3.1.5 高產(chǎn)出練習(xí)的應(yīng)用程序在哪里？

基于對專業(yè)知識、認(rèn)知技能獲取、記憶和教育心理學(xué)的研究，我在第三部分中認(rèn)為，要發(fā)展自己，就必須定期進(jìn)行生產(chǎn)性實踐。閱讀，以及重讀到暫時理解復(fù)雜信息的程度，通常不足以保證長久的理解。通常情況下，一個人應(yīng)該練習(xí)使用、探索、82和利用信息。因此，當(dāng)一個人處理信息時，他將確定信息的哪一部分，如果有的話，他希望掌握。除了標(biāo)記信息之外，用戶應(yīng)該能夠很容易地將知識寶石添加到一個應(yīng)用程序中，然后用它來訓(xùn)練他們。訓(xùn)練通常包括在一段較長的時間內(nèi)提出并回答有關(guān)信息的問題。

最接近于對生產(chǎn)性練習(xí)有用的應(yīng)用程序是閃卡應(yīng)用程序。傳統(tǒng)的（紙質(zhì)）抽認(rèn)卡通常一面是問題，另一面是答案。在學(xué)習(xí)課本章節(jié)時，一些學(xué)生創(chuàng)建了他們需要能夠回答的問題，以便掌握材料。他們創(chuàng)建的問題數(shù)量不限，只要是他們認(rèn)為達(dá)到他們所追求的掌握水平所需要的。這些抽認(rèn)卡形成一副牌。然后學(xué)生們練習(xí)回答這些問題。

有些人認(rèn)為閃卡學(xué)習(xí)必然是死記硬背的學(xué)習(xí)。然而，正如我們在第13章和第14章中所看到的，其有用性的基本原則可以在高效的自我發(fā)展實踐中得到利用（生產(chǎn)性實踐）。通過生產(chǎn)性實踐，人們可以預(yù)測和控制自己的學(xué)習(xí)結(jié)果。擬定問題的過程本身就能幫助人們理解材料，并確定材料所傳達(dá)的思想的相對重要性。制定答案顯然是相當(dāng)有用的。而且隨著時間的推移，練習(xí)有助于學(xué)生發(fā)現(xiàn)他們不知道的東西，并彌補(bǔ)他們的知識差距。下面我們將探討這種練習(xí)的其他好處。

有一系列令人眼花繚亂的閃卡應(yīng)用程序可供選擇。2012年，一個網(wǎng)站編列了167個閃卡應(yīng)用程序，只是針對iOS設(shè)備。用戶可以購買幾乎所有科目的閃卡應(yīng)用程序。有在線的、桌面的和智能手機(jī)的應(yīng)用程序，例如，用戶可以創(chuàng)建和分享閃卡卡組。在我建議蘋果公司應(yīng)該在其軟件生態(tài)系統(tǒng)中支持練習(xí)的近兩年后，他們以有限的形式將其添加到iBooks?和iBooks Author?中。不幸的是，前者不支持添加閃卡。這意味著學(xué)習(xí)者只能使用由內(nèi)容開發(fā)商提供的閃卡。所有用戶都應(yīng)該能夠在他們試圖學(xué)習(xí)的任何內(nèi)容中添加閃卡。

目前，閃卡應(yīng)用程序受到一些嚴(yán)重的限制。最重要的問題與困擾注釋軟件的問題相同。授權(quán)模式。為了有資格成為一個有效的練習(xí)系統(tǒng)--而不僅僅是一個閃卡應(yīng)用程序--軟件必須與所有的應(yīng)用程序和人們希望掌握的內(nèi)容合理地結(jié)合起來。無論你是在閱讀PDF文件、電子書或網(wǎng)頁；聆聽有聲讀物、播客、講座或電話會議；觀看屏幕投射；參加網(wǎng)絡(luò)研討會；還是僅僅尋求利用自己的見解，都不應(yīng)該有關(guān)系。至于你是用智能手機(jī)、平板電腦還是電腦進(jìn)行互動，也不應(yīng)該重要。無論哪種情況，你都應(yīng)該能夠使用相同的工作流程和類似的界面，來注釋傳入的信息，并提取知識寶藏。

然后，這些知識寶藏可以被添加到你的生產(chǎn)實踐數(shù)據(jù)庫中，這樣你就可以在以后的時間里用它們進(jìn)行練習(xí)。你應(yīng)該能夠?qū)㈤W卡--第三部分，我稱之為挑戰(zhàn)--與包含答案的資源聯(lián)系起來。因此，在練習(xí)時，如果當(dāng)前的卡片與某一資源有關(guān)，只需點(diǎn)擊一下或做個手勢，你就能在你選擇的應(yīng)用程序中找到該資源（例如，對于PDF文件，你選擇的PDF閱讀器）。同理，所有其他格式也是如此。否則，練習(xí)軟件就不會有真正意義上的效率。

大多數(shù)閃卡軟件的另一個問題是，它們是由技術(shù)愛好者設(shè)計的，沒有考慮到認(rèn)知科學(xué)。相反，認(rèn)知科學(xué)家自己還沒有在真實的環(huán)境中部署富有成效的練習(xí)系統(tǒng)，他們可以從中收集大量的數(shù)據(jù)來推進(jìn)和檢驗他們的理論。閃存卡軟件還有很多其他問題，在此不一一列舉。

如果你像大多數(shù)知識工作者一樣，你需要變得更加有效，你不能在通勤時浪費(fèi)潛在的學(xué)習(xí)時間。也許你會在路上聽播客或有聲讀物。但是，除了處理傳入的信息，我們還必須花時間用知識寶石進(jìn)行練習(xí)（鑒于練習(xí)比聽更有效力）。因此，像注釋系統(tǒng)一樣，富有成效的練習(xí)系統(tǒng)需要利用軟件和數(shù)據(jù)，跨越其所有的設(shè)備，移動和桌面。你的學(xué)習(xí)數(shù)據(jù)83必須是同步的，這樣你就可以無縫地從一個設(shè)備切換到另一個設(shè)備而不至于失去節(jié)奏。你會在旅途中用你的智能手機(jī)練習(xí)。隨意切換到你的平板電腦或計算機(jī)。在一個設(shè)備上添加問題，在另一個設(shè)備上使用它們。讓應(yīng)用程序?qū)⒛愕膯栴}轉(zhuǎn)換為音頻形式，這樣你就可以不用眼睛練習(xí)。目前還不支持這種做法，但隨著云存儲服務(wù)（以及點(diǎn)對點(diǎn)的等價物，如BitTorrent Sync?）的出現(xiàn)，這種移動認(rèn)知生產(chǎn)力應(yīng)用的出現(xiàn)只是時間問題84。

3.1.6 詞匯管理和輸入器在哪里？

為了從事新的工作，知識工作者需要對新的詞匯和縮略語湯有一個健康的胃口。這不僅僅是一個為現(xiàn)有概念學(xué)習(xí)新詞的問題。術(shù)語映射到一個復(fù)雜的概念和關(guān)系網(wǎng)中。

你會認(rèn)為，一個專門為此目的而設(shè)計的應(yīng)用程序會存在，并與每臺電腦、平板電腦和智能手機(jī)一起運(yùn)送。但是，知識工作者卻只能靠自己的努力。你必須成為你自己的術(shù)語策劃者。詞匯表散落在許多文件中。當(dāng)你閱讀技術(shù)文件時，你必須以某種方式在文件庫中學(xué)習(xí)你的方法。也許你會保留自己的詞匯表。搜索引擎讓你可以很容易地查找一個術(shù)語的定義。它們甚至可以幫助你找到你正在尋找的技術(shù)術(shù)語。但是，即使信息被很好地組織和呈現(xiàn)，生產(chǎn)實踐的原則也適用。閱讀并不是掌握信息的一個充分或有效的方法。人們必須對信息進(jìn)行有成效的練習(xí)才能掌握它。而且我們必須掌握。因為通常情況下，我們不能從會議中抽身出來，去查找對話者術(shù)語的含義，或者去尋找描述 "What-ch'you Mc-Call it "的縮寫，而這正是我們想要提到的。

這不是一個形象管理的問題。我們不能期望知道一切。沒有一個系統(tǒng)會是完美的。我們也不可能總是預(yù)見到我們什么時候需要知道什么。盡管如此，知識工作者必須努力保持對相關(guān)知識的掌握。

根據(jù)我所說的兩振原則，在第一次被要求使用某項知識的時候，不能產(chǎn)生知識寶藏，這可能是可以接受的。但是，如果我再次被 "測試"，我應(yīng)該會成功。在知識工作的大聯(lián)盟中，兩次打擊是不可接受的。人們需要一個可靠的基于軟件的系統(tǒng)來掌握知識寶藏。

下面是它的工作方式。假設(shè)你在與客戶的會議中需要 "Thunderbolt接口 "這個術(shù)語，但卻無法產(chǎn)生它。會議結(jié)束后，你會捕捉到這個知識寶石。假設(shè)你經(jīng)常使用該軟件，該軟件將確保你掌握它，以及其他知識寶藏。下次你需要 "光峰 "的新詞時，"霹靂 "就會出現(xiàn)在你的腦海中。如果下一次，你因為沒有把它加入你的系統(tǒng)（或者你沒有系統(tǒng)）而失敗了，那么你就出局了。當(dāng)然，主動出擊，在你第一次需要使用知識寶石之前捕捉到它們，那就更好了。

所以，如果我們有一些工具，不僅能幫助我們找到和體驗信息，還能幫助我們掌握信息，豈不更好？當(dāng)你打開一個PDF文檔時，你的PDF閱讀器原則上可以根據(jù)你之前的閱讀情況，檢測出哪些術(shù)語和概念對你來說是新的。當(dāng)你在字典或任何資源中查找一個詞時，你應(yīng)該能夠以最小的努力將其添加到你的高效練習(xí)應(yīng)用程序的數(shù)據(jù)庫中。然后，只要你經(jīng)常使用它，該應(yīng)用程序?qū)⒇?fù)責(zé)培訓(xùn)你。

正如我們在上一章中看到的，掌握寶石比記住它們更重要。通常情況下，甚至沒有必要明確地記住這些信息。例如，感知出價比回憶它們被稱為出價更重要。我們需要有成效的實踐技術(shù)，幫助我們產(chǎn)生不同類型的心智軟件，包括檢測知識是否適用的監(jiān)視器。見下文 "掌握概念和詞匯"。

通過www.DeepL.com/Translator（免費(fèi)版）翻譯

3.1.5 Where’s the productive practice app?

On the basis of research on expertise, cognitive skill acquisition, memory and educational psychology, I argue in Part 3 that to develop oneself, it helps to engage in regular productive practice. Reading, and rereading to the point of temporarily comprehending complex information is usually not sufficient to guarantee long lasting understanding. Normally, one should practice using, exploring,82 and utilizing the information. Thus, as one processes information, one would determine what part of the information, if any, one wishes to master. Beyond tagging information, users should be able to easily add knowledge gems to an application that will then train them with it. The training generally consists of posing and answering questions about and with the information, over an expanding period of time.

The applications that come closest to being useful for productive practice are flashcard apps. A traditional (paper) flashcard typically contains a question on one side and an answer on the other. As they study a textbook chapter, some students create questions they need to be able to answer in order to master the material. They create as many questions as they feel are required to achieve the level of mastery they seek. These flashcards form a deck. Students then practice answering the questions.

Some feel that flash-card learning is necessarily rote learning. However, as we will see in chapters 13 and 14, the principles underlying its usefulness can be leveraged in a highly effective self-development practice (productive practice). With productive practice one can predict and control one’s learning outcomes. The process of formulating questions itself helps one to understand the material and to determine the relative importance of the ideas it conveys. Developing answers is obviously quite useful. And practicing over time helps students discover what they don’t know and to bridge their knowledge gaps. We will explore other benefits of this type of practice below.

There is a dazzling array of flashcard applications to choose from. In 2012, a website cataloged 167 flashcard applications, just for iOS devices. Users can purchase flashcard applications for just about any subject. There are online, desktop and smartphone apps such as for users to create and share flashcard decks. Nearly two years after my suggestions that apple should support practicing throughout their software ecosystem, they added it in a limited form to iBooks? and iBooks Author?. Unfortunately, the former does not support adding flashcards. This means that learners are limited to the flashcards provided by content developers. All users should be able to add flashcards to whatever content they are trying to learn from.

Flashcard applications currently suffer from a number of serious limitations. The most significant problem is the same as the one that plagues annotation software: The delegation model. In order to qualify as a productive practice system—instead of merely being a flashcard app—software must be reasonably integrated with all of the applications and content one wishes to master. It should not matter whether you are reading a PDF file, ebook, or webpage; listening to an audiobook, podcast, lecture, or conference call; viewing a screen cast; participating in a webinar; or simply seeking to capitalize on your own insights. Nor should it matter whether you are interacting with a smartphone, a tablet or a computer. In either case, you should be able to use the same workflow, and a similar interface, to annotate incoming information and to extract knowledge gems.

These knowledge gems can then be added to your productive-practice database, so that you can practice with them at a later time. You should be able to link flashcards—in Part 3, I call them challenges—to the resources containing answers. So, when practicing, if the current card pertains to a resource, one click or gesture should bring you to that resource in the application of your choice (e.g., for PDF files, the PDF reader of your choice). Ditto for all the other formats. Otherwise, practice software will not be truly productive in the efficiency sense.

Another problem with most flashcards apps is that they are designed by technology enthusiasts without consideration for cognitive science. Conversely cognitive scientists themselves have yet to deploy productive practice systems in authentic settings from which they could collect large amounts of data to advance and test their theories. There are too many other issues with flashcard software to mention here.

If you are like most knowledge workers, your need to become ever more effective is so pressing that you can’t afford to waste potential learning time while commuting. Perhaps you listen to podcasts or audiobooks on the road. But beyond processing incoming information, we must also spend time practicing with knowledge gems (given that practice is more potent than listening). Therefore, like annotation systems, productive practice systems need to leverage software and data across all their devices, mobile and desktop. Your learning data83 must be synchronized, such that you can seamlessly switch from one device to another without losing a beat. You would practice on your smartphone on the go. Switch to your tablet or computer at will. Add questions on one device, and use them on another. Let the application convert your questions to audio form so that you can practice eyes-free. This is not yet supported but with cloud storage services (and peer-to-peer equivalents, such as BitTorrent Sync?) it is just a matter of time before such mobile cognitive-productivity apps are available.84

3.1.6 Where’s the glossary manager and instiller?

To take on new jobs, knowledge workers need a healthy appetite for new vocabulary and acronym soup. It’s not just a matter of learning new words for existing concepts. Terminology maps to a complex web of concepts and relations.

You would think that an application specifically designed for this purpose would exist and ship with every computer, tablet and smartphone. But knowledge workers are left to their own devices. You must be your own terminology curator. Glossaries are scattered across many documents. As you read technical documents, somehow you must learn your way around the corpus of documents. Perhaps you keep your own glossary. Search engines make it easy to look up a term’s definition. They can even help you find the technical term you are looking for. But even when the information is well organized and presented, the principle of productive practice applies: Reading is not a sufficient or efficient way to master information. One must productively practice information to master it. And master we must. For one can’t normally excuse oneself from a meeting to look-up the meaning of our interlocutors’ terms, or to find the acronym that describes that “What-ch’you Mc-Call it” one one wants to refer to.

This is not a matter of image management. One can’t expect to know everything. No system will be perfect. Nor can we always anticipate what we will need to know when. Nevertheless, knowledge workers must try to stay on top of pertinent knowledge.

According to what I call the two-strike principle, it may be acceptable to fail to produce a knowledge gem the first time one is called upon to use it. However, if I am “tested” again, I ought to succeed. In the major leagues of knowledge work, two strikes is not acceptable. One needs a reliable software-based system to master knowledge gems.

Here is how it could work. Suppose you need the term “Thunderbolt interface” in a meeting with a client, but can’t produce it. After the meeting, you would capture this knowledge gem. Assuming you use the software regularly, the software would ensure that you master it, along with other knowledge gems. The next time you need the new word for “Light Peak”, “Thunderbolt” will come to mind. If the next time, you fail because you have not added it to your system (or you do not have a system), then you have struck out. Of course, it’s even better to be pro-active and capture knowledge gems before you need to use them in the first place.

So, wouldn’t it be better if we had tools that were designed to help us not merely find and experience information, but master it? When you open a PDF document, your PDF reader could in principle detect which terms and concepts are new to you, based on your prior reading. When you look up a word in a dictionary, or in any resource for that matter, you should be able to add it to your productive practice app’s database with minimal effort. The app would then take care of training you, so long as you regularly use it.

There is more to mastering gems than remembering them, as we saw in the previous chapter. Often, it is not even necessary to explicitly remember the information. It’s more important to perceive bids than to recall that they are referred to as bids, for example. We need productive practice technology that helps us produce different types of mindware, including monitors that detect when knowledge is applicable. See “Master concepts and vocabulary”, below.

https://www.goodreads.com/book/show/23550611-cognitive-productivity