Fuller, Nathaniel, 217– 220, 239,
science courses, 233
283n3
Habit formation, chunking
Gardening, generative learning
pro cess in, 171– 172
about, 94– 98, 209
Habit strength, 65; compared
Gardner, Howard, 147– 148,
to momentary strength, 63,
275n8
266n12
Garman, David, 103, 222, 271n2
Handicapping of horse races,
Geiger, Gadi, 142
mathematics and IQ in, 150,
Generation effect, 32, 87– 88,
276– 277n11
94– 98, 208– 209, 260n7,
Harris, Carol, 113, 272n6
269n14; in Andersen Win-
Hendry, Bruce, 131, 132– 139,
dows and Doors, 250; for
152, 158, 160, 275n2
blundering gardener, 94– 98,
Hendry, Doris, 132
209; for lifelong learners,
Highest Duty (Sullenberger),
220– 222; as teaching strategy,
223
227
Hindsight bias, 115– 116,
Ge ne tic infl uences, 7, 163, 165;
273n11
on brain structure, 165, 168,
Hippocampus, 172
170; on intellectual abilities,
Hockey training, 52, 65
92, 173, 174, 178
Honey and Mumford Learning
George Mason University, 12,
Styles Questionnaire, 144
257n4
Horse race handicapping,
Georgia Regents University,
mathematics and IQ in, 150,
211, 213
276– 277n11
Gladwell, Malcolm, 106
How Children Succeed (Tough), Goals: in deliberate practice,
