Range Principles
Introduction - Ch.4
Section Chapters
Introduction
Chapter 1
Chapter 2
Click on the arrow next to the chaper you would like to view.
Chapter 3
Chapter 4
00
Roger vs.Tiger
Starting age is not the only factor in determining if an individual becomes an expert in a particular field.
The introduction of the book “Range” discusses how Tiger and Roger both became experts in their field, but through different methods of practice. From a very early age, Tiger was focused on golf and only golf and became an expert through his deliberate practice. Roger, on the other hand, still became an expert in tennis, but did not solely focus on tennis until an adult age. Instead, Roger played a multitude of various sports throughout his young age, solely based on fun. Therefore, there is evidence to state that starting age is not the only factor in determining if an individual becomes an expert in a particular field.
Specialization limits an individual's ability to gain the understanding and experiences that are vital for the ever-changing world
The introduction of the book discusses the detrimental impact hyperspecialization has on organizations and communities when there is a change. Individuals who are specialized to not know how to respond to the change because their specialization is all that they know. They do not generally have the diversity and knowledge from other backgrounds/experiences to approach the problem/issue/change in an effective way. The ability to think throughout disciplines, pulling from a variety of experiences is vital for organizations and communities, as the world is changing around us every single day.
01
The Cult of the Head Start
The Cult of the Head Start
Chapter Principle 2
Chapter Principle 1
02
How the Wicked World Was Made
Transferable knowledge is vital to perform across disciplines
+ info
We must be able to learn without experience
+ info
03
When Less of the Same is More
Write your title here
02
03
01
We must be able to learn through trial and error.
The ability to choose your interests is integral for your success.
Everyone should have the ability to engage in a sampling period
04
Learning, Fast and Slow
Learning through trial and error is fundamental for retention and understanding.
Distributed practice helps our retrieval of information, fostering learning.
Do not rush the learning process.
Chapter 4 explains how learning fast and easy does not contribute to actually learning the material. In fact, they say you are not learning if it is fast and easy. According to Epstein, “Learning deeply means learning slowly” (p. 97). Rushing the learning process does individuals no good in the long run because the information is not stored in long-term memory. Therefore, learning should be slow, deliberate, and produce a struggle.
Solely relying on limited experience to solve unfamiliar problems is not the best solution
Chapter 1 discusses the difference between environments that do not change over time versus environments that are constantly changing and evolving. Chess and golf, for instance, are environments that require some form of specialization to become an expert in those fields. You do not need experience from outside that field to solve the problem, make the move, or land the put. As time goes on, these fields stay relatively the same. On the other hand, there are more fields than not that require interdisciplinary thinking, creativity from many experiences, and diverse backgrounds to solve the problem, as the world is changing daily. Limited knowledge and experience hinder individuals from being able to thoughtfully and effectively navigate unfamiliar environments and problems.
Gain the experiences to become adaptable
Without experience, would we “know” anything? Would we have the answers for unfamiliar problems or the ability to think through the new problem? Chapter 1 discusses how high achievers have diverse backgrounds. They do not solely focus on one are of study, rather seemingly unrelated fields. They can think through new ideas, pulling from a wide base of experiences. They leave many avenues open for exploration rather than spending all of their time on just one avenue. This diverse experience base makes adaptation to new environments easier.
The ability to apply knowledge to a variety of fields increases our likelihood of adapting to unfamiliar problems. From the book, Flynn had done extensive research around the idea of cognitive adaptation, questioning individuals from premodern communities and modernizing communities. He found premodern communities lacked the cognitive adaptation to apply their skill set and knowledge base to critical thinking questions, while those individuals from modernizing communities could do so. Flynn stated that modernization provides the human mind with many concepts outside our own experience and we must be able to think through these problems critically to adapt.
Chapter 4 describes how individuals retain and better understand concepts through an trial and error process. Epstein explains this when he says, “Bing forced to generate answers improves subsequent learning even if the generated answer is wrong” (p. 86). The learner must be able to assimilate what they learn through this trial and error process, ensuring they retain the information. Even when an individual is incorrect, they learn that the technique they used is incorrect, fostering this learning process.
With the world changing around us every day, we face new experiences exponentially more than those living in premodern communities. If we could not adapt to these new experiences, utilizing what we do know from past experience, we would not be able to adapt nearly fast enough. Even without experience, we should have the ability to think through the problem, breaking it down into manageable chunks. Flynn found that college students who are pushed to specialize could not solve basic problems because their field of specialization was all they knw. He said the students did not have the conceptual reasoning skills needed to apply their knowledge in a variety of disciplines and that you need to learn without experience to be successful in this ever-changing world.
The book explains how the great performers from chapter 3 have a period of time to play many instruments, rather than focusing on just one. The sampling period these individuals engaged in helped them develop skills across many instruments, contributing to their unique, wide range of talents. This practice goes against the deliberate practice notion that extreme amounts of time contributes to the success of becoming an expert in a skill. In a sampling period, many more wide-range skills are developed, rather than a refined set of skills through deliberate practice (the Tiger approach).
The book explains how some individuals who were never given a choice in their area of focus do not end up performing well. Their interests were not aligned with their area of practice, therefore becoming a chore, rather than an area of interest and passion. When an individual is allowed the freedom to choose what they focus on, they are more successful and passionate about their work.
In the book, the author discusses how Cecchini became an amazing teacher, even though he had not ben performing guitar and jazz his whole life. Epstein explains how a lot of individual learning comes through trial and error, rather than formalized instruction. Our ability to recognize patterns and assimilate information through trial and error is important for our success. We are not pushed through this process but are able to learn on our own time through passion and perseverance, gaining essential “soft” skills, like resilience, along the way.
Chapter 4 emphasizes how spacing retrieval of information helps us not only learn but retain what we learned. When we space the retrieval of information out over a period of time, accuracy of recall increases, even though the retrieval of said information is hard. When it comes to recall, as Komell mentions it, “the harder it is, the more you learn” (p. 88). Individuals who do not space out learning and retrieval of information have been found by Iowa researchers to remember “nearly nothing” (p. 89) when asked to recall information just learned because the information is stored in short-term memory as opposed to long-term memory.
Range Intro - Ch. 4 Principles
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Transcript
Range Principles
Introduction - Ch.4
Section Chapters
Introduction
Chapter 1
Chapter 2
Click on the arrow next to the chaper you would like to view.
Chapter 3
Chapter 4
00
Roger vs.Tiger
Starting age is not the only factor in determining if an individual becomes an expert in a particular field.
The introduction of the book “Range” discusses how Tiger and Roger both became experts in their field, but through different methods of practice. From a very early age, Tiger was focused on golf and only golf and became an expert through his deliberate practice. Roger, on the other hand, still became an expert in tennis, but did not solely focus on tennis until an adult age. Instead, Roger played a multitude of various sports throughout his young age, solely based on fun. Therefore, there is evidence to state that starting age is not the only factor in determining if an individual becomes an expert in a particular field.
Specialization limits an individual's ability to gain the understanding and experiences that are vital for the ever-changing world
The introduction of the book discusses the detrimental impact hyperspecialization has on organizations and communities when there is a change. Individuals who are specialized to not know how to respond to the change because their specialization is all that they know. They do not generally have the diversity and knowledge from other backgrounds/experiences to approach the problem/issue/change in an effective way. The ability to think throughout disciplines, pulling from a variety of experiences is vital for organizations and communities, as the world is changing around us every single day.
01
The Cult of the Head Start
The Cult of the Head Start
Chapter Principle 2
Chapter Principle 1
02
How the Wicked World Was Made
Transferable knowledge is vital to perform across disciplines
+ info
We must be able to learn without experience
+ info
03
When Less of the Same is More
Write your title here
02
03
01
We must be able to learn through trial and error.
The ability to choose your interests is integral for your success.
Everyone should have the ability to engage in a sampling period
04
Learning, Fast and Slow
Learning through trial and error is fundamental for retention and understanding.
Distributed practice helps our retrieval of information, fostering learning.
Do not rush the learning process.
Chapter 4 explains how learning fast and easy does not contribute to actually learning the material. In fact, they say you are not learning if it is fast and easy. According to Epstein, “Learning deeply means learning slowly” (p. 97). Rushing the learning process does individuals no good in the long run because the information is not stored in long-term memory. Therefore, learning should be slow, deliberate, and produce a struggle.
Solely relying on limited experience to solve unfamiliar problems is not the best solution
Chapter 1 discusses the difference between environments that do not change over time versus environments that are constantly changing and evolving. Chess and golf, for instance, are environments that require some form of specialization to become an expert in those fields. You do not need experience from outside that field to solve the problem, make the move, or land the put. As time goes on, these fields stay relatively the same. On the other hand, there are more fields than not that require interdisciplinary thinking, creativity from many experiences, and diverse backgrounds to solve the problem, as the world is changing daily. Limited knowledge and experience hinder individuals from being able to thoughtfully and effectively navigate unfamiliar environments and problems.
Gain the experiences to become adaptable
Without experience, would we “know” anything? Would we have the answers for unfamiliar problems or the ability to think through the new problem? Chapter 1 discusses how high achievers have diverse backgrounds. They do not solely focus on one are of study, rather seemingly unrelated fields. They can think through new ideas, pulling from a wide base of experiences. They leave many avenues open for exploration rather than spending all of their time on just one avenue. This diverse experience base makes adaptation to new environments easier.
The ability to apply knowledge to a variety of fields increases our likelihood of adapting to unfamiliar problems. From the book, Flynn had done extensive research around the idea of cognitive adaptation, questioning individuals from premodern communities and modernizing communities. He found premodern communities lacked the cognitive adaptation to apply their skill set and knowledge base to critical thinking questions, while those individuals from modernizing communities could do so. Flynn stated that modernization provides the human mind with many concepts outside our own experience and we must be able to think through these problems critically to adapt.
Chapter 4 describes how individuals retain and better understand concepts through an trial and error process. Epstein explains this when he says, “Bing forced to generate answers improves subsequent learning even if the generated answer is wrong” (p. 86). The learner must be able to assimilate what they learn through this trial and error process, ensuring they retain the information. Even when an individual is incorrect, they learn that the technique they used is incorrect, fostering this learning process.
With the world changing around us every day, we face new experiences exponentially more than those living in premodern communities. If we could not adapt to these new experiences, utilizing what we do know from past experience, we would not be able to adapt nearly fast enough. Even without experience, we should have the ability to think through the problem, breaking it down into manageable chunks. Flynn found that college students who are pushed to specialize could not solve basic problems because their field of specialization was all they knw. He said the students did not have the conceptual reasoning skills needed to apply their knowledge in a variety of disciplines and that you need to learn without experience to be successful in this ever-changing world.
The book explains how the great performers from chapter 3 have a period of time to play many instruments, rather than focusing on just one. The sampling period these individuals engaged in helped them develop skills across many instruments, contributing to their unique, wide range of talents. This practice goes against the deliberate practice notion that extreme amounts of time contributes to the success of becoming an expert in a skill. In a sampling period, many more wide-range skills are developed, rather than a refined set of skills through deliberate practice (the Tiger approach).
The book explains how some individuals who were never given a choice in their area of focus do not end up performing well. Their interests were not aligned with their area of practice, therefore becoming a chore, rather than an area of interest and passion. When an individual is allowed the freedom to choose what they focus on, they are more successful and passionate about their work.
In the book, the author discusses how Cecchini became an amazing teacher, even though he had not ben performing guitar and jazz his whole life. Epstein explains how a lot of individual learning comes through trial and error, rather than formalized instruction. Our ability to recognize patterns and assimilate information through trial and error is important for our success. We are not pushed through this process but are able to learn on our own time through passion and perseverance, gaining essential “soft” skills, like resilience, along the way.
Chapter 4 emphasizes how spacing retrieval of information helps us not only learn but retain what we learned. When we space the retrieval of information out over a period of time, accuracy of recall increases, even though the retrieval of said information is hard. When it comes to recall, as Komell mentions it, “the harder it is, the more you learn” (p. 88). Individuals who do not space out learning and retrieval of information have been found by Iowa researchers to remember “nearly nothing” (p. 89) when asked to recall information just learned because the information is stored in short-term memory as opposed to long-term memory.