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  1. Jun 2022
    1. So when we struggle – like when we have difficulty making sense of a math review problem, or when we can’t seem to get a note to speak in quite the right way in a run-through – it appears that we misinterpret greater effort as an indication of reduced learning. And that this is why we tend to gravitate to activities like re-reading the textbook, which feels easier and more productive than struggling for five minutes to solve a review problem and still getting it wrong. 

      Re-reading a text or our notes may seem like it's an easier and more productive review strategy for tests, but working through more difficult problems that require one to do work to come up with an answer are much more effective.

    1. the research says is that students often

      the research says is that students often don't use the right learning strategy because they react negatively to effort in fact it even is so well demonstrated that it has its own name it's called the ==misinterpreted effort hypothesis== it says that students tend to see a learning strategy feel that it is more effortful more challenging and as a result they will veer away from that because they feel that that effort means that they're either doing it wrong or that the technique is bad they consider more effortful learning with being a bad thing

      Students will perceive learning strategies that require more effort and work on their part to be less productive in the long term, often when the opposite is the case. This phenomenon is known as the misinterpreted effort hypothesis.

      Link to: - research in Ahrens that rereading and reviewing over material seems easy, but isn't as effective as directly answering questions and performing the work to produce one's own answer. - https://www.sciencedirect.com/science/article/abs/pii/S0010028519302270

  2. Jan 2022
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