[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-37794-en":3,"doc-seo-37794-105":30,"detail-sidebar-cat-0-en-105":90},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":13,"seo_description":14,"update_tm":28,"read_time":29},37794,13056703019404,"Miles","https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0",2,"Literature","Make It Stick The Science of Successful Learning","A science-driven guide to improving how people learn and retain knowledge. It argues that common study practices are often ineffective and presents evidence-based strategies drawn from cognitive psychology, emphasizing that the most effective methods are not intuitive. The book explains learning through real stories of mastery, while applying principles such as spaced repetition and interleaving. It is written for students, teachers, trainers, and lifelong learners seeking practical, no-cost methods to remember longer.","MAKE IT STICK  \nmake it stick The Science of Successful Learning  \nPeter C. Brown Henry L. Roediger III Mark A. McDaniel  \nTHE BELKNAP PRESS of HARVARD UNIVERSITY PRESS Cambridge, Massachusetts  \nLondon, England  \n2014  \nCopyright © 2014 by Peter C. Brown, Henry L. Roediger III, Mark A. McDaniel  \nALL RIGHTS RESERVED  \nJacket image: Thinkstock  \nJacket design: Lisa Roberts  \nThe Library of Congress has cataloged the printed edition as follows:  \nBrown, Peter C.  \nMake it stick : the science of successful learning / Peter C. Brown, Henry L. Roediger, Mark A. McDaniel.  \npages cm  \nIncludes bibliographical references and index.  \nISBN 978-0-674-72901-8  \n1. Learning—Research. 2. Cognition—Research. 3. Study skills. I. Title.  \nLB1060.B768 2014  \n370.15'23—dc23  \n2013038420  \nMemory is the mother of all wisdom.  \nAeschylus Prometheus Bound  \nContents  \nPreface  \n1 Learning Is Misunderstood  \n2 To Learn, Retrieve  \n3 Mix Up Your Practice  \n4 Embrace Difficulties  \n5 Avoid Illusions of Knowing  \n6 Get Beyond Learning Styles  \n7 Increase Your Abilities  \n8 Make It Stick  \nNotes  \nSuggested Reading  \nAcknowledgments  \nIndex  \nPreface  \nPEOPLE GENERALLY ARE going about learning in the wrong ways. Empirical research into how we learn and remember shows that much of what we take for gospel about how to learn turns out to be largely wasted effort. Even college and medical students—whose main job is learning—rely on study techniques that are far from optimal. At the same time, this field of research, which goes back 125 years but has been particularly fruitful in recent years, has yielded a body of insights that constitute a growing science of learning: highly effective, evidence-based strategies to replace less effective but widely accepted practices that are rooted in theory, lore, and intuition. But there’s a catch: the most effective learning strategies are not intuitive.  \nTwo of us, Henry Roediger and Mark McDaniel, are cognitive scientists who have dedicated our careers to the study of learning and memory. Peter Brown is a storyteller. We have teamed up to explain how learning and memory work, and we do this less by reciting the research than by telling stories of people who have found their way to mastery of complex knowledge and skills. Through these examples we illuminate the principles of learning that the research shows are highly effective. This book arose in part from a collaboration among eleven cognitive psychologists. In 2002, the James S. McDonnell Foundation of St. Louis, Missouri, in an effort to better bridge the gap between basic knowledge  \non learning in cognitive psychology and its application in education, awarded a research grant “Applying Cognitive Psychology to Enhance Educational Practice” to Roediger and McDaniel and nine others, with Roediger as the principal investigator. The team collaborated for ten years on research to translate cognitive science into educational science, and in many respects this book is a direct result of that work. The researchers and many of their studies are cited in the book, the notes, and our acknowledgments. Roediger’s and McDaniel’s work is also supported by several other funders, and McDaniel is the co-director of Washington University’s Center for Integrative Research in Learning and Memory.  \nMost books deal with topics serially—they cover one topic, move on to the next, and so on. We follow this strategy in the sense that each chapter addresses new topics, but we also apply two of the primary learning principles in the book: spaced repetition of key ideas, and the interleaving of different but related topics. If learners spread out their study of a topic, returning to it periodically over time, they remember it better. Similarly, if they interleave the study of different topics, they learn each better than if they had studied them one at a time in sequence. Thus we unabashedly cover key ideas more than once, repeating principles indifferent contexts across the book. The re","cbCaia0JXTVRwPj9","https://ap.wps.com/l/cbCaia0JXTVRwPj9","pdf",1190350,3,1,295,"English","en",105,"# Preface\n# Learning Is Misunderstood\n# To Learn, Retrieve\n# Mix Up Your Practice\n# Embrace Difficulties\n# Avoid Illusions of Knowing\n# Get Beyond Learning Styles\n# Increase Your Abilities\n# Make It Stick\n# Notes\n# Suggested Reading\n# Acknowledgments\n# Index","[{\"question\":\"Why does the book say people often misunderstand learning?\",\"answer\":\"Research on learning and memory shows that many widely accepted study approaches waste effort. Even students focused on learning often rely on techniques that are far from optimal.\"},{\"question\":\"What are the two key learning principles emphasized in the book’s structure?\",\"answer\":\"The book uses spaced repetition of key ideas and interleaving of different but related topics, returning to concepts periodically and mixing related material to learn each better.\"},{\"question\":\"Who is the book written for and what practical goal does it focus on?\",\"answer\":\"It is aimed at students and teachers, and also trainers, leaders, coaches, and lifelong learners. 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Even students focused on learning often rely on techniques that are far from optimal.","Answer",{"name":77,"@type":72,"acceptedAnswer":78},"What are the two key learning principles emphasized in the book’s structure?",{"text":79,"@type":75},"The book uses spaced repetition of key ideas and interleaving of different but related topics, returning to concepts periodically and mixing related material to learn each better.",{"name":81,"@type":72,"acceptedAnswer":82},"Who is the book written for and what practical goal does it focus on?",{"text":83,"@type":75},"It is aimed at students and teachers, and also trainers, leaders, coaches, and lifelong learners. 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