Polk, James, 165, 167

platform, 240

Practical intelligence, 148, 150

Practice like you play. See

Painting style of artists, inter-

Simulation training

leaved and massed practice in

Praise, and response to chal-

identifi cation of, 53– 54, 84,

lenges, 181– 182

265n7

Priming the mind for learning,

Paivio, Allan, 281– 282n21

86. See also Generation effect Pashler, Harold, 145, 146

Prior knowledge as foundation

Paterson, James, 163– 164,

for new learning, 5, 100

166, 193– 197, 282– 283n24

Problem solving, 4, 278n14;

Peer instruction, 125– 126; in

effort in, 86, 181– 182; errors

testing groups, 230– 231

in, 91– 92, 101; generation

Peer review, 127

effect in, 87– 88, 94, 208– 209;

Penny memory test, 12– 13,

interleaved practice in, 49– 50,

258n7

264n4; mental models in, 120;

Per for mance: attributions of,

praise affecting, 181– 182; by

180– 182; in deliberate

rule learners and example

practice, 183– 185; expert

learners, 156– 157; transfer

( See Expert per for mance);

of learning in, 157, 278n14

goals on, compared to learning

Proust, Marcel, 79

goals, 180– 181; in growth

Psychology students, 211;

mindset, 179– 183; self-

illusion of mastery of, 16;

discipline, grit, and per sis tence

mnemonic devices used by,

required for, 182, 183, 199

163, 186, 191– 194, 211;

Pi lot training, 1– 2, 10– 12, 19,

spaced retrieval practice of,

169; and China Airlines