And I could sit there and go ETS tree for you know, I don't know half an hour or
something, I have nothing else to do but do that.
Right? So that's my only job is to learn this
work and, and of course what will happen is that I could burn it into my memory and
learn it, and that would require a lot of brute force.
Or I could imagine that actually it's sort of an interesting view is that I,
I, I'm at a tree and
I'm biting its bark and eating it, and so then I remember it as tree.
And I have this very vivid image of myself actually, taking a piece of bark and
chewing on it.
And so now I have this very rich connection between tree and, and
this new word ets.
And so now it's, and
it sounds like eats to right, so ets, eats, you know, tree, right.
[LAUGH] So I have this very vivid image now, and I'll never forget that, probably
I can remember that for the rest of my life, because it's such a vivid image.
So if you do deep processing, and we know that that really helps with learning.
>> Mm. >> This kind of surface processing,
where I just learn, it's a tree, is likely to just go sort of,
you know, in one ear and out the other I just won't be able to hang on it.
So we do know that there's some things that work for
everyone, which is deep processing.
>> Mm-hm.
>> And that's one of the tricky things is,
do we try to do an individual type of tailoring of this learning,
or do we do deep processing that we know is going to work?
I think education tends to do deep processing, because it works for everyone.
The question is, you know, what are the pieces you need to learn?
At what depth, how can you learn them,
how can you get them to stay there permanently?
Mm-hm.
>> So, again, a complicated question, but I think an interesting one.
I, I would say you would probably need a little bit of something tailored for you,
and then something tailored for everyone, that would probably be the ideal approach.
>> Mm-hm.
And I think everybody now will always remember that ETS means tree in Hebrew,
because they can all imagine you just next to a tree chewing on the bark.
>> Right. >> That's a pretty vivid image in my
head right now, so.
>> I had the taste too.
[LAUGH]. >> So
it's actually a little more vivid for me but yes, you won't forget that.
But I mean, the other thing we can think about, too,
is, is sometimes what's interesting is that people have this,
there's this literature now on desirable difficulties.
And this idea that if you actually make things harder, people remember better than
if you make it easier, with the idea that, again, harder requires deeper processing.
So, you could also imagine that, let's say, I prefer, you know, and
again there's been a lot of debate about this literature of you know,
am I a visual learner, a auditory learner.
>> Mm-hm.
>> One of my colleagues suggests that's not true,
that's actually a fallacy and that matters is depth of processing.
And let's just say that I prefer auditory learning, I think I'm an auditory learner.
And so I prefer auditory learning.
Well, what's, someone could say, well that's great.
You prefer it but you're going to do more surface type of processing,
when you do auditory processing.
So let's put it for you in a way that you think you don't like.