How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking for Students, Academics and Nonfiction Book Writers

Jan 1, 0001 · 34 min read  ·
Share on:

Purpose

This is the purpose I read this book

Expectations

Before reading these were my expectations

Results

After reading, what is my reaction to the book

Works Cited

  • Ahrens, Sonke. 2014. Experiement and Exploration: Forms of World-Disclosure: From Epistemology to Bildung. Contemporary Philosophies and Theories in Education, volume 6. Dordrecht:Springer.
  • Allen, David. 2001. Getting Things Done: The Art of Stress-Free Productivity. New York: Penguin.
  • Allison, Scott T, and David M Messick. 1988. "The Feature-Positive Effect, Attitude Strength, and Degree of Perceived Consensus." Personality and Social Psychology Bulletin 14 (2): 231-41.
  • Anders Ericsson, K. 2008. "Deliberate Practice and Acquisition of Expert Performance: A General Overview." Academic Emergency Medicine 15 (11): 988-94.
  • Andreasen, Nancy C. 2014. "Secrets of the Creative Brain." The Atlantic, August.
  • Arnold, Kathleen M, and Kathleen B McDermott. 2013. "Test-Potentiated Learning: Distinguishing between Direct and Indirect Effects of Tests." Journal of Experimental Psychology: Learning, Memory, and Cognition 39 (3): 940-45.
  • Balduf, Megan. 2009. "Underachievement Among College Students." Journal of Advanced Academics 20 (2): 274-94.
  • Baram, T, Y Chen, C Burgdorff, and C Dube. 2008. "Short-term Stress Can Affect Learning And Memory." ScienceDaily.
  • Baumeister, R F, E Bratslavsky, M Muraven, and D M Tice. 1998. "Ego Depletion: Is the Active Self a Limited Resource?" Journal of Peraonaity and Social Psychology 74 (5): 1252-65.
  • Birnbaum, Monica S, Nate Kornell, Elizabeth Ligon Bjork, and Robert A Bjork. 2013. "Why Interleaving Enhances Inductive Learning: The Roles of Discrimination and Retrieval." Memory & Cognition 41 (3): 392-402.
  • Bjork, Robert A. 2011. "On the Symbiosis of Remembering, Forgetting and Learning." In Successful Remembering and Successful Forgetting: a Festschrift in Honor of Robert A Bjork, edited by Aaron S Benjamin, 1-22. New York, NY: Psychology Press.
  • Bliss, T V P, G L Collingridge, and R G M Morris, Hrsg. 2004. Long-term Potentiation: Enhancing Neuroscience for 30 Years. Oxford; New York: Oxford University Press.
  • Bornstein, Robert F. 1989. "Exposure and Affect: Overview and Meta-Analysis of Research, 1968-1987." Psychological Bulletin 106 (2):265-89.
  • Brems, Christiane, Michael R Baldwin, Lisa Davis, and Lorraine Namyniuk. 1994. "The Imposter Syndrome as Related to Teaching Evaluations and Advising Relationships of University Faculty Members." The Journal of Higher Education 65 (2): 183.
  • Brown, Peter C. 2014. Make It Stick. Cambridge, MA: Harvard University Press.
  • Bruner, Jerome S. 1973. Beyond the Information Given: Studies in Psychology of Knowing. Edited by Jeremy M Algin. New York: W W Norton & Company.
  • Bruya, Brian, Hrsg. 2010. Effortless Attention: A New Perspective in the Cognitive Science of Attention and Action. Cambridge, Mass: The M I T Press.
  • Buehler, Roger, Dale Griffin, and Michael Ross. 1994. "Exploring the 'Planning Fallacy:' Why People Underestimate Their Task Completion Times." Journal of Personality and Socual Psychology 67 (3): 366-81.
  • Buehler, Roger, Dale Griffin, and Michael Ross. 1995 "It's About Time: Optimistic Predictions in WOrk and Love." European Review of Social Psychology 6(1): 1-32.
  • Burkeman, Oliver. 2013. The Antidote: Happiness for People Who Can't Stand Positive Thianking. Edinburgh: Canongate Books.
  • Byrne, John H. 2008. Learning and Memory: A Comprehensive Reference, Four-Volume Set. Cambridge, MA: Academic Press.
  • Carey, Benedict. 2014. How We Learn: The Surprising Truth About When, Where and Why It Happens. New York: Random House.
  • Carter, Evan C, and Michael McCullough. 2014. "Publication Bias and the Limited Strength Model of Self-Control: Has the Evidence for Ego Depletion Been Overestimated?" Frontiers in Psychology 5 (July).
  • Clance, Pauline R, and Suzanne A Imes. 1978. "The Imposter Phenomenon in High Achieving Women: Dynamics and Therapeutic Intervention." Psychotherapy: Theory, Research & Practice 15 (3):241-47.
  • Clark, CHarles H. 1958. Brainstorming: The Dynamic New Way to Create Successful Ideas. Garden City, NY: Doubleday & Company.
  • Cowan, N. 2001. "The Magical Number 4 in Short-Term Memory: A Reconsideration of Mental Storage Capacity." The Behavioral and Brain Sciences 24 (1): 87-114-185.
  • Csikszentmihalyi, Mihaly. 1975. Beyond Boredom and Anziety. San Francisco: Jossey-Bass.
  • Currey, Mason. 2013. Daily Rituals: How Great Minds Make Time, Find Inspiration, and Get to Work. Pan Macmillan.
  • Darwin, Charles. 1958. The Autobiography of Charles Darwin, 1809-1882: With Original Omissions Restored. Collins.
  • Dean, Jeremy. 2013. Making Habits, Breaking Habits: Why We Do Things, Why We Don't, and How to Make Any Change Stick. Boston, MA: Da Capo Press.
  • DePasque, Samantha, and Elizabeth Tricomi. 2015. "Effects of Intrinsic Motivation on Feedback Processing During Learning." NeuroImage 119 (October): 175-86.
  • Dobrynin, Nokolaj Fyodorovich. 1966. "Basic Problems of the Psychology of Attention: Psychological Science in the USSR." In US Dept of Commerce, Clearinghouse for Federal Scientific and Technical Information, 274-91. Washington DC.
  • Doyle, Terry. 2008. Helping Students Learn in a Learner-Centered Environment: A Guide to Facilitating Learning in Higher Education. Sterling, Virginia: Stylus Publishing.
  • Doyle, Terry, and Todd Zakrajsek. 2013. The New Science of Learning: How to Learn in Harmony With Your Brain. Sterling, Virginia: Stylus Publishing.
  • Dunlosky, John, Katherine A Rawson, Elizabeth J Marsh, Mitchell J Nathan, and Daniel T Willingham. 2013. "Improving Students' Learning With Effective Learning Techniquest Promising Directions From Cognitive and Educational Psychology." Psychological Science in the Public Interest 14 (1): 4-58.
  • Dweck, Carol S. 2006. Mindset: The New Psychology of Success. New York: Random House.
  • Dweck, Carol S. 2013. Self-Theories: Their Role in Motivation, Personality, and Development. New York: Psychology Press.
  • Ebbinghaus, Hermann. (1885). Über das Gedächtnis: Untersuchungen zur experimentellen Psychologie. Berlin: Duncker & Humblot.
  • Engber, Daniel, and Christina Cauterucci. 2016. "Everything Is Crumbling." Slate, March 6.
  • Ericsson, K Anders, Ralf T Krampe, and Clemens Tesch-Romer. 1993. "The Role of Deliberate Practice in the Acquisition of Expert Performance." Psychological Review 100 (3): 363-406.
  • Fehrman, Craig. 2011. "The Incredible Shrinking Sound Bite." Boston.com, January 2.
  • Feynman, Richard P. 1963. "The Problem of Teaching Physics in Latin America." http://calteches.library.caltech.edu/46/2/LatinAmerica.htm.
  • Feynman, Richard P. 1985. "Surely You're Joking, Mr. Feynman!": Adventures of a Curious Character. New York: W W Norton.
  • Fishbach, Ayelet, Tal Eyal, and Stacey R Finkelstein. 2010. How Positive and Negative Feedback Motivate Goal Pursuit: Feedback Motivates Goal Pursuit. Social and Personality Psychology Compass, 4(8), 517-530.
  • Fleck, Ludwik. 1979. The Genesis and Development of a Scientific Fact, edited by T J Trenn and R K Merton, forward by Thomas Kuhn. Chicago: University of Chicago Press.
  • Flyvbjerg, Bent. 2001. Making social science matter: Why Social Inquity Fails and How It Can Succeed Again. Oxford, UK; New York: Cambridge University Press.
  • Franklin, Benjamin. 1840. Memoirs of Benjamin Franklin. Edited by William Duane. McCarty & Davis.
  • Fritzsche, Barbara A, Beth Rapp Young, and Kara C Hickson. 2003. "Individual Differences in Academic Procrastination Tendency and Writing Success." Personality and Individual Differences 35 (7): 1549-57.
  • Gadamer, Hans-Georg. 2004. Truth and Method. 2nd rev edition. Trans J Weinsheimer and D G Marshall. New York: Crossroad.
  • Gawande, Atul. 2002. Complications: A Surgeon's Notes on an Imperfect Science. New York: Metropolitan Books.
  • Gawande, Atul. 2010. The Checklist Manifesto: How to Get Things Right. New York: Metropolitan Books.
  • Getzels, Jacob Warren, and Mihaly Csikszentmihalyi. 1976. The Creative Vision: A Longitudinal Study of Problem Finding in Art. New York: Wiley.
  • Gigerenzer, Gerd. 2008. Gut Feelings: The Intelligence of the Unconscious. New York: Viking Penguin.
  • Gilbert, Daniel Todd. 2006. Stumbling on Happiness. New York: A A Knopf.
  • Glynn, Shawn M, Gita Taasoobshirazi, and Peggy Brickman. 2009. "Science Motivation Questionnaire: Construct Validation with Nonscience Majors." Journal of Research in Science Teaching 46 (2): 127-46.
  • Goldstone, Robert L and Uri Wilensky. 2008. "Promoting Transfer by Grounding Complex Systems Principles." Journal of the Learning Sciences 17(4): 465-516.
  • Govorun, Olesya, and B Keith Payne. 2006. 'Ego-Depletion and Prejudice: Separating Automatic and Controlled Components'. Social Cognition 24(2): 111-136.
  • Granovetter, Mark S. 1973. "The Strength of Weak Ties." American Journal of Sociology 78(6):1360-80.
  • Gunel, Murat, Brian Hand, and Vaughan Prain. 2007. "Writing for Learning in Science: A Secondary Analysis of Six Studies." International Journal of Science and Mathematics Education 5(4): 615-37.
  • Hagen, Wolfgang. 1997. Die Realität der Massenmedien. Radio Bremen im Gespräch mit Niklas Luhmann. http://www.whagen.de/gespraeche/LuhmannMassenmedien.htm.
  • Hallin, Daniel C. 1994. We Keep America on Top of the World: Television Journalism and the Public Sphere. London; New York: Routledge.
  • Hearn, Marsha Davis, Tom Baranowski, Janice Baranowski, Colleen Doyle, Matthew Smith, Lillian S Lin, and Ken Resnicow. 1998. "Environmental Influences on Dietary Behavior among Children: Availability and Accessibility of Fruits and Vegetables Enable Consumption." Journal of Health Education 29(1): 26-32.
  • Hollier, Denis. 2005. "Notes (on the Index Card)." October 112 (April): 35-44.
  • Inzlicht, M, L McKay, and J Aronson. 2006. "Stigma as Ego Depletion: How Being the Target of Prejudice Affects Self-Control." Psychological Science 17(3): 262-69.
  • James, William. 1890. The Principles of Psychology. New York: H Holt and Company.
  • Jang, Yoonhee, John T Wixted, Diane Pecher, Rene Zeelenberg, and David E Huber. 2012. "Decomposing the Interaction Between Retention Interval and Study/Test Practice: The Role of Retrievability." The Quarterly Journal of Experimental Psychology 65 (5):962-75.
  • Ji, Mindy F, and Wendy Wood. 2007. "Purchase and Consumption Habits: Not Necessarily What You Intend." Journal of Consumer Psychology 17(4): 261-76.
  • Job, V, C S Dweck, and G M Walton. 2010. "Ego Depletion - Is It All in Your Head? Implicit Theories About Willpower Affect Self-Regulation." Psychological Science 21 (11): 1686-93.
  • Johnson, Steven. 2011. Where Good Ideas Come from: The Natural History of Innovation. 1 paperback ed. New York: Riverhead Books.
  • Kahneman, Daniel. 2013. Thinking, Fast and Slow. Reprint edition. New York: Farrar, Straus and Giroux.
  • Kant, Immanuel. 1784. "What is Enlightenment?" Translated by Mary C Smith. 1991. http://www.columbia.edu/acis/ets/CCREAD/etscc/kant.html
  • Karpicke, Jeffrey D, Andrew C Butler, and Henry L Roediger III. 2009. "Metacognitive Strategies in Student Learning: Do Students Practicse Retrieval When They Study on Their Own?" Memory 17 (4): 471-79.
  • Kornell, Nate, and Robert A Bjork. 2008. "Learning Concepts and Categories: Is Spacing the 'Enemy of Induction'?" Psychological Science 19 (6): 585-92.
  • Kruger, Justin, and David Dunning. 1999. 'Unskilled and Unaware of It: How Difficulties in Recognizing One's Own Incompetence Lead to Inflated Self-Assessments.' Journal of Personality and Social Psychology 77 (6): 1121-34.
  • Kruse, Otto. 2005. Keine Angst vor dem leeren Blatt: ohne Schreibblockaden durchs Studium. Frankfurt/Main: Campus.
  • Langer, E J, and J Rodin. 1976. "The Effects of Choice and Enhanced Personal Responsibility for the Aged: A Field Experiment in an Institutional Setting." Journal of Personality and Social Psychology 34 (2): 191-98.
  • latour, Bruno, and Steve Woolgar. 1979. Laboratory Life: The Social Construction of Scientific Facts. Beverly Hills: Sage Publications.
  • Levin, Mary E, and Joel R Levin. 1990. "Scientific Mnemonomies: Methods for Maximizing More Than Memory." American Educational Research Journal 27 (2): 301-21.
  • Levinson, Marc. 2006. The Box: How the Shipping Container Made the World Smaller and the World Economy Bigger. Princeton, NJ: Princeton University Press.
  • Levy, Neil. 2011. "Neuroethics and the Extended Mind." In Judy Illes and B J Sahakian (Ed), Oxford Handbook of Neuroethics, 285-94, Oxford University Press.
  • Lichter, S Robert. 2001. "A Plague on Both Parties Substance and Fairness in TV Election News." The Harvard International Journal of Press/Politics 6 (3): 8-30.
  • Loewenstein, Jeffrey. 2010. How One's Hook Is Baited Matters for Catching an Analogy. In B H Ross (Ed), The Psychology of Larning and Motivation: Advanced in Research and Theory, 149-182. Amsterdam: Academic Press.
  • Lonka, Kirsti. 2003. "Helping Doctoral Students to Finish Their Theses." In Teaching Academic Writing in European Higher Education, edited by Lennart Bjork, Gerd Brauer, Lotte Rienecker, and Peter Stray Jorgensen, 113-31. Studies in Writing 12. Springer Netherlands.
  • Luhmann, Niklas. 1992. "Kommunikation mit Zettelkästen. Ein Erfahrungsbericht." In Universität als Milieu. Kleine Schriften, edited by Andre Kieserling, 53061. Bielefeld: Haux.
  • Luhmann, Niklas. 1997. Fie Gesellschaft der Gesellschaft. Frankfurt am Main: Suhrkamp.
  • Luhmann, Niklas. 2000. "Lesen Lernen." In Short Cuts, 150-57. Frankfurt am Main: Zweitausendeins.
  • Luhmann, Niklas, Dirk Baecker, and Georg Stanitzek. 1987. Archimedes und wir: Interviews. Berlin: Merve.
  • Lurija, Aleksandr Romanovic. 1987. The Mind of a Mnemonist: A Little Book about a Vast Memory. Cambridge MA: Harvard University Press.
  • MacLeod, Colin M. 2007. "The Concept of Inhibition in Cognition." In Inhibition in Cognition, edited by David S. Gorfein and Colin M. MacLeod, 3-23. Washington: American Psychological Association.
  • Mangel, Marc, and Francisco J Samaniego. 1984. "Abraham Wald's Work on Aircraft Survivability." Journal of the American Statistical Association 79 (386): 259-67.
  • Manktelow, K I, and Kenneth J W Craik, (Ed). 2004. "The History of Mental Models." In Psychology of Reasoning: Theoretical and Historical Perspectives, 179-212. New York: Psychology Press.
  • Markmann, K D, M J Lindberg, L J Kray, and A D Galinsky. 2007. "Implications of Counterfactual Structure for Creative Generation and Analytical Problem Solving." Personality and Social Psychology Bulletin 33 (3): 312-24.
  • Marmot, M G, H Bosma, H Hemingway, E Brunner, and S Stansfeld. 1997. "Contribution of Job Control and Other Risk Factors to Social Variations in Coronary Heart Disease Incidence." Lancet 350 (9073): 235-39.
  • Marmot, Michael G. 2006. "Status Syndrome: A Challenge to Medicine." JAMA 295 (11): 1304-7.
  • Maslow, Abraham H. 1966. The Psychology of Science. Chapel Hill, NC: Maurice Bassett.
  • Mata, J, Todd, P M, Lippke, S. 2010. When Weight Management Lasts. Lower Perceived Rule Complexity Increases Adherence. Appetite, 54 (1): 37-43.
  • McDaniel, Mark A, and Carol M Donnelly. 1996. "Learning with Analogy and Elaborative Interrogation." Journal of Educational Psychology 88 (3): 508-19.
  • McMath, Robert M, and Thom Forbes. 1999. What Were They THinking? New York: Crown Business.
  • Miller, George A. 1956. "The magical number seven, plus or minus two: some limits on our capacity for processing inforamtion." Psychological Review 63 (2): 81-97.
  • Moller, A C. 2006. "Choice and Ego-Depletion: The Moderating Role of Autonomy." Personality and Social Psychology Bulletin 32 (8): 1024-36.
  • Mueller, P A, and D M Oppenheimer. 2014. "The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking." Psychological Science 25 (6): 1159-68.
  • Mullainathan, Sendhil, and Eldar Shafir. 2013. Scarcity: Why Having Too Little Means So Much. London: Penguin UK.
  • Mullen, Brian, Craig Johnson, and Eduardo Salas. 1991. "Productivity Loss in Brainstorming Groups: A Meta-Analytic Integration." Basic and Applied Social Psychology 12 (1):3-23.
  • Munger, CHarles. 1994. "A Lesson on Elementary, Worldly Wisdom as it Relates to Investment Management & Business." Speech given at USC Business School.
  • Muraven, Mark, Dianne M Tice, and Roy F Baumeister. 1998. "Self-Control as a Limited Resource: Regulatory Depletion Patterns." Journal of Personality and Social Psychology 74 (3): 774-89.
  • Nassehi, Armin. 2015. Die letzte Stunde der Wahrheit. Warum rechts und links keine Alternativen mehr sind und Gesellschaft ganz anders beschrieben werden muss. Hamburg: Murmann.
  • Neal, David T, Wendy Wood, Jennifer S Labrecque, and Phillippa Lally. 2012. "How Do Habits Guide Behavior? Perceived and Actual Triggers of Habits in Daily Life." Journal of Experimental Social Psychology 48 (2): 492-98.
  • Newman, Joseph, William T Wolff, and Eliot T Hearst. 1980. "The Feature-Positive Effect in Adult Human Subjects." Journal of Experimental Psychology. Human Learning and Memory 6 (5): 630-50.
  • Nickerson, Rayment S. 1998. "Confirmation Bias: A Ubiquitous Phenomenon in Many Guises." Review of General Psychology 2 (2): 175-220.
  • Ophir, Eyal, Cliffort Nass and Anthony D Wagner. 2009. "Cognitive Control in Media Multitaskers." Proceedings of the National Academy of Sciences 106 (37): 15583-87.
  • Oppenheimer, Daniel M. 2006. "Consequences of Erudite Vernacular Utilized Irrespective of Necessity: Problems with Using Long Words Needlessly." Applied Cognitive Psychology 20 (2): 139-56.
  • Painter, James E, Brian Wansink, and Julie B Hieggelke. 2002. "How Visibility and Convenience Influence Candy Consumption." Appetite 38 (3): 237-38.
  • Parkinson, Northcote C. 1957. Parkinson's Law and Other Studies of Administration. Cambridge - Massachusetts: The Riverside Press.
  • Peters, Sibylle, and Martin Jörg Schäfer. 2006. "Intellektuelle Anschauung - unmögliche Evidenz." In Intellektuelle Anschauung. Figurationen von Evidenz zwischen Kunst und Wissen, edited by Sibylle Peters and Martin Jörg Schäfer, 9-21. Bielefeld.
  • Pham, Lien B, and Shelley E Taylor. 1999. "From Thought to Action: Effects of Process-Versus Outcome-Based Mental Simulations on Performance." Personality and Social Psychology Bulletin 25 (2): 250-60.
  • Quiller-Couch, Arthur. 2006. On the Art of Writing. Mineola, NY: Dover Publications.
  • Rassin, Eric G C. 2014. "Reducing the Feature-Posirive Effect by Alerting People to Its Existence." Learning & Behavior 42 (4): 313-17.
  • Ratey, John J. 2008. Spark: THe Revolutionary New Science of Exercise and the Brain. New York: Little, Brown & Company.
  • Reeve, Johnmarshall. 2009. "Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive." Educational Psychologist 44 (3): 159-75.
  • Reeve, Johnmarshall, and Hyungshim Jang. 2006. "What Teachers Say and Do to SUpport Students' Autonomy during a Learning Activity." Journal of Educational Psychology 98 (1): 209-18.
  • Rheinberger, Hans-Jörg. 1997. Toward a History of Epistemic Things: Synthesizing Proteins in the Test Tube. Stanford, Calif: Stanford University Press.
  • Rickheit, Gert, and C Sichelschmidt. 1999. "Mental Models: Some Answers, Some Questions, Some Suggestions." In Mental Models in Doscourse Processing and Reasoning, edited by Gert Rickheit and Christopher Habel, 6-40. Cambridge, MA: Elsevier.
  • Rivard, Le Onard P. 1994. "A Review of Writing to Learn in Science: Implications for Practice and Research." Journal of Research in Science Teaching 31 (9): 969-83.
  • Robinson, Francis Pleasant. 1978. Effective Study. 6thed. New York: Harper & Row.
  • Rodin, Judith, and Ellen J Langer. 1977. "Long-term effects of a control-relevant intervention with the institutionalized aged." Journal of Personality and Social Psychology 35 (12): 897-902.
  • Roediger, Henry L, and Jeffrey D Karpicke. 2006. "The Power of Testing Memory: Basic Research and Implications for Educational Practice." Perspectives on Psychological Science 1 (3): 181-210.
  • Rosen, Christine. 2008. "The Myth of Multitasking." The New Atlantic Spring (20): 105-10.
  • Rothenbert, Albert. 1971. "The Process of Janusian Thinking in Creativity." Archives of General Psychiatry 24 (3): 195-205.
  • Rothenbert, Albert. 1996. "The Janusian Process in Scientific Creativity." Creativity Research Journal 9 (2-3): 207-31.
  • Rothenbert, Albert. 2015. Flight from wonder: an investigation of scientific creativity. Oxford; New York: Oxford University Press.
  • Ryfe, David M, and Markus Kemmelmeier. 2011. "Quoting Practices, Path Dependency and the Birth of Modern Journalism." Journalism Studies 12 (1): 10-26.
  • Sachs, Helmut. 2013. Remember Everything You Want and Manage the Rest: Improve Your Memory and Learning, Organize Your Brain, and Effectively Manage Your Knowledge. Amazon Digital Services.
  • Sainsbury, Robert. 1971. "The 'Feature Positive Effect' and Simultaneous Discrimination Learning." Journal of Experimental Child Psychology 11 (3): 347-56.
  • Schacter, Daniel L. 2001. The Seven Sins of Memory. How the Mind Forgets and Remembers. Boston: Houghton Mifflin.
  • Schacter, Danial L, Joan Y Chiao, and Jason P Mitchell. 2003. "The Seven Sins of Memory. Implications for Self." Annals of the New York Academy of Sciences 1001 (1): 226-39.
  • Schmeichel, Brandon J, Kathleen D Vohs, and Roy F Baumeister. 2003. "Intellectual Performance and Ego Depletion: Role of the Self in Logical Reasoning and Other Information Processing." Journal of Personality and Social Psychology 85 (1): 33-46.
  • Schmidt, Johannes F K. 2013. "Der Nachlass Niklas Luhmanns - eine erst Sichtung: Zettelkasten und Manuskripte." Soziale Systeme 19 (1): 167-83.
  • Schmidt, Johannes F K. 2015. "Der Zettelkasten Nuklas Luhmanns als Überraschungsgenerator." In Serendipity: Vom Glück des Findens. Köln: Snoeck.
  • Schwartz, Barry. 2007. The Paradox of Choice. New York: HarperCollins.
  • Searle, John R. 1983. Intentionality, an Essay in the Philosophy of Mind. Cambridge; New York: Cambridge University Press.
  • Shapin, Steven. 1996. The Scientific Revolution. Chicago, IL: University of Chicago Press.
  • Singer, R, D S Downs, L Bouchard, and D de la Pena. 2001. "The Influence of a Porcess versus an Outcome Orientation on Tennis Perofmance and Knowledge." Journal of Sport Behavior 24 (2): 213-22.
  • Stein, Barry S, Joan Littlefield, John D Bransford, and Martin Persampieri. 1984. "Elaboration and Knowledge Acquisition." Memory & Cognition 12 (5): 522-29.
  • Stokes, Patricia D. 2001. "Variability, Constraints, and Creativity: Shedding Light on Claude Monet." American Psychologist 56 (4): 355-59.
  • Strack, Fritz, and Thomas Mussweiler. 1997. "Explaining the Enigmatic Anchoring Effect: Mechanisms of Selective Accessibility." Journal of Personality and Social Psychology 73 (3): 437-46.
  • Sull, Donald and Eisenhardt, Kathleen M. 2015. Simple Rules: How to Thrive in a Complex World. Boston; New York: Houghton Mifflin Harcourt.
  • Swing, E L, D A Gentile, C A Anderson, and D A Walsh. 2010. "Television and Video Game Exposure and the Development of Attention Problems." PEDIATRICS 126 (2): 214-21.
  • Taleb, Nassim Nicholas. 2005. Fooled by Randomness: The Hidden Role of Chance in Life and in the Markets. 2nd ed. New York: Random House.
  • Thaler, Richard H. 2015. Misbehaving: The Making of Behavioral Economics. W W Norton & Company.
  • Trollope, Anthony. 2008. An Autobiography. Newcastle: CSP Classic Texts.
  • Vartanian, Oshin. 2009. "Variable Attention Facilitates Creative Problem Solving." Psychology of Aesthetics, Creativity, and the Arts 3 (1): 57-59.
  • Wagner, Ullrich, Steffen Gais, Hilde Haider, Rolf Verleger, and Jan Born. 2004. "Sleep inspires insight." Nature 427 (6972): 352-55.
  • Wamsley, Erin J, Matthew Ticker, Jessica D Payne, Joseph A Benavides, and Robert Stickgold. 2010. "Dreaming of a Learning Task Is Associated with Enhanced Sleep-Dependent Memory Consolidation." Current Biology 20 (9): 850-55.
  • Wang, Zheng, and John M Tchernev. 2012. "The 'Myth' of Media Multitasking: Reciprocal Dynamics of Media Multitasking, Personal Needs and Gratifications." Journal of Communication 62 (3): 493-513.
  • Whitehead, A N. 1911. An Introduction to Mathematics. Cambridge: Cambridge University Press.
  • Wolfe, Christopher R, and M Anne Britt. 2008. "The Locus of the Myside Bias in Written Argumentation." Thinking & Reasoning 14 (1): 1-27.
  • Zeigarnik, Bluma. 1927. "Über has Behalten erledigter und unerledigter Handlungen." Psychologische Forshung 9:1-85.
  • Zull, James E. 2002. The Art of Changing the Brain. Enriching the Practice of Teaching by Exploring the Biology of Learning. Sterling, VA: Stylus Publishing.

Notes

Introduction

  • 120 Organisation of all writing makes a difference
  • 166 Self-discipline & self-control make a difference
  • 166 Duckworth & Seligman, 2005
  • 166 Tangney, Baumeister, Boone, 2004
  • 166 Willpower is limited & impossible (or very hard) to increase
  • 166 Baumeister, Bratslavsky, Muraven, Tice, 1998
  • 166 Muraven, Tice, Baumeister, 1998
  • 166 Schmeichel, Vohs, Baumeister, 2003
  • 166 Moller 2006
  • 176 Not Having vs Not Having to use willpower
  • 176 cf. Thaler, 2015, ch 2

1. Everything You Need to Know

  • 194 Good Structure leads to Flow
  • 194 Csikszentmihalyi, 1975
  • 194 Planning takes willpower & sets limits where workflow is a habit & empowers
  • 203 Generate insight when not time constrained
  • 212 Being well read results in fewer percieved novel ideas, but it's because you're more aware of what's already figured out
  • 221 Cross discipline reading is best counter
  • 221 Kruger & Dunning, 1999
  • 230 Imposter Syndrome
  • 230 Clance & Imes, 1978
  • 230 Brems et. al, 1994

1.1 Good Solutions Are Simple - and Unexpected

  • 239 System that handles compexity and increases chance of serendipity
  • 247 cf. Sull & Eisenhardt, 2015
  • 259 2 ideas: Slipbox & Routine of Workflow
  • 268 Routines require simple, repeatable tasks that can become automatic and fit together seamlessly
  • 268 cf. Mata, Todd & Lippke, 2010
  • 268 Allen, 2001
  • 268 Capture in process trivial, work on profound
  • 277 Research abstract leading to specific
  • 277 cf. Ahrens, 2014, 134f

1.2 The Slip-Box

  • 306 Niklas Luhmann: German Admin Office > Law School > Sociology Prof
  • 316 Turned not taking on its head
  • 316 First manuscript sent to Helmut Schelsky
  • 335 Luhmann, 1997, 11
  • 346 Lack of Time
  • 346 Luhmann, Baecker & Stanitzek, 1987, 139
  • 355 Luhmann's method explained productivity
  • 355 Schmidt 2013, 168
  • 355 Thinking Happens w/n slipbox
  • 355 Luhmann, Baecker & Stanitzek, 1987, 142
  • 365 "I only do what is easy. I only write when I immediately know how to do it. If I falter for a moment, I put the matter aside and do something else."
  • 365 Luhmann et al, 1987 154f
  • 375 Smart working environment
  • 375 cf. Nealetal 2012
  • 375 Painter et al 2002
  • 375 Hearn et al 1998
  • 375 Very much like judo champs
  • 395 Reasons why people don't
    1. until recently it wasn't understood
    2. Mostly published in german
    3. Seems too simple to work
  • 395 Conveyor (Henry Ford) was boring too

1.3 The Slip-Box Manual

  • 406 2 Boxes
    1. Biblio - references & brief notes
    2. Main - ideas & response to reading
  • 419 Convert to full sentences
  • 446 "We need a reliable and simple external structure to think in that compensates for the limitations of our brains."

2. Everything You Need to do

  • 490 Writing notes not the main work
  • 490 "Notes on paper, or on a computer screen [...] do not make contemporary physics or other kinds of intellectual endeavour easier, they make it possible."
  • 490 Oxford Handbook of Neuroethics - Neil Levy (2011, 270)
  • 498 "No matter how internal processes are implemented, (you) need to understand the extent to which the mind is reliant upon external scaffolding."

2.1 Writing A Paper Step By Step

  • 507 1. Make Fleeting Notes
  • 507 2. Make Literature Notes
  • 518 3. Make Permanent Notes
  • 518 Develop ideas, arguments & discussions, not collections
  • 527 Work from what's there, missing & what questions arise

3. Everything You Need to Have

  • 588 Russians Pencil Space
  • 588 Debono, 1998, 141
  • 609 Need paper & pen, Reference Management System, Slip Box Program, IDE
  • 635 Recommended Reference Mgmt System - Zotero.org
  • 635 takesmartnotes.com
  • 644 For Slip-Box some prefer physical
  • 644 Luhmann used DIN A6
  • 644 Recommended Digital Slip-Box - zettelkasten.danielluedecke.de

4. A Few Things to Keep in Mind

  • 662 Disciplined use important
  • 673 Luhmann's Slip-box object of long term study @ U. of Bielefeld
  • 673 niklas-luhmann-archiv.de

The Four Underlying Principles

5. Writing is The Only Thing That Matters

  • 687 Writing leads to learning
  • 697 A private idea never happened
  • 715 Presentation & Production of Knowledge are 2 sides of coin
  • 715 Peters & Schäfer, 2006, 9
  • 724 Use objective of writing to focus efforts
  • 733 Deliberate practice
  • 733 cf. Anders Ericsson, 2008

6. Simplicity is Paramount

  • 760 Shipping Containers
  • 760 Levinson, 2006, 45f
  • 779 Committing to the idea of Zettelkasten
  • 779 "In which context will I want to stumble upon it again"
  • 797 3 types of notes:
    1. Fleeting Notes - process and discard
    2. Permanent Notes - into the system
    3. Project Notes - store in a folder and bin or discard when complete
  • 827 If Done wrong, Note taking won't build
  • 845 Permanent notes are written to be understood when the context forgotten
  • 855 Hagen, 1997
  • 865 Notes are not reminders of ideas, but contain the actual thought
  • 865 Archive- the bin for the indecisive
  • 896 A clear desk at end of day indicates separation of fleeting, permanent and project

7. Nobody Ever Starts From Scratch

  • 903 Traditional research - narrow & ask specific question, plan research, do research, write - linear
  • 923 hermeneutic circle
  • 923 Gadamer, 2004
  • 931 By focusing on interest, questions and arguments emerge w/o force
  • 941 Brainstorming isn't efficient
  • 950 Writing should be circular
  • 970 "By doing the work, you can trust that interesting questions will emerge."

8. Let The Work Carry You Forward

  • 984 Exergonic vs Endergonic reactions
  • 994 cf. Fishback, Eyal & Finkelstein, 2010
  • 994 External/Extrinsic rewards don't work over long term
  • 994 Exercise with Sports
  • 994 Segar, 2015
  • 1003 Learning greatly benefits from feedback loop
  • 1003 Growth Mindset
  • 1003 Dweck 2006, 2013
  • 1012 Get Pleasure out of changing for the better
  • 1020 Traditional model of research/writing offers no feedback loops
  • 1020 vgl. Fritzsche, Young und Hickson, 2003
  • 1029 Practice to get better at distinguishing what's important
  • 1039 Permanent Notes have intrinsic feedback. if done wrong:
    1. Contradictions
    2. Inconsistencies
    3. Repititions
  • 1057 Mental Models
  • 1057 Munger, 1994

The Six Steps to Successful Writing

9. Separate and Interlocking Tasks

9.1 Give Each Task Your Undivided Attention

  • 1069 Distractions are a problem

9.2 Multitasking is Not A Good Idea

  • 1092 Not a way to multitask
  • 1092 Wang & Tchernev, 2012
  • 1092 Rosen 2008
  • 1092 Ophir, Nass & Wagner 2009
  • 1092 People who claim to be better multitaskers tend to be worse
  • 1102 Mere-exposure effect - Gray Rhino
  • 1102 Bornstein 1989
  • 1111 Self 1 vs Self 2 attention
  • 1111 Bruya 2010, 5
  • 1111 Flow
  • 1111 Csikszentmihalyi, 1975
  • 1122 Max Duration of Focused attention unchanged
  • 1122 Doyle & Zakrajsek 2013, 91
  • 1122 Focused vs Sustained?

9.3 Give Each Task The Right Kind of Attention

  • 1142 Proofreader v. Writer v. Critic
  • 1162 Deep reading v. skimming
  • 1171 Workflow of Nobel Prize Winners - ability to adapt focus
  • 1171 Vartanian 2009, 57
  • 1181 Defocused vs Focused attention
  • 1181 Dean 2013, 152

9.4 Become An Expert Instead of A Planner

  • 1191 Know when okay to break the rules
  • 1191 Self 1 v. Self 2 knowledge
  • 1191 Flyvbjerg 2001, 15
  • 1191 "It is a matter of practice to become good at generating insight and write good text by choosing and moving flexibly between the most important and promising tasks, judged by nothing else than the circumstances of the given situation."
  • 1203 Taking a course vs building something
  • 1203 Virtuosity
  • 1213 To become an expert requires freedom to make mistakes & learn
  • 1222 Teachers confuse experts or beginners
  • 1222 Flyvbjerg 2001
  • 1222 "Teachers tend to mistake the ability to follow (their) rules with the ability to make the right choices in real situations."
  • 1222 Hubart and Stuart Dreyfus
  • 1233 cf Gigerenzer 2008a, 2008b
  • 1244 Intuition of expert
  • 1244 Rheinberger 1997

9.5 Get Closure

  • 1253 Short term memory limited
  • 1275 Connection is memory
  • 1295 Zeigarnik Effect - "Finished" tasks are dropped out of mind.
  • 1295 writing something down has the same effect
  • 1314 Write down the mundane things you need to remember
  • 1314 Then you have more space to think about the more important stuff

9.6 Reduce The Number of Decisions

  • 1324 Willpower is a limited resource
  • 1345 Willpower can be hacked in the short term
  • 1355 Workflow reduces decisions
  • 1355 Breaks help the Brain build long term memory
  • 1355 Doyle & Zakrajsek 2013, 69
  • 1364 Walking or Napping can build memory too
  • 1364 Ratey 2008

10 Read For Understanding

10.1 Read With A Pen in Hand

  • 1384 Good Notes make writing a paper easier
  • 1392 Direct quotes are not as good out of conetext
  • 1402 "After finishing the book I go through my notes and think how these notes might be relevant or already written notes in the slip-box."
  • 1402 Luhmann et al 1987, 150
  • 1411 the more your mental models are built up, the easier it is to incorporate new ideas
  • 1411 cf Rickheit & Sichelschmidt 1999
  • 1420 Critical Mass of Useful notes
  • 1429 Bibliographical notes by hand lead to better understanding
  • 1429 Mueller & Oppenheimer 2014
  • 1438 Writing is slower, so more thinking about content - summarizing, simplification, time

10.2 Keep An Open Mind

  • 1447 Tendency for confirmation bias "myside bias"
  • 1459 "If one were to attempt to identify a single problematic aspect of human reasoning that deserves attention above all others, confirmation bias would have to be among the candidates for consideration
  • 1459 Nickerson 1998, 175
  • 1469 Darwin made efforts to capture arguments critical of his ideas
  • 1469 Darwin 1958, 123
  • 1479 A good system should have mechanism to fight confirmation bias
  • 1502 When starting, it's vital to move attention from project to open connections w/n slip-box
  • 1502 ideas at odds with notes offer more connections

10.3 Get the Gist

  • 1520 Look for patterns
  • 1531 Deliberate search for what is important
  • 1540 "Nonage" understanding leads to indecision & lack of courage. "Dare to Know!"
  • 1540 Kant 1784
  • 1540 Key is to identify different or new from repeated. "If X then Y" - what is excluded or what edge cases makes fall apart?
  • 1540 Luhmann 2000, 154f

10.4 Learn to Read

  • 1567 Richard Feynmann
  • 1577 Writing is more difficult than lecture - can't gloss over holes
  • 1577 You are the easiest person to fool
  • 1577 Feynman 1985, 342
  • 1577 Familiarity Trap
  • 1577 Bornstein 1989
  • 1595 Most students just reread & underline
  • 1595 Karpicke, Butler & Roediger 2009
  • 1595 Brown 2014, ch. 1

10.5 Learn By Reading

  • 1604 No shortcut to being a better reader
  • 1604 Doyle 2008, 63
  • 1616 connection of new and existing ideas leads to knowledge
  • 1616 Efforts of teacher may hurt learning - fast food learning
  • 1625 Impediments improve learning outcome
  • 1625 Bjork 2011, 8
  • 1625 Pre-testing (before learning) improves retention
  • 1625 Arnold & McDermott 2013
  • 1635 Information you've forgotten is better retained later
  • 1635 Roediger & Karpicke 2006
  • 1635 doesn't require others to be effective
  • 1635 Jang et al 2012
  • 1635 No value to cramming
  • 1635 Dunlosky et al 2013
  • 1635 Doyle & Zakrajsek 2013
  • 1644 Integrating & Combining leads to best learning
  • 1644 Stein et al 1984
  • 1644 Writing for learning
  • 1644 Gunel, Hand & Prain 2007

11 Take Smart Notes

  • 1669 Success by thinking beyond context
  • 1669 Lonka 2003, 155f
  • 1669 Read w/ questions
  • 1679 Further on context
  • 1679 Bruner 1973

11.1 Make A Career One Note At A Time

  • 1688 Writing X amount per day
  • 1688 Trollope 2008, 272
  • 1700 Writers underestimate time needed
  • 1700 Kahneman 2013, 245ff
  • 1700 Most thesis never finished
  • 1700 Lonka 2003, 113
  • 1709 Trollope daily saver where Luhmann leveraged compound interest

11.2 Think Outside The Brain

  • 1731 Permanent notes is like self testing
  • 1740 Memory is dynamic, so not entirely reliable
  • 1740 Brain seeks to make patterns where none exist
  • 1740 cf Byrne 2008
  • 1740 Brain is a jump to conclusions machine
  • 1740 Kahneman 2013, 79
  • 1749 Not possible to think systematically w/o writing
  • 1749 Luhmann 1992, 53
  • 1749 Feynman- Thinking on Paper
  • 1762 External system necessary for contemporary physics
  • 1762 Levy 2011, 290
  • 1770 External connections solidify 7 functions as models go further
  • 1770 Luhmann 1992, 53
  • 1770 Scarcity: Why Having Too Little Means So Much
  • 1770 Mullainathan & Shafir 2013
  • 1780 "What does this all mean for my own research and the questions I think about in my slip-box?"
  • 1790 What doesn't the book consider that's relevant from slip-box?
  • 1799 Tie book into slip-box what questions does it ask/trigger?

11.3 Learn By Not Trying

  • 1809 If we remembered everything, we'd be overwhelmed
  • 1809 James 1890, 680
  • 1819 An external system gives ability to forget & use space for other things
  • 1819 True story of man who remembered everything
  • 1819 Lurija 1987
  • 1828 Overwhelmed memory
  • 1846 Active inhibition transfer stuff to long term memory
  • 1846 cf MacLeod 2007
  • 1855 memory: storage strength & retrevial strength
  • 1855 Bjork 2011
  • 1865 Storage capacity of brain structurally sufficient
  • 1865 Carey 2014, 42
  • 1865 Most learning effort focused on storage strength, but no evidence it can be improved
  • 1883 Hermann Ebbinghaus - learning theory
  • 1893 Contect of information necessary for learning
  • 1911 Elaboration most successful learning method
  • 1911 McDaniel & Donnelly 1996
  • 1911 Restating information increases retention (irony of direct quote)
  • 1911 Stein et al 1984, 522
  • 1921 Retention enhanced by understanding why & how beyond just facts
  • 1930 Diagrams & building on prior understanding instead of "real" examples
  • 1930 Feynman 1963, 1985
  • 1940 Too ordered impedes learning
  • 1940 Carey 2014

11.4 Adding Permanent Notes to The Slip-Box

  • 1948 New notes don't need to link
  • 1948 related notes adjacent in numbering
  • 1959 INdex if necessary, think about mental models

12 Develop Ideas

  • 1968 "Every note is just an element in the network of references in the system, from which it gains its quality."
  • 1968 Luhmann 1992
  • 1968 Main topics & subtopics deduced by numbering
  • 1968 Schmidt 2013, 172
  • 1979 Numbering is abstract & topic related order
  • 1979 Value in reference network
  • 1979 Slip-box is not an encyclopedia
  • 1989 Fill in gaps in slip-box only if helps thinking

12.1 Develop Topics

  • 2000 Keep keywords sparse - signposts for exploration
  • 2000 Schmidt 2013, 171
  • 2009 Goal to get out of index quickly
  • 2009 No overviews or summary notes above other notes
  • 2018 A special entrypoint note from index is okay
  • 2018 People overestimate probability of event if they fully understand it
  • 2018 Tversky & Kahneman 1973
  • 2027 Treat like a writer, not archivist
  • 2027 Keywords provide context & may trigger and/or limit
  • 2037 Keywords assigned with respect to current interest, not the note
  • 2047 Example: "A sudden increase in adhoc theories is for kuhn a sign that normal-science phase might be in crisis" - keyword paradigm change
  • 2047 Kuhn 1967, 96

12.2 Make Smart Connections

  • 2058 There are 4 basic x-ref links
  • 2058 Schmidt 2013, 173f, Schmidt 2015, 165f
  • 2058 1. Links to Entrypoint notes (from index)
  • 2077 2. Keep track of lines of thought (limitation of physical cards)
  • 2077 3. Follow up notes that are physically near
  • 2087 4. Note to note "weak links"
  • 2087 Social "weak links" may lead to serendipity
  • 2087 Granovetter 1973
  • 2087 Main feature of Luhmann's Theory of Social Systems is similar patterns across context in society - money, power, love, truth, justice all solve similar problems
  • 2087 cf Luhmann 1997 ch.9-12
  • 2096 slip-box feedback loop with brain
  • 2106 Slip-box as straight man/accountant

12.3 Compare, Correct & Differentiate

  • 2106 Slop-box dunning-krugar effect - realize things not your idea
  • 2125 Look for similarities & paradoxes
  • 2125 Construction of oppositions most reliable way to generate new ideas
  • 2125 Rothenbert 1971, 1996, 2015
  • 2134 Feature-positive effect: when we overstate value of easily and recently acquired facts over relevant facts
  • 2134 Allison & Messick 1988, Newman, Wolff & Hearst 1980, Sansbury 1971

12.4 Assemble A Tool Box For Thinking

  • 2144 recommended learning- merge old with new
  • 2144 Bjork 2011,8, Kornell & Bjork 2008
  • 2144 Understanding & context to learn
  • 2144 Birnbaumetal 2013
  • 2155 Science is more pragmatic than outsiders expect
  • 2155 Latour & Woolgar 1979
  • 2155 Makes sense of toolbox of useful mental models
  • 2155 Manktelow & Craik 2004
  • 2164 All problems a nail
  • 2164 cf Maslow 1966, 15
  • 2164 Experience on a latticework of models
  • 2164 Munger 1994
  • 2183 Virtuous circle of learning
  • 2183 Sachs 2013, 26

12.5 Use The Slip-Box As A Creativity Machine

  • 2204 Creativity is just connecting things... Steve Jobs
  • 2215 Virtuosity is precondition for discovering inherent possibilities
  • 2215 Fleck 2012, 126
  • 2224 Experimental scientists even rely on intuition
  • 2224 Rheinberger 1997
  • 2224 Intuition is based from conscious, explicity knowledge
  • 2224 cf Ahrens 2014
  • 2224 "Slow Hunch"
  • 2224 Johnson 2011
  • 2233 Innovation - incremental steps vs moment of realization
  • 2233 New is Novus in latin means different or unusual no novel
  • 2233 Luhmann 2005, 210
  • 2242 Brain notices details when scanning rather than focus
  • 2242 Zull 2002, 142f

12.6 Think Inside the Box

  • 2242 Creative people better at patterns & recombination
  • 2242 Andreasen 2014
  • 2254 Abstraction necessary but not sufficient
  • 2254 Abstraction apply ideas in singular & diff situations
  • 2254 Loewenstein 2010
  • 2262 Engineer success based on abstraction
  • 2262 Gassmann & Zeschky 2008, 103
  • 2272 Abstraction key to interdisciplinary work
  • 2272 Goldstone & Wilensky 2008
  • 2272 Enemy of independent thinking is not external authority, but our own inertia
  • 2282 The 5 Elements of Effective Thinking
  • 2282 Burger & Starbird 2012
  • 2291 Verify facts & describe as plainly as possible
  • 2300 Don't jump to conclusions
  • 2300 Keep lookout for what's missing
  • 2310 Armor where surviving planes didn't have bullet holes
  • 2310 Mangel & Samaniego 1984
  • 2310 Survivorship Bias
  • 2310 Taleb 2005
  • 2320 Most products fail
  • 2320 McMath & Forbes 1999
  • 2320 "The Antidote: Happiness for People Who Can't Stand Positive Thinking" -Culture focused on success not failure
  • 2320 Burkeman 2013
  • 2329 Ask the counterfactual "What if?"
  • 2329 Markman, Lindberg, Kray & Galinsky 2007
  • 2329 Problems rarely directly solved- redefine so existing adjacent solution works
  • 2339 Take simple ideas seriously - simple can be extremely hard
  • 2348 Making things more complicated than they are can be a way to avoid the underlying complexity of simple ideas

12.7 Facilitate Creativity Through Restrictions

  • 2358 Simple & no frills is freeing
  • 2368 Treate notes if space limited
  • 2377 The Paradox of Choice
  • 2377 Schwartz 2007
  • 2387 Restricted conditions can be good for thinking & creativity
  • 2387 cf Stokes 2001
  • 2387 Rheinberger 1997
  • 2387 Scientific Revolution happened because of the scientific method
  • 2387 cf Shapin 1996
  • 2395 Lack of structure the biggest threat to creativity & scientific progress
  • 2395 Slip-Box fights indifference
  • 2406 Common notion of opening up to be more creative is misleading
  • 2406 Dean 2013, 201

13 Share Your Insight

  • 2410 Write to find the holes - Carol Loomis
  • 2421 Writing is about narrowing the perspective and cutting everything that doesn't support the argument

13.1 From Brainstorming to Slip-Box-Storming

  • 2421 "Remember the lesson: 'An idea or a fact is not worth more merely beacuse it is easily available to you'" - Charles Munger
  • 2432 Flaw in brainstorming - prioritises ideas that are easily available in the moment
  • 2441 Recency - Brain attaches emotion
  • 2441 cf Schacter 2001, Schacter, Chiao, Mitchell 2003
  • 2441 We are attached to out first idea
  • 2441 Strack & Mussweiler 1997
  • 2441 More people, fewer ideas
  • 2441 Mullen, Johnson & Salas 1991
  • 2460 A visibly developed cluster atteacts more ideas and provides more possible connections, which in return influence our choices on what to read and think further

13.2 From Top Down to Bottom UP

  • 2480 Encountering new ideas learned skill
  • 2480 Rheinberger 1997
  • 2490 More time artist works on aesthetic "problem", the more the creative solution can be innovative
  • 2490 Getzels & Csikszentmihazyi 1976
  • 2490 Have to rationalize method of thinking to change it
  • 2490 Dean 2013

13.3 Getting Things Done By Following Your Interests

  • 2499 What's the point of learning this
  • 2499 cf Balduf 2009
  • 2499 Point of connecting learning to goals
  • 2499 Glynnetal 2009
  • 2499 Study on your own terms
  • 2499 Reeve & Jan 2006, Reeve 2009
  • 2511 Figure out interests & work opportunistically
  • 2520 Research study goals change over time
  • 2520 Rheinberger 1997
  • 2529 Autonomy leads to motivation
  • 2529 Moller 2006, 1034
  • 2529 Autonomy leads to fun
  • 2529 Gilbert 2006

13.4 Finishing And Review

  • 2537 Structure the text & keep it flexible
  • 2551 Try working on different manuscripts at the same time- get stuck move to another
  • 2551 Luhmann, Baecker, Stanitzek 1987, 125-55

13.5 Becomming An Expert By Giving Up Planning

  • 2586 Students terrible estimators
  • 2586 Buehler, Griffin & Ross 1994, 1995
  • 2597 Overconfidence Bias affects everyone
  • 2597 Kahneman 2013, 245ff
  • 2606 Realistic abount training not outcome
  • 2606 Singer et al 2001
  • 2606 Anything that requires endurance
  • 2606 Pham & Taylor 1999
  • 2606 If premise unrealistic, planning will go afowl
  • 2624 Parkinson's Law - work fills space
  • 2624 Parkinson 1957

13.6 The Actual Writing

  • 2635 "Getting the words right" - Hemingway
  • 2635 Paris Review 1956
  • 2635 "Kill your darlings"
  • 2648 strategy - cut to a separate doc as backup- never need it
  • 2648 cf Thaler 2015, 81f

14 Make It A Habit

  • 2655 Progress by doing w/o thinking - Whitehead
  • 2655 Intention doesn't change behavior long term
  • 2655 Ji & Wood 2007, Neal et al 2012
  • 2666 Step 1 - Realistic expectations - change is hard
  • 2666 Dean 2013
  • 2676 Replace old habis w/ new

Afterward

  • 2715 Tunnel effect to stress
  • 2715 Mullainathan & Shafir 2013