One of the biggest challenges we face in learning from text is that we process it in a dry, cognitive way. In other words, information processing (from knowledge resources) is highly cerebral. It involves language, reasoning, and relatively simple perception. Yet somehow we need to “compile” such very abstract information into low-level perception and motivation, so that we can use it to act. More generally, we need to program and connect very disparate areas of our mind.
Continue reading From Reading to Changing How We Perceive, Think, Feel and Act
Month: September 2013
Why Use Potent Cognitive Tools —and How
Most of the information we process is digital. While the tools we use for learning are in some respects better than paper, in others they are worse. In this article, I claim that:
- Progress is problem-driven
- Most learning tools are cognitively impotent
- Self-directed learners should use potent cognitive tools and do so in a manner that promotes their learning.