I just finished Ultralearning: Master Hard Skills, Outsmart the Competition, and Accelerate Your Career by Scott H. Young.
It’s a good book. I think it would be particularly interesting to my brother, who of course won’t read it because he imagines that its implicit pedagogical underpinnings would not accord with his own. In fact, to the extent that I understand either one, I think it accords almost perfectly. (In particular, that learning is an activity of the learner.)
Even if he were to spend five minutes looking at the table of contents, he’d still be inclined to reject the book, because three of the nine principles are about drilling, testing, and memory retention. Since he won’t read past that he’ll never see the nuanced discussion on these topics.
What kinds of things should you invest the time in to remember in the first place? Retrieval may take less time than review to get the same learning impact, but not learning something is faster still . . . .
One way to answer this question is simply to do direct practice. Directness sidesteps this question by forcing you to retrieve the things that come up often in the course of using the skill. If you’re learning a language and need to recall a word, you’ll practice it. If you never need a word, you won’t memorize it. . . . Things that are rarely used or that are easier to look up than to memorize won’t be retrieved.Young, Scott H. Ultralearning, pp. 127–128.
Still, it’s an excellent book for anyone who is interested in undertaking any sort of learning project. There are good, practical tips how to start such a project (how to decide what to learn, how to decide how to learn it and find resources, how to manage the project once you get going).
The book works especially to normalize the behavior of undertaking a learning project that might be considered extreme in terms of its size, scope or speed.
Ultralearning: Master Hard Skills, Outsmart the Competition, and Accelerate Your Career by Scott H. Young. Highly recommended.