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Cognitive psychology research highlights two modes of thinking: intuitive (fast, automatic) and deliberative (slower, analytical). Effective learning engages both. By understanding these systems, we can design experiences that capture attention, process information effectively, and drive lasting behavior change.
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Cognitive psychology research highlights two modes of thinking: intuitive (fast, automatic) and deliberative (slower, analytical). Effective learning engages both. By understanding these systems, we can design experiences that capture attention, process information effectively, and drive lasting behavior change.
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The transcription discusses the different decision-making systems in our brains: system one, which is fast and instinctive, and system two, which is slower and analytical. The chapter argues that most learning overlooks the power of system one. It suggests six stimuli to make learning stick: make it personal, use contrast, make it tangible, make it memorable, make it visual, and make it emotional. Applying these stimuli to training programs can enhance engagement and retention. It is recommended to integrate these stimuli into existing training models rather than starting from scratch. It is important to consider learners' emotions and create a safe and encouraging learning environment. Start small, play to your strengths, collaborate, and be open to new ways of thinking about learning. By embracing both intuitive and thoughtful approaches, we can create effective and engaging learning experiences. Okay, let's be real for a sec. Haven't we all been there? Like starving, gotta pick a restaurant, and that little voice is like, pizza, go for it. Oh, absolutely. But then you think about planning a vacation, right? Hours on websites, stressing every little detail. It's wild how our brains do that. You know, it's actually not that wild when you really think about the science behind it. It's fascinating. Oh, is that right? Yeah, our brains, they're hardwired for these two totally different decision-making systems. System one, system two, they're called. Okay, so that split-second pizza decision, that was system one. Exactly. Fast, intuitive, all about emotion and instinct. And then the vacation planning, that's system two doing its thing. Precisely. Slower, analytical, made for those complex choices. And this chapter we're diving into, it argues most learning totally misses that system one power. Which honestly makes a lot of sense. I can't be the only one who's sat through training feeling like, just tell me what to do instead of, you know, actually engaged. Oh, you are so not alone. And that's where it gets really interesting because it's like marketing, right? Think about it, marketers, they're masters at grabbing your attention, making you remember jingles, brand names, even if you don't realize it. They've tapped into system one. So are you saying we could like borrow those marketing tricks for learning? That'd be amazing. That's exactly what this chapter suggests. Oh, so? Six stimuli to make learning stick. Kind of like a cheat sheet for your brain. Six stimuli, all right, you got me. Break it down. What's the first one, the first trick? First, and this is big, make it personal. Our brains light up when something's relevant to us directly. Imagine training. But instead of just general sales stuff, it's about what you sell, the challenges you face, your own goals. Okay, yeah, that's different. Like, instead of feeling like just another number, it's actually speaking to me, my needs. Right. This chapter talks about a trainer, we'll call her Jen. She designs training around the learner's world, case studies they relate to, emphasizing how the skills benefit them, not just the company. That is brilliant. All right, what's stimulus number two? This one plays on our natural curiosity. Contrast. Brains notice differences. It's how we figure out what matters. Think dramatic before and after photos. Oh, I see it, yeah. Or a story about a project that totally flopped compared to one that nailed it. The contrast makes the information like pop, right? Yeah. You suddenly get it. Exactly. Highlighting the difference between, say, really good and really bad communication. Suddenly, it's a learning moment, you remember. Powerful stuff. Man, this is making me rethink some of my own training, for sure. What's the third one on the list, then? Making it tangible. We crave stuff we can grasp, you know? Instead of just jargon, ground those concepts in relatable, solid examples. Ooh, so like metaphors, analogies, like that bit in the chapter explaining active listening as catching a tennis ball. Bingo. They use that exact analogy to show how those aha moments where a concept clicks because it's connected to something familiar make all the difference. That is smart. Okay, I am hooked. Give me number four. What else makes learning stick around? It's crazy how our brains just check out if they can't connect with the material. Isn't it? It's like, nope, not interested, totally. Which is why this next stimulus feels huge. The chapter calls it memorable, but it's gotta be more than just flashcards and stuff. Oh, absolutely. Think back to a teacher you loved or a training that stuck with you. What made it so good? You know, it's funny you mention that. I still remember this training. Years ago, we played this ridiculous card game learning about project management. No way, seriously. Swear, sounded dumb, but I learned more from that than weeks of lectures. It's wild. And that is the power of memorable. It's tapping into what we remember naturally. Repetition, emotion, even the order we hear things in. Order, wait, like how we remember the first and last things best, that whole thing. You got it. This chapter talks about the primacy and recency effect. Designers should be all over that. So cool, we're like hacking the brain's code here. Okay, what's number five? This one's almost too obvious, especially these days. Make it visual. Hit me. Brains process images so much faster than text. It's how we're wired. I can remember ad campaigns from forever ago based on one image, but ask me the slogan. Exactly. It's not just looking pretty, it's speaking the brain's language. Infographics, animations, strong visuals with text, you're tapping into something powerful. It's true, a picture's worth a thousand words, especially when they'd be on a boring slide show otherwise. Right, and don't forget accessibility too. Alt text, different formats, that benefits everyone. Such a good point. Okay, last one, the grand finale of stimuli. What makes learning really stick? Make it emotional. We remember things tied to strong feelings. Joy, excitement, even a little fear. Like a movie that stays with you. You're invested in the story, the characters. You nailed it. Remember Jen, our trainer from before? The chapter talks about how she uses storytelling to take learners on a ride. Tension, then relief, then that feeling of triumph when they master the skill. It's like we're tricking the brain into thinking it's living through it, making the lesson hit harder. Exactly. Emotion and memory are best buds. Think about it. You can probably remember where you were, how you felt on a huge day years later, but what you ate this morning. Good luck. Okay, that's weirdly accurate. But it makes sense. So we've got these six stimuli. Personal, contrasting, tangible, memorable, visual, and emotional. Like a recipe for learning success. But here's the thing. This all sounds amazing, but how do we actually put it into practice? It feels like a lot to manage. I hear you. It can feel overwhelming. Knowing the principles is one thing, but applying them is where the rubber meets the road. That's where we'll shift gears in the next part of this deep dive. So we've covered these six amazing stimuli that can supercharge learning, make it stick. They're powerful tools. But I gotta be honest. I'm a little overwhelmed. How do we actually use this stuff without getting lost in the weeds? That's a common feeling. Don't try to do everything at once. That's a recipe for disaster, both for you and the learners. So where do we even start? Do we need to like throw out our whole approach to training? Not at all. Think of it like adding spices to a recipe, not starting from scratch. Remember those training models like ADIE or even that simpler SAM model? Right, for those who aren't familiar, those are basically frameworks for like designing and building training programs, right? ADI, that's Analysis, Design, Development, Implementation, and Evaluation. And SAM's a Successive Approximation model. It's similar, but a bit more flexible, I guess. Exactly. You can weave these six stimuli into any model. It's about being intentional, asking yourself at each step, how can I make this more brain-friendly? Like during your needs analysis, don't just ask about skills gaps. Go deeper. Think about emotions. Are learners scared of this topic? Excited? Resistant? It's like doing marketing research, but for your learners. Exactly, get inside their heads, their motivations, their anxieties. Once you have that, you can start weaving those six stimuli into the design and development phases. So instead of just by PowerPoint, we're talking stories, visuals, maybe even some game-like stuff to really boost that engagement. Exactly. It's about creating an experience, not just delivering content. It's funny, we always talk about learner-centered design, but this feels different, like deeper. In a way, it is. It's not just about respecting their time or whatever, it's about like actually honoring how their brains work. I love that. And it doesn't stop there. When you're actually implementing the training, think about the emotional environment you're creating. So we've hooked them with the content, now we need to reel them in with the delivery. What does that actually look like? Psychological safety is key. Learners need to feel okay taking risks, asking questions, even messing up without judgment. So building that trust, that encouragement, that's huge. Huge. Even little things like icebreakers, group discussions, using positive language, it all adds up. This is making me rethink everything, even how I learn. But before we wrap up, what about people like me who maybe aren't natural storytellers or design gurus? Where do we start? Start small. You don't have to be good at everything. Maybe you're great with analogies or you can make people laugh. Play to your strengths, and there are tons of resources out there to help you out. It's like learning any skill, right? Start with basics. Exactly. And never underestimate the power of collaboration. Find people with different strengths. Even look outside your organization for inspiration. So it's about being resourceful, being willing to try things, and I guess just being open to new ways of thinking about learning. 100%. And remember, it's a journey, not a race. We're trying to create learning experiences that are effective but also engaging, things that stick with people long after the training is over. This has been amazing. I feel like I've learned so much. So for everyone listening, what's the one thing you want them to take away from all of this? If we really want to create learning that matters, we need to start with the brain. By embracing both our intuitive and our thoughtful sides, we can unlock the full potential of learning. That is beautifully said. It's about making learning less of a chore and more of an adventure. Thanks for joining us on this incredible deep dive.
