Retrieval Practice Quotes

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

Retrieval practice—recalling facts or concepts or events from memory—is a more effective learning strategy than review by rereading. Flashcards are a simple example. Retrieval strengthens the memory and interrupts forgetting. A single, simple quiz after reading a text or hearing a lecture produces better learning and remembering than rereading the text or reviewing lecture notes.

By taking notes as questions instead of answers, you generate the material to practice retrieval on later.

When you space out practice at a task and get a little rusty between sessions, or you interleave the practice of two or more subjects, retrieval is harder and feels less productive, but the effort produces longer lasting learning and enables more versatile application of it in later settings.

At a minimum, Larsen would like to see something done to interrupt the forgetting: give a quiz at the end of a conference and follow it with spaced retrieval practice. “Make quizzing a standard part of the culture and the curriculum. You just know every week you’re going to get in your email your ten questions that you need to work through.

Periodic practice arrests forgetting, strengthens retrieval routes, and is essential for hanging onto the knowledge you want to gain.

Sleep is a firestorm of brain activity. Instead of taking in new information, our brain’s subconscious is occupied defragging, deleting, and storing the prior day’s doings for long-term retrieval; cleaning out bits and pieces of discarded brain schmutz; and presenting us with immersive 3-D virtual stories in which we are the star.

Highlighting should be avoided because, at least in my experience, it provides only an illusion of competence. Retrieval practice is far more powerful. Try to get the main ideas of each page you are reading cemented in your mind before you turn the page.

In Spain, hilly terrain and antiquated planting and harvest practices keep farmers from retrieving more than about 100 pounds [of almonds] per acre. Growers in the Central Valley, by contrast can expect up to 3000 pounds an acre. But for all their sophisticated strategies to increase yield and profitability, almond growers still have one major problem - pollination. Unless a bird or insect brings the pollen from flower to flower, even the most state-of-the-art orchard won't grow enough nuts. An almond grower who depends on wind and a few volunteer pollinators in this desert of cultivation can expect only 40 pounds of almonds per acre. If he imports honey bees, the average yield is 2,400 pounds per acre, as much as 3,000 in more densely planted orchards. To build an almond, it takes a bee.

She nodded anxiously. Kyle sucked on his Popsicle, assessing her eagerness, wondering if he should tell her she was the best sex he's ever had. She would never believe him anyways, so instead, he told her where to improve as she asked. "You can get ahead if you give better head. Got me?" "Ah, okay. What would you suggest?" He stared at her mouth as it moved up and down the frozen treat. "Want to practice?" She gave him a cynical look. "I'm eating my dessert right now." "Okay, practice on that. See how deep you can go." She looked at the sweet treat in her hand and back at him. "I'll choke." "I know CPR. Don't worry. I won't let you. Pretend it's me. I'll be able to direct you better if I'm not the test subject." She shrugged and inserted the Popsicle in her mouth. "Wait," he said, knocking it out of her hand. "Why did you do that?" He took the discarded Popsicle and ran to the kitchen. He retrieved a new one that wasn't broken in halves. "If you're going to pretend it's me, we should be more realistic," he said, unwrapping it for her. "At least in terms of girth. The length... well, you'll have to use your imagination." "Um...grape," she replied and licked the edge. He sat down and rested his chin on his hands to watch her. She licked it a few times and then shocked him by taking a small bite off the top. She gave him an amused smile. Kyle shook his head. "You are a cruel, cruel woman.

It's strange, of course, no longer to inhabit the earth, no longer to practice barely learned customs, not to give roses and other auspicious things the meaning of a human future; to be no longer what one was in infinitely anxious hands, and even to put aside one's own name like a broken toy. Strange, to no longer keep wishing our wishes. Strange, to see elements, once related, flutter loosely in space. And being dead is toilsome, and full of the retrieving needed if little by little we're to feel a bit of eternity.

Either way, discovering your WHY is like panning for gold in the river of the past: the gold is there, lost in the debris of the river, hidden by rushing water. Only when you take the time to pan for the significant moments of the past, retrieving them nugget by nugget, will they turn into treasure.

In principle, more analytic power can be achieved by varying multiple things at once in an uncorrelated (random) way, and doing standard analysis, such as multiple linear regression. In practice, though, A/B testing is widely used, because A/B tests are easy to deploy, easy to understand, and easy to explain to management.

That is the method practiced by all the prophets of all revealed religions from the beginning to the end. To help people purify themselves of destructive characteristics was the mission of Moses, of Jesus and also of the seal of prophets Muhammad, who was ordered by his Lord: “Purify them.” They all worked to this end and never despaired of success, as they had certainty that a treasure remained buried in people’s hearts. Look, if you have a precious diamond and then it falls into the toilet, are you going to flush it down with the dirties? Would anyone suggest such a thing? Perhaps some proud or weak stomached people might call for a servant to do it, but no one in his right mind would flush it away. Then when you retrieve that diamond you are going to wash it with soap and water thoroughly, perhaps dip it in rose oil, and then return it to your finger. No one is then thinking that the diamond is dirty. Diamonds do not absorb the qualities of what they fall into – souls are the same.

When practice conditions are varied or retrieval is interleaved with the practice of other material, we increase our abilities of discrimination and induction and the versatility with which we can apply the learning in new settings at a later date. Interleaving and variation build new connections, expanding and more firmly entrenching knowledge in memory and increasing the number of cues for retrieval. Trying to come up with an answer rather than having it presented to you, or trying to solve a problem before being shown the solution, leads to better learning and longer retention of the correct answer or solution, even when your attempted response is wrong, so long as corrective feedback is provided.

Others may not notice it, because an angry Toraf is truly a rare thing to behold, but Galen can practically feel the animosity emanating from his friend. Which is why he casually bumps into him, taking care to be overly apologetic. “Oh, sorry about that, minnow. I didn’t even see you there.” Galen mimics Toraf’s demeanor, crossing his arms and staring ahead of them. What they’re supposed to be staring at, he’s not sure. His effort is rewarded with a slight upward curve of his friend’s mouth. “Oh, don’t think twice about it, tadpole. I know it must be difficult to swim straight with a whale’s tail.” Galen scowls, taking care not to glance down at his fin. Ever since they went to retrieve Grom, he’s been sore all below the waist, but he’d just attributed it to tension from finding Nalia, and then the whole tribunal mess-not to mention, hovering in place for hours at a time. Still, he did examine his fin the evening before, hoping to massage out any knots he found, but was a bit shocked to see that his fin span seemed to have widened. He decided that he was letting his imagination get the better of him. Now he’s not so sure. “What do you mean?” he says lightly. Toraf nods down toward the sand. “You know what I mean. Looks like you have the red fever.” “The red fever bloats you all over, idiot. Right before it kills you. It doesn’t make your fin grow wider. Besides, the red tide hasn’t been bad for years now.” But Toraf already knows what the red fever looks like. Not long after he first became a Tracker, Toraf was commissioned to find an older Syrena who had gone off on his own to die after he’d been caught in what the humans call the red tide. Toraf was forced to tie seaweed around the old one’s fin and pull his body to the Cave of Memories. No, he doesn’t think I have the red fever. Toraf allows himself a long look at Galen’s fin. If it were anyone else, Galen would consider it rude. “Does it hurt?” “It’s sore.” “Have you asked anyone about it?” “I’ve had other things on my mind.” Which is the truth. Galen really hadn’t given it much thought until right now. Now that it has been noticed by someone else. Toraf pulls his own fin around and after a few seconds of twisting and bending, he’s able to measure it against his torso. It spans from his neck to where his waist turns into velvety tail. He nods to Galen to do the same. Galen is horrified to find that his fin now spans from the top of his head to well below his waist. It really does look like a whale tail. “I don’t know how I feel about that,” Toraf says, thoughtful. “I’ve gotten used to having the most impressive fin out of the two of us.” Galen grins, letting his tail fall. “For a minute there I thought you really cared.” Toraf shrugs. “Being self-conscious doesn’t suit you.” Galen follows his gaze back out into the sea ahead of them. “So what do you think about yesterday’s tribunal?” “I think I know where Nalia and Emma get their temper.” Galen laughs. “I thought Jagen was going to pass out when Antonis grabbed him.” “He’s not very good at interacting with others anymore, is he?” “I wonder if he ever was. I told you how crazy Nalia always acted. Could be a family trait.” It looks like Toraf might actually smile but instead his gaze jerks back out to sea, a new scowl on his face. “Oh, no,” Galen groans. “What is it?” Please don’t say Emma. Please don’t say Emma. “Rayna,” Toraf says through clenched teeth. “She’s heading straight for us.” That’s almost as bad.

It practically shattered the political, scientific and religious fabric of today’s greatest power – the United States of America. The world’s most terrible secret was immediately instituted. A fierce diplomatic fight and tremendous political pressure started because Romania wanted to make the discovery known to the entire world. Given its specificity, the discovery threatened the very political and ideological influence of the Vatican and shatters beyond retrieval both the anthropological beliefs of modern science and the ideas about the history of our planet and of humankind.

Pliny the Elder once said that the Romans, when they couldn’t make a building beautiful, made it big. The practice continues to be popular: If we can’t do it well, we make it larger. We add dollars to our income, rooms to our houses, activities to our schedules, appointments to our calendars. And the quality of life diminishes with each addition. On the other hand, every time that we retrieve a part of our life from the crowd and respond to God’s call to us, we are that much more ourselves, more human. Every time we reject the habits of the crowd and practice the disciplines of faith, we become a little more alive.

To help me learn how to practice lectio divina, I’ve enlisted two expert sources. Eugene Peterson opens his book on spiritual reading with an analogy of us reading Scripture like a dog might gnaw a bone. His dog is joyful to have the bone; for a time he plays with it and enjoys having others interact with it. Then he settles in to chew it in a more private area, turning it over for a long time, then burying it only to retrieve it again later and pick up where he left off. Peterson says that in Hebrew, the word we tamely translate as “meditate” on the Scriptures actually means “growl,” like an animal growls over its prey. God wants us to growl in triumph over the Bible before settling in to wrestle with it and worry it like a bone. It’s a marvelous image.

Hope there isn’t anyone below us.” “If so, they’re already asleep. I mean, I’d already be asleep if you weren’t licking my ear. Why are you licking my ear?” Lex retrieved her tongue. “Because I feel like something awful is going to happen tomorrow. And I’m really hoping it doesn’t involve my grisly demise, or an even grislier demise for you than your last one, but—” She swallowed. “I want this night to be a happy one, because I think they’re going to be in short supply from now on.” “Yeah, but—” He glanced behind them. “With four friends, one uncle, one Pandora, and a comatose museum curator within hearing range?” “Good point.” Lex nodded thoughtfully, as if they were debating tax reform. “However: this.” She grabbed his hands and slapped them onto her chest. His eyes bulged, then met hers. “Compelling rebuttal.” Lex grinned and dove back into his face while Driggs’s hands reached around her back. “Ah, the over-shoulder boulder holder,” he said in a sneering voice, picking at her bra. “My old nemesis.” “Okay, don’t panic,” Lex said. “Do it just like we practiced.” “Right. The hook faces out.” “The hook faces in.” “DAMMIT.

To retrieve a vision of the world as whole—through sustained attention to the underlying unity that connects all beings to one another and to the root causes in our thought and practice that contribute to the deepening fragmentation of self, community, and world—is necessary to the work of healing that is at the heart of any sustained ecological renewal. We are now facing the very real possibility that such a vision of the whole has been rendered unimaginable and unrealizable by the sheer range and extent of the ecological degradation we have visited upon the world. One of the most potent and enduring images of our precarious condition to have emerged from the literature of ecology during the past twenty-five years—of the world as an archipelago of ecologically impoverished islands—suggests that fragmentation is a fundamental reality with which we must now contend.6 This image of widespread ecological fragmentation—one that reflects the increasingly evident loss of biodiversity and ecological integrity throughout the world—raises serious questions about whether it is still meaningful to speak of cultivating a vision of the whole, and whether any spiritual practice can help to mend this torn fabric.

Focus intently and beat procrastination.    Use the Pomodoro Technique (remove distractions, focus for 25 minutes, take a break).    Avoid multitasking unless you find yourself needing occasional fresh perspectives.    Create a ready-to-resume plan when an unavoidable interruption comes up.    Set up a distraction-free environment.    Take frequent short breaks. Overcome being stuck.    When stuck, switch your focus away from the problem at hand, or take a break to surface the diffuse mode.    After some time completely away from the problem, return to where you got stuck.    Use the Hard Start Technique for homework or tests.    When starting a report or essay, do not constantly stop to edit what is flowing out. Separate time spent writing from time spent editing. Learn deeply.    Study actively: practice active recall (“retrieval practice”) and elaborating.    Interleave and space out your learning to help build your intuition and speed.    Don’t just focus on the easy stuff; challenge yourself.    Get enough sleep and stay physically active. Maximize working memory.    Break learning material into small chunks and swap fancy terms for easier ones.    Use “to-do” lists to clear your working memory.    Take good notes and review them the same day you took them. Memorize more efficiently.    Use memory tricks to speed up memorization: acronyms, images, and the Memory Palace.    Use metaphors to quickly grasp new concepts. Gain intuition and think quickly.    Internalize (don’t just unthinkingly memorize) procedures for solving key scientific or mathematical problems.    Make up appropriate gestures to help you remember and understand new language vocabulary. Exert self-discipline even when you don’t have any.    Find ways to overcome challenges without having to rely on self-discipline.    Remove temptations, distractions, and obstacles from your surroundings.    Improve your habits.    Plan your goals and identify obstacles and the ideal way to respond to them ahead of time. Motivate yourself.    Remind yourself of all the benefits of completing tasks.    Reward yourself for completing difficult tasks.    Make sure that a task’s level of difficulty matches your skill set.    Set goals—long-term goals, milestone goals, and process goals. Read effectively.    Preview the text before reading it in detail.    Read actively: think about the text, practice active recall, and annotate. Win big on tests.    Learn as much as possible about the test itself and make a preparation plan.    Practice with previous test questions—from old tests, if possible.    During tests: read instructions carefully, keep track of time, and review answers.    Use the Hard Start Technique. Be a pro learner.    Be a metacognitive learner: understand the task, set goals and plan, learn, and monitor and adjust.    Learn from the past: evaluate what went well and where you can improve.

Look,” Cam said irritably, “I’m here on behalf of Lord Ramsay’s family. They want him back. God knows why. Give him to me, and I’ll leave you in peace.” “If they want him,” the butler said frostily, “let them send a proper servant. Not a filthy Gypsy.” Cam rubbed the corners of his eyes with his free hand and sighed. “We can do this the easy way or the hard way. Frankly, I’d rather not go through unnecessary exertion. All I ask is that you allow me five minutes to find the bastard and take him off your hands.” “Begone with you!” After another foiled attempt to close the door, the butler reached for a silver bell on the hall table. A few seconds later, two burly footmen appeared. “Show this vermin out at once,” the butler commanded. Cam removed his coat and tossed it onto one of the built-in benches lining the entrance hall. The first footman charged him. In a few practiced movements, Cam landed a right cross on his jaw, flipped him, and sent him to a groaning heap on the floor. The second footman approached Cam with considerably more caution than the first. “Which is your dominant arm?” Cam asked. The footman looked startled. “Why do you want to know?” “I’d prefer to break the one you don’t use as often.” The footman’s eyes bulged, and he retreated, giving the butler a pleading glance. The butler glared at Cam. “You have five minutes. Retrieve your master and go.” “Ramsay isn’t my master,” Cam muttered. “He’s a pain in my arse.

I wrote almost every word of this book sitting in a coffee shop about two blocks from my home. Most weekdays I would walk in, find a spot near an electrical outlet, fire up my laptop, and then head to the counter to order my beverage. I am a person of routines when it comes to food and drink, so every day for about 6 months I placed the same order: medium green tea. The coffee shop had its routines as well, which meant that most of the time I was placing my order with the same young woman. Yet in spite of the fact that she saw my smiling face 3 or 4 days a week making the same order, she always looked up at me expectantly when I arrived, as if I had not requested the same thing a hundred times before. She would even ask me the same two questions about my tea order every time: “Hot or cold?” “Honey or lemon?” Hot and No. Every time. As the weeks and months of this stretched on, it became a mild source of amusement to me to see if she would ever remember my order. She never did. Until, that is, I walked in one day and felt a little mischievous. “Can I help you?” she said. “Can you guess?” I replied. She looked up as if seeing me for the first time, and she smiled sheepishly. “Oh gosh,” she said. “Why am I blanking?” “It's OK,” I said. “No problem. Medium green tea. Hot, nothing in it.” The next time I showed up at the coffee shop was a couple of days later. I walked in, found my spot, fired up the laptop, and approached my forgetful friend at the counter. To my astonishment, she pointed at me with a smile and said: “Medium green tea, hot, no honey or lemon?” This little story illustrates perfectly a learning phenomenon called the retrieval effect (and sometimes also called the testing effect). Put as simply as possible, the retrieval effect means that if you want to retrieve knowledge from your memory, you have to practice retrieving knowledge from your memory. The more times that you practice remembering something, the more capable you become of remembering that thing in the future. Every time I walked into that coffee shop and told the barista my order, she was receiving the information afresh from me; she did not have to draw it from her memory. She was doing the student equivalent of staring at her notes over and over again—a practice that cognitive psychologists will tell you is just about the most ineffective study strategy students can undertake. When I made one very small change to our interaction by “testing” her to remember my order—even though she didn't get it right—she had to practice, for the first time, drawing that piece of information from her memory. And because it was such a simple piece of information, one practice was enough to help her remember it for the next time.

The game is a thread, microscopic in breadth, a hint of gossamer drawing unsuspecting souls together in simple competition to the exclusion of all else, from a mother and her infant playing peekaboo to two old men hunched over a chessboard and everything in between. The game unifies, joining father and son pitching baseballs at night after a long day at the office, pitches pounding the mitt or skipping past, one time even knocking the coffee cup handle clean off and the boy scampering off to retrieve a wild one as the dad sips and ponders. The game allows brothers to bond even when the age gap is too great for real competition, their mutual effort to fashion a bridge between disparate age and ability forming a bond of trust and respect. And finally, it is the game’s presence and past and its memory that inspires each of us to forgive time and aging and their inevitable accompanying attrition because the gray and hobbled old man before me was once lean and powerful and magnificent and some of what became of him was due to the investment he made in me and after all the batting practice he threw and grounders he hit, his shoulder aches and his knees need replacement. Even though youth masks it so you don't realize it all when you’re a kid, someday it happens to you and suddenly you realize you are him and you are left wishing you could go back and tell him what you now know and perhaps thank him for what he gave up. You imagine him back then receiving nothing in return except the knowledge that you would someday understand but he could not hasten that day or that revelation and he abided it all so graciously knowing that your realization might be too late for him. So you console yourself that in the absence of your gratitude he clung to hope and conviction and the future. Turn the page and you find yourself staring out at the new generation and you wince as his pitches bruise your palm and crack your thumb and realize that today the game is growth and achievement and tomorrow it will be love and memories. The game is a gift.

THE SUPERMEMO MODEL HOW TO REMEMBER EVERYTHING YOU HAVE EVER LEARNED Long-term memory has two components: retrievability and stability. Retrievability determines how easily we remember something, and depends on how near the surface of our consciousness the information is ‘swimming’. Stability, on the other hand, is to do with how deeply information is anchored in our brains. Some memories have a high level of stability but a low level of retrievability. Try to recall one of your old phone numbers – you probably won’t be able to. But if you see the number in front of you, you will recognise it immediately. Imagine that you are learning Chinese. You have learned a word and memorised it. Without practice, over time it will become increasingly difficult to remember. The amount of time it takes for you to forget it completely can be calculated, and ideally you should be reminded of the word precisely when you are in the process of forgetting it. The more often you are reminded of the word, the longer you will remember it for. This learning programme is called Super-Memo and was developed by the Polish researcher Piotr Woźniak. It’s not what you know, it’s what you remember. Jan Cox After learning something, you should ideally refresh your memory of it at the following intervals: one, ten, thirty and sixty days afterwards.

The fewer documents in RAM, the more likely the server is to page fault to retrieve documents, and ultimately page faults lead to random disk I/O.

Indeed, sola Scriptura has served for some moderns as a banner for private judgment and against catholicity. In so doing, however, churches and Christians have turned from sola Scriptura to solo Scriptura, a bastard child nursed at the breast of modern rationalism and individualism. Even the Reformational doctrine of perspicuity has been transformed in much popular Christianity and some scholarly reflection as well to function as the theological equivalent of philosophical objectivity, namely, the belief that any honest observer can, by the use of appropriate measures, always gain the appropriate interpretation of a biblical text. Yet this is a far cry from the confession of Scripture’s clarity in the early Reformed movement or even in its expression by the post-Reformation dogmatics of the Reformed churches. On top of this type of mutation, we regularly encounter uses of the doctrine of the “priesthood of all believers” that ignore or minimize the role of church officers as well as the principle of sola Scriptura to affirm a lived practice of “no creed but the Bible.”25 Right or not, then, many people embrace sola Scriptura, thinking that they are embracing individualism, anti-traditionalism, and/or rationalism. Similarly, right or not, many critique sola Scriptura as one or more of these three things.

When you space out practice at a task and get a little rusty between sessions, or you interleave the practice of two or more subjects, retrieval is harder and feels less productive, but the effort produces longer lasting learning and enables more versatile application of it in later settings. Trying to solve a problem before being taught the solution leads to better learning, even when errors are made in the attempt.

by spacing or interleaving the practice, retrieval is harder, your performance is less accomplished, and you feel let down, but your learning is deeper and you will retrieve it more easily in the future.

After seeing a couple therapists on and off through student health, I finally got sent to a private practice so someone could see me for more than 6 weeks. When I called to make my first appointment at the first therapist on my list, the last thing she said to me after setting up the appointment was "Oh, on Thursdays I bring my golden retriever to the office. Is that a problem for you? Let me know and I'll keep her home." I spent every Thursday for the next eight months sitting on the floor with Skyler as we worked through my general anxiety depression and family issues. And then when my class schedule changed for my last semester, Skyler's schedule changed, too. She started coming on Tuesdays to see me. Skyler wasn't a trained therapy dog, just a goofy golden with a pure heart, very soft fur, and a very amazing therapist as an owner. 7 years later I still haven't found another therapist team as amazing of Missy and Skyler.

Retrieval practice has been well studied and is one of the most effective study methods, found in one study to be more effective than traditional studying or mind-mapping.

When retrieval practice is spaced, allowing some forgetting to occur between tests, it leads to stronger long-term retention than when it is massed.

To undergo Soul Retrieval, you will benefit from having an experienced guide. However, shamans are not the only healers that can perform Soul Retrieval. Other healing practices such as hypnosis, witchcraft, and psychoanalysis all have methods for integrating split-off or lost parts of the self. It is also possible to retrieve the lost parts of your psyche yourself, which we will explore a little later.

While cramming can produce better scores on an immediate exam, the advantage quickly fades because there is much greater forgetting after rereading than after retrieval practice. The benefits of retrieval practice are long-term.

Chapter 2 – Why do Hackers Hack? If you have read about various hacking incidents that come up in the newspapers or on the Internet, you will realize that all those incidents are somewhat unrelated and generally carried out by varying intentions. Therefore, the reason as to why do hackers hack depends upon the particular hacker and what is he looking for. As you might already know, the major reason for hacking is generally money. However, there are other reasons present which can be quite important as well. In general, the major reasons for which hacker’s hack include the following: Profit: This is one of the most prominent reasons as to why hackers’ hack.  The hacking might profit them in one way or another. Some of the hackers who work for their profit might not fall in the illegal zone. For example, a hacker might be on the payroll of an IT company to exploit the weaknesses in their OWN systems. Hackers get paid very well through opportunities like these. However, it doesn’t mean that the hacker would be doing anything unethical. However, there are many hackers who focus on personal profits so much that they do not mind resorting to illegal methods for that; for example, hacking someone without authorization to retrieve personal information about the user, which can help the hacker in stealing the funds of the user. This is quite unethical and frowned upon. Needless to say, something like this can get the hacker behind bars. Accessing data:

Nowhere in all this elaborate brain circuitry, alas, is there the equivalent of the chip found in a five-dollar calculator. This deficiency can make learning that terrible quartet—“Ambition, Distraction, Uglification, and Derision,” as Lewis Carroll burlesqued them—a chore. It’s not so bad at first. Our number sense endows us with a crude feel for addition, so that, even before schooling, children can find simple recipes for adding numbers. If asked to compute 2 + 4, for example, a child might start with the first number and then count upward by the second number: “two, three is one, four is two, five is three, six is four, six.” But multiplication is another matter. It is an “unnatural practice,” Dehaene is fond of saying, and the reason is that our brains are wired the wrong way. Neither intuition nor counting is of much use, and multiplication facts must be stored in the brain verbally, as strings of words. The list of arithmetical facts to be memorized may be short, but it is fiendishly tricky: the same numbers occur over and over, in different orders, with partial overlaps and irrelevant rhymes. (Bilinguals, it has been found, revert to the language they used in school when doing multiplication.) The human memory, unlike that of a computer, has evolved to be associative, which makes it ill-suited to arithmetic, where bits of knowledge must be kept from interfering with one another: if you’re trying to retrieve the result of multiplying 7 X 6, the reflex activation of 7 + 6 and 7 X 5 can be disastrous. So multiplication is a double terror: not only is it remote from our intuitive sense of number; it has to be internalized in a form that clashes with the evolved organization of our memory. The result is that when adults multiply single-digit numbers they make mistakes ten to fifteen per cent of the time. For the hardest problems, like 7 X 8, the error rate can exceed twenty-five per cent. Our inbuilt ineptness when it comes to more complex mathematical processes has led Dehaene to question why we insist on drilling procedures like long division into our children at all. There is, after all, an alternative: the electronic calculator. “Give a calculator to a five-year-old, and you will teach him how to make friends with numbers instead of despising them,” he has written. By removing the need to spend hundreds of hours memorizing boring procedures, he says, calculators can free children to concentrate on the meaning of these procedures, which is neglected under the educational status quo.

At the start of this book I presented ten things I used to believe that I no longer do. So, it seems only fitting to end with ten things I now believe that I wished I knew when I first started teaching. Students remember what they are thinking about, or attending to. Planning for achievement is more important than planning for motivation. Practice does not make perfect, practice makes permanent. Students do not think and learn differently due to their learning styles, but because of their amount of domain-specific knowledge. My choice of examples and exercises are the single most important part of my planning. It often makes sense to teach the How before the Why. Students can be struggling but not learning. Effective differentiation is best achieved in terms of the time students spend on a task, not by giving different students different tasks to do. Retrieval, predominantly through frequent low-stakes quizzing, is the key to long-term learning. Perhaps, above all, the best thing I can do to help my students become the independent problem-solvers I want them to be is to carefully and explicitly teach them.

The Four Dominant Learning Styles What are the Four Types of Learners? If you have spent any considerable amount of time in a learning institution, you know for almost a fact that each learner is different from the next. It is relatively easy to pick out the differences among learners. For instance, you can identify a student who has an easier time retaining information when presented in a particular format. Until recent decades, education seemed to be incredibly rigid towards the learners. Most often than not, they were subjected to a one-size-fits-all model that never accommodated for the differences in learning. However, research and studies made tremendous strides in identifying and reconciling these discrepancies. Nowadays, educators are developing strategies that help them reach out to each student's specific learning style. This gives each learner a fair chance at acquiring an education. This article seeks to breakdown the four main ways that learners acquire, process, and retain information. Visual Learners Information is optimally acquired and processed for this type of learners when conveyed in graphic or diagrammatic form. Such students retain content when it is presented as diagrams, charts, etcetera with much more ease. Some of them also lean towards pictures and videos at times. These learners tend to better at processing robust information rather than bits and pieces. This makes them holistic learners. Hence, they derive more value from summarized visual aids as opposed to segments. Auditory Learners On the other hand, these students learn more by processing information that has been delivered verbally. Such students are also more attentive to their instructors in class. Sometimes, they will do so at the expense of taking notes which can sometimes be mistaken for subpar engagement. Such learners will also thrive in group discussions where they get to talk through schoolwork with their peers. This not only reinforces their understanding but also presents an excellent opportunity to learn from others. Similarly, they can obtain significant value from reading out what they have written. Reading/Writing Learners These students lean more towards written information. For as long as they read through the content, they stand a better chance at retaining it. Such students prefer text-heavy learning. Thus, written assignments, handouts in class, or even taking notes are their most effective learning modes. Kinesthetic Learners Essentially, these students learn by doing. These are the students that rely on hands-on participation in class. For as long as they are physically proactive in the learning process, such learners stand a better chance at retaining and retrieving the knowledge acquired. This also earns them the popular term, tactile learners, since they tend to engage most of their sense in the learning process. As you would expect, such leaners have the most difficulties in conventional learning institutions. However, they tend to thrive in practical-oriented set-ups, such as workshops and laboratories. These four modalities will provide sufficient background knowledge on learning styles for you to formulate your own assessment. Ask yourself first, no less, what type of a learner are you?

We know it in the form of quizzes, exams, drills, and flashcards. But testing can also be as simple as going through study material and self-questioning, writing the information down from memory, teaching it to someone else, or having our coach ask us questions. Essentially, anything that forces us to recall from memory is a form of practice retrieval.

Mrs. Seaton?” His lordship was frowning at the table, but when he looked up at her, his expression became perfectly blank—but for the mischief in his eyes. “My lord?” Anna cocked her head and wanted to stomp her foot. The earl in a playful mood was more bothersome than the earl in a grouchy mood, but at least he wasn’t kissing her. He held up her right glove, twirling it by a finger, and he wasn’t going to give it back, she knew, unless she marched up to him and retrieved it. “Thank you,” she said, teeth not quite clenched. She walked over to him, and held out her hand, but wasn’t at all prepared for him to take her hand in his, bring it to his lips, then slap the glove down lightly into her palm. “You are welcome.” He snagged a third muffin from the bread box and went out the back door, whistling some complicated theme by Herr Mozart that Lord Valentine had been practicing for hours earlier in the week. Leaving

Preventing Separation Anxiety We wish our dogs could be with us all day, every day, but it’s not possible, and puppies do need to learn to spend time alone. A dog who can never be left home alone without destroying the house may be suffering from separation anxiety. Teach your Lab to feel safe and comfortable at home alone while she’s still a puppy, even if you’re home all day. Your life or job situation may change someday, and you’re heading off future trauma by teaching this lesson now, when she is young. Your puppy’s not yet mature enough to have the run of an entire house or yard, so confine her in her crate or pen when you’re gone. What you might think is separation anxiety might really be simple puppy mischief. When you’re not there to supervise, she’s free to indulge her curiosity and entertain herself in doggie ways. She knows she can’t dump the trash and eat the kitty litter in front of you, but when you’re gone, she makes her own rules. Teach your puppy not to rely on your constant attention every minute you’re at home. Set up her crate, pen, or wherever she can stay when you’re gone, and practice leaving her in it for short rests during the day. She’ll learn to feel safe there, chewing on her toy and listening to household noises. She’ll also realize that being in her pen doesn’t always mean she’s going to be left for long periods. Deafening quiet could unnerve your puppy, so when you leave, turn on the radio or television so the house still has signs of activities she’d hear when you’re home. Background noise also blocks out scary sounds from outdoors, so she won’t react to unknown terrors. HAPPY PUPPY Exercise your puppy before you leave her alone at home. Take her for a walk, practice obedience, or play a game. Then give her a chance to settle down and relax so she won’t still be excited when you put her in her pen. She’ll quickly learn that the rustle of keys followed by you picking up your briefcase or purse, getting your jacket out of the closet, or picking up your books all mean one awful thing: you’re going, and she’s staying. While you’re teaching her to spend time alone, occasionally go through your leaving routine without actually leaving. Pick everything up, fiddle with it so she can see you’re doing so, put it all back down, and go back to what you were doing. Don’t make a fuss over your puppy when you come and go. Put her in her pen and do something else for a few minutes before you leave. Then just leave. Big good-byes and lots of farewell petting just rev her up and upset her. When you come home, ignore her while you put down your things and get settled. Then greet her calmly and take her outside for a break.

Simply including one test (retrieval practice) in a class yields a large improvement in final exam scores, and gains continue to increase as the frequency of classroom testing increases. Testing

the kind of retrieval practice that proves most effective is one that reflects what you’ll be doing with the knowledge later. It’s not just what you know, but how you practice what you know that determines how well the learning serves you later.

Researchers began to ask whether the schedule of testing mattered. The answer is yes. When retrieval practice is spaced, allowing some forgetting to occur between tests, it leads to stronger long-term retention than when it is massed.

Interesting,” Ryan notes. “Rio? Oh, he’s harmless. He’s practically a golden retriever.”  “I meant your friend. Indiana? The one who was crying to Celine Dion at three AM.

When it comes to retrieval practice, spaced practice, interleaving, and feedback-driven metacognition, the combination of being research-based and classroom-proven is paramount.

This brings us to the first Power Tool that will serve as the foundation for our book: retrieval practice. Retrieval practice is the same thing as the retrieval stage of the learning process: It's when we practice bringing information to mind. We tend to think that most learning occurs during the encoding stage, but a wealth of research demonstrates that learning is strengthened during retrieval.

Scientists are currently exploring whether Brain Dumps are more effective if written by hand versus typed; include structure (organize as you go along) vs. no structure; or include prompts (“describe how clouds are made”) versus no prompts. So far, there are no hard-hitting winners when it comes to optimal structures compared to a simple “write down what you can remember” approach.7 We encourage you to do what's practical for you and your classroom and focus on retrieval, not format.

A key issue in the brain’s memory system is that when retrieved from storage, pure implicit memory is not tagged as being from the past.

So far, we've focused on retrieval practice – improving learning by bringing information to mind. There are many ways to define it and many ways to foster retrieval in our classrooms. But when and how often? Is more retrieval practice better than less? Here's the key to unleashing retrieval practice: Don't have students simply engage in retrieval once or even repeatedly. In this chapter, we feature research and strategies for two more powerful teaching approaches: spacing and interleaving.

Practically speaking, it was like carrying a Labrador retriever over a tightrope and having a squirrel race past.

PROSTITUTION – AN ACT OF SEX (A POEM) BY E.T.H…AINA Hey young girl, Why do you want sex often and often? Oh! Dogs ate your placenta! And now your clitoris is always itchy. Hey little bro, why is your penis always nodding Like a read headed agama lizard? And you always want to insert it somewhere. Lemme open your eyes to some things. Girlie, to you, prostitution is just a practice Of engaging in sexual relations for payment or benefits. Hear this, prostitution is sexual harassment, Sexual exploitation, often worse. You become in your mind what your client does or says. It is internally damaging and disgraceful as he uses you to learn various sex patterns What he can’t do with the girl he truly loves. From Backstairs Boogy to Deep Impact, from the Head Game to Arc de Triomp And from Ladder Loving to the Pinwheel, from Electric Slide to Passion Propeller He uses you like a public convenience – a toilet After all, he pays for your ungodly service. After being used as a sex-slave, You’ll still suffer spiritually – what a pity. Girl, remember when the act of sex takes place, There is a spiritual union. Brotherly, hear this, he that has sex with a prostitute Becomes one body with her. He leaves a part of his DNA in her. Something a condom can’t protect you against. Back to you, young girl. You think sex is just pleasurable You moan – f**k me hard, give it to me, Baby Oh, I’m enjoying it. Oh, I’ve almost reached orgasm Then you cum and he cums – loba’tan! You think it’s over, right? You may not know – but he might be using you to enhance his wealth And your insufficient glory is depleting. Bro, you have done it, ten rounds. Champion! But what has gone out of you If only you have a spiritual eye – then you will be sober. Your sperm has been saved inside a black and red ritual calabash She will use it to boost her fame. Bro, it is finished! Wait, you think it is over, right? What if you contract diseases – chlamydia, HIV and AIDS If things fall apart, you tend to suffer on earth And fire will burn you in heaven. Na me talk ham – so, think ham oooo Copyright @2019 E.T.H…AINA All right reserved: no part of the publication may be reproduced, stored in a retrieval system, or transmitted in any forms or by any means, electronically, photocopy, recording or otherwise, without the prior written permission of the poet -E.T.H…AINA (hercules_temitope@yahoo.com)/+2348184171204

These areas are emerging as key regions changed by meditation: Amygdala, hippocampus, thalamus, and other structures in the emotional midbrain. Central in stress, relaxation, memory, and learning. Anterior cingulate cortex. Involved in controlling the focus of attention. Caudate nucleus. Involved in memory storage and processing, the caudate nucleus plays an essential role in how the brain learns, using feedback from past experience to influence current actions. Areas of the cingulate cortex responsible for regulating the brain’s own activity. Insula. Makes us aware of our internal emotional states and body sensations. Medial prefrontal cortex. Influences emotional responses in memory and decision-making. Orbitofrontal cortex. Involved with rational thought, impulse control, cognitive reasoning, and personality. Posterior cingulate cortex. One of the two nodes in the DMN, it’s active in memory retrieval and attaching significance to perceptions. Prefrontal cortex centerline regions related to paying close attention. Somatomotor areas processing pain, touch, and orientation of the body in space. Striatum, as well as limbic and prefrontal regions involved in emotional self-control and craving. We’ll look at each of these in turn because understanding their functions will show you how they contribute to your meditation practice. By the end of this chapter, you’ll understand each region activated in Bliss Brain, how they integrate into four distinct networks, and how these networks coordinate to produce elevated states of flow.

train, it wasn't surprising on how many of Jiro's moves mirrored Hanzo's. "He should be calling me right about…" Jiro heard the shower being turned off from upstairs and he knew Hanzo more than likely had forgotten to bring in a towel. Jiro never understood why humans couldn't just shake themselves dry as he and other animals did. "Jiro! Come here, boy!" Hanzo's voice resonated throughout the house. Jiro didn't waste any time running upstairs to Hanzo. He already knew what the man wanted, so Jiro made his way over to the laundry basket filled with clean laundry, and grabbed a towel out. "Good boy!" Jiro barked and made his way back downstairs. Hanzo would be another twenty minutes or so, so Jiro was going to practice some of the moves that he had seen Hanzo do.

the expense of a larger grasp of context or creative ability; that testing creates extra stress for students and gives a false measure of ability; and so on. But if we stop thinking of testing as a dipstick to measure learning—if we think of it as practicing retrieval of learning from memory rather than “testing,” we open ourselves to another possibility: the use of testing as a tool for learning.

was now a total mess. Conscious of invading Ali’s private space, I jumped up and smoothed the quilt before looking awkwardly toward her. “I invited her over,” Casey interrupted, shuffling to the side to make room for me. “You can sit on my bed, Alexa. I’m not a neat freak like some people.” She tossed a cushion at Ali and giggled teasingly. “We were just having a pillow fight, and now you’re the target, Ali.” The cushion bounced onto the floor, so Casey threw another one. Ali ducked, and the cushion went flying into the hall. Finally, her face broke into a smile as she retrieved both pillows and sat down on her bed. “How’s your singing practice going?” Casey prodded. “Terrible,” Ali moaned, her smile disappearing. “I can’t reach the high notes the way Holly does. No wonder Mr. Flynn prefers her for the lead.

Used for learning, testing, including self-testing, is a very desirable difficulty. Even testing prior to studying works, at the point when wrong answers are assured. In one of Kornell’s experiments, participants were made to learn pairs of words and later tested on recall. At test time, they did the best with pairs that they learned via practice quizzes, even if they had gotten the answers on those quizzes wrong. Struggling to retrieve information primes the brain for subsequent learning, even when the retrieval itself is unsuccessful. The struggle is real, and really useful. “Like life,” Kornell and team wrote, “retrieval is all about the journey.

I’m not going to fall. I’m going to jump. Whatever he’d been looking for had made him desperate enough to attack two teenage girls and yet, standing on the precipice of Roaring Creek, he didn’t care at all whether he lived or died. He was afraid, that much was obvious, but he was also desperate. What made a man so desperate that he would lose all control and regard for his own life? More practically, where the hell was he? Josie turned over and retrieved her cell phone from the nightstand, checking for any text messages from the Chief or anyone in the department. There was nothing.

Instead of using dynamic contracts that are retrieved and analyzed at runtime, which would, just as on the human Web, allow clients to adapt to ad-hoc changes, developers chose to use static contracts. All the knowledge about the API a server exposes is typically directly embedded into the clients. This leads to tightly coupled systems which impede the independent evolution of its components. When

But few students practice these strategies, and those who do will need more than encouragement if they are to practice them effectively: It turns out that even when students understand that retrieval practice is a superior strategy, they often fail to persist long enough to get the lasting benefit.

We know that students need to take more control of their own learning by employing strategies like those we have discussed. For example, they need to test themselves, both to attain the direct benefits of increased retention and to determine what they know and don’t know to more accurately judge their progress and focus on material that needs more work. But few students practice these strategies, and those who do will need more than encouragement if they are to practice them effectively: It turns out that even when students understand that retrieval practice is a superior strategy, they often fail to persist long enough to get the lasting benefit.

In summary, listen to your “gut feeling,” especially in potentially dangerous situations. If you are a woman and have been asked out on a date or approached by a man who causes a sense something is wrong -don’t do it! If you are with your family and are driving or walking through a neighborhood and you sense something is wrong, don’t go there. If you are in a business deal and you sense your contact is deceiving you, listen to your intuition. Practice listening to this lightning fast retrieval of data, learn how to analyze it for accuracy and how to appropriately act on it. It could save your life.

Finally, relax! Let go of expectations, remain positive, and just let it happen. In Shawn Achor’s book The Happiness Advantage, he states, “positive emotions broaden our scope of cognition and behavior . . . they dial up the learning centers of our brains to higher levels. They help us organize new information, keep that information in the brain longer, and retrieve it faster later on. And they enable us to make and sustain more neural connections, which allows us to think more quickly . . . and see new ways of doing things.

When we think about learning, we typically focus on getting information into students’ heads. What if, instead, we focus on getting information out of students’ heads?

Adopt active learning strategies like retrieval practice, spacing, and interleaving. Be aggressive. Like those with dyslexia who have become high achievers, develop workarounds or compensating skills for impediments or holes in your aptitudes.

The plasticity of the motor cortex might even underlie something so common, unremarkable, and seemingly inevitable as the tentative gait that many elderly people adopt. With age, walking becomes more fraught with the risk of a spill, so many people begin to walk in an ever-more constrained way. Old people become erect and stiff, or stooped, using shorter steps and a slower pace. As a result, they get less “practice” at confident striding—bad idea. Because they no longer walk normally and instead “overpractice” a rigid and shuffling gait, the motor-cortex representation of fluid movement degrades, just as in monkeys that stop practicing retrieving little pellets from wells. The result: we burn a trace of the old-folks’ walk into our brain, eventually losing the ability to walk as we once did. It is the sadder facet of the neural traces burned into our brain at the beginning of life. There is, though, a bright side: there is every reason to believe that practicing normal movements with careful guided exercise may help prevent, or even reverse, the maladaptive changes.

This antigun climate is relatively new. Until 1969 virtually every public high school—even in New York City—had a shooting club. High school students in New York City carried their guns to school on the subways in the morning, turned them over to their homeroom teacher or the gym coach during the day, and retrieved them after school for target practice. Club members were given their rifles and ammunition by the federal government. Students regularly competed in citywide shooting contests for university scholarships. As late as 1968, it was possible for children to walk into a hardware store—virtually anywhere in the United States—and buy a rifle. Few states even had age restrictions for buying handguns. Buying a rifle through the mail was easy.