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" "Repetition until Your Learning Becomes Unconscious (Outsourced to Environment) While I implemented what I learned, my teacher would watch me from a distance. He let me struggle as I tried to remember what he had just shown me. The first time, applying what he taught took a lot of time and effort. So we did it again, and again, and again. Over time, I became competent and thus confident. Learning something new is all about memory and how you use it. At first, your prefrontal cortex — which stores your working (or short-term) memory — is really busy figuring out how the task is done. But once you’re proficient, the prefrontal cortex gets a break. In fact, it’s freed up by as much as 90 percent. Once this happens, you can perform that skill automatically, leaving your conscious mind to focus on other things. This level of performance is called automaticity, and reaching it depends on what psychologists call overlearning or overtraining. The process of getting a skill to automaticity involves four steps, or stages: Repeated learning of a small set of information. If you’re playing basketball, for instance, that might mean shooting the same shot over and over. The key here is to go beyond the initial point of mastery. Make your training progressively more difficult. You want to make the task harder and harder until it’s too hard. Then you bring the difficulty back down slightly, in order to stay near the upper limit of your current ability. Add time constraints. For example, some math teachers ask students to work on difficult problems with increasingly shortened timelines. Adding the component of time challenges you in two ways. First, it forces you to work quickly, and second, it saps a portion of your working memory by forcing it to remain conscious of the ticking clock. Practice with increasing memory load — that is, trying to do a mental task with other things on your mind. Put simply, it’s purposefully adding distractions to your training regimen.
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You can change your patterns. You can change your roles, but you can only do that by altering your environment — whether that means having frank conversations to reestablish boundaries and expectations, or whether that means physically separating yourself from certain individuals or places. If you remain stuck in the same roles and patterns, it doesn’t matter how much willpower you exert; your efforts will continue to be confined within the limiting context of your role. You’ll remain hostage to a context that you mistakenly believe to be fixed identity. But you absolutely can change your roles, even abruptly and dramatically. People mistakenly believe they must be fully qualified to take on a particular role. But this is false. You actually become qualified through the role itself. For example, when Lauren and I became foster parents, we didn’t have any parenting experience. Sure, I read several books on the topic, many with smart ideas and innovative solutions to try. But theory and experience are two radically different things. I imagine all first-time parents go through a similar trajectory — you learn through doing.
[For every thing you do, you can sleepwalk without awareness about your actions, or become more consciously deilberate about your actions. Contemplate whether this is a good use of your time by answering some honest questions.]
Some questions you could ask yourself are:
- What is the reason or goal for this activity?
- What benefit am I getting from this?
- Where is this activity taking me?
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