This paper discusses three key concepts from a course on learning: procrastination, focused vs diffuse thinking modes, and mindset. It ties these concepts to Csikszentmihalyi's theory of "flow" and theories of time management to develop a strategic learning plan. The paper argues that achieving a state of flow is necessary for realizing learning potential. It then discusses strategies to address procrastination, make effective use of thinking modes, and implement spaced learning sessions as part of time management. The discussion notes potential downsides of prolonged flow states but argues that successful flow management is essential for satisfaction in learning and life.

1. Essay on Learning How to Learn
John David Garrett
This paper will take three core concepts from the course 'Learning How to Learn' –
Procrastination; Focused vs. Diffuse modes of thinking (along with sleep with memory retention);
and Mindset – and tie them with one key theory, Csikszentmihalyi's (1990) 'flow,' along with
theories behind time management that should create a sound framework for study. The paper will
begin with an introduction to the philosophy behind the paper, the concept of 'flow.' It is with
mindset that recognizes the value of flow that a final strategic learning plan can be developed. The
paper will then discuss 'Topic A,' the difficult problem of procrastination in learning. 'Topic B,' how
to effectively alternate the use of focused vs. diffuse modes of thinking will then be discussed as
one remedy to procrastination. Then, 'Topic C,' the importance of spaced learning sessions will be
discussed as part of an overall strategic plan of time management.
Flow
Csikszentmihalyi (1990) identified a good life as one of 'flow' – full involvement in the
present moment. His idea of flow is that humans by their nature try to move towards a position
where what they are doing is intrinsically motivating, and that extrinsic motivation is much less of a
factor in decision-making. He stated that flow can be found as long as most if not all of the
following conditions are met: challenge and skill are at an equally high level; there is a merging of
action and awareness; there are clear goals with immediate feedback; there is concentration on the
moment and task; there is a loss of reflective self-consciousness for the moment; there is a distorted
sense of time; there is a sense that one can control one's actions; and that the task is intrinsically
rewarding.
Seligman (2002) argued that what is needed in order to live a 'full' life, is a balance between
the 'pleasant life,' the 'good life,' and the 'meaningful life.' The pleasant life, here, is a life of
pleasure in maybe its more base sense. The good life is a life of engagement in what you are doing.
The meaningful life is a life of doing something for the greater good of society, the planet, etc.

2. While he pointed out that all three aspects are needed to live a full life, the good life is the point of
departure from which the other two aspects are given legitimacy. The essence of which is achieving
a state of flow in doing whatever it is one chooses to do in terms of personal growth. The
meaningful life then allows one to attach their personal growth to the service of the greater good –
necessary for the empathy one develops in wanting others to equally achieve their potential. The
pleasant life allows one to rejuvenate energy in order to better manage flow and 'not take oneself
too seriously.'
Therefore the starting point, or ideological foundation, from which this paper is developed is
understanding that achieving a state of flow is the necessary departure point for fully realizing the
potential to learn and expand personal development. With this in mind, one can then effectively
handle the problems inherent in procrastination using techniques like the Pomodoro technique and
ideas from the '10 Rules of Good Studying' as discussed in class. Developing good time
management utilizing empirical evidence in spaced learning will be the strategic plan in handling
procrastination.
Topic A – Procrastination
As discussed in class, procrastination is the brain's response to what it sees as a painful
experience. Attention is then given to something seen as more pleasurable, therefore offering an
apparent solution to the 'pain' problem. Though, it was then pointed out that this is simply a self-
regulatory failure. It was explained by Dr. Oakley that if a learner could stick with supposedly
difficult task, it wouldn't take too long for the painful experience of the new and difficult task to
disappear.
Further to the idea of procrastination is the Construal Level Theory (Liberman & Trope,
1998). According to this idea, people are less likely to procrastinate as long as there is a concrete
representation of the task. It is when the question of 'why am I doing this' is fuzzy or the goal is
distant that procrastination becomes more of a threat. This idea fits well with the needs of flow –
namely, that the goals of a task are clearly defined with immediate feedback (Csikszentmihalyi,

3. 1990). Working with clear goals at the micro level of a project, while also clearly understanding its
long-term macro level importance, may help one to more easily avoid distortion in thinking that
procrastination may produce. As well, the Pomodoro technique of setting a timer to get one started
on a project as discussed in class, might be just enough of a primer to ease by the psychological
pain of starting a new and difficult task.
Topic B – Diffuse mode and memory
As discussed in class, the brain is operating in, or within some movement between, two
possible modes of thinking. These two modes are called the focused and diffuse modes. The
focused mode is our conscious mode in which we are concentrating on a task or issue, and the
diffuse mode is that which we encounter while sleeping, or even day-dreaming to a certain extent,
where our thoughts are allowed to wander and less-visited neural pathways are encountered.
In fact, research has shown that the supposedly 'idle moments of day-dreaming' aren't idle at
all. During day-dreaming, the brain is entering a default mode of neural processing that is more
introspective than the focused mode and is actively reorganizing what has been taken in during the
focused mode (Immordino-Yang, M. H., Christodoulou, J. A., & Singh, V., 2012). As was
addressed in the '10 Rules of Good Studying' in class, taking a moment to simply walk around and
stretch – taking a break – seems highly efficient in overall learning.
Besides getting rid of the toxins that accumulate in the brain during the day and allowing the
thoughts to wander, it was explained in class that sleep also provides an opportunity for neural
pathways to be strengthened. This is idea is supported by the Consolidation Theory (Drosopoulos,
Schulze, Fischer, & Born, 2007). Here, neural pathways that are weakly structured while conscious
are selectively strengthened by sleep. As also discussed in class, sleep can most effectively do this
if what memory to be strengthened is reviewed right before going to sleep.
Though, research has also found that one should be careful in revisiting a task during 'off-
time,' as it could disrupt the long-term gains of flow (Demerouti, E., Bakker, A. B., Sonnentag, S.,
& Fullagar, C. J., 2012). Detachment from tasks, or experiencing a more diffuse, base pleasure at

4. the end of the day is apparently an important aspect in mental recover for the next day. As
discussed at the beginning of this paper, the 'pleasant life' is one aspect of an overall plan in
maintaining flow and the 'good life.' Therefore, one might revisit tasks before going to bed
sparingly or within a sort of ritual that separates it from the after-task detachment necessary for
maintaining flow.
Topic C – Spacing & Interleaving
Spacing the repetition of learning and alternating different problem-solving techniques while
studying were addressed as effective strategies in the class and in the '10 Rules of Good Studying.'
Research supports this and actually points to how much spacing is optimal (Carpenter, S. K.,
Cepeda, N. J., Rohrer, D., Kang, S. H., & Pashler, H., 2012). The important question is when the
information needs to be recalled. If one just needs to retain information for a short time, then
shorter spacing gaps with expanding schedules are best. If one wants to achieve long-term
retention, then longer spacing periods with fixed schedules are needed. As well, cumulatively
interleaving different ways of re-introducing the material had the best chance of success in long-
term retention.
Finally, in spacing and interleaving study objectives, focusing on a time management plan
where each day has a tentative plan and has been set out months in advance produces the best
outcome in terms of self-efficacy (Karim, S., & Kandy, M., 2011). Self-efficacy is defined as a
focus on achieving the best qualitative results with what one does with regards to time management.
As such, there has exists a negative correlation between self-efficacy and stress with regards to time
management.
Discussion
Flow is not without its downside. Video games seem to be the one of the best
representatives of flow in action, but there are problems. Schüler (2012) pointed out that the very
qualities that make up flow also make up a check list for addiction according to the World Health
Organization's classification for diseases. As well, she stated that in the loss of self, one is loses

5. perception of real risk, and with a heightened sense of control, might take unusually high risks that
conflict with one's long-term satisfaction. There are also physiological considerations, namely
hypercortisolism, that might lead to serious medical problems if one stays in a state of flow for
extended periods of time (Peifer, 2012).
Nevertheless, flow seems to be the essential ingredient for tying together and living
effectively the 'good,' 'meaningful,' and 'pleasant' aspects of a fully satisfying life. It is the
successful management of flow that is important in overall success. Through the realizations
brought forward in the class – the problem and management of procrastination, the understanding of
the benefits of the diffuse mode and how to utilize it, and the need for spaced and interleaved
learning – one can better manage flow for an optimal learning and life experience.

6. References
Carpenter, S. K., Cepeda, N. J., Rohrer, D., Kang, S. H., & Pashler, H. (2012). Using spacing to
enhance diverse forms of learning: Review of recent research and implications for
instruction. Educational Psychology Review, 24(3), 369-378.
Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. New York, NY: Harper
and Row.
Demerouti, E., Bakker, A. B., Sonnentag, S., & Fullagar, C. J. (2012). Work‐related flow and
energy at work and at home: A study on the role of daily recovery. Journal of
Organizational Behavior, 33(2), 276-295.
Drosopoulos, S., Schulze, C., Fischer, S., & Born, J. (2007). Sleep's function in the spontaneous
recovery and consolidation of memories. Journal of Experimental Psychology: General,
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Immordino-Yang, M. H., Christodoulou, J. A., & Singh, V. (2012). Rest is not idleness implications
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Psychological Science, 7(4), 352-364.
Karim, S., & Kandy, M. (2011). Time management skills impact on self-efficacy and academic
performance. Journal of American Science, 7(12).
Liberman, N. & Trope, Y. (1998). The role of feasibility and desirability considerations in near and
distant future decisions: A test of temporal construal theory. Journal of Personality and
Social Psychology, 75, 5-18.
Peifer, C. (2012). Psychophysiological correlates of flow-experience. In S. Engeser (Ed.) Advances
in flow. New York, NY: Springer, 139-164.
Schüler, J. (2012). The dark side of the moon. In S. Engeser (Ed.) Advances in flow. New York, NY:
Springer, 123-137.