Appendix H: Index

Page numbers refer to chapter and section numbers (e.g., 7.4 means Chapter 7, Section 4). Running examples and composite characters are indexed under their names.

A

Abstract schema, 11.3, 11.5 Active listening, 20.1, 20.3 Active recall, 14.2; see also retrieval practice Adaptive expertise, 25.5; see also routine expertise Adenosine, 6.2 Adult learners, 1.4, 27.1-27.3; see also Thompson, Marcus Advanced beginner (Dreyfus model), 25.1 Aha moment, 26.1, 26.2; see also insight AI literacy, 24.4-24.5 AI tools in learning, 24.1-24.5 - as cognitive replacement, 24.2 - as cognitive tool, 24.2 - hallucination, 24.4 - knowledge paradox, 24.2 - prompt engineering as metacognition, 24.3 - rules of engagement, 24.5 Ambrose, Susan, 1.2 Analogical reasoning, 11.2-11.3, 26.3 Anki (software), 3.6; see also spaced repetition Annotation strategies, 19.3 - marginalia, 19.3 - marginal dialogue, 19.3 Arousal reappraisal, 23.2; see also test anxiety Attention, 4.1-4.6 - as bottleneck, 4.1 - audits, 4.6 - divided, 4.1, 4.3 - recovery protocols, 4.6 - residue, 4.3 - selective, 4.2 - sustained, 4.4 Attention audit (3-day), 4.6 Attributional retraining, 18.4 Automaticity, 5.4, 25.4 Autonomy (SDT), 17.2

B

Backward planning, 14.4 BDNF (brain-derived neurotrophic factor), 6.3 Belonging uncertainty, 18.3 Bjork, Elizabeth, 10.1 Bjork, Robert, 3.1, 10.1-10.2 - desirable difficulties framework, 10.1 - storage strength vs. retrieval strength, 10.2 Blocked practice, 7.4; see also interleaving Brain dump (technique), 2.7, 16.3 Bridging (transfer strategy), 11.5 Brier score, 15.3 Brown, Peter C., 1.2; see also Make It Stick

C

Calibration, 15.1-15.5 - calibration curve, 15.3 - hard-easy effect, 15.2 - overconfidence, 15.1-15.2 - training techniques, 15.4 - underconfidence, 15.1 - unskilled-and-unaware problem, 15.2 Cepeda, Nicholas, 3.3 Chabris, Christopher, 4.2 Change blindness, 4.2 Chen, Mia (running example), 1.1, 2.3, 3.4, 5.2, 7.2, 8.1, 10.2, 13.1, 15.2, 17.4, 19.1, 23.3, 28.1 - biology exam failure, 1.1 - cramming disaster, 3.4 - exam preparation transformation, 23.3 - illusion of competence, 1.3, 2.3 - learning autobiography, 1.6 - myth audit, 8.1 - spacing experiment, 3.4 - transformation arc, 28.1 Cherry, Colin, 4.2 Chronotype, 6.5 Chunking, 5.3 - in expertise, 25.3 Circadian rhythm, 6.5 Cirillo, Francesco, 4.6 Cocktail party effect, 4.2 Cognitive apprenticeship, 21.5 Cognitive load, 5.1-5.5 - extraneous, 5.2 - germane, 5.2 - intrinsic, 5.2 - reducing, 5.3-5.5 Cognitive load theory, 5.1; see also Sweller, John Cognitive offloading, 24.2 Cognitive reserve, 27.2 Collaborative learning, 22.2; see also cooperative learning Communities of practice, 27.4 Competence (Dreyfus model), 25.1 Competence (SDT), 17.2 Concept mapping, 9.3 Concrete examples, 7.5 Confidence-accuracy correlation, 15.2 Consolidation, see memory consolidation Constraints and creativity, 26.5 Contextual interference, 10.4 Continuous improvement, 28.3 Cooperative learning, 22.2 Cornell notes, 20.3 Cortisol, 6.4 Cowan, Nelson, 2.2 Craik, Fergus, 2.3, 12.1 Cramming, 3.4, 8.4; see also massed practice Creative expertise, 26.4 Creativity, 26.1-26.5 - combinatorial view, 26.3 - constraints and, 26.5 - divergent vs. convergent thinking, 26.2 - domain knowledge and, 26.4 - incubation, 26.2 - insight, 26.1 Critical evaluation (of AI), 24.5 Crystallized intelligence, 27.2; see also fluid intelligence Csikszentmihalyi, Mihaly, 4.5 Cued recall, 7.2, 16.2 Cumulative review, 23.3

D

Decay theory, 3.1 Decision framework for strategies, Appendix F, FAQ 7 Deep processing, 12.1-12.5; see also shallow processing Deep work, 4.6; see also Newport, Cal Default mode network, 4.4 Delayed JOL, 13.3; see also judgment of learning Deliberate practice, 21.2, 25.2 - Ericsson's criteria, 25.2 - naive practice vs., 21.2 - purposeful practice vs., 21.2 Deskilling, 24.4 Desirable difficulty, 1.5, 10.1-10.5 - vs. undesirable difficulty, 10.5 Diane Park, see Park, Diane and Kenji Discrimination (calibration), 15.3 Distinctiveness, 12.4 Distributed practice, 3.3; see also spacing effect Divergent thinking, 26.2 Domain knowledge and creativity, 26.4 Dreyfus model, 25.1 - five stages, 25.1 Dual coding theory, 9.1-9.5; see also Paivio, Allan - imagery system, 9.1 - referential connections, 9.2 - verbal system, 9.1 Dunlosky, John, 7.1 - meta-analysis of study strategies, 7.1, 8.3 Dunning, David, 1.3 Dunning-Kruger effect, 1.3, 15.2 - nuance and debate, 1.3 Dweck, Carol, 1.4, 18.1

E

Ease-of-learning judgment (EOL), 13.2 Ebbinghaus, Hermann, 3.1 - forgetting curve, 3.1 - nonsense syllables, 3.1 Elaboration, 7.5 Elaborative encoding, 2.3 Elaborative flashcards, 16.3 Elaborative interrogation, 7.5 Encoding, 2.1, 2.3 - deep vs. shallow, 2.3, 12.1-12.5 - elaborative, 2.3 - levels of processing, 2.3, 12.1 - specificity principle, 2.5 Engram, 2.2 Environment design (for focus), 4.6 Ericsson, Anders, 21.2, 25.2 Error analysis, 23.5 Evergreen notes, 27.4 Exam wrapper, 23.5 Exercise and learning, 6.3 Expectancy-value theory, 17.3 Experiential learning, 21.1; see also Kolb, David Expert (Dreyfus model), 25.1 Expert blind spot, 25.4 Expertise, 25.1-25.5 - adaptive vs. routine, 25.5 - blind spot, 25.4 - chunking in, 25.3 - knowledge restructuring, 25.4 - pattern recognition, 25.3 Expertise reversal effect, 5.4 Extended mind thesis, 24.2 Extraneous load, 5.2 Extrinsic motivation, 17.1

F

Familiarity heuristic, 8.3 Far transfer, 11.1; see also near transfer Feeling of knowing (FOK), 13.2 Fixed mindset, 1.4, 18.1; see also growth mindset Fixation (cognitive), 26.3 Flashcards, 16.2-16.3 - design principles, 3.5, 16.3 - elaborative, 16.3 Flow state, 4.5 - conditions for, 4.5 Fluency illusion, 2.3, 8.2 Fluid intelligence, 27.2 Foresight bias, 8.5, 15.2 Forgetting, 3.1 - curve, 3.1 - decay theory, 3.1 - interference theory, 3.1 - as productive (for spacing), 3.3 Free recall, 7.2, 16.2 Functional fixedness, 26.3

G

Generation effect, 7.2, 10.3 - with AI, 24.3 Generative note-taking, 20.3 Germane load, 5.2 Gladwell, Malcolm, 25.2 Godden, D. R., 2.5 Growth mindset, 1.4, 18.1 - debate and replication concerns, 1.4, 18.1 - limitations, 1.4 - paired with strategy, 1.4

H

Hallucination (AI), 24.4 Hard-easy effect, 15.2 High road transfer, 11.4 Highlighting (ineffective strategy), 8.3 Hindsight bias, 15.2 Hippocampus, 6.1 HPA axis, 6.4 Hugging (transfer strategy), 11.5 Human-AI collaboration, 24.5 Hypercorrection effect, 10.3

I

Identity-based motivation, 18.4 Illusion of competence, 1.3, 2.3 - rereading and, 1.3, 2.3, 8.3 Imagery system, 9.1 Immediate JOL, 13.3 Implementation intention, 14.4, 17.5 Inattentional blindness, 4.2 - invisible gorilla experiment, 4.2 Incubation effect, 26.2 Infographic, 9.4 Insight problem solving, 26.1 Interference theory, 3.1 - proactive, 3.1 - retroactive, 3.1 Interleaving, 7.4 - contextual interference, 10.4 - performance-learning paradox, 7.4 Intrinsic load, 5.2 Intrinsic motivation, 17.1 Invisible gorilla experiment, 4.2; see also Simons, Daniel Isomorphic problems, 11.3 Item-specific processing, 12.4

J

Jigsaw method, 22.3 Judgment of learning (JOL), 13.2-13.3 - delayed vs. immediate, 13.3

K

Kenji Park, see Park, Diane and Kenji Keyword mnemonic, 7.6 Knowledge paradox (AI), 24.2 Knowledge restructuring, 25.4 Kolb, David, 21.1 - experiential learning cycle, 21.1 Kruger, Justin, 1.3

L

Lag effect, 3.3 Large language model, 24.1 Learning agility, 27.1 Learning autobiography (project), 1.6 Learning myths, 8.1-8.5; see also learning styles, rereading, highlighting, cramming Learning operating system, 28.1-28.3 - final deliverable, 28.3 - system audit, 28.3 Learning science (defined), 1.5 Learning strategies - high utility: retrieval practice, 7.2; spacing, 7.3; interleaving, 7.4; elaboration, 7.5 - low utility: rereading, 8.3; highlighting, 8.3; cramming, 8.4 - decision framework, Appendix F Learning styles, 8.1 - meshing hypothesis, 8.1 - VAK model, 8.1 Lecture illusion, 20.1 Leitner, Sebastian, 3.5 Leitner system, 3.5 - rules, 3.5 Leroy, Sophie, 4.3 Levels of processing, 2.3, 12.1-12.5; see also Craik, Fergus; Lockhart, Robert Lifelong learning, 27.1-27.5 Lockhart, Robert, 2.3, 12.1 Loftus, Elizabeth, 2.4 Long-term memory, 2.2 - declarative (episodic, semantic), 2.2 - procedural, 2.2 Low road transfer, 11.4

M

Make It Stick (Brown, Roediger, McDaniel), 1.2, 1.5 Marcus Thompson, see Thompson, Marcus Marginalia, 19.3 Massed practice, 3.3, 8.4; see also cramming, distributed practice Mayer, Richard, 9.5 Mazur, Eric, 22.3 McDaniel, Mark, 1.2 Memory - as reconstruction, 2.4 (threshold concept) - consolidation, 2.4, 6.1-6.2 - encoding, 2.1, 2.3 - long-term, 2.2 - reconsolidation, 2.4 - retrieval, 2.1 - sensory, 2.2 - storage, 2.1 - three-stage model, 2.1 - working, 2.2, 5.1-5.3 Meshing hypothesis, 8.1 Meta-metacognition, 28.2 Metacognition, 1.2 - control, 1.2, 13.1 - defined, 1.2 - experience, 13.2 - knowledge, 1.2, 13.1 - monitoring, 1.2, 13.1-13.5 - three components, 1.2 Metacognitive Awareness Inventory (MAI), 2.7 Metacognitive delegation, 24.3 Metacognitive illusion, 15.1 Metacomprehension, 19.2 Method of loci, 7.6 Mia Chen, see Chen, Mia Miller, George, 2.2 - 7 plus or minus 2, 2.2 Mind mapping, 9.3 Mind-wandering, 4.4 Mindset, 1.4, 18.1-18.5; see also growth mindset, fixed mindset - controversy, 18.1 - replication concerns, 18.1 Modality effect, 5.5 Monitoring accuracy, 13.3 Motivation, 17.1-17.5 - intrinsic vs. extrinsic, 17.1 - self-determination theory, 17.2 - expectancy-value theory, 17.3 Multimedia learning, 9.5 Multitasking (myth of), 4.3; see also task switching cost

N

Naive practice, 21.2 Napping, 6.2 Near transfer, 11.1 Neurogenesis, 6.3 Neuroplasticity, 1.4, 27.2 Newport, Cal, 4.6 Note-taking, 20.3 - Cornell notes, 20.3 - generative, 20.3 - outline method, 20.3 - sketch notes, 20.3 - vs. note-making, 20.3 - verbatim transcription trap, 20.3 Novice (Dreyfus model), 25.1

O

Okafor, Dr. James (running example), 2.3, 6.1, 11.2, 12.3, 16.2, 21.2, 25.1, 28.1 - clinical reasoning, 2.3, 16.2 - deliberate practice, 21.2 - expertise development, 25.1 - schema building, 2.3 - sleep deprivation, 6.1 Outline method (note-taking), 20.3 Overconfidence, 15.1-15.2 Overlearning, 3.2

P

Paivio, Allan, 9.1 Park, Diane and Kenji (running example), 5.2, 8.2, 13.2, 15.2, 18.3, 22.1, 27.2 - cognitive load in homework, 5.2 - fixed mindset language, 18.3 - myth audit, 8.2 - teaching vs. explaining, 22.1 Pashler, Harold, 3.3, 8.1 Pattern recognition, 25.3 Pause-process technique, 20.3 Peer instruction, 22.3 Performance-learning distinction, 7.3, 10.1; see also central paradox Personal knowledge management, 27.4 Personal learning manifesto, 28.2 Phone (effect on attention), 4.3, 4.6 Planning, 14.1-14.5 - backward, 14.4 - fallacy, 14.3 - implementation intentions, 14.4 - SMART goals, 14.2 - study cycle, 14.1 Podcast learning, 20.4 Pomodoro technique, 4.6 Post-exam reflection, 23.5 PQ4R, 19.1 Practice testing, 16.1; see also self-testing Premack principle, 17.5 Pretesting, 10.3, 16.4 - pretesting effect, 10.3, 16.4 Problem-based learning, 21.3 Process of elimination, 23.4 Procrastination, 17.4 - as emotion regulation, 17.4 - temporal discounting, 17.4 - temporal motivation theory, 17.4 Productive constraints, 26.5 Productive failure, 10.4 Proficient (Dreyfus model), 25.1 Progressive project ("Redesign Your Learning System"), 1.6, 7.1, 14.1, 17.1, 23.1, 27.1, 28.3 - Phase 1 (self-assessment), Ch. 1-7 - Phase 2 (strategy building), Ch. 8-16 - Phase 3 (system design), Ch. 17-22 - Phase 4 (field testing), Ch. 23-28 Project-based learning, 21.3 Prompt engineering (as metacognition), 24.3 Protege effect, 22.1

R

Reading strategies, 19.1-19.5 - before-during-after protocol, 19.3 - genre-specific, 19.4 - metacomprehension, 19.2 - PQ4R, 19.1 - SQ3R, 19.1 Recognition vs. recall, 1.3, 16.2 Reconsolidation, 2.4 Redundancy effect, 5.5 Referential connections, 9.2 Reflection-in-action, 21.4 Reflection-on-action, 21.4 Relational processing, 12.4 Relatedness (SDT), 17.2 REM sleep, 6.2 Remote associations, 26.3 Replication concerns (mindset), 18.1 Rereading (ineffective strategy), 1.1, 2.3, 8.3 - fluency illusion, 2.3, 8.2 - why it fails (full explanation), 2.7 Resolution (calibration), 13.3, 15.3 Retention interval, 3.1, 3.3 Retrieval, 2.1 - failure, 3.1 - grid, 16.3 - practice, 7.2 - strength, 10.2 Retrieval-based test preparation, 23.3 Reyes, Sofia (running example), 3.2, 7.4, 10.2, 14.2, 20.2, 25.1, 26.3 - blocked vs. interleaved practice, 3.2, 7.4 - creative interpretation, 26.3 - distributed practice transformation, 3.2 - expertise trajectory, 25.1 - recital preparation, 14.2 Robinson, Francis Pleasant, 19.1 Roediger, Henry, 1.2, 2.6 - Roediger & Karpicke (2006), 2.6 Routine expertise, 25.5 Rowland, Charles (meta-analysis), 2.6

S

SCAMPER technique, 26.5 Scaffolding, 21.5 Schema, 2.3, 5.3 - abstract, 11.3 - formation, 5.3 Schon, Donald, 21.4 Schraw, Gregory, 2.7 Second brain, 27.4 Selective attention, 4.2 Self-determination theory, 17.2 Self-efficacy, 17.3 Self-explanation, 7.5 Self-reference effect, 12.3 Self-regulated learning, 1.2, 14.5 - cycle (Zimmerman), 14.5 Self-testing, 16.1-16.5 Semantic encoding, 12.2 Sensory memory, 2.2 Shallow processing, 12.1 Simon, Herbert, 4.1 Simons, Daniel, 4.2 Simulation, 21.3 Sketch-noting, 9.3 Skimming vs. scanning, 19.4 Sleep and learning, 6.1-6.2 - architecture, 6.2 - consolidation during, 6.1 - deprivation effects, 6.1 - napping, 6.2 - REM, 6.2 - slow-wave, 6.2 Slow-wave sleep, 6.2 SMART goals, 14.2 Social identity threat, 18.3 Social metacognition, 22.2 Socially shared regulation of learning (SSRL), 22.2 Sofia Reyes, see Reyes, Sofia Spacing effect, 3.3 - lag effect, 3.3 - meta-analysis (Cepeda et al., 2006), 3.3 - works because of forgetting, 3.3 Spaced repetition, 3.5-3.6 - digital (Anki), 3.6 - for life, 27.3 - Leitner system, 3.5 Split-attention effect, 5.5 SQ3R, 19.1 State-dependent memory, 2.5 Stereotype threat, 18.2 Storage, 2.1 Storage strength, 10.2 Stress and learning, 6.4 - cortisol, 6.4 - HPA axis, 6.4 Structural encoding, 12.2 Structural similarity, 11.2 Study cycle, 14.1 Study groups, 22.1-22.4 - common failures, 22.1 - design checklist, 22.3 - effective structures, 22.3 Summarization strategies, 19.3 Surface similarity, 11.2 Sustained attention, 4.4 - biological limits, 4.4 Sweller, John, 5.1 Synaptic homeostasis, 6.2 System audit, 28.3

T

Talent vs. practice debate, 25.2 Task switching cost, 4.3 Task value, 17.3 Teaching to learn, see protege effect Temptation bundling, 17.5 Temporal discounting, 17.4 Temporal motivation theory, 17.4 10,000 hours, 25.2 Test anxiety, 23.2 - arousal reappraisal, 23.2 Test-enhanced learning, 23.1 Test-taking strategies, 23.4 Testing effect, 2.6, 7.2 - landmark study (Roediger & Karpicke), 2.6 - meta-analysis (Rowland, 2014), 2.6 Text structure awareness, 19.4 Think-pair-share, 22.3 Thompson, Marcus (running example), 1.4, 4.1, 9.2, 11.3, 17.2, 18.2, 24.2, 27.1, 28.1 - attention management, 4.1, 4.3 - career change at 42, 1.4 - first flow experience, 4.5 - lifelong learning, 27.1 - motivation through plateau, 17.2 - transfer of teaching skills, 11.3 - using AI for learning, 24.2 Threshold concepts - calibration unreliability, 15.1 - effective learning feels hard, 7.4, 10.1 - memory as reconstruction, 2.4 - metacognitive awareness, 13.1 Time blocking, 14.4 Tip-of-the-tongue (TOT), 13.2 Toffler, Alvin, 1.1 Transactive memory, 22.4 Transfer, 11.1-11.5 - analogical reasoning, 11.2 - appropriate processing, 11.4 - far vs. near, 11.1 - high road vs. low road, 11.4 - structural vs. surface similarity, 11.2 - teaching for, 11.5 Treisman, Anne, 4.2 Tulving, Endel, 2.5

U

Undesirable difficulty, 10.5 Underconfidence, 15.1 Utility-value intervention, 18.4

V

VAK model, 8.1 Values affirmation, 18.4 Variation of practice, 10.4 Verbal system, 9.1 Verbatim transcription trap, 20.3 Video learning, 20.4 - pacing, 20.4 - pause-and-process, 20.3 Visual analogy, 9.4

W

Walker, Matthew, 6.1 Weekly review, 14.5 Wenger, Etienne, 27.4 Wise interventions, 18.4 Working memory, 2.2, 5.1-5.3 - capacity (approximately 4 items), 2.2, 5.1 - chunking, 5.3 Wozniak, Piotr, 3.6

Y

Yeager, David (2019 Nature study), 1.4, 18.1

Z

Zettelkasten, 27.4 Zimmerman, Barry, 14.5 - self-regulated learning model, 14.5

This index covers all 28 chapters, 6 capstone and part-introduction sections, and 10 appendices. For definitions of key terms, see the Glossary (Appendix G).