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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.
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James M. Lang (Small Teaching: Everyday Lessons from the Science of Learning)