Sublime

K. Anders Ericsson. He was a psychology professor at Florida State University and the author of an article titled “Exceptional Memorizers: Made, Not Born.”

It is a critical point that as you learn new things, you don’t lose from long-term memory most of what you have learned well in life; rather, through disuse or the reassignment of cues, you forget it in the sense that you’re unable to call it up easily.

By delaying the task of fleshing out and firming up the speech, King allowed Jones to benefit from the Zeigarnik effect. In 1927, Russian psychologist Bluma Zeigarnik demonstrated that people have a better memory for incomplete than complete tasks. (Page 99)

Rather than eight intelligences, Sternberg’s model proposes three: analytical, creative, and practical.

But if we stop thinking of testing as a dipstick to measure learning—if we think of it as practicing retrieval of learning from memory rather than “testing,” we open ourselves to another possibility: the use of testing as a tool for learning.

Practice at retrieving new knowledge or skill from memory is a potent tool for learning and durable retention.