Page 265 - A Mind For Numbers: How to Excel at Math and Science

illusions of competence, 61–68, 64, 67, 77, 79, 117, 125
interleaving vs. overlearning, 74, 74–78, 113, 173
knowledge collapse (hitting the wall), 118, 123
library of chunks, 66–68, 67, 113, 115, 117, 120, 121, 122, 147, 186
limited study time techniques, 81–82
memory traces, 53–54, 54, 58, 68, 69, 79, 185
mimicking solutions, avoiding, 77–78
neural structures, building, 52–53, 53, 54, 54–55, 67, 67, 68, 69, 71, 78, 93, 113, 121
organizing materials for, 73, 118–19
practice makes permanent, 68–72, 69, 74, 74, 78, 82, 120, 188, 257–58, 259
puzzle pieces metaphor, 61, 61, 74, 74
recall, 61–68, 64, 67, 72–73, 78, 78, 90, 116, 117, 123, 125
repetition of problem for, 114
summary, 78, 78, 121
testing effect, 119–20, 122, 238
top-down big-picture chunking process, 59, 60, 61, 61, 70, 79
transfer and, 59, 209–11, 212
understanding basic idea, 58, 78, 79
walking and recall, 30, 72–73, 90
working a problem through, 56–57, 58, 82, 114, 259
working memory and, 15, 41, 42, 42–43, 47, 64, 64, 65, 121, 122, 187
See also math and science, learning; memory
“chunk-puters,” 117
Cirillo, Francesco, 103
Click Moment, The (Johansson), 144–45
clock, problems reading, 1
Coffitivity, 139
coins and triangle exercise, 23, 23
“collaborative teaching” technique, 218
concept mapping, 71
concrete vs. abstract approach, 210, 212
context and chunking, 58–59, 71
continental drift example, 55
cortisol, 244
Coulton, Jonathan, 203
counterintuitive creativity, 19
Cowart, Aukury, 130
Coyne, Joseph, 105
CPR, 184
cramming, 24, 38, 38, 85, 87–88, 111, 145, 185, 254, 259
cranial bones mnemonic, 176
creative vs. nonimaginative scientists, 66
creativity and learning, 6, 29–50, 254–55
brick wall metaphor, 38, 38, 39, 43, 85, 254
chunking and, 66–67, 67
diffuse mode of thinking and, 32–33, 40
Einstellung effect (getting stuck), 17, 25, 26, 27–28, 36–39, 38, 52, 146, 170, 186, 243
failure, 33, 41, 110–11, 219
harnessing, extending abilities, 32–33
keeping up with the intellectual Joneses, 36