Ultralearning

see also
 education, traditional
Comedy Cellar, 136
competition, self-confidence and, 244, 251–53
concept mapping, 122–23, 124, 132–33
concepts, in metalearning, 62
copying, in drills, 115–16
corrective feedback, 141, 144–45
Cowen, Tyler, 27–28
Craig, Roger, 9–12, 21, 23, 33, 91, 93, 99–100, 137, 163, 164, 165, 229, 251
Csíkszentmihályi, Mihály, 78
cycling, 156–57
Dalí, Salvador, 197–98
Davy, Humphrey, 107
Declaration of Independence, 107
Deep Blue chess computer, 234
deliberate practice, 78, 109, 137–38
de Montebello, Tristan, 40–47, 104, 137, 142, 143, 144–45, 146, 151, 251, 252
DeNisi, Angelo, 138–39
difficulty, desirable, 215–16
directness (ultralearning principle), xi, xiii, 48, 87–105, 222, 246
contextual emphasis of, 90, 91, 97–99
difficulty of, 101
drill and, 111–13
feedback and, 144
immersive approach in, 102–3
indirect learning vs., 91, 105
overkill approach to, 104–5, 171
project-based learning and, 101–2
retrieval and, 128–29
simulation in, 103
skill sets and, 88–90
transfer and, 97–101
direct practice, xi, 157, 218
Direct-Then-Drill Approach, 112–13, 114
distractions, 77
and choice of learning tools, 81–82
environment and, 80–81
mental, 82–83
drill (ultralearning principle), xiii, 48, 106–18, 223, 246–47
cognitive components in, 115
cognitive load and, 110–11, 116
copying in, 115–16
directness and, 111–13
effective, difficulty of designing, 113–14

---

Magnifying Glass Method in, 116
prerequisite chaining in, 116–17
rate-determining steps and, 110–11
time slicing in, 114–15
in ultralearning vs. traditional learning, 117–18
Dunning-Kruger effect, 190
Duolingo, 91–92, 165
Durant, Colby, 32
Dweck, Carol, 207
Ebbinghaus, Hermann, 159–60
“Edict by the King of Russia, An” (Franklin), 107
Edison, Thomas, 197
education, traditional:
failure of transfer in, 94–97
indirect learning in, 97
practical skills downplayed in, 87–88, 90, 91, 93–94
value of, 231–32; 
see also
 college degrees
effectiveness, prioritizing of, 17, 26, 29, 36, 37–39, 48, 49
efficiency, maximizing of, 10, 11, 32, 38, 39, 49, 127–28
Einstein, Albert, 72, 186–87
emotions, as source of distraction, 82–83
Emphasize/Exclude Method, 65–66
entrepreneurs, entrepreneurship, xii–xiii
Erdős, Paul, 72
Ericsson, K. Anders, 36, 78, 137, 147, 183
n
Euler, Leonhard, 70
“Eureka!” moments, 84
Everett, Dan, 51–55, 101
experimentation (ultralearning principle), 49, 197–215, 223, 248–49
combining skills in, 211
comparing methods in, 209–10
copying in, 208–9
extremes and, 211–12
introducing new constraints in, 210–11
learning resources and, 204–5
mastery and, 203–4
mindset and, 207–8, 213–14
with style, 206
tactics for, 208–12
with techniques, 205–6
uncertainty and, 213–15
facts, in metalearning, 62
Farkas, Endre, 240
Fédération Internationale des Échecs (FIDE) (World Chess Federation), 233
feedback (ultralearning principle), xiii, 48, 135–52, 223, 247
corrective, 141, 144–45
difficulty of task and, 149
fear of, 140, 151
filtering and, 148–49

---

high-intensity, 150–51, 152
immediate vs. delayed, 146–47
informational, 141, 143–44
meta-, 150
outcome, 141–43
positive vs. negative impact of, 138–40
retrieval and, 147
self-provided, 143–44
self-testing and, 123
signal vs. noise in, 148–49, 152
underuse of, 140
Fehsenfeld, Diana, 33
Felt, Bob, 155
Feynman, Richard, 177–81, 193–94, 195–96
Feynman Technique, 191–95
filtering, feedback and, 148–49
Fischer, Bobby, 233, 235
five-minute rule, 75–76, 77
flash cards, 130, 166
flow, 78–79
focus (ultralearning principle), xiii, 48, 70–86, 222, 246
arousal vs. task complexity in, 83–85
failing to sustain, 77–83;