“It tells you a very sobering message. It tells you there are no shortcuts to expertise.”
—Merim Bilalic, PhD, cognitive psychologist at the University of Tübingen in Germany, one of the researchers who found that the way experts’ brains handled chess tasks was more efficient. The study, published in PLoS One, also showed that expertise is an acquired skill, not an innate one.
The New York Times, Jan. 24
“I think that we’re tapping into something fundamental about how the mind works when we talk about retrieval.”
—Purdue University psychologist Jeffrey Karpicke, PhD, lead author of a study that found test-taking often helps students learn new knowledge better than studying.
The New York Times, Jan. 20
“The common prevalence of unbalanced relationships, where children believe themselves to be friends with someone who actually dislikes them, is surprising.”
—James Olsen, PhD, of the University of Memphis in Tennessee. He and colleagues found that unbalanced relationships of this sort make up 12 percent of third- to sixth-graders’ classroom relationships.
ScienceNews, Jan. 21
