Why Did the Stuff Work for the People It Worked For?

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There's a tendency in research to treat people as just essentially replaceable, filling the blank voids inside of the study where you're just trying to hit a given number. We know that there are massive differences in terms of somebody's internal constellation and their life experience. And so what you're really asking is a very important question, dad, which is, why did the stuff work for the people it worked for exactly? Maybe it's just random variation, but maybe it's not. If it's not, that's really in asting, oh very and it can be life and death,.

One of the most important skills we can develop is learning how to learn–how to update old beliefs about ourselves, take in new information, and build psychological resources like courage, gratitude, and confidence. We have experiences from which we could potentially learn all the time, but how often are we able to actually implement lasting change from our positive experiences?

On this episode of Being Well, Dr. Rick and Forrest Hanson dive into Rick’s recently published study on our capacity for deliberate growth. We talk a bit about the neurological components of learning, how the study worked, and what the practical takeaways are to help us make learning stick.

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Key Topics:

0:00: Introduction

1:55: The focus of Rick’s recently published study on how to learn

4:35: Our capacity for deliberate growth

7:30: How does learning work in the brain?

11:25: Activation and installation

16:00: Acknowledging the difficulty of deliberate change

16:55: The HEAL framework

22:15: How Rick’s study results were measured

30:05: The results of the study

39:10: Possibilities for future studies

42:00: Little moments of recognition

44:05: Takeaways

45:50: Assessing the whole notion of statistical significance

51:05: Control groups and clusters

54:05: Rick reads the final statement from the study.

56:05: Recap

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