The page numbers in this index refer to the printed version of this book. The link provided will take you to the beginning of that print page. You may need to scroll forward from that location to find the corresponding reference on your e-reader.
Page numbers with an n refer to notes at the bottom of the page.
active learning, 130, 132, 139, 156, 157, 200
active practice, 149–50
active recall, 40–42, 72, 74, 82–83, 151, 156, 158, 200
retelling and, 85
ADHD (Attention-Deficit/Hyperactivity Disorder), 21, 180
Advice for a Young Investigator (Ramón y Cajal), 59
anchors (storing information with things you already know), 101, 109
Anderson, Carl, 128
artificial intelligence (AI), 130–31
switching, 120–21
see also focus; focused mode
attentional control, 176
attentional “disorders,” 180
attentional octopus, 84, 88–92, 94, 98, 99, 113–16, 118–23, 144, 157, 179, 199
diffuse mode and, 91n
distraction and, 119–20, 123, 169
neurons and, 90
study environment and, 162–63, 171
task switching and, 148n
see also working memory
auditory learning style, 164
BDNF (brain-derived neurotrophic factor), 136–37, 140
Benito, Elena, 182–83
benzene, 106
Berra, Yogi, 129
bicycle, learning to ride, 121
books for adults about learning, 218–19
books for young adults about the brain, 217
boredom, 127
teachers and, 61
artificial, 130–31
cerebral cortex in, 136
change and growth in, 9, 54, 60, 64, 69, 78
chemicals produced by, 139, 140
computer compared with, 130–31, 132, 165
EEG for viewing electrical activity in, 55, 56
exercise and, 131, 135–37, 139, 140, 200
food and, 137–38
insular cortex in, 32
metaphors and, 57
neurons in, see neurons
prefrontal cortex in, 90, 94, 114
pumping up, 134–41
senses and, 164
brain-derived neurotrophic factor (BDNF), 136–37, 140
brain-links, 50–52, 63, 65, 82, 84, 86, 93, 94, 123, 144, 157, 199
active learning and practice and, 149–50, 156
deliberate practice and, 146, 154–55
focus and, 149
in hippocampus, 136
importance of, 112–24
interleaving and, 147–50
lazy learning and, 146
long-term memory and, 113–15, 123, 157, 186
making, 143–58
mastery and, 154–55
in math, science, and other abstract subjects, 150–51
memory and, 93, 113–15, 123, 151, 157, 179–80, 186
mouse metaphor and, 52–53, 65, 144
note taking and, 178–79, 182, 200
practice and, 116, 144–50, 154–55, 199
retelling and, 85
sleep and, 76–79, 82–84, 150, 200
two key ideas behind, 146–49
working memory and, 113–15, 151, 179–80
writing improvement and, 152–53
brain-scanning technology, 15
brain science, see neuroscience
“eat your frogs first” method and, 167, 171, 200
moving your body during, 35
Pomodoro Technique and, 33–35
setting timer for, 36
cabbage family, 138
Cal Newport, 168
car, backing up, 112, 113, 118–19, 121
Carlsen, Magnus, 13–14, 23, 27
ceiling, imagining looking down from, 160–61, 169, 171
cerebral cortex, 136
chemical bonds for benzene, 106
reactivity series in, 102–3, 106
chocolate, 138
Cicero, 103
Cirillo, Francesco, 33
for studying, 201
cognitive load, 119, 123, 147, 156
computer
brain compared with, 130–31, 132, 165
screen of, and sleep, 166, 168
clearing up points of, 201
creativity, 17, 21, 91n, 107, 127
and learning different things, 178, 182
and poor working memory, 180, 182
deliberate practice, 146, 150, 154–57, 201
Dellis, Nelson, 97, 99–103, 105, 108, 109, 149
dendrites, 47–49, 54, 63, 64, 77
dendritic spines, 47–48, 49n, 51, 54, 63, 77–79, 81–83, 86, 113, 114, 137
note taking and, 179
toe metaphor for, 47, 48, 57, 63, 64, 77, 137
diet, 137–38
diffuse, 15n
diffuse mode, 15–17, 20–21, 23, 24, 26, 63, 199
attentional octopus and, 91n
“eat your frogs first” method and, 167, 171, 200
exercise and, 21, 71, 139, 140
hard-start technique and, 189
mouse metaphor and, 52
pinball table and, 17–21, 24, 26
Pomodoro Technique and, 34
sleep and, 166
switching between focused mode and, 17, 19–22, 24, 26
disconnecting from hard problems, 189–90
distraction, 13
attentional octopus and, 119–20, 123, 169
Pomodoro Technique and, 33, 42
preplanning to avoid, 39
procrastination and, 31
studying and, 31, 120, 121, 123, 201
doctorate, 168
dopamine, 139
eating healthily, 137–38
“eat your frogs first,” 167, 171, 189, 200
EEG (electroencephalogram), 55, 56
Einstellung, 177n
English teachers, 57n
environment for studying, 41, 162–64, 171
music in, 161, 162, 168–69, 171
as all-purpose tool for good health, 139–40
brain and, 131, 135–37, 139, 140, 200
diffuse mode and, 21, 71, 139, 140
pause and recall technique and, 139–40
expert, becoming, 109, 121, 144
deliberate practice and, 146
experts
brain-links and, 114, 116, 117
teaching and, 73
facts, 99, 100, 109, 144n, 156
fake foods, 138
Federal Drug Administration, 176
Felder, Richard, 186–87
Feynman, Richard, 85n
Feynman Technique, 85n
Fields Medal, 144n
flexibility, 204
attentional octopus and, 91, 149
dendritic spines and, 78
in making brain-links, 149
in remembering things, 100, 101, 105, 109, 149
video games and, 92n, 175, 176, 182
see also attention
focused mode, 15–16, 20, 23, 26, 63–64, 199
diffuse mode activators as rewards after, 25–26
hard-start technique and, 189
multitasking and, 35
pinball table and, 17–21, 24, 26
Pomodoro Technique and, 33, 42, 60–61
switching between diffuse mode and, 17, 19–22, 24, 26
food, 137–38
footnotes, 3n
Franklin, Benjamin, 152–53
fruits, 137–38
functional fixedness, 177n
gaming, see video games
graduate school, 129
for studying, 201
guitar practice, 155
hand, writing things by, 106, 110, 178–79, 182–83
hard-start technique, 189–90, 192
hiker brains and race car brains, 174, 181, 204
homework, see studying and homework
How to Become a Straight-A Student (Newport), 168
imagination, 61
imagining you’re the object you’re trying to understand, 106–7, 110
information
active learning of, 130, 132, 139
fact-based, 99, 100, 109, 144n, 156
picture-based, 99–101, 105, 109, 157
insular cortex, 32
interleaving, 72, 147–50, 156–58, 199
suggested resources on, 216–17
javelin throwing, 134, 138, 150
Kasparov, Garry, 13–14
kinesthetic learning style, 164
knee reflex, 79–80
languages, 6–8, 68, 69, 128, 149
Law of Serendipity, 153–54
active, 130, 132, 139, 156, 157, 200
becoming a scientist about, 160–72
at beginner’s level, 74
clubs and groups for, 127–28, 132
cognitive load and, 119, 147, 156
about completely different subjects, 177–78, 182
and connections between subjects, 129–30, 132
flexibility in, 147
“have to” and “get to” mindsets in, 197
jumping to conclusions about strategies for, 24–25
metaphors in, see metaphors
of new subjects, 74
persistence in, 204
pitfalls to avoid in, 200–201
point of, 196–97
rubber ducky method for, 107–8
speed of, 83–84, 86, 146, 174–75, 181
studying in, see studying and homework
styles of, 164
surprising things about, 174–84
teaching yourself, 138–40
time and spacing out of, 200
top ideas to help in, 199–200
transfer in, 178
what to do and what not to do in, 199–201
Learning How to Learn (online course), 4, 33, 70
learning journal, 161, 165, 167, 168
sample page, 169–70
Li, Zhaojing “Eileen,” 41
locker metaphor, 88–89, 93, 94, 98, 113, 115, 123, 136, 157
toothpaste tube in, 98–99
long-term memory, 93, 94, 98–99, 109, 157
active recall and, 101
brain-links and, 113–15, 123, 157, 186
facts and, 156
locker metaphor for, 88–89, 93, 94, 98, 113, 115, 123, 136, 157
toothpaste tube metaphor for, 98–99
math, 6–9, 45, 91, 144n, 152, 203
advice for making brain-links in, 150–51
programs for practice with, 118
spatial abilities and, 176, 182
McConville, Alistair “Al,” 3, 4, 5, 9, 68–74, 84, 102–3, 126, 128, 129, 136, 176, 202, 204–5
Mediterranean-style diet, 138
memorization, 97, 100–102, 108, 144n, 149, 151, 153
understanding and, 151n
see also memory techniques
memory, 88–95
active recall, see active recall
brain-links and, 93, 113–15, 123, 151, 157, 179–80, 186
cognitive load in, 119, 123, 156
consolidation of, 136n
hippocampus and, 135–37
long-term, see long-term memory
pause and recall technique for, 62, 139–40
pictures and, 99–101, 105, 109, 157
working, see working memory
memory techniques, 97–110
anchors (storing information with things you already know), 101, 109
associating numbers with shapes or characters, 107
five tips from Nelson Dellis, 99–103, 109
imagining you’re the object, 106–7, 110
memory palace, 103–5, 109, 200
mnemonics in, 103
repetition in, 90
sleep and, 107
teaching others, 107, 110, 158
mental illness, 139
metaphors, 57–58, 61, 65, 178, 195–96, 200
creating your own, 62–63
locker, 88–89, 93, 94, 98, 113, 115, 123, 136, 157
as memory strategies, 106, 110
mouse, 52–53, 65, 78, 81, 139, 144, 150, 165, 175
neuron-alien, 46–48, 50, 55, 57, 78
octopus, see attentional octopus
pinball machine, 17–21, 24, 26, 31, 35, 49, 52, 73
toes, 47, 48, 57, 63, 64, 77, 137
toothpaste tube, 98–99
zombies, 2, 19, 31, 36–38, 42, 119
Mind for Numbers, A (Oakley), 70
mission, 128
MIT, 168
mnemonics, 103
morning types, 166n
mouse metaphor, 52–53, 65, 78, 81, 139, 144, 150, 165, 175
multitasking, 35
music
playing while studying, 161, 162, 168–69, 171
naps, 166
neural reuse theory, 57
neuron-aliens, 46–48, 50, 55, 57, 78
neurons, 46–51, 55, 60, 64, 130
attentional octopus and, 90
axons in, 47–49, 54, 63, 64, 77
BDNF and, 136–37
change in, 77
dendrites in, see dendrites
dendritic spines in, see dendritic spines
direct connections between, 55n
exercise and, 136–37, 140, 200
in hippocampus, 136
number of, 54
pause and recall technique and, 62
reflexes and, 79–80
reticular theory of, 55n
signals sent to other neurons by, 48–50, 64
spiderweb theory of, 55
synapses in, see synapses
see also brain-links
neuron theory, 55n
neuroscience (brain science), 3, 9, 15, 45, 130, 189
terms used in, 63–64
neuroscientists, 3, 15, 55, 63, 64, 131
Santiago Ramón y Cajal, 45–46, 55, 59–60, 65, 77, 128, 175n, 195, 202–4
Terry Sejnowski, 3, 4, 5, 9, 33, 68, 70, 71, 73, 84, 122, 126–31, 136, 139, 198, 202, 204–5
night owls, 166n
Nobel Prize, 45, 128, 175n, 195, 203, 204
notes, 106, 110, 178–79, 200, 201
brain-links and, 178–79, 182, 200
handwritten, 106, 110, 178–79, 182–83
nucleus, 46
numbers, associating with shapes or characters, 107
nuts, 138
Oakley, Barb, 1, 5–9, 68–71, 73, 126, 128, 129, 202, 204–5
Oakley, Phil, 8
octopus, see attentional octopus
onion family, 137–38
pain, and procrastination, 32, 42
passions, 1, 7, 9, 69, 198, 203
broadening and learning different things, 177, 178, 182, 198, 203
pathology, 59
pause and recall technique, 62, 139–40
persistence, 204
physiotherapists, 182–83
pictures, 99–101, 105, 109, 157
picture walks, 10–12, 40, 41, 158, 201
pinball machine metaphor, 17–21, 24, 26, 31, 35, 49, 52, 73
Pomodoro Technique, 32–37, 42, 60–61, 71, 74, 123, 149, 200
positron, 128
practice, 78, 81–86, 139, 144–45
active, 149–50
brain-links and, 116, 144–50, 154–55, 199
deliberate, 146, 150, 154–57, 201
in remembering things, 100, 109
understanding and, 117
see also studying and homework
prefrontal cortex, 90, 94, 114
preplanning, 39
Princeton University, 128–29
problem solutions
to end-of-chapter problems, 206–15
looking at, 150–51, 156, 157, 201
mistakes in, 191–92
with other people, 129
procrastination, 30–31, 36, 40, 81, 82
arsenic eaters story and, 30, 38
distraction and, 31
reverse, 82
psychology, 3, 90–91, 99n, 119, 177n
terms used in, 156–57
putting things off, see procrastination
quitting time, setting, 167–68, 171
race car brains and hiker brains, 174, 181, 204
Ramón y Cajal, Santiago, 45–46, 55, 59–60, 65, 77, 128, 175n, 195, 202–4
reading
active recall and, see active recall
highlighting or underlining while, 200
passive, 200
picture walks and, 10–12, 40, 41, 201
powerful, three key steps to, 41
recall, 41, 83, 101, 107, 144n, 186, 190, 199, 200
pause and recall technique, 62, 139–40
see also active recall; memory
reflexes, 79–80
Remember It! (Dellis), 99n
resources, suggested, 216–19
reticular theory, 55n
rewards
diffuse mode and, 25–26, 34, 35
Pomodoro Technique and, 33–35
rubber ducky method, 107–8
St. Joseph High School, 127
Salk Institute, 130
school bag metaphor, 88–90, 94
schools
clubs and groups in, 127–28, 132
start times of, 166n
advice for making brain-links in, 150–51
brain, see neuroscience
spatial abilities and, 176, 182
scientist about learning, becoming, 160–72
scientists, 169
see also neuroscientists
Seidel, Richard, 152
Sejnowski, Terry, 3, 4, 5, 9, 33, 68, 70, 71, 73, 84, 122, 126–31, 136, 139, 198, 202, 204–5
Serendipity, Law of, 153–54
serotonin, 139
shutdown ritual, 168
silicon chip, 99
Sims, 176
sleep, 20, 21, 25n, 76–86, 107, 131, 136, 150, 165–67
brain-links and, 76–79, 82–84, 150, 200
computer and smartphone screens and, 166, 168
diffuse mode and, 166
focused work and, 167
internal clock for, 166n
lack of, 166–67
long-term memory and, 136, 166
naps, 166
notes and, 179
task list and, 161
screen of, and sleep, 166, 168
soccer, 150
social media, 38
spiderweb theory, 55
spinal cord, 80
stage play, making, 94
St. Joseph High School, 127
stress, 168
“eat your frogs first” method and, 167, 189
studying and homework, 161, 186
distraction and, 31, 120, 121, 123, 201
“eat your frogs first” method for, 167, 171, 200
environment and, 41, 162–64, 171
groups for, 201
hard-start technique and, 190
music and, 161, 162, 168–69, 171
note taking in, see notes
Pomodoro Technique and, 34, 123
quitting time for, 167–68, 171
reasons for doing, 197
reverse procrastination and, 82
synapses, 48–51, 55n, 64, 77–84, 86, 113, 114, 130, 137, 165, 167, 171, 200
tasks
list of, 161
multitasking, 35
switching between, 120, 123, 148n
boring, 61
English, 57n
teaching others, 71, 85, 107, 110, 158, 202
teaching yourself, 138–40
technology, 6–8
tests, 169
active recall and, 72, 158, 190
creating your own questions, 193, 200
hard-start technique for, 189–90, 192
how to do well on, 186–93
importance of, 186
learning styles and, 164
making mistakes on, 191–93
music and, 169
preparation checklist for, 187–88, 192
rut think and, 191
study environments and, 163, 171
Tetris, 176
thoughts, thinking
neuron signaling and, 49, 50, 64
slipping, 180
wandering, 34–35
Thurston, William, 144n
time, 60–61
spacing out learning, 200
timer, tomato-shaped, 31–36, 38
see also Pomodoro Technique
toe metaphor, 47, 48, 57, 63, 64, 77, 137
tomatoes, 30
tomato-shaped timer, 31–36, 38
see also Pomodoro Technique
toothpaste tube metaphor, 98–99
transfer, 178
understanding, 24, 61, 79, 117–18, 139, 144n
and imagining you’re the object, 106–7, 110
memorization and, 151n
overemphasis on, 117
practice and, 117
rubber ducky method and, 107
teaching others and, 85
US Memory Championships, 97, 108
vegetables, 137–38
action-style, 92n, 175–77, 182
visual learning style, 164
Walker, Matthew, 166n
Woods Hole, 130
working memory, 89–92, 94, 98, 157
brain-links and, 113–15, 151, 179–80
cognitive load and, 119, 123, 147, 156
distractions and, 120
improving, 175n
school bag metaphor for, 88–90, 94
task list and, 161
video games and, 175n
see also attentional octopus
writing, improving, 152–53
writing things by hand, 106, 110, 178–79, 182–83
Yego, Julius, 134–35, 138–39, 150
Young, Scott, 85n