So I’m just starting on Accelerated Expertise and my god is this a heavy lift.
I’m going to leave these book screenshots here and see if anyone picks up on the bombshell implications.
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- Teaching simplified concepts and then progressively complexifying is bad.
- Recall memory doesn't help with inferential understanding/advanced knowledge acquisition.
- So spaced repetition recall of facts are bad! (You need to promote 'adaptive schema assembly'.)
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- Storehouse model of memory is bad (fact memorisation, practice + immediate feedback — bad)
- Cognitive load theory is true but not useful (experts operate with distractions).
- 'Learning advances (only?) when flawed mental models are replaced, stable when model is refined'
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- 'Advanced learning is promoted by emphasising the interconnectedness of multiple cases and concepts along multiple dimensions, and use of multiple highly organised representations.' -> holy shit.
I might need to rethink what I know about expertise acquisition.
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Word of warning if you want to read this: this was written for the Department of Defence, and is intended for other org psychologists and military training program designers. It assumes you have a background in existing expertise research.
It is not written for the layperson.
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The context (as I understand it) is more “you’ve spent years developing training programs that accelerate expertise acquisition for various military/org/business applications for us, please tell us what you know before the knowledge vanishes with you.”
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Hmm. This feels related to THE REFLECTIVE PRACTITIONER and EDUCATING THE REFLECTIVE PRACTITIONER, which I haven't read but have on my shelf from a friend as sort of a bookmark for what I wonder might be similar ideas
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It also feels related to this, to me, although your authors might take issue with the prime placement given to tutorials documentation.divio.com
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I think we could pick any one of those lines and talk at high speed for 2 hours about it.
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