Teach Yourself Anything So Well It Feels Unfair

You're Not Learning, You're Consuming (How to Become Dangerously Self-Educated) Why does so much of what you read and watch disappear by the next week? This video breaks down the psychology of self-education, starting with Louis Deslauriers' Harvard study showing that the feeling of learning and actual learning can point in opposite directions. We get into the overjustification effect (Lepper, Greene and Nisbett's famous preschool drawing study), Matthias Gruber's research on how curiosity puts the brain into a learning state, Recht and Leslie's baseball study on why knowledge compounds, Keith Stanovich's Matthew effect, and Petty and Cacioppo's research on why people who understand a subject are harder to persuade with weak arguments. Then the two traps that stop self-learners: learning without feedback (the Dunning-Kruger effect and the myth of the learning pyramid) and skimming everything (Seneca and Herbert Simon). Finally, five moves to become dangerously self-educated: start with a question (George Loewenstein's information gap and Richard Feynman's notebook), rebuild it from memory (Benjamin Franklin's method and the generation effect), find a way to be checked (Michael Faraday and Humphry Davy), teach it in public (Fiorella and Mayer), and give it a time and a place (Gollwitzer and Sheeran's implementation intentions). If your Watch Later list is longer than your list of things you can actually explain, this one's for you. What are you teaching yourself right now? Tell me in the comments. #Psycuro #Psychology #SelfEducation #Autodidact #SelfImprovement Research referenced: Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K. & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. PNAS. Lepper, M. R., Greene, D. & Nisbett, R. E. (1973). Undermining children's intrinsic interest with extrinsic reward: A test of the "overjustification" hypothesis. Journal of Personality and Social Psychology. Gruber, M. J., Gelman, B. D. & Ranganath, C. (2014). States of curiosity modulate hippocampus-dependent learning via the dopaminergic circuit. Neuron. Recht, D. R. & Leslie, L. (1988). Effect of prior knowledge on good and poor readers' memory of text. Journal of Educational Psychology. Stanovich, K. E. (1986). Matthew effects in reading. Reading Research Quarterly. Petty, R. E. & Cacioppo, J. T. (1986). The elaboration likelihood model of persuasion. Advances in Experimental Social Psychology. Kruger, J. & Dunning, D. (1999). Unskilled and unaware of it. Journal of Personality and Social Psychology. Letrud, K. (2012). A rebuttal of NTL Institute's learning pyramid. Education. Seneca. Moral Letters to Lucilius, Letter 2. Simon, H. A. (1971). Designing organizations for an information-rich world. Loewenstein, G. (1994). The psychology of curiosity: A review and reinterpretation. Psychological Bulletin. Gleick, J. (1992). Genius: The Life and Science of Richard Feynman. Franklin, B. The Autobiography of Benjamin Franklin. Slamecka, N. J. & Graf, P. (1978). The generation effect: Delineation of a phenomenon. Journal of Experimental Psychology: Human Learning and Memory. Ericsson, K. A., Krampe, R. T. & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review. Fiorella, L. & Mayer, R. E. (2013). The relative benefits of learning by teaching and teaching expectancy. Contemporary Educational Psychology. Gollwitzer, P. M. & Sheeran, P. (2006). Implementation intentions and goal achievement: A meta-analysis of effects and processes. Advances in Experimental Social Psychology. Plutarch. On Listening, in the Moralia. Timestamps 🕰️ • 0:00 - The Illusion of Learning: Why consuming isn't enough • 1:13 - Harvard study: Feeling of learning vs. actual learning • 2:15 - The Psychology of Curiosity and the Overjustification Effect • 3:56 - Why knowledge compounds (The Matthew Effect) • 4:57 - How understanding prevents being fooled • 5:34 - Trap 1: Learning without feedback (Dunning-Kruger) • 6:44 - Trap 2: Skimming everything vs. deep focus • 7:33 - Five moves to become dangerously self-educated • 7:45 - Move 1: Start with a question (Information Gap) • 8:37 - Move 2: Rebuild it from memory (Generation Effect) • 9:34 - Move 3: Find a way to be checked • 10:41 - Move 4: Teach it in public • 11:21 - Move 5: Give it a time and a place • 12:05 - The long-term payoff of active self-education --- Disclaimer: This video is for educational and informational purposes only.