way of making connections means that the solutions it provides with should be carefully verified using the focused mode. Intuitive insights aren’t always correct!25

The number one thing I stress when students come to see me is that there is a direct connection between your hand and your brain, and the act of rewriting and organizing your notes is essential to breaking large amounts of information down into smaller digestible chunks. I have many students who prefer to type their notes in a Word document or on slides, and when these students are struggling, the first thing I recommend is to quit typing and start writing. In every case, they perform better on the next section of material.

ADVICE ON SLEEPING “Many people will tell you that they can’t nap. The one thing I learned from a single yoga class I took many years ago was to slow down my breathing. I just keep breathing slowly in and out and don’t think I must fall asleep. Instead, I think things like, Sleepytime! and just focus on my breathing. I also make sure it’s dark in the room, or I cover my eyes with one of those airplane sleep masks. Also, I set my phone alarm for twenty-one minutes because turning a short power nap into a longer sleep can leave you groggy. This amount of time gives me what’s basically a cognitive reboot.” —Amy Alkon, syndicated columnist and catnap queen

Remember, accepting the first idea that comes to mind when you are working on an assignment or test problem can prevent you from finding a better solution. Chess players who experience Einstellung truly believe they are scanning the board for a different solution. But careful study of where their eyes are moving shows that they are keeping their focus on the original solution. Not only their eyes, but their mind itself can’t move away enough to see a new approach to the problem.15 According to recent research, blinking is a vital activity that provides another means of reevaluating a situation. Closing our eyes seems to provide a micropause that momentarily deactivates our attention and allows us, for the briefest of moments, to refresh and renew our consciousness and perspective.16

If you are one of those people who can’t hold a lot in mind at once—you lose focus and start daydreaming in lectures, and have to get to someplace quiet to focus so you can use your working memory to its maximum—well, welcome to the clan of the creative. Having a somewhat smaller working memory means you can more easily generalize your learning into new, more creative combinations. Because you’re learning new, more creative combinations. Having a somewhat smaller working memory, which grows from the focusing abilities of the prefrontal cortex, doesn’t lock everything up so tightly, you can more easily get input from other parts of your brain. These other areas, which include the sensory cortex, not only are more in tune with what’s going on in the environment, but also are the source of dreams, not to mention creative ideas. You may have to work harder sometimes (or even much of the time) to understand what’s going on, but once you’ve got something chunked, you can take that chunk and turn it outside in and inside round—putting it through creative paces even you didn’t think you were capable of! Here’s another point to put into your mental chunker: Chess, that bastion of intellectuals, has some elite players with roughly average IQs. These seemingly middling intellects are able to do better than some more intelligent players because they practice more. That’s the key idea. Every chess player, whether average or elite, grows talent by practicing. It is the practice—particularly deliberate practice on the toughest aspects of the material—that can help lift average brains into the realm of those with more “natural” gifts. Just as you can practice lifting weights and get bigger muscles over time, you can also practice certain mental patterns that deepen and enlarge in your mind.

A synthesis—an abstraction, chunk, or gist idea—is a neural pattern. Good chunks form neural patterns that resonate, not only within the subject we’re working in, but with other subjects and areas of our lives. The abstraction helps you transfer ideas from one area to another. That’s why great art, poetry, music, and literature can be so compelling. When we grasp the chunk, it takes on a new life in our own minds—we form ideas that enhance and enlighten the neural patterns we already possess, allowing us to more readily see and develop other related patterns. Once we have created a chunk as a neural pattern, we can more easily pass that chunked pattern to others, as Cajal and other great artists, poets, scientists, and writers have done for millennia, Once other people grasp that chunk, not only can they use it, but also they can more easily create similar chunks that apply to other areas in their lives—an important part of the creative process.

Homework _Yes _No 1. Did you make a serious effort to understand the text? (Just hunting for relevant worked-out examples doesn’t count.) _Yes _No 2. Did you work with classmates on homework problems, or at least check your solutions with others? _Yes _No 3. Did you attempt to outline every homework problem solution before working with classmates? Test Preparation The more “Yes” responses you recorded, the better your preparation for the test. If you recorded two or more “No” responses, think seriously about making some changes in how you prepare for the next test. _Yes _No 4. Did you participate actively in homework group discussions (contributing ideas, asking questions)? _Yes _No 5. Did you consult with the instructor or teaching assistants when you were having trouble with something? _Yes _No 6. Did you understand ALL of your homework problem solutions when they were handed in? _Yes _No 7. Did you ask in class for explanations of homework problem solutions that weren’t clear to you? _Yes _No 8. If you had a study guide, did you carefully go through it before the test and convince yourself that you could do everything on it? _Yes _No 9. Did you attempt to outline lots of problem solutions quickly, without spending time on the algebra and calculations? _Yes _No 10. Did you go over the study guide and problems with classmates and quiz one another? _Yes _No 11. If there was a review session before the test, did you attend it and ask questions about anything you weren’t sure about? _Yes _No 12. Did you get a reasonable night’s sleep before the test? (If your answer is no, your answers to 1–11 may not matter.) _Yes _No TOTAL