In a recent video essay exploring the mechanics of human memory and learning, learning expert Scott Young addresses this common frustration. Rather than pointing to innate intelligence as the primary driver of memory retention, Young argues that what we already know exerts a much stronger influence on our ability to remember new information. This foundational concept reframes how we should approach reading, challenging traditional assumptions about depth versus volume, note-taking systems, and the true nature of comprehension.
Reading More Equals Reading Better
A frequent debate in the reading community centers on the contrast between consuming a high volume of books versus reading fewer books with extreme depth. When Young and his team released a video detailing the "AHAB approach"—the high-volume reading method that enabled him to get through 105 books during his ambitious "Foundations" project—it drew immediate pushback from critics who questioned the merits of such rapid consumption. The core objection is familiar: shouldn’t the primary focus be on quality rather than quantity?
There is certainly an element of truth to this perspective. Powering through a massive volume of lowbrow novels or uninformative texts will not yield the profound insights gained by studying masterworks of philosophy or literature, such as the writings of Tolstoy or Aristotle. However, clinging strictly to this dichotomy creates a false and somewhat imaginary trade-off between the quantity of knowledge a person possesses and its quality.
In reality, the most effective pathway to mastering more sophisticated and challenging books is often to read a wider variety of works first. This broader base includes less complex texts that can serve as intellectual stepping stones, providing the necessary context and scaffolding to tackle harder works later on.
What Sorts of Books Should You Read to Read Better?
If a genuine trade-off exists between the quality and quantity of one’s reading material, it is less about the sophistication of the books and much more about their accuracy and reliability.
The primary danger in the compounding nature of knowledge arises when a reader starts with misleading materials—books that fail to represent the best available empirical evidence or that champion fringe viewpoints held by very few knowledgeable experts. Consuming inaccurate books can trap a reader in a self-reinforcing cycle of misinformation. In the worst cases, an individual following this path may end up even less informed than someone who simply absorbs brief soundbites from television broadcasts.
To avoid this intellectual trap, prioritizing textbooks and survey courses offers a reliable solution. These resources are intentionally designed to introduce topics comprehensively while carefully representing the broad consensus of a given academic field. For those looking to expand their intellectual horizons without getting bogged down by impenetrable academic jargon, concise and reliable introductory series serve as an ideal middle ground.
Among current publishing efforts, the Very Short Introductions series published by Oxford University Press stands out for packing a surprising density of information into short, accessible volumes that remain digestible for non-experts. Particular highlights within the series include dedicated volumes exploring the science of sleep, the fundamentals of geology, and the complex philosophy of Georg Wilhelm Friedrich Hegel.
The Paradox of Forgetting
Another common trap for dedicated readers stems from the anxiety of forgetting. Recognizing the sheer volume of information that slips from memory after finishing a book, many readers become convinced they must invest significant time and energy into building elaborate, complex note-taking systems before they open another volume.
Note-taking systems undoubtedly offer immense value for certain people, and a wide variety of frameworks have been developed over the years. These range from sprawling, interconnected Zettelkasten systems designed for networked thought to minimal, single-page summaries capturing the essence of a read book. While these methods work remarkably well for some learners, they can have the opposite effect for others, turning the administrative burden of note-taking into a barrier that discourages actual reading.
A similar dynamic applies to intensive retrieval practice, such as the practice of converting every book and study material into endless decks of flashcards. While spaced repetition and active practice remain essential tools for achieving true mastery, and rereading a book multiple times is generally less effective than practicing retrieval, reading itself is inherently an act of retrieval.
Modern research into the science of reading comprehension reveals that reading relies just as heavily on retrieving existing knowledge as it does on decoding written text. Reading is fundamentally an active, dynamic process in which the human brain constantly merges the information on the page with what the reader already knows.
Whether an individual relies on elaborate mnemonics, flashcards, or meticulous note-taking systems, the fundamental rule of memory retention remains constant: the key to remembering more is knowing more, and the key to knowing more is reading more. Knowledge compounds over time, and the most effective way to get that intellectual flywheel spinning is simply to read more books.
As readers continue to seek out strategies for personal and professional growth, practical insights into project execution and psychology also continue to emerge in contemporary literature. Friend and fellow author David Kadavy recently released a new book titled Finish What Matters. Reflecting on early conversations during the book’s development, Kadavy categorizes individuals as either "Rafales" or "Leonardos," depending on whether they are committed finishers or prolific starters of projects. Bringing these ideas into print offers readers valuable insights into their own psychology alongside practical advice for seeing major personal and professional projects through to completion.
