According to recent insights shared by learning theorist and writer Scott Young in a video essay, the secret to memory does not lie primarily in raw intelligence or complex memorization tricks. Instead, what an individual already knows exerts a vastly more powerful influence on memory retention than innate cognitive ability. This fundamental principle changes how readers should approach everything from novels to dense non-fiction, challenging conventional wisdom about the eternal tug-of-war between reading quality versus quantity.
Reading More Equals Reading Better
A frequent point of debate in the reading community centers on the apparent contrast between devouring large quantities of books versus slowing down to read fewer titles with deep, meticulous focus. When Young and his team previously released a video detailing the "AHAB approach" to high-volume reading—a method that famously helped him navigate through 105 books during his intensive "Foundations" project—the strategy drew skepticism from critics who argued that the true focus should always rest on quality rather than quantity.
There is a kernel of truth to this objection. Consuming a high volume of low-tier novels or uninformative texts will never yield the profound insights found in timeless literary classics or rigorous philosophical treatises. However, framing the issue as a stark trade-off between the sheer quantity of knowledge one possesses and its intrinsic quality creates a false dichotomy.
In practice, the most effective pathway to tackling harder, more sophisticated books is often to read a wider volume of materials first. This broader base includes works that might be less complex but serve as vital stepping stones, providing a comfortable on-ramp into more demanding intellectual territory.
What Sorts of Books Should You Read to Read Better?
If any genuine trade-off exists between the quality and quantity of reading material, it is less about choosing between sophisticated or simple books and much more about selecting accurate ones. The hidden danger of compounding knowledge is that starting with misleading books—those failing to represent the best available empirical evidence or promoting fringe perspectives held by very few experts—can drag a reader into a self-reinforcing echo chamber of misinformation. In worst-case scenarios, an individual consuming unchecked, inaccurate literature can end up significantly less informed than someone who simply absorbs brief news soundbites.
This risk highlights the immense value of textbooks and survey courses. Both formats are intentionally engineered to introduce a topic systematically, drawing upon the broad consensus of an established academic or scientific field. Among modern options, concise survey collections such as Oxford University Press’s Very Short Introductions series offer an appealing middle ground. These books manage to pack a remarkable density of verified information into a compact format without overwhelming non-expert readers. Particularly notable entries cover complex subjects ranging from the underlying science of human sleep and geology to the intricate philosophy of Hegel.
The Paradox of Forgetting
Another common trap occurs when readers, suddenly struck by how much information slips away after finishing a book, conclude that they must immediately invest time in building an elaborate, sprawling note-taking system before turning another page.
Note-taking systems can certainly be wonderful tools. Over the years, readers have experimented with countless methods, ranging from deeply interconnected Zettelkasten networks to minimalist, single-page document summaries. For certain individuals, these systems function exceptionally well. Yet for many others, the administrative burden of maintaining the note-taking apparatus itself transforms into a barrier, actively preventing them from simply reading more books.
A similar phenomenon occurs with intensive retrieval practice, such as transforming every chapter and study material into endless decks of flashcards. While repeating the exact same book multiple times is generally less effective than practicing active retrieval, and practice remains undeniably essential for true mastery, reading itself naturally incorporates retrieval.
Modern research into the science of reading comprehension reveals that understanding text depends just as much on retrieving prior knowledge as it does on decoding written symbols on a page. Reading is inherently an active, dynamic process where the mind constantly merges incoming textual information with pre-existing mental frameworks. Whether a person relies on elaborate mnemonics, flashcards, or sophisticated note-taking apps, the core reality remains unchanged: the ultimate key to remembering more is simply knowing more, and the key to knowing more is reading more. Knowledge compounds over time, and the best way to get that intellectual flywheel spinning is to keep reading books.
New Perspectives on Project Completion
Beyond the mechanics of reading and memory, the broader ecosystem of creative and intellectual output continues to evolve through new works by authors exploring human psychology and productivity. Among them is writer David Kadavy, whose book Finish What Matters explores the distinct behavioral patterns of creators.
Drawing from early conversations during the book’s development, Kadavy categorizes individuals as either "Rafales" or "Leonardos," depending on whether they operate as committed project finishers or prolific starters. Bringing these psychological observations into print provides readers with valuable insights into their own work habits, offering practical strategies to guide major projects through to successful completion.
