Made to Stick (7 page)

One of the competitors on the PDA market in 1994 looked like a malnourished computer. It was a bulky device with a keyboard and multiple ports for peripherals. Jeff Hawkins, the Palm Pilot team leader, was determined that his product would avoid this fate. He wanted the Palm Pilot to be simple. It would handle four things: calendars, contacts, memos, and task lists. The Palm Pilot would do only four things, but it would do them well.

Hawkins fought feature creep by carrying around a wooden block the size of the Palm. Trae Vassallo, a member of the Palm V design team, says, “The block was dumb, which resonated with the simple technological goals of the product, but it was also small, which made
the product elegant and different.” Hawkins would pull out the wooden block to “take notes” during a meeting or “check his calendar” in the hallway. Whenever someone suggested another feature, Hawkins would pull out the wooden block and ask them where it would fit.

Vassallo said that the Palm Pilot became a successful product “almost because it was defined more in terms of what it was not than in terms of what it was.” Tom Kelley, from IDEO, a prominent Silicon Valley design firm, made a similar point: “The real barrier to the initial PDAs … was the idea that the machine had to do nearly everything.”

Hawkins knew that the core idea of his project needed to be elegance and simplicity (and a tenacious avoidance of feature creep). In sharing this core idea, Hawkins and his team used what was, in essence, a visual proverb. The block of wood became a visual reminder to do a few things and do them well.

There is a striking parallel between the development of the Palm Pilot and the Clinton campaign led by James Carville. In both cases, the teams were composed of people who were knowledgeable and passionate about their work. Both teams boasted plenty of people who had the
capability
and the
desire
to do a lot of different things—argue every issue and engineer every feature. Yet in both cases the team needed a simple reminder to fight the temptation to do too much. When you say three things, you say nothing. When your remote control has fifty buttons, you can’t change the channel anymore.

Our messages have to be compact, because we can learn and remember only so much information at once. But suppose we’ve assessed the core of our message and we have too much information to aspire to the compactness of a proverb. How do we convey lots of information when we need to? The following exercise is designed to reinforce the need for compactness and to provide a hint about how to cram more information into a compact message.

Here are the rules of this exercise: Spend ten to fifteen seconds, no more, studying the letters below. Then close the book, pull out a sheet of paper, and write down as many letters as you can remember. Spoiler alert: Don’t turn the page until you’ve finished the exercise.

If you’re like most people, you probably remembered about seven to ten letters. That’s not much information. Compactness is essential, because there’s a limit to the amount of information we can juggle at once.

Now turn the page and try the exercise again.

There’s a twist this time. We haven’t changed the letters or the sequence. All we’ve done is change the way the letters are grouped. Once again, study the letters for ten to fifteen seconds, then close the book and test your recall.

Chances are you did much better the second time. Suddenly the letters meant something, which made them easier to remember. In Round 1, you were trying to remember raw data. In Round 2, you were remembering concepts: John F. Kennedy, the FBI, the North Atlantic Treaty Organization, UPS, NASA, the IRS.

But wait a second. Why is it easier to remember “John F. Kennedy” than the random letters F, J, K? Surely John F. Kennedy is a bigger bundle of information than the three random letters! Think of all the associations with JFK—politics, relationships, his assassination, and his famous family. If remembering was like weight lifting, it would be ridiculous to think we could “lift” JFK easier than three little letters!

The secret, of course, is that we’re
not
“lifting” JFK. All the remembering work related to JFK has already been done. We’ve already built those muscles—the concept of JFK, and all its associations, is already embedded in our memories. What we’re remembering is simply a pointer to this information—we’re posting a little flag on the terrain of our memory. With the raw letters, we’re posting three separate flags. In the end, it’s one bit of information (or one flag) versus three, and it’s no surprise that one is easier to remember.

So what? Is this just neat brain trivia? Here’s where we’re going: We’ve seen that compact ideas are stickier, but that compact ideas alone aren’t valuable—only ideas with
profound
compactness are valuable. So, to make a profound idea compact you’ve got to pack a lot of meaning into a little bit of messaging. And how do you do that? You use flags. You tap the existing memory terrain of your audience. You use what’s already there.

So far we have presented situations in which one simple idea, or a handful of simple ideas, were useful in guiding behavior. But, let’s face it, most people in the world do complicated things. It’s not our intention to argue that complicated things—law, medicine, construction, programming, teaching—can be pared down to two or three compact messages. We obviously can’t replace a school of architecture with a single compact idea (“Keep the building from falling down”).

This leads us to an important issue that we haven’t discussed yet:
How do you turn a freshman into an architect?
How does complexity emerge from simplicity? We will argue that it is possible to create complexity through the artful use of simplicity. If simple ideas are staged and layered correctly, they can very quickly become complex.

Let us teach you what a “pomelo” is. (If you already know what a pomelo is, be a good sport and feign ignorance.) Here is one way that we can explain to you what a pomelo is:

Quick question: Based on this explanation, if you mixed pomelo juice half and half with orange juice, would it taste good? You might make a guess, but the answer is probably a bit ambiguous. Let’s move on to an alternative explanation:

Explanation 2 sticks a flag on a concept that you already know: a grapefruit. When we tell you that a pomelo is
like
a grapefruit, you call
up a mental image of a grapefruit. Then we tell you what to change about it: It’s “supersized.” Your visualized grapefruit grows accordingly.

We’ve made it easier for you to learn a new concept by tying it to a concept that you already know. In this case, the concept is “grapefruit.” “Grapefruit” is a
schema
that you already have. (“Schema” is a bit of technical jargon from psychology, but it’s so useful that we think it’s worth carrying through the book.)

Psychologists define schema as a collection of generic properties of a concept or category. Schemas consist of lots of prerecorded information stored in our memories. If someone tells you that she saw a great new sports car, a picture immediately springs to mind, filled with generic properties. You know what “sports cars” are like. You picture something small and two-door, with a convertible top perhaps. If the car in your picture moves, it moves fast. Its color is almost certainly red. Similarly, your schema of “grapefruit” also contains a cluster of generic properties: yellow-pink color, tart flavor, softball-sized, and so on.

By calling up your grapefruit schema, we were able to teach you the concept of pomelo much faster than if we had mechanically listed all the attributes of a pomelo. Note, too, that it’s easier to answer the question about the blend of pomelo and orange juice. You know that grapefruit juice blends well with OJ, so the pomelo schema
inherits
this property from the grapefruit schema. (By the way, to be complete, Explanation 1 is itself full of schemas. “Citrus fruit” is a schema, “rind” is a schema, and “tangy” is a schema. Explanation 2 is easier to parse only because “grapefruit” is a higher-level schema—a schema composed of other schemas.)

By using schemas, Explanation 2 improves both our comprehension and our memory. Let’s think about the two definitions of “pomelo” in terms of the inverted pyramid structure. What’s the lead? Well, with Explanation 1 the lead is: citrus fruit. After the lead, there is no clear hierarchy; depending on what catches people’s attention, they might remember the rind info (“very thick but soft and easy to
peel away”) or the color info (“light yellow to coral pink”) or the juiciness info or the taste info.

With Explanation 2, the lead is: grapefruit-like. The second paragraph is: supersized. The third paragraph is: very thick and soft rind.

Six months from now, people will remember—at best!—the lead of our story. That means that with one story they’d remember “fruit” or “citrus fruit.” With the other story they’d remember “grapefruit.” The second story is clearly better—it isn’t a judgment call.

This concludes what will probably be the last psychological discussion of citrus fruit you’ll ever encounter. But though the concept of “pomelo” may not be worth the neurons you just burned on it, the underlying concept—that schemas
enable
profound simplicity—is critical.

Good teachers intuitively use lots of schemas. Economics teachers, for instance, start with compact, stripped-down examples that can be understood by students who have no preexisting economics schemas. “Let’s say that you grow apples and I grow oranges. We’re the only two people around. Let’s also say that we’d prefer to eat some of both fruits rather than all of either. Should we trade? If so, how do we go about doing it?”

Students are initially taught how trade works in this simplified context. This knowledge, in turn, becomes a basic trade schema for them. Once learned, this schema can be called up and stretched along some dimension. For example, what happens if you suddenly get better at growing apples? Do we still trade the same way we did before? To solve this problem, we’re calling up a schema and adapting it, just as we did in making a pomelo out of our grapefruit schema.

Schemas help us create complex messages from simple materials. In school, lots of science courses are taught by clever uses of schemas. Introductory
physics deals with simple, idealized situations: pulleys, inclines, objects moving at constant rates along frictionless paths. As students become familiar with the “pulley” schema, it can be stretched in some way or merged with other schemas to solve more complicated problems.

Another nice use of a schema is the solar system model of the atom, which many of us were taught as kids. This model posits that electrons orbit the nucleus, much as planets orbit the sun. This analogy gives students a quick, compact insight into how the atom works.

The planetary analogy also provides an insight into the reason that many people avoid compact schemas (“a supersized grapefruit”) in favor of exhaustive description (“a citrus fruit with a soft, thick rind, blah blah blah …”). The use of schemas can sometimes involve a somewhat slower route to the “real truth.” For instance, physicists now know that electrons don’t orbit the nucleus the way that planets do. In reality, electrons move in “probability clouds.” So what do you tell a sixth grader? Do you talk about the motion of planets, which is easy to understand and nudges you closer to the truth? Or do you talk about “probability clouds,” which are impossible to understand but accurate?

The choice may seem to be a difficult one: (1) accuracy first, at the expense of accessibility; or (2) accessibility first, at the expense of accuracy. But in many circumstances this is a false choice for one compelling reason: If a message can’t be used to make predictions or decisions, it is without value, no matter how accurate or comprehensive it is.

Herb Kelleher could tell a flight attendant that her goal is to “maximize shareholder value.” In some sense, this statement is more accurate and complete than that the goal is to be “THE low-fare airline.” After all, the proverb “THE low-fare airline” is clearly incomplete—Southwest could offer lower fares by eliminating aircraft maintenance, or by asking passengers to share napkins. Clearly, there are additional values (customer comfort, safety ratings) that refine
Southwest’s core value of economy. The problem with “maximize shareholder value,” despite its accuracy, is that it doesn’t help the flight attendant decide whether to serve chicken salad. An accurate but useless idea is still useless.

We discussed the Curse of Knowledge in the introduction—the difficulty of remembering what it was like not to know something. Accuracy to the point of uselessness is a symptom of the Curse of Knowledge. To a CEO, “maximizing shareholder value” may be an immensely useful rule of behavior. To a flight attendant, it’s not. To a physicist, probability clouds are fascinating phenomena. To a child, they are incomprehensible.

People are tempted to tell you everything, with perfect accuracy, right up front, when they should be giving you just enough info to be useful, then a little more, then a little more.

A great way to avoid useless accuracy, and to dodge the Curse of Knowledge, is to use analogies. Analogies derive their power from schemas: A pomelo is like a grapefruit. A good news story is structured like an inverted pyramid. Skin damage is like aging. Analogies make it possible to understand a compact message because they invoke concepts that you already know.