Week+2+–+Chunking

=[|Learning How to Learn: Powerful mental tools to help you master tough subjects] = = by Dr. Barbara Oakley, Dr. Terrence Sejnowski =

1. Introduction
illusions of competence in learning Overlearning

(Neural) Chunk = pieces of information bound together through meaning or use. A network of neurons that are used to firing together, so you can think a thought or perform an action smoothly and effectively. Focused practice and repetition = the creation of strong memory traces, helps create chunks => little by little small chunks become larger Chunking is the mental leap that helps unite bits of information together through meaning. The new logical whole makes the chunk easier to remember and to fit it into the larger picture of what you are learning. Chunking helps the brain run more efficiently=> you don't need to remember all the underlying details Create conceptual chunks, mental leaps, that unites scattered bits of information through meaning. Applicable to anything humans can get good at. Prefrontal cortex - **octopus intention - in the picture is Barbara Oakley** === In stressful situations the octopus lose the ability to make some of those connections -> brain does not work right when you are angry, stressed or afraid. === // My answer to question What is a Chunk? // //A chunk is a meaningful (neural) combination of information which is formed by practice and repetition.//
 * 2. Chunking **

Listen - watch - mini chunks -> larger chunks -> larger and more complex chunks. Best chunks are so well integrated that you do not even have to conscientiously think about connecting the neural pattern together. As an example = learning the native language Learning for example mathematics = it can be all too easy to focus too much on why an individual step works and not on the connection between the steps = why this particular step is the step you have to do.
 * 3. How to form a chunk, part 1? **

Learning mental and physical are related.
 * 4. How to form a chunk, part 2? **
 * ** Focus your undivided attention ** on the information you want to chunk. When you first begin to learn something, you're making new neural patterns and connecting them with preexisting patterns that are spread through many areas of the brain.
 * ** Understand the basic idea ** you're trying to chunk. Both kinds of thinking, focused and diffuse, take part to the understanding. Understanding is like a glue = helps hold the underline memory traces together, creates broad encompassing memory traces that can link to other memory traces. Just understanding how a problem is solved does not mean that you have created a meaningful chunk which you can recall easily later. Test yourself if you can solve the problem which you are learning. Only doing yourself creates the neural patterns that underlie true mastery. ** Practice **[[image:lailabrocker/bottom up top down.png width="286" height="175" align="right"]]
 * **Gain context**, so you know when to use this chunk = go beyond the initial problem, see more broadly, repeating and practicing with both related and unrelated problems to see when to use and when not to use the chunk. Practice helps broaden the network of neurons = makes it firm and accessible from many different paths.Context is the where bottom up and top down learning meet. Picture walk in the book before you start to studying it -> learn the major concepts or points first = key parts of book, flow charts, tables. concept maps. -> fill in the details later.

5. Illusions of competence

 * Recall = mental retrieval of key concepts -> after reading the material, look away and see what you can recall from the material -> by simply practicing an recalling students learned far more and much deeper level than in any other approach. Retrieval process enhances deep learning and helps us to form chunks. Mind mapping doesn't work well before you understand the basic principles. Recall material somewhere else than where you are usually studying -> become independent of the queues from anyone given location.
 * Illusions of competence = looking the solution and thinking you truly know it. You must have the information persisting in your memory. Highlighting and underlining must be done very carefully- don't fool yourself that making lot of movements by hand means you are learning. Looking the book doesn't mean you have the material in your brain.
 * Mini-testing - recalling
 * Value of making mistakes - allows to make repairs and thinking flaws bit by bit.


 * 6. What motivates you? **
 * brain carries information about experiences importance and value for your future
 * neuromodulators = chemicals that influence how a neurons responds to other neurons, have a profound impact on unconscience mind
 * acetylcholine = forms neuromodulatory connections to cortex = important for focused learning, long term memory,
 * dopamine = controls motivation, in brain stem, are released when they get an unexpected reward, affects decision making, predicting future rewards not just immediate reward
 * serotonin = strongly affects social life, risk taking behavior (low seratonin = high risk),
 * emotions affect learning, because they are intertwined with perception and attention and interact with learning and memory
 * amygdala = cognition and emotions are integrated, memory, decision making, emotional reactions

**7. The value of library of chunks**
Two ways of solve o problem
 * chunks - help understand new concepts, because they might be related to the chunks you already know, training to recognize different types and classes of concepts, helps to find different solution techniques,
 * transfer - chunks resemble each other
 * compressing information more compactly
 * diffuse thinking can help to connect two chunks together to solve a novel problem
 * serendipity = Lady Luck favors the one who tries.
 * 1) sequential - step-by-step reasoning -> focused mode of thinking
 * 2) Holistic intuition - creative diffuse mode of linking of several seemingly different focused mode thoughts -> these solutions should be carefully verified by sequential thinking

**8. Overlearning, Choking, the Einstellung Effect, Interleaving**

 * __Overlearning__ - automaticity - can be helpful in times of nervousness - repeating something you already know is easy, can bring an illusion of competence ->
 * __Deliberate practice__ - deliberately focus on what you find difficult
 * __ Einstellung __ - means that the idea you have prevents a better idea or solution from being found, like a road block - you have to unlearn the erroneous older ideas
 * understanding where to obtain real solutions is important for learning
 * __Interleaving__ - once you have the basic idea of technique down -> start interleaving your practice with problems of different types or different types of approaches, concepts or procedures - the brain should become used to the idea, that it have to choose the right technique for right situation - this is very important for building flexibility and creativity and thinking independently


 * 9. Chunking - summing it up**
 * **chunks** are developed by focused attention, understanding, practice - recall, recall in different places,
 * ** transfer **
 * ** interleaving **
 * ** illusions of competence in learning **- test yourself, minimize high lighting, avoid practicing only the easy staff,
 * **einstellung -**

chunk = kimpale, möhkäle, paksu pala compaction = tiivistys encompassing = sulkea sisäänsä gist = ydin interleaving - lomittaa leap = harppaus retrieval = haku, takaisinsaanti road block = tiesulku rut = ura serendipity = the occurrence and development of events by chance in a happy or beneficial way. subliminal = tiedostamaton underpin = tukea, pönkittää
 * Sanastoa**