In understanding effective learning, we encounter the fascinating interplay between perception, intuition, and judgment, as explored in Make It Stick. The authors provide real-world examples to illustrate the ways cognitive biases, illusions, and two systems of thinking affect our learning and decision-making abilities. These insights demonstrate that recognizing and correcting these cognitive pitfalls can deepen our learning and improve our judgment.
The Minneapolis Fast Food Scam and Judgment
The Minneapolis fast food scam involving three individuals who repeatedly ordered delivery only to rob the driver exemplifies poor judgment and the illusion of safety within familiar patterns. Despite placing orders from the same two cell phones and delivering to the same two addresses, the perpetrators failed to anticipate detection (Brown et al., 2014, pp. 103-105). Their overreliance on past success highlights a cognitive bias that can impair judgment: the tendency to assume repeated actions will yield consistent results, ignoring changing contexts. This narrative highlights the value of critical self-assessment and adaptive thinking in learning.
Two Systems of Knowing: Kahneman’s Theory
Daniel Kahneman’s two-system model of cognition, detailed in Thinking, Fast and Slow, describes two analytic systems: System 1, the quick, intuitive, and emotional process, and System 2, the slow, analytical, and logical one (Brown et al., 2014, pp. 105-106). System 1 helps us react swiftly, relying on instincts and past experiences, while System 2 processes information more carefully, enabling complex problem-solving. For example, the China Airlines incident in 1985 illustrates how over-reliance on System 1’s automatic responses without cross-referencing with System 2’s slower reasoning can lead to disastrous outcomes (pp. 106-109). The pilots’ hesitation to monitor all instruments resulted in spatial disorientation, nearly causing a fatal crash. Kahneman’s model reminds us that effective learning requires balancing intuitive and analytical thinking to make sound judgments.
Memory Distortions and Illusions
Memory, though essential for learning, is susceptible to distortions. Filmmaker Errol Morris’s work emphasizes “motivated reasoning”—our inclination to favor information that confirms our beliefs, often rejecting contradictory evidence (pp. 109-110). Memory illusions, such as “imagination inflation” and suggestibility, underscore this vulnerability. For instance, the study on reading comprehension demonstrates that we may recall partial information while filling in gaps, often inaccurately, to create coherent narratives. The effect of suggestion is particularly vivid in the example of eyewitness testimonies, where phrasing can lead witnesses to misestimate car speeds, influencing legal outcomes (pp. 113-114). Such distortions highlight the necessity for critical review and corrective feedback in learning.
Biases in Learning and Judgment
The book also explores cognitive biases that influence learning and memory. The “curse of knowledge” often affects teaching, where experts, having mastered a skill, find it challenging to see from the novice’s perspective, impacting instruction quality (pp. 114-117). Other biases, like hindsight bias—where we believe, after an event, that we “knew it all along”—or the false consensus effect, which makes us assume others share our views, hinder objective assessment of learning progress. Flashbulb memories, though vivid, also distort reality over time, impacting our confidence in recollection (pp. 117-118).
Building and Applying Mental Models
Mental models act as cognitive shortcuts, guiding our understanding of complex situations. These models allow individuals to handle familiar tasks efficiently but may fail when situations differ significantly from past experiences. Effective learning involves recognizing when to adapt or discard these models. For example, physicist Eric Mazur’s peer instruction method encourages students to develop flexible mental models through discussion and feedback, allowing them to internalize concepts rather than rely solely on rote learning (pp. 118-120).
Recognizing and Addressing Incompetence
The Dunning-Kruger effect explains that individuals often fail to recognize their own lack of skill, leading to an inflated sense of competence. This phenomenon, labeled “unskilled and unaware of it,” emphasizes that accurate self-assessment is critical for improvement. Without corrective feedback, people may remain oblivious to their shortcomings (pp. 121-124). In educational contexts, feedback helps bridge the gap between perceived and actual knowledge, reinforcing effective learning strategies.
Corrective Feedback and Apprentice Mode
Peer instruction and corrective feedback are instrumental for effective learning. Mazur’s method of peer instruction engages students by fostering collaborative problem-solving, thus strengthening comprehension through immediate feedback (pp. 126-127). The apprentice model offers practical exposure alongside seasoned professionals, allowing learners to develop adaptive thinking under guided supervision. Simulations in police training, for instance, prepare officers to handle high-stakes situations by exposing them to realistic scenarios (pp. 128-130). These strategies show that structured guidance fosters adaptability and self-assurance in real-world applications.
Conclusion: Enhancing Learning Through Cognitive Awareness
Understanding cognitive biases, memory distortions, and the interplay of intuitive and analytical thinking offers valuable insights into effective learning. The examples and strategies discussed emphasize the importance of metacognition—thinking about our thinking—to improve judgment and adaptability. By actively engaging in corrective feedback, building flexible mental models, and employing structured practice, learners can develop a deeper, more resilient understanding of their subjects. In a world full of cognitive pitfalls, cultivating awareness of these biases enables us to navigate learning more effectively and confidently.
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Madison is a Psychology Assistant & Digital Marketing Assistant at Eckert Centre. She's currently deepening her understanding of psychology at the University of British Columbia. Madison brings her passion for mental health to our community through her writing. As our blogger in residence, her contributions offer a fresh perspective and shed light on the importance of mental wellbeing and school psychology. We are grateful for her eloquent words and the insights she shares on her journey towards cultivating a "Wise Self."
Works Cited
Brown, Peter C., Henry L. Roediger III, and Mark A. McDaniel. Make It Stick: The Science of Successful Learning. Belknap Press of Harvard University Press, 2014.
