Quotes About Learning

results are shocking. More than 50% of students at Harvard, MIT, and Princeton gave the intuitive—incorrect—answer.

students can solve much more difficult problems when they are not tempted to accept a superficially plausible answer that comes readily to mind. The ease with which they are satisfied enough to stop thinking is rather troubling.

More than 50% of students at Harvard, MIT, and Princeton gave the intuitive—incorrect—answer.

Those who avoid the sin of intellectual sloth could be called "engaged.

Acquiring expertise in chess is harder and slower than learning to read because there are many more letters in the "alphabet" of chess and because the "words" consist of many letters. After thousands of hours of practice, however, chess masters are able to read a chess situation at a glance.

The main function of System 1 is to maintain and update a model of your personal world, which represents what is normal in it. The model is constructed by associations that link ideas of circumstances, events, actions, and outcomes that co-occur with some regularity, either at the same time or within a relatively short interval.

two basic conditions for acquiring a skill: an environment that is sufficiently regular to be predictable an opportunity to learn these regularities through prolonged practice

Overconfidence is fed by the illusory certainty of hindsigh

The prominence of causal intuitions is a recurrent theme in this book because people are prone to apply causal thinking inappropriately, to situations that require statistical reasoning. Statistical thinking derives conclusions about individual cases from properties of categories and ensembles. Unfortunately, System 1 does not have the capability for this mode of reasoning; System 2 can learn to think statistically, but few people receive the necessary training.

Words that you have seen before become easier to see again

the accurate intuitions of experts are better explained by the effects of prolonged practice than by heuristics.

puzzles were legible, but the font induced cognitive strain. The results tell a clear story: 90% of the students who saw the CRT in normal font made at least one mistake in the test, but the proportion dropped to 35% when the font was barely legible. You read this correctly: performance was better with the bad font. Cognitive strain, whatever its source, mobilizes System 2, which is more likely to reject the intuitive answer suggested by System 1.

And the more luck was involved, the less there is to be learned.

These students can solve much more difficult problems when they are not tempted to accept a superficially plausible answer that comes readily to mind.

Learning medicine consists in part of learning the language of medicine. A deeper understanding of judgments and choices also requires a richer vocabulary than is available in everyday language.

As you become skilled in a task, its demand for energy diminishes. Studies of the brain have shown that the pattern of activity associated with an action changes as skill increases, with fewer brain regions involved. Talent has similar effects. Highly intelligent individuals need less effort to solve the same problems, as indicated by both pupil size and brain activity.

teaching psychology is mostly a waste of time.

I was telling them about an important principle of skill training: rewards for improved performance work better than punishment of mistakes.

The best we can do is a compromise: learn to recognize situations in which mistakes are likely and try harder to avoid significant mistakes when the stakes are high. The premise of this book is that it is easier to recognize other people's mistakes than our own.

You are more likely to learn something by finding surprises in your own behavior

Studies of the brain have shown that the pattern of activity associated with an action changes as skill increases, with fewer brain regions involved. Talent has similar effects. Highly intelligent individuals need less effort to solve the same problems, as indicated by both pupil size and brain activity. A

Emotional learning may be quick, but what we consider as "expertise" usually takes a long time to develop.

You are more likely to learn something by finding surprises in your own behaviours than from hearing surprising facts from the behaviour of others

rewards for improved performance work better than punishment of mistakes. This proposition is supported by much evidence from research on pigeons, rats, humans, and other animals.