April 2026
- Apr 25, 2026ConceptsThe Testing Effect: Quizzing Yourself for Better RetentionWhy the study method that feels effective is not. Roediger and Karpicke's 2006 benchmark compared repeated study against repeated retrieval with equal time on the material, and the retrieval group performed far better on a delayed test one week on while rating their learning lower. Their 2008 follow-up in Science found the same pattern even though students predicted repeated study would serve them as well or better.
- Apr 15, 2026Work SkillsReasons High Performers Leave CompaniesWhat drives top-talent attrition and what the early signals look like. Gallup's research attributes roughly 70 percent of the variance in engagement scores to the direct manager, and for high performers the effect is larger because the manager controls stretch assignments, advocacy in calibration and visibility to leadership. Reduced discretionary effort and withdrawal from long-horizon projects usually precede resignation by months.
February 2026
- Feb 12, 2026ConceptsHow Memory Retention Really WorksRetention depends on three stages, and each has its own failure mode: shallow encoding, interrupted consolidation, or a memory stored but unreachable. Craik and Lockhart's levels-of-processing work explains why meaning-based encoding outlasts surface detail, and Bjork's storage-versus-retrieval-strength account explains why reviewing before you have partly forgotten adds little. Loftus implanted false memories in roughly a quarter to a third of participants.
- Feb 11, 2026ConceptsWhy Repetition Alone Does Not Create KnowledgeRereading builds fluency, which feels like knowledge and is not. In Roediger and Karpicke's 2006 experiment, students who read a passage once then tested themselves three times recalled 61 percent of it a week later, against 40 percent for students who simply read it four times, and beforehand the students predicted the opposite. Also covered: Bjork's desirable difficulties and why Dunlosky's team rated rereading and highlighting low-utility.
- Feb 10, 2026ConceptsWhy Most Learning FailsRoediger and Karpicke gave both groups the same total study time and found testing beat rereading decisively. Karpicke and Blunt went further in Science: on a test a week later, the retrieval practice group scored around 67 percent against roughly 45 percent for concept mapping, while the repeated readers rated their own learning highest and retained least. This page works through fluency illusions, spacing, elaboration and interleaving.
August 2025
November 2022
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