Are You Learning, or Just Using Techniques

Notes, maps, and highlights can look finished in an hour spent skipping comparison, reconstruction, or judgment. The productive sequence is strategy → thinking → knowledge → result. A technique is working when it triggers that thinking.

The thinking also sets the quality of the memory and whether that knowledge can be applied in the right ways. Judge the method by the effect it was chosen for, not by whether the steps looked clean.

A session can fail at three levels. Processing quality is the thinking a session actually produces, and strategies are the workflows for producing it. Meta-strategies sit above both: the response decided in advance for the moment a method turns expensive. The three names are one lens with three questions in it, and in practice a session rarely separates cleanly into thinking that was weak and a workflow that was weak. The lens earns its overhead at one moment in particular, the moment a method that is working starts to cost. All of this sits inside the ICS System, which holds the five trainable capabilities and the encoding-and-retrieval loop they run in. The three levels decide which of those capabilities a failed session actually needed.

Self-Regulation is the capacity that notices, mid-session, when the process has drifted off that sequence.

Core takeaways

• A method has a visible form and a mental operation the form is meant to force. The form is easy to copy, and the same named method lands in different utility bands depending on the operation inside it.
• The default is lower-effort cognition. When a task turns uncertain, a cheaper move gets picked up, and the cheaper move leaves an artifact behind that reads as evidence of learning.
• A method that is working starts to feel expensive, the effort gets read as poor learning, and the method gets dropped in conditions where it was producing better retention. The repair is a four-line theory of the technique and one if-then line, both written before the session.
• Overwhelm tracks how many elements have to be held at once because they interact. The useful response converts the feeling into one question precise enough to answer, closed in the same session.
• Activity counts measure the wrong variable. Three checks catch a false sense of progress, a subjective read, an uncalibrated objective check, and a calibrated objective check, and the session that felt smoothest is the one to check first.
• The target is organised usability, a structure that survives forgetting and can be rebuilt through retrieval. Tidy output is not evidence of it.

Form is not the technique

A method has two parts: the visible form, and the mental operation the form is meant to force. The form is easy to copy. The operation is the point.

The same passage can leave three maps that look comparable and three different operations underneath. One is a transcription of headings. One groups a little and still never compares. One groups, ranks, and explains why the arrows are there. The paper looks finished in every case.

Form	What the form is meant to force
Highlighting	Nothing that finishes. A mark records a guess that a line matters, then stops. Evaluation of why it matters, and what it joins, has to happen somewhere else. Highlighting is not that evaluation. Isolated marks can pull attention onto isolated facts and make inference worse.
Mind mapping	Group, compare, rank, and explain relationships until a schema exists: an organised structure where a new fact has a place to attach.
Bear Hunter System	Three encoding passes: write the questions the material must answer before opening it (Aim), answer them into a rough relational map while reading, then prune the map until it can be rebuilt without the material.
Retrieval	Reconstruct, discriminate, diagnose, and repair gaps. Recall or use from memory before the material is opened. Repeated testing has left about 61% recalled a week later against about 40% after the same time spent restudying.
Kolbs Experiential Cycle	Turn one attempt into a better rule for the next: do the thing, inspect what happened, form a principle, test that principle. The cycle-as-reflection-loop is the claim. The learning-styles inventory built beside it is a different and poorly supported idea, and the loop does not inherit that inventory’s authority.

When the form happens without the thinking, the technique becomes performance theater.

Processing quality names the kind of cognitive work actually happening during a study activity. That covers comparing, judging importance, chunking, spotting relationships, following causes into effects, reasoning about conditions, reconstructing, explaining, and carrying a rule to a case that was not in the material. None of it is visible from outside. Flashcards, a mapping session, a summary, a highlighter pass, a set of questions: every one of them is a container, and the same container holds unrelated kinds of work on two different days. That is why highlighting and re-reading rate low on delayed tests while explanation rates moderately well (prompting a learner to explain material to themselves moves performance by about half a standard deviation), and why deeper encoding beats surface encoding regardless of how long the surface work took. A workflow creates the conditions for that thinking and guarantees none of it. Adding techniques on top of weak thinking makes a session noisier without making it better, because the count of methods is not the variable that moves outcomes.

Doing the technique right is a weaker question than it seems. The same named method lands in different utility bands depending on the operation inside it. The better question is whether the technique is making the thinking happen at the level the result deserves.

The only row of the old five-layer model worth keeping is Execution: did the technique actually produce that thinking? Intent is cheap. The artifact is not an answer. Deep Processing is the home of the “what kind of thinking” question; this page is the test for whether a given hour produced it.

Deep Processing is the capability underneath all of it, the one that thinks about material while encoding it instead of moving it from one page to another, and it names the end state too: Knowledge Mastery is material that can be recalled cold, related to its neighbours, judged for importance, and applied to a case that never appeared in the material. Importance-Based Chunking handles one sub-move of that, grouping information by what each piece does and what it changes in place of the order the material happened to use. Deep Processing Practice is an index of practice moves, a short list to pull from on a session that needs one. The line between work and the appearance of work is the whole subject of Are You Thinking, or Just Consuming?, which is the fastest check available on a session that looked busy.

The shortcut

A learner can produce notes, maps, highlights, prompts, or answers while avoiding the comparison, reconstruction, uncertainty, or judgment that would actually change understanding. That is the danger, now with objects.

The default is lower-effort cognition. Given a free choice between two equally rewarded options, people pick the less demanding one. Effort is also valued, and can add value to what it produces. Effort is averse by default, not by nature, which is why a repair that makes the right effort attractive can hold. When a task turns uncertain, the search for a way out starts. Four pictures of that search: get the answer from somewhere else; look at how someone else is doing it; put it on paper without thinking; draw the arrow for the sake of the arrow.

Cognitive Load & What Mental Effort Is Trying to Cue is the vault’s home for effort as a signal rather than as a malfunction. It reads the effort as information about how much is being carried at once, and that reading is what keeps a method running through its expensive stretch.

Eight common escapes:

• looking up the answer instead of constructing it
• copying the structure from someone else
• asking a model to simplify before a first attempt
• drawing arrows without explaining relationships
• highlighting without evaluating
• summarizing without organizing
• repeating facts instead of building schema
• switching techniques before one technique has been trained

The third is not the same kind of escape as the others. It is available in one keystroke, and it produces the most convincing artifact on the list. The harm is specifically the answer arriving before the attempt, not the tool. In a field experiment with nearly a thousand high-school students, unrestricted assistance raised practice scores (about 48% above the no-tool control) and left those students below the control once the tool was withdrawn (about 17% lower on the unaided exam). A version constrained to withhold answers and prompt for the student’s own attempt did not leave that deficit. The rule that follows is one line: make the attempt first, then let the model check it. Never let it go first. The model can be a legitimate technique or a shortcut. The discriminator is the same one the rest of this page uses.

The shortcut is dangerous because it often leaves evidence behind. Something got written. Something got highlighted. Something looks cleaner.

The visible artifact is not proof. The highest-quality-looking maps and notes have come from the condition that learned least, and the people who made them predicted the opposite. Fluency generated by the artifact is read as learning. The Shortcut Problem isolates that failure mode, from why the cheaper move gets chosen to what it costs later; this page is the diagnostic that decides whether the hour was that failure or not.

The goal’s order of thinking

Most serious learning goals are not recall goals. They ask for comparison, evaluation, application, transfer, discrimination, problem solving, and judgment under changed conditions. Lower-order work recognises and recalls discrete items. The second cannot be substituted for the first.

Lower-order techniques can support those goals. They cannot replace the thinking the goals require. Transfer from retrieval practice is real, smaller than same-format retention, and shrinks as the transfer distance grows. Practising the low-order form buys some of the high-order result and not all of it.

Repetition can strengthen memory. It cannot automatically create structure. Maintenance rehearsal produces little durable gain next to semantic processing. Familiarity can make content feel easier. It does not prove the learner can use it. Repeated restudy has raised confidence while lowering week-delayed recall.

If the goal is higher-order and the method only produces lower-order familiarity, the session is training the wrong thing. At volume that training collapses under forgetting: without a higher-order schema, memory fades fast enough that the load becomes unsustainable. Disorganised knowledge is the expert finding run in reverse. Experts sort physics problems by deep structure, and that organisation predicts performance; novices group the same problems by surface features because they lack the schemas that would let them group by principle. A result that never improves is often a structure that was never built, not a method that was never found.

Sorting by deep structure runs downstream of knowledge, and thinking skills of that kind do not detach from the domain they were learned in. What transfers early is the question. Asking what this depends on and what would have to be true for it to fail points attention at structure, and structure is what schemas get built out of. The pattern of questions improves before the knowledge does, and new information then has somewhere to land.

The same order is the case against consuming first and organising later. Without rehearsal, recall of a three-letter string falls under 10% by 18 seconds. The loss is now read as interference rather than pure decay, and rehearsal or chunking stretches the window considerably, but the order of magnitude holds. Material arriving at a mind that is not primed to catch it is largely gone before there is anything to organise, which is the work a prestudy pass and a set of pre-written questions are doing.

The diagnostic that hands the next section its job: is the current method forcing the kind of thinking the outcome actually needs?

The retreat, and the line written before it

One common failure is quitting a technique too early. The learner tries a method, feels uncertain or unimpressed, and concludes the method does not work.

That reading has a name: misinterpreted effort. Perceived effort is taken as poor learning, which lowers the judged effectiveness of the strategy, which lowers the chance of choosing it again, even when the strategy is producing better retention than the easier alternative. The Learning Zone and the Reversion Response assigns that diagnostic here.

The retreat has a recognisable shape. A workflow starts producing: comparisons get made, the map gets messy, holding the whole thing takes real attention, and the load climbs past comfort. What happens next arrives without feeling like a decision. The page gets tidier, the highlighting resumes, the recording goes back on, and the session ends looking productive. Those cheap familiar moves are the lower-order shortcuts: re-reading, copying out, highlighting, watching it again. They are also what students name most often when surveyed about their own study, and they sit near the bottom of the utility rankings once the same set of techniques is compared on delayed tests.

Two other explanations are often more likely. The method was starting to work, but progress was too subtle to notice yet. Or the method was not being executed with the intended thinking. The first is the learning/performance distinction: the conditions that most improve long-term learning routinely depress visible short-term performance, so the in-session signal is inverted. The second is the hypothesis itself.

The repair is not blind persistence. The repair is a clear theory of the technique, written before the session, not recalled during it, because the moment the theory is needed is the moment deliberation is failing. Four lines: what thinking it should trigger; what that thinking should feel like; what small signal should change first; what result should eventually improve.

Filled in on the highlighting row: the thinking it should trigger is evaluation of why a line matters and what it joins; that thinking is not the mark; the first signal is a question the mark cannot answer; the result that should improve is inference, not a tidier page. If the hour only produces marks, execution failed, and highlighting cannot be repaired into that evaluation. The evaluation has to move to a method that forces it.

The two explanations call for opposite next moves, so they need a discriminator. Subtle progress is settled by a delayed objective check: days later, not in the session, because in-session performance is the inverted signal. Failed execution is settled by an audit against the written theory: what the technique was supposed to make happen, set next to what the hour actually did. Without that split, the theory is advice that cannot be acted on. Without the theory, methods keep getting switched and the underlying skill never gets trained.

The response to the retreat itself is also written down before the session, because the moment it fires is the moment deliberation has already failed. The line gets decided while nothing is costing anything: if I feel the pull to re-read, then I close the material and write the question. Plans in that if-then shape carry an average effect of d = .65 across 94 independent tests, measured on top of already holding the goal. A diagnosis asks for reasoning at the exact point reasoning has gone missing, while a line written in advance only has to be recognised.

Marginal Gains is what to change instead of abandoning the method: the next improvement small enough to start.

Daily self-correction still needs a fast signal. The guiding question is whether the hour feels like the right kind of thinking, a process question, not a prediction of later recall. Six good signs: curiosity increases; questions come more easily; confusion becomes more specific; relationships become easier to see; the structure feels more navigable; the topic starts to feel usable instead of merely familiar. Two of those are documented in the references below; the other four are the same kind of process cue. Judgment-of-learning findings indict predictions of future recall, not these process signs. Rising curiosity is more than a symptom: curiosity states enhance hippocampal-dependent learning, including of incidental material encountered while curious.

Those signs help steer before formal results appear. They do not replace the test. Spaced Interleaved Retrieval (recall before checking, gaps that widen, topics and formats mixed inside a session) and later objective performance still have to test the knowledge.

From overwhelm to a question

Overwhelm tracks one variable: how many elements have to be held at the same time because they interact. A hundred unrelated facts sit lighter than six that only make sense together. That makes the feeling readable as a description of the material rather than a verdict on the person holding it, which is what turns it into a cue.

The weak responses all shrink the problem instead of the confusion: dropping the relationship and studying the parts separately, copying an explanation across, asking for the answer before a guess exists, simplifying until the structure that mattered has gone. The useful response converts the feeling into one question precise enough to be answered.

"I'm confused about this chapter."        nothing to act on
"I don't understand why A leads to B."    closer
"I don't understand why A leads to B
 under condition C, when B follows on
 its own everywhere else."                one question, one next move

Guessing before checking earns its place on the evidence. Unsuccessful retrieval attempts improve later learning of the answer, and errors held with high confidence get corrected more readily than low-confidence ones. All of that is conditional on the correction landing. An open guess is a debt, closed in the same session or the error is what gets encoded. A high-confidence error comes back if the correction is later forgotten, so the check is the part that cannot be skipped.

Noticing the shift at all is trainable, and Building the Radar is about catching, while it is happening, that attention has gone passive or a method has quietly turned mechanical. What to do once it is caught belongs to Self-Regulation, the capability of steering a drifting session back, as distinct from choosing the right method at the start. Programmes that train it move strategy use by .72 in primary and .88 in secondary students, and metacognitive prompts issued during a task move self-regulated activity by about half a standard deviation. The trainable part is the noticing and the return, which is what those numbers are measuring.

The outcome names the thinking it requires.
The thinking names the workflow that forces it.
The workflow generates overwhelm as a by-product of holding relationships.
The overwhelm converts into one written question.
The question closes in the same session, and its answer corrects the structure.

Checks that catch self-deception

The easy metrics all count the same kind of thing. Pages covered, cards completed, notes written, hours logged, questions answered: every one of them measures activity, and activity is not the variable. Repeated re-reading raises confidence while lowering recall a week later, so volume metrics track the exact thing that misleads.

Three checks work, and the trade between them is why all three are needed. The subjective read is fast and free, a daily sense of whether the session felt connected and organised, and it is the least trustworthy of the three. The uncalibrated objective check is real output judged by a self-set standard: questions written and answered, a topic taught to someone, something built. The calibrated objective check is output judged by the standard that will do the judging in the end (a past paper with the official mark scheme, a rubric, a real performance), and it is slow enough that it cannot carry the daily load.

The subjective signal is wrong in a direction. Judgments of learning run high when the answer is present during study and absent at test, and the smoothest sessions are the ones where the answer sat in view throughout. A session that felt smooth and connected is the one whose objective check should come sooner, not later. Without a stated frequency the three checks stay a list, and a list does not get run. Even an arbitrary default starts it: subjective at the end of every session, uncalibrated once a week, calibrated at every real opportunity that exists. Whether a technique is producing the thinking it was chosen for is a separate check again, and the seven questions below are where that test is written out.

When to use this page: interleaving, WPW, and the seven questions

Use this page when a method looks correct but results are not improving.

Interleaved retrieval is valuable because it makes shortcutting harder. It removes the cue that tells which method applies, so the discrimination has to be made rather than inherited from the block. Plain review allows recognition. Highlighting allows decoration. Copying allows false clarity. Mixed retrieval forces reconstruct, choose, compare, and discriminate. A meta-analysis of interleaving puts the overall effect around g = 0.42, strongest for inductive category learning and weaker or absent for some material types.

That is why mixed retrieval is an entry point to the right level of thinking, not an entry point to the material. The benefit depends on having enough of each category encoded to tell them apart. For a genuine novice, block until the categories can be told apart, then interleave. Skip the structure-building pass on material that already has a frame; scaffolding that helps a beginner can hurt someone who already holds the schema.

Retrieval runs alongside the three levels. Encoding is the selective half, filtering what gets stored before it is stored, and retrieval tests and strengthens whatever made it through. Neither substitutes for the other: retrieval is bounded by what was encoded in the first place, and encoding without retrieval decays unnoticed because nothing checks it. Retrieval has the better cost-to-yield ratio. Practice testing rates high utility in the largest comparison of study techniques, above nearly everything on the encoding side, and it needs no setup beyond closing the material. Repeated restudy wins at five minutes and loses at a week, which is why it keeps getting chosen and why the comparison has to be made at a delay. That reversal is the argument for building the retrieval half early, while the encoding workflow is still clumsy: it is the cheapest available path into high-quality thinking.

Mixed retrieval exposes the level of thinking that has to be reached, then trains that level through repeated attempts. An unresolved attempt is a debt. Close it in the same session, or what gets encoded is the guess. Failed attempts help when the correction arrives.

Three workflows carry most of the load. Prestudy is a short, deliberately shallow pass before the main session, run to build a crude frame and generate questions rather than to understand anything. The Bear Hunter System is the encoding workflow proper. Spaced Interleaved Retrieval is the review schedule, and it runs on three rules: wait until recall is effortful, mix topics inside a session instead of blocking them, and treat every gap a recall exposes as the next thing to study. Prestudy, BHS, and SIR runs all three together as one loop, end to end. The three encoding passes are layers rather than stages: each one crosses the whole topic and corrects the one before it. Aim writes down the questions the material has to answer before it is open, so attention has a target to fill. Shoot reads against those questions and builds a rough map of how the answers connect, on the understanding that parts of it will be wrong. Skin cuts that map down to the structure that survives with the material closed. A first layer that turns out wrong has still done its job, which is to give later detail somewhere to sit. What a crude frame buys is relevance, so the load of the next pass goes on structure instead of on facts with nowhere to go, and each pass exposes what the one before it missed.

The stack has a price. A prestudy pass adds a session before the session, and three encoding passes mean touching one topic three times before any of it is retrievable, so the full stack belongs on material that will still be needed months from now rather than on a reading due tomorrow. Interleaving costs something inside the session too: mixing topics depresses performance while practising and improves retention at a delay, so more errors in the room and faster re-entry a week later is the expected shape rather than a sign the schedule has gone wrong.

WPW, whole, then parts, then whole again, taught back with the material closed, is the objective test for whether a topic is structured rather than merely familiar.

The seven questions are the retrospective instrument. Four other pages send readers here for them.

1. What result was wanted?
2. What kind of thinking should create that result?
3. What thinking did the technique actually trigger?
4. Where was a shortcut taken?
5. Did the method get dropped before the skill had time to develop?
6. What subjective signal should be watched next time?
7. What objective check will eventually confirm it?

If the strategy does not trigger the intended thinking, it will not create the intended knowledge. Same activity time, different mental operation, different outcome. Question 3 is that fact asked of one hour.

The Technique Is Only as Good as the Thinking It Produces is the short diagnostic of the same thesis; this page is the synthesis.

Diagnosing a failed session

What the session felt like	Which question it raises	What changes next session
Two hours in and nothing joined up.	Processing quality	One comparison, one chunking pass, or one out-loud explanation before any new material.
I know what good work looks like here and have no way of producing it.	Strategy	The prestudy pass and the three encoding passes, run end to end on one topic.
The method works and I stop using it on the hard days.	The retreat	The if-then line, written before the next session, naming the exact pull.
The notes look right and nothing can be done with them.	Processing quality and strategy together	The map rebuilt around relationships, then retrieved from with the material closed.
More material keeps going in instead of getting worked on.	The retreat	The next hour of intake converted into five written questions, answered cold.

Problem maps over labels

Complaints like “I procrastinate”, “I have bad time management”, “I am inconsistent”, or “this topic is confusing” name a symptom and stop. A problem map is the written breakdown underneath one: the conditions it shows up under, what sets it off, which feeling arrives with it, what gets done next, which variables move together, and which one gets changed first. The writing is where the relief comes from, since putting the structure of a problem outside the head measurably lowers the demand of holding it, the same offloading that makes a written question cheaper than a remembered one.

Seeing the problem clearly does not finish it. Holding a clear goal does not by itself produce the behaviour, and the distance between intending and doing is the best-documented failure in this area. Closing it takes the same if-then line that closes the retreat. The last line of a problem map is that sentence, one trigger and one response, written before the situation arrives.

The locked-in state

The target is organised usability: the topic feels less confusing; the main structure feels stable; details have places to attach; movement between whole and part is possible; explaining, comparing, and applying are possible; the knowledge can be topped up later through retrieval.

That is the “locked in” feeling, a felt-sense name, not a construct. Familiarity is a bad test, which is why restudy that feels easier proves nothing. Familiarity is also a real destination. The end state does feel familiar and comfortable. Both are true. The test and the destination are not the same job.

It does not mean everything is remembered forever. Forgetting is the default. It means a structure exists that can survive forgetting and be rebuilt. Material that appears completely forgotten is relearned faster than it was learned the first time, so the structure persists below the threshold of recall. What decays is access, not the trace. Topping it up later is that mechanism, not a reassurance.

Knowledge Mastery: From Recognition to Usable Knowledge is the levelled, objective counterpart to that feeling: retrieve, relate, evaluate, use across contexts.

The goal is to make each technique produce the right thinking. Tidy output was never the evidence. A structure that can be rebuilt after it has been forgotten is.

The case against

Process signs can be flattered. This is a diagnostic, not a method, and interleaved retrieval is the wrong first move on material that has not yet been told apart. The seven questions take longer than switching techniques, which is the point. The price is writing the theory before the session and running a delayed check. Quit if two cycles of the seven questions produce no change in the Execution answer. The checkable expectation is a delayed test that is not a recognition check.

The three levels are not three mechanisms. Meta-strategies reduce to Self-Regulation pointed at a strategy, with no separate machinery underneath. Running the diagnosis on every session costs more than it returns, because the attention goes on classifying the session instead of on the material, and the classification changes nothing on a session that was already working. The five-capability view in Dimensions of Learning carries the same risk and the same repair, since a dimension is one of the separately trainable capabilities that set learning performance, where the weakest one caps the rest, and naming the weakest earns its keep only when the next move changes as a result.

No study sets a threshold here, so the working rule of thumb is two sessions: if naming the level has not changed what the next session does, twice running, the diagnosis stops and the next concrete piece of work starts instead. The diagnosing table comes back when the same failure repeats a third time.

How technique failure distributes across the three levels is unmeasured, and nobody has counted it. What is documented is narrower and sharper: effort gets read as evidence of poor learning, and that reading is where an otherwise-working method dies. That single moment is what the three levels are worth running for, and the sentence written before the session is what carries a method through it.

How to practice this

1. Before the session, write the four-line theory of the technique. List the thinking it should trigger, how it should feel, the first signal, the result that should improve. During the hour, notice whether that first signal appears.
2. Write one if-then line before the session, naming the exact pull and the response to it. Notice the moment the page gets tidier or the highlighting resumes; that is the trigger.
3. When overwhelmed, write the confusion as one question precise enough to answer. Notice whether it names a condition rather than a chapter. Close it before the session ends.
4. Make the attempt before opening the material or asking a model. Notice whether an answer arrived before the attempt did.
5. Run the subjective read after every session, an uncalibrated check weekly, a calibrated check at every real opportunity. Notice that the session that felt smoothest is the one to check first.
6. After a session that produced no result, answer the seven questions. Notice whether the Execution answer changes. If two cycles produce no change, stop.

Related pages

• ICS System: the system-level parent, holding process control, five dimensions, and diagnosis of the current limiter
• Are You Thinking, or Just Consuming?: the active/passive cut; its passive-behaviour list overlaps the eight escapes
• Spaced Interleaved Retrieval: the retrieval workflow the seven questions and the locked-in state depend on
• WPW: the objective test for organised usability
• The Shortcut Problem: the failure mode in isolation

9 more related pages

• The Technique Is Only as Good as the Thinking It Produces: the short diagnostic this page synthesises
• Knowledge Mastery: From Recognition to Usable Knowledge: the levelled end state
• Bear Hunter System: the default encoding workflow defined in the form table
• Kolbs Experiential Cycle: the reflection loop defined in the form table
• Marginal Gains: what to change instead of switching techniques
• Self-Regulation: noticing mid-session drift and steering back
• Deep Processing: encoding quality; home of “what kind of thinking”
• Cognitive Load & What Mental Effort Is Trying to Cue: effort as a signal
• Fixed vs Growth Mindset: the page that assigns the misinterpreted-effort diagnostic here

Open questions

• Which of the techniques in use is easiest to fake?
• What does the correct thinking for Bear Hunter System feel like in the first five minutes?
• What does the correct thinking for Spaced Interleaved Retrieval feel like when interleaving is working?
• Which current learning goal is higher-order but still being trained with lower-order methods?
• What signal would show that a technique is producing organised usability?
• Which method in current use costs the most before any of it pays back?
• Which cheaper move gets picked up first when the retreat happens?
• What would name the confusion while there is still session left to use it?
• Which recurring complaint has never been written out with its conditions and triggers?

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