Robert Sand

“Zeigarnik’s studies on interruption revealed a couple of the mind’s intrinsic biases, or built-in instincts, when it comes to goals. The first is that the act of starting work on an assignment often gives that job the psychological weight of a goal, even if it’s meaningless.”
― Benedict Carey, How We Learn: The Surprising Truth About When, Where, and Why It Happens

“Once a goal becomes activated, it trumps all others and begins to drive our perceptions, our thoughts, our attitudes,” as John Bargh, a psychologist at Yale University, told me.”
― Benedict Carey, How We Learn: The Surprising Truth About When, Where, and Why It Happens

“It’s thought that this heightened sensitivity to similarities and differences during interleaved practice leads to the encoding of more complex and nuanced representations of the study material—a better understanding of how specimens or types of problems are distinctive and why they call for a different interpretation or solution.”
― Peter C. Brown, Make It Stick: The Science of Successful Learning

“The process of learning something often starts out feeling disorganized and unwieldy; the most important aspects are not always salient. Consolidation helps organize and solidify learning”
― Peter C. Brown, Make It Stick: The Science of Successful Learning