Learning stuff

Shoving knowledge into my brain

Teaching, but for myself.

Edward Kmett, Learning to Learn seems popular. Maybe Scott H Young’s pop psychology life hacks approach is useful? The notionally-teaching-oriented article by Ozy Brennan, Evidence-Based Learning Strategies For Homeschoolers has tips that also seem applicable self learning for my inner schoolchild.

Rules for Noobs!:

If you ask someone who’s good at dating for dating advice they’ll often tell you to “just be yourself”. Since they themselves are good at dating, being themselves serves them well. But if your self isn’t good at dating, you should probably be less yourself and more like the self of one of those people who are good at dating.

Also useful: sleep, performance-enhancing supplements, Flashcard repetition



Dunlosky, John, Katherine A Rawson, Mitchell J Nathan, and Daniel T Willingham. 2013. What Works, What Doesn’t.” Scientific American, 8.
Freeman, Scott, Sarah L. Eddy, Miles McDonough, Michelle K. Smith, Nnadozie Okoroafor, Hannah Jordt, and Mary Pat Wenderoth. 2014. Active Learning Increases Student Performance in Science, Engineering, and Mathematics.” Proceedings of the National Academy of Sciences 111 (23): 201319030.
Friston, Karl. 2010. The Free-Energy Principle: A Unified Brain Theory? Nature Reviews Neuroscience 11 (2): 127.
Gopnik, Alison. 2020. Childhood as a Solution to Explore–Exploit Tensions.” Philosophical Transactions of the Royal Society B: Biological Sciences 375 (1803): 20190502.
Lovett, Marsha, Oded Meyer, and Candace Thille. 2008. JIME - The Open Learning Initiative: Measuring the Effectiveness of the OLI Statistics Course in Accelerating Student Learning.” Journal of Interactive Media in Education 2008 (1): Art. 13.
Squire, Larry R. 2007. Rapid Consolidation.” Science (New York, N.Y.) 316 (5821): 57–58.
Tenenbaum, Joshua B, Charles Kemp, Thomas L Griffiths, and Noah D Goodman. 2011. How to Grow a Mind: Statistics, Structure, and Abstraction.” Science 331 (6022): 1279.
Wieman, Carl E. 2014. Large-Scale Comparison of Science Teaching Methods Sends Clear Message.” Proceedings of the National Academy of Sciences 111 (23): 8319–20.

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