— ❐ What Study Gurus Get Wrong About Learning
- as in: ~ the later the repetition, the higher the memory idea makes it harder in the moment to get stuff right, but you learn more (=~ sometimes, difficulty is desirable achieved)
Examples of instructional manipulations that create “desirable difficulties” (Bjork, 1994 ) include varying the conditions of learning rather than keeping conditions constant and predictable, distributing or spacing study or practice sessions rather than massing or blocking such sessions, using tests (rather than presentations) as learning events, reducing feedback to the learner, and providing “contextual interference” during learning (e.g., interleaving rather than blocking practice)
— ❐ Desirable Difficulties in Vocabulary Learning
- → ~ interleaved practice is desirable difficulty (and #spaced-repetition is interleaved almost always)