Desirable Difficulties - How Learning Works

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Title	:	Desirable Difficulties - How Learning Works
Lasting	:	13.50
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I hate making mistakes They are one of my biggest weaknesses
Comment from : Leroy Jenkins

Hi Benjamin! Could you make a video how properly study words in foreign language? I struggle with consistent forgetting new studied words
Comment from : Nieznana

I must say once my poor eyesight and dim lighting had unexpected effect (it was a difficulty comparable to the hard-to-read font)brI was playing in an orchestra and because I had to move my head really close to the score to see what's in there, soon I memorized it (at least at the end of the session i remembered it, can't remember if it persisted)brbrit probably doesn't count as desirable difficulty cuz I wasn't really trying to learn it / I wouldn't have needed to learn it if i had glsses
Comment from : xd man

really appreciate your content
Comment from : John K

You are literally the Eric Helms of learning Now all we need is a Mike Israetel of learning and some AI enhanced custom learning templates 😂
Comment from : Darren McStravick

Problem sets: desirable difficulty?
Comment from : Rick Fleischer

0:56 distinction between training and performance (its the performance that counts)br3:17 desirable difficulties means increasing the mistakes made during the training phase to improve performancebr3:41 three kinds of desirable difficulties: spacing, interweaving, contextual variationbr8:11 some difficulties are not desirable
Comment from : Giovanna Chukwuma

your lit!!! i will watch all of your vids and support youuu!!! pls make more vids if u have free time this is not a request just wanna let u know that your so greatt!!!
Comment from : x15 Money

Thanks
Comment from : awaking

I play the Cello, and I think this can be used for other instruments too, I use similar concepts to practice, for example, play pp and ff for the whole piece and you’ll have a better grasp of how dynamics feels, if you want to play a fast piece, increase your speed to that exceeds your target speed, and when you come back to target speed you’ll feel comfortable
Comment from : ʕ •ᴥ•???

Please keep making these! I have found these very helpful
Comment from : Fieuline

I remember I was wondering if I should write notes in other language I am fluent in to ensure I understand it, I ended up not doing it since it feels like too much of a hustle and ended up just rephrasing, now I'm curious if it would be desirable or not in your opinion
Comment from : bubartem

you are truly a hidden gem I can't thank you enough for your videos
Comment from : colen

Hi great video, one question though regarding desirable difficulty You brought up making test harder to read, and I seem to remember some studies which suggest that smaller text improves understanding, with the gist of the explanation being: The smaller text made it harder to read and that improved the understanding I know of similar effects in for example journaling in psychotherapy where writting things out by hand created better theraputic responses; The idea here being the longhand slows things down, so that the actual reflection improves Now, in regards to the studies on smaller text my memory might deceive me, however I still wonder whether there is the possibility of "side-effects" of difficulty, where some superficially not desirable difficulties modulate the learning experience in a positive way Any thoughts on that?
Comment from : Japanese Death Poem

Hi Benjamin, great videos! I do apply a desirable difficulty in my neuroanatomy classes - instead of learning only how to identify the brain structures, I teach my psychology students how to draw different parts/views of the brain and on the exam they are supposed to draw everything and identify in the drawings all structures/functions by heart (in the blackboard as an oral exam) I’ve noticed that by doing that they end up building a more efficient mental representation about how the brain is and what they learn lasts for way longer (many years in fact) Also, since they know exactly the final “performance” they are supposed to do by the end of the course (the oral exam), they do a lot of practice by retrieving all information they learn pretty much every class
Comment from : Plinio Toni