Study of lama the one

7/24/2019 Study of lama the one

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Video with some tips on studying-

https://drive.google.com/file/d/0B2SAcnDo!p"#$%&$'c()*+t,/viewuspsh1ring

ere 1re some nootropics 3 use to help me study:

Secret study coc4t1il - 514e (0 minutes !efore you st1rt your study grind

6 2-fm1 789-20 mg

6 ;re1tine 7 =1gnesium Bis-

lycin1te

6 )-ipoic Acid: 7800mg

6 Acetyl -;1rnitine: 7900mg

6 ?r1mir1cet1m 7(90mg

6 #oopept - 80mg

6 Agm1tine Sulf1te 290mg

6 Sunifir1m 9mg

6 =em1ntine 80mg

6 $ridine 8g

6 ;entropheno@ine 00mg

6 ;entell1 1si1tic1 e@tr1ct

6 5inospor1 cordifoli1

6 ;odonopsis pilosul1

6 volvulus 1lsinoides

6 ;onvolvulus pluric1ulis

6 B1cop1 monnieri

6 ;litori1 tern1te1
https://drive.google.com/file/d/0B2SAcnDoLbp_NU9zUjc3RFQtWG8/view?usp=sharinghttps://drive.google.com/file/d/0B2SAcnDoLbp_NU9zUjc3RFQtWG8/view?usp=sharing


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6 cel1strus p1nicul1tus seed oil

6 #1rdost1chys '1t1m1nsi root powder

6 1shw1g1ndh1

6 900 8>000 mg of !lue!erry 1nthocy1nins

A list of online we!sites to 1ssist you in studying:

https://www.reddit.com/r/reddit.com/comments/c4t@y/reddit"lets"compile"1"list"of"the"!est"onl

ine/

Another simil1r list: http://www.opencolleges.edu.1u/informed/fe1tures/free-online-courses-90-

sites-to-get-educ1ted-for-free/

verything 3 w1nt to le1rn> 3 m14e up stories 1!out. =y fi1ncee does something simil1r - shesimply 1tt1ches emotions to wh1tever.

5he point is> if you h1ve 1n 1ngle which you c1n 1ccess e1sily> which is somehow !ound to

wh1t you w1nt to le1rn> then you c1n 1ccess th1t inform1tion 'ust 1s e1silyC

ouEre essenti1lly cre1ting shortcuts to the memories 1nd simult1neously strengthening them.

5he more different w1ys you 1ppro1ch the memories> the !etter - re1d slides> listen to lectures>

write notes> re1d wi4ipedi1 71nd follow those wi4ilin4sC> re1d your notes> do fl1sh c1rds> etc.

,hile you do those things> let your mind w1nder 1 !it while still p1ying 1ttention - the slides 1re
https://www.reddit.com/r/reddit.com/comments/cktxy/reddit_lets_compile_a_list_of_the_best_online/https://www.reddit.com/r/reddit.com/comments/cktxy/reddit_lets_compile_a_list_of_the_best_online/http://www.opencolleges.edu.au/informed/features/free-online-courses-50-sites-to-get-educated-for-free/http://www.opencolleges.edu.au/informed/features/free-online-courses-50-sites-to-get-educated-for-free/https://www.reddit.com/r/reddit.com/comments/cktxy/reddit_lets_compile_a_list_of_the_best_online/https://www.reddit.com/r/reddit.com/comments/cktxy/reddit_lets_compile_a_list_of_the_best_online/http://www.opencolleges.edu.au/informed/features/free-online-courses-50-sites-to-get-educated-for-free/http://www.opencolleges.edu.au/informed/features/free-online-courses-50-sites-to-get-educated-for-free/


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1ttr1ctions 1t 1n 1musement p1r4> why h1snEt the prof sh1ved in five d1ys> so th1tEs why

il!ert gener1li&ed uclide1n sp1ce> doodle some !utterflies 1round your eFu1tions> G5re!ec4>

wh1t is 1n 1n1l !um coverG> etc.

5his is shittons more fun 1nd wor4s much !etter th1n Gtrying h1rdG.

ou only need to do 1s much 1s is necess1ry - once you 4now the m1teri1l> youEll 4now it for

good 71t le1st until the e@1m :?.5ry some weird shit - youEll Fuic4ly re1li&e wh1t wor4s 1nd wh1t doesnEt.

ow c1n you tell Boring stuff doesnEt wor4C 5he ide1 is to cre1te hoo4s into the inform1tion -

when your mind is 1ll Gfuc4 th1t this suc4s !ec1use itEs f1t1lly !oringG it re1lly isnEt going to

remem!er 1nything during the e@1m.

5his h1s to do with potenti1tion> priming> 1nd such> 1nd 1 re1l cognitive scientist c1n tell you

1!out th1t much !etter th1n 3. ou see> 3 only st1rted 1pplying this ide1 1fter 3 le1rned 1!out it>

so 3 only h1lf-4now how it wor4s. H

tlHdr. DonEt study GforcefullyG - it doesnEt do '1c4. Study GcleverlyG !y 1ssoci1ting t1rget

inform1tion with things th1t 1re e1sy to thin4 1!out.

6 m14e 1 g1me out of tedious t1s4s. ;re1te sm1ll su!-go1ls within e1ch t1s4 1nd

m14e 1 competition with yourself to see how Fuic4ly or otherwise how well you c1n

1chieve the su!go1l.6 $se vivid im1gery in unorthodo@ w1ys to liven up the t1s4. ;re1te 1!surd stories

reg1rding the topics 1t h1nd.6 ?rime yourself to feel good !efore you do the tedious t1s4. o for 1 Fuic4 w1l4>

get some fresh 1ir> listen to some stimul1ting music> wh1tever wor4s for you.6 in4 something you love to the t1s4 1t h1nd. i4e the mnemonic systems> cre1te

1 ment1l peg th1t lin4s 1 new concept to 1 concept or st1ge in 1 t1s4 you en'oy. 3t will 1id

in retention 1nd rec1ll.

3f youEre studying something new> li4e 1 cert1in m1th eFu1tion> im1gine ?1tric4 St1r descri!ing

the pro!lem or 1cting it out somehow> even if itEs 'ust him dr1wing it out on 1 ch1l4 !o1rd... then

let your mind do the rest... will !e h1rd to forget th1t one.

Use spaced repetition software like supermemo or

anki or mnemosyne. Read reviews and pick 1.Before you study> im1gine your close friends 1t home or wherever studying 1t th1t s1me

moment. 3m1gine them trying their h1rdest. 3t is now 1 contest who c1n outl1st who. ,heneveryou feel li4e giving up> thin4 of them still dedic1ted 1nd 1he1d of you in the m1teri1l.


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3m1gine you h1ve 1 genius dog li4e 1 us4y. #ow you h1ve to e@pl1in wh1t you 'ust le1rned in

terms th1t this genius dog will underst1nd. e is sm1rt enough !ut you mustuse simple

1n1logies th1t m1y !e dog rel1ted. #ow you need to dr1w di1gr1ms for him.

us4y loves di1gr1ms> no m1tter how pointless. us4y loves di1gr1ms.

#ow you h1ve to give the hus4y hypothetic1l e@1mples of the su!'ect in Fuestion. ?rovide

situ1tions where it is import1nt 1nd it is !est to m14e it 1 cr1&y story.us4y needs to now he1r it in simple english 1s english is not his first l1ngu1ge. After he

underst1nds it in simple english> he is re1dy for 1 det1iled e@pl1n1tion.

)emem!er:https://i.imgur.com/=cSl('.'pg

www.cse.!uff1lo.edu/Ir1p1port/howtostudy.html

Well-planned, appropriate, contextual humor can help

students ingrain information.

We process words visually, not

phonetically.

When we look at a known word, our brain sees it like a picture, not a group of letters needing to

be processed. Thats the finding from a Georgetown ni!ersit" #edical $enter %G#$& stud"

published in the 'ournal of (euroscience, which shows the brain learns words )uickl" b" tuning

neurons to respond to a complete word, not parts of it.

(eurons respond differentl" to real words, such as turf, than to nonsense words, such as

turt, showing that a small area of the brain is holisticall" tuned to recognise complete words,

sa"s the stud"s senior author, #aximilian *iesenhuber.
https://i.imgur.com/Mc8Sl3j.jpghttps://i.imgur.com/Mc8Sl3j.jpghttp://gumc.georgetown.edu/news/After-Learning-New-Words-Brain-Sees-Them-as-Pictureshttps://i.imgur.com/Mc8Sl3j.jpghttp://gumc.georgetown.edu/news/After-Learning-New-Words-Brain-Sees-Them-as-Pictures


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We are not recognising words b" )uickl" spelling them out or identif"ing parts of words, as

some researchers ha!e suggested. +nstead, neurons in a small brain area remember how the

whole word looks using what could be called a !isual dictionar", he sa"s.

This small area in the brain, called the !isual word form area, is found in the left side of the

!isual cortex, opposite from the fusiform face area on the right side, which remembers how faces

look. ne area is selecti!e for a whole face, allowing us to )uickl" recognise people, and the

other is selecti!e for a whole word, which helps us read )uickl", *iesenhuber sa"s.

The stud" asked / adult participants to learn a set of 0/1 nonsense words. sing a specific

f#*+ techni)ue, the in!estigators found that the !isual word form area changed as the

participants learned the nonsense words. 2efore training, the neurons responded to the

nonsense words without whole-word recognition, but this changed after training. This stud" is

the first of its kind to show how neurons change their tuning with learning words,

demonstrating the brains plasticit", sa"s the stud"s lead author, 3aurie Gle4er, 5h6.

The findings not onl" help re!eal how the brain processes words, but also pro!ides insights into

how to help people with reading disabilities, sa"s *iesenhuber. 7or people who cannot learn

words b" phoneticall" spelling them out 8 which is the usual method for teaching reading 8

learning the whole word as a !isual ob9ect ma" be a good strateg".

2elow are :/ pro!en ps"chological phenomena that affect "ou and "our students e!er" da";

1. State-Dependent Recall

6efinition; +t is easiest to recall information when "ou are in a state similar to the one in which

"ou initiall" learned the material.


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6efinition; The tendenc" to o!eremphasi4e internal explanations for the beha!ior of others,

while failing to take into account the power of the situation. The student who sa"s, 2rian got an

< on his =nglish paper because he is smarter than + am instead of 2rian got an < on his

=nglish because he !isited the Writing $enter before he turned it in suffers from the

7undamental hare this wisdom with "our students to

promote critical thinking.

*. &hun+in'


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6efinition; < term referring to the process of taking indi!idual units of information %chunks&

and grouping them into larger units. 5robabl" the most common example of chunking occurs in

phone numbers. 7or example, a phone number se)uence of ?-@-0-0-:--? would be chunked into

?@0-0:?. $hunking is often a useful tool when memori4ing large amounts of information. 2"

separating disparate indi!idual elements into larger blocks, information becomes easier to

retain and recall.

kinner in

his theor" of operant conditioning. 5ositi!e reinforcement is an"thing added that follows a

beha!ior that makes it more likel" that the beha!ior will occur again in the future. ne of the

easiest wa"s to remember this is to think of something being added to the situation.


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6efinition; The more wa"s in which "ou learn something %!isuall", aurall", kinestheticall",

!erball", etc.&, the better "ou remember it. < ke" ad!antage of interdisciplinar" courses and

programs.


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students about double 9eopard", ad!ise them to imagine someone robbing a bank, going to 9ail,

then robbing the same bank again, free of con!iction.

12. Dual &odin'

6efinition; The abilit" to code a stimulus two different wa"s increases the chance of

remembering that item compared to if the stimulus was onl" coded one wa". 7or example, sa" a

person has stored the stimulus concept, dog as both the word Ddog and as the image of a dog.

When asked to recall the stimulus, the person can retrie!e either the word or the image

indi!iduall" or both, simultaneousl". +f the word is recalled, the image of the dog is not lost and

can still be retrie!ed at a later point in time.


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unnoticed. >ome things, howe!er, such as the participants name being spoken %called Dthe

cocktail effect& and a switch from the !oice of one gender to another, are noticed.


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n the other hand, if "ou are re!iewing familiar materials, multi-tasking is acceptable, since

students ha!e alread" captured the material at least partiall" in their long-term memor" store.

1. (ottom-up and Top-down processin'

6efinition; >trategies of information processing and knowledge ordering. The top-down

approach, also known as deducti!e reasoning, in!ol!es starting with the bigger picture and

breaking it down into smaller segments in order to deri!e a theor". The bottom-up approach,

also known as inducti!e reasoning, in!ol!es beginning with a small segment of information and

growing into a more complex, bigger picture. The former uses known data first to form a

perceptionB the latter uses incoming data from the en!ironment first to form a perception.

pelke et al. %0H@I& found that, with practice, students could learn to

read a stor" while writing down a list of words read out loud to them.

tudents should not be expected to arri!e to class with well-honed multi-tasking

skills, especiall" after a long !acation or break from studies. +ts best for instructors to ease

students into tasks that in!ol!e di!ided attention.


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1/. Serial vs. parallel processin'

6efinition; 3earning one ob9ect at a time, se)uentiall" %serial processing&, !ersus learning all of

them at once %parallel processing&.


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!er" differentl" in the brain, and recalling an"thing that has personal !alue is much easier than

recalling a random fact. sing episodic memor" to enhance semantic memor" can be a useful

tool8much like interacting images and dual coding.

2*. Social-!motional 3earnin' 5S!36

6efinition; 5s"chologists in the 0HL1s found that attributes like self-restraint, persistence and

self-awareness might actuall" be better predictors of a persons life tra9ector" than standard

academic measures. (ow amo!ementis in the works across school districts to promote

emotional literac" in students.


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2/. attern reco'nition

6efinition; 5attern recognition refers to the process of recogni4ing a set of stimuli arranged in a

certain pattern that is characteristic of that set of stimuli. +t does not occur instantl", although it

does happen automaticall" and spontaneousl". 5attern recognition is an innate abilit" of

animals.

ome t"pes of recognition, such as facial recognition and pattern recognition,

re)uire large amounts of brain processing capacit". This is wh" the abilit" to make connections

%or recogni4e patterns& has been linked time and time again to intelligence. The main s"stems

our brains use to organi4e information %schemas, heuristics, etc.& rel" on patterns. 5oint out

patterns to "our students as often as possible to promote critical thinking skills and heightened

comprehension.

2. Anchorin'

6efinition; The common human tendenc" to rel" too hea!il" on the first piece of information

offered %the anchor& when making decisions. 7or example, the initial price offered for a used

car sets the standard for the rest of the negotiations, so that prices lower than the initial price

seem more reasonable e!en if the" are still higher than what the car is reall" worth.


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6efinition; The idea that cognition and memor" are dependent on context, such that out-of-

context memories are more difficult to retrie!e than in-context memories %e.g. recall time and

accurac" for a work-related memor" will be lower at home, and !ice !ersa&.


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"*. ;euristics

6efinition; < heuristic is an experience-based techni)ue that helps in problem sol!ing, learning,

and disco!er". < heuristic method is particularl" used to rapidl" come to a solution that is hoped

to be close to the best possible answer, or Doptimal solution. Eeuristics are rules of thumb,

educated guesses, intuiti!e 9udgments, or simpl" common sense.


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$ is for $a"e %rea"s. &a"e sure you ta"e !rea"s and sleep. You cant

remem!er large chun"s on information in one sitting. 'tand up and come

!ac" to it.

& is match learning and testing conditions. #earn in similar conditions

as when you will ta"e the test. my tip is to chew gum when studying acertain subject and chew the same flavor of gum during the test. It will help

you remember ( is ela!orate. $hin" deeply a!out the material and ma"e other

associations with it.

tl)dr 'leep, ta"e !rea"s, ta"e good notes, learn the material not memorize, and

"eep conditions the same during studying and testing

*O+ $O '$-Y %A'(- O *O+ &(&O/Y +O/0'

&emory wor"s 1to put it simply2 in 3 stages4 attention, encoding

1storing5associating with other info2, and retrieval1remem!ering2

$o optimize the final stage, you have to optimize the first two stages. $his means

you have to pay attention to the material, and you have to encode it well. 1+hich

Ill e6plain !elow.2 Additionally, if you repeat the process, you reinforce it. %y


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retrieving something, you start to pay attention to it again, and then you are a!le

to re7encode it !etter than !efore.

$o optimize encoding, remem!er GOA$ &(.

G is generate and test. i.e., 8uiz yourself, or otherwise come up withthe answers on your own without 9ust reading them. (ven if you get it wrong,

it helps more than if you 9ust read the answer off the !at, !ecause youre

forcing yourself to thin" more a!out it 1why was it wrong:2. $est yourself in a

way that will resem!le what youll actually have to do during the real test.

1e.g., if you have to write essays on the test, instead of 9ust writing and

memorizing !ullet points, actually write an essay multiple times without

cheating, review it, and repeat until you can write it without forgetting any

important points.2 Other effective ways of testing yourself are teaching thematerial to someone else and tal"ing a!out it out loud to yourself.

O is organize. $his reduces the load on your !rain and helps create

reminders 9ust !y coloring, position, or associations with near!y material. ;or

instance, a time line helps remem!er that event A came !efore event % in

history, not necessarily !ecause you memorized the dates !ut !ecause you

organized the info so that event A was written earlier and you happen to

remem!er that it was written earlier. $he position of the information !ecomes

meaningful. You can organize with outlines, pictures, color coding, related

material, etc. &y use of


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not. Youve 9ust !ecome more s"illed at reading it. -ont !other highlighting

your te6t!oo" in the first go either. You feel li"e youre pic"ing out the

important parts of the chapter !ut you cant "now whats really important

until youve read the whole thing. And then all youre gonna do anyway is go

!ac" and reread all the highlights, and as weve esta!lished, rereading is

useless. If instead you actually organize the highlights and 8uiz yourself on

them, highlighting may !e useful. ;or a similar reason, rewriting information

is also not very helpful unless you use it as a method of 8uizzing.

$ is ta"e !rea"s. $his is *G(. If nothing else, wal" away with 9ust this

tip. Your memory wor"s !est if you study in fre8uent, short sessions rather

than one long cram session. You dont give your !rain a chance to store the

earlier info you studied, so it 9ust slips out of your mind, and youll have

wasted your time studying it. 'o study for awhile, go do something else for a!it, and come !ac" to it, and repeat. One of my students said she taped

information in front of her toilet so whenever she went to pee or something

she could study for 9ust a couple minutes. It sounds strange !ut its actually

a great idea 1Id advise, in line with G and A that you tape 8uestions in front

of the toilet and tape answers elsewhere so you can 8uiz yourself.2 Another

important part of this is that you need to sleep to "eep that info in your

head. (ven if you ta"e regular !rea"s, an all nighter will do more harm than

good. Your memories are stored more permanently after sleep. $his is 9usthow the !rain wor"s. You can even try to wor" naps into your study sessions.

Its a !rea" > sleep? @(-I$4 I do not "now how long !rea"s '*O#- !e, !ut I

!elieve this varies from person to person. ust try to study over the course of

days instead of hours.B

& is match learning and testing conditions. $his is !ased off the

principle of encoding specificity, which states that, if you want to optimize

memory, then the conditions surrounding encoding 1e.g., where you are

when you study, how tired you are when you study, etc.2 should !e the same

as those surrounding retrieval 1e.g., where you are when youre tested, how

tired you are when youre tested, etc.2. $his is !ecause the conditions

themselves serve as reminders. 1*ave you ever wal"ed into the "itchen for

something, forgotten why you were there, and as soon as you return to the

other room you suddenly remem!er why you went to the "itchen:2 $his
http://en.wikipedia.org/wiki/Encoding_specificity_principlehttp://en.wikipedia.org/wiki/Encoding_specificity_principle


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includes your environment and your physiology, serving as reminders. $hin"

a!out noise level, size of room, lighting, types of furniture, mood,

into6ication, sitting position, and even the way you wor" with the material

1remem!er G and A2. 'tudies show that learning while drun" is !est

remem!ered while drun" again. #earning after e6ercising, also !est

remem!ered after e6ercising. $he alternative to this is that you should study

under &AY different conditions. $his way, the information comes easily to

you regardless of your surrounding conditions. Otherwise, the information

will unfortunately !e associated with the specific circumstances you studied

under and will !e difficult to remem!er in any other situation. If you want to

remem!er this stuff outside of !eing tested in class, '$-Y -(/ &AY

=O-I$IO'. 'tudy in a noisy place A- a 8uiet place, with and without

coffee, etc. ( is ela!orate. $hin" deeply a!out the material and ma"e other

associations with it. At the most e6treme, this can mean truly understanding

the concept, why it wor"s, how it relates to other concepts, and how its

applied. %ut on a simpler level, it can !e the following4 -oes it remind you of

something else: =an you ma"e a song out of it: =an you visually imagine it:

*ow does it apply to you or your life: Instead of ta"ing the material at face

value, do something with it. $he reason this is important is !ecause of

reminders. &emory wor"s !y having a networ" of associations. One thingreminds you of another. If youve thought deeply a!out it, youve pro!a!ly

associated it with something else in memory, which can then serve as a

reminder. You can thin",


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thin" a!out why this even was significant, or how it relates to another

historical event.

If I had to summarize this in fewer points4

0eep similar conditions during studying and testing. $his includes

environmental surroundings, mental and physiological state, the way you

thin" a!out the material, and so on. But if you want to remember this

outside of class, study in a VARI!" of conditions, so that you don#t associate

the material with any particular condition.

'tudy !riefly and fre8uently, and sleep.

%ut one other good point I would add is this4

$a"e notes %(;O/( class if possible, and add to them whenever

necessary. -o this !y reading the te6t!oo" chapters ahead of time 1and ta"e

notes) refer to your sylla!us to find out which chapter is ne6t, if applica!le2

or see if your teacher posts Cowerpoints online ahead of time. $his way,

youre not 9ust frantically writing notes in class and youll actually !e a!le to

more fully pay attention to what the teacher is saying 1remem!er4 attention

is the first step of the memory process?2. You may thin" you can pay

attention to the professor as youre writing, !ut you are actually dividingyour

attention and hurting your memory.

One of the a!solute !est ways to do A, $, and ( is with group studying. +hen you

study !y yourself, you are li"ely to 9ust reread your notes or the !oo", !ut when

you study with others, you end up descri!ing the material to others, s"ipping

around, and having others e6plain things to you. $his also helps with () you end up

teaching something you understand to someone who doesnt, so you have to figure

out how to descri!e it in your own words or come up with analogies5e6amples.

Group studying also usually ends up in the occasional off7topic discussion or coffee

!rea" to give you a !rea" from the material. %ut, !ecause the whole purpose of the

meeting is to study, these !rea"s are usually pretty short, rather than the D hour

!rea" you might end up ta"ing on your own.


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*ere are a couple of hint5hac"s for 'alticidos


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'o far, Ive made the ela!oration memora!le. ow I need to tie it to an o!9ect or

ha!it, so I can use repetition to ma"e it cement.

'o... I tie the story to something I do all the time, or an o!9ect I see fairly

fre8uently4

I imagine that when I swipe to unloc" my phone, Im slicing off Ehuan6u5uans

pac"age, a la ;ruit in9a... or that it ma"es the !ig messed up dog come out of the

phone, and his slo!!er might get my home !utton wet.

And now when I unloc" the phone, I remem!er to ta"e a few seconds to review the

story, and the F emperors4 'haohao, Ehuan6u, 0u, Yao, and 'hun.

Ch- in Csychology, somewhat e6pert on learning and part7time college professor

here. *is advice is great, !ut I thought it might help to sort out one point. *is

suggestion to ma"e your study environment as similiar as possi!le to the test

environment is called state dependent learning. $his is the !est thing to do if all you

want is to remem!er for this class and not remem!er it after that. If you need to

remem!er it for a long time, li"e using it on the 9o! or ta"ing a comprehensive

e6am, you will want to study in several different "inds of environments.

*ere is a list of study tips I give my students.

&ost of them are from the article 77 -#O'0Y, O*) /A+'O, 0A$*(/I( A.)

&A/'*, (#IEA%($* .)A$*A, &I$=*(## .) +I##IG*A&, -AI(# $. +hat


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+or"s, +hat -oesnt. 'cientific American &ind. 'ep5OctDH3, ol. DJ Issue J, pJK7

F3. 'orry I didnt ma"e this a lin" !ut I am new here and dont have time to figure

that out right now.

&ost (ffective $echni8ues

Cractice testing L any form that allows you to test yourself, including

using actual or virtual flashcards, doing pro!lems or 8uestions at the end of

te6t!oo" chapters, or ta"ing practice tests.

-istri!uted practice L studying material over a num!er of relatively

short sessions. $he !est way is to study a section, sleep, then test yourself

on that section

&oderately effective

(la!orative interrogation L use MwhyN 8uestions to ma"e connections

!etween new and old material. 'elf7e6planation L provide your own e6planations for pro!lems while

learning material Interleaved practice L mi6ing different "inds of pro!lems or material

in one study session

#east effective

*ighlighting and underlining te6t!oo"s and other materials /ereading

'ummarization

0eyword mnemonics L the use of "eywords and mnemonics to help

remind students of course material

Imagery use for te6t learning L creating mental images to remind

students of material


26/35

$hese are awesome tips for studying, and the !est thing a!out them is they do

really hold true regardless of learning style.

*owever, in response to the OCs 8uestion Id add that a lot of my success in

getting good grades throughout high school and college was getting a feel for each

individual teacher and what they value most, what they consider accepta!le effort,

where theyll notice that you went a!ove and !eyond the average, and what they

tend to de7emphasize in an assignment. Any time youre using your own words to

give a response7 even when as"ed a !asic factual 8uestion with


27/35

demonstrate mastery, while others do not value this at all and youd !e much !etter

off spending your time otherwise.

$his may seem li"e Im advocating a sort of


28/35

DonEt get me wrong> 3 1gree with everything you s1y 71s 3 1lso too4 1 course in studying

techniFues 1nd it w1s pretty much memory !1sed. 3Em 'ust w1rning 1nyone who m1y re1d my

comment th1t your comment isnEt 1!solute> 1nd it is 1 !it sc1ttered. *or inst1nce> encoding

pro!1!ly the de f1cto method for storing m1teri1ls into your wor4ing memory 7not e@1ctly short

term memory> !ut for most uses> it is.

5he re1l effort is tr1nsferring this 4nowledge to your long term memory> 1nd th1tEs where thetechniFues come in.

5he most effective is el1!or1tion. ou need to !e very c1reful to suggest th1t different m1teri1l

reFuires different techniFues. ouEve got the !1sic outline of the course down p1t> 1nd youEve

even memori&ed it 1nd e@pl1ined it using the techniFues you le1rned> !ut you missed some of

the nu1nces 7which get missed !y these techniFues. 5hough> one thing 3 will 1!solutely support

1nd not Fuestion is the effic1cy of !re14sH !re14s help with everything. 3 1lw1ys tell people th1t

1n 1ll nighter is the worst thing you c1n do. et 1 good nightEs rest inste1d.

Im not a psych student or anything, 9ust someone who did really poorly in

undergrad despite trying hard at times. *ere are some interesting lin"s, for anyone

interested, to a te6t!oo" that seems targeted at some of the mechanics !ehind

teaching5learning.

http455education.purduecal.edu5voc"ell5edpsy!oo"5edpsyH5(dpsyHPintro.htm

http455education.purduecal.edu5voc"ell5edpsy!oo"5edpsyD5(dpsyDPintro.htm

http455education.purduecal.edu5voc"ell5edpsy!oo"5edpsy35(dpsy3Pintro.htm

http455education.purduecal.edu5voc"ell5edpsy!oo"5edpsyJ5(dpsyJPintro.htm

http455education.purduecal.edu5voc"ell5edpsy!oo"5edpsyF5(dpsyFPintro.htm

http455education.purduecal.edu5voc"ell5edpsy!oo"5edpsy5(dpsyPintro.htm

http455education.purduecal.edu5voc"ell5edpsy!oo"5edpsyK5(dpsyKPintro.htm

*eres another interesting one thats centred around math and learning. ot sure

how the studies its included are reviewed 1http455!oo"s.google.ca5!oo"s:

idRv'Sl/IiAhA=TpgRC/3TlpgRC/3Td8Rmathematical>reasoning>patterns>pro!l

ems>con9ectures>and>proofsTsourceR!lTotsREe=pSwUnTsigR#zPplJ'=v0UOPuri7

Edf0paJThlRenTsaRSTeiRhrK=-AVaDyA$OFIGg-ATvedR=-UQA(wAwWvRon

epageT8TfRfalse2.

I have some 8uestions that hopefully will interest you4
http://education.purduecal.edu/vockell/edpsybook/edpsy1/Edpsy1_intro.htmhttp://education.purduecal.edu/vockell/edpsybook/edpsy2/Edpsy2_intro.htmhttp://education.purduecal.edu/vockell/edpsybook/edpsy3/Edpsy3_intro.htmhttp://education.purduecal.edu/vockell/edpsybook/edpsy4/Edpsy4_intro.htmhttp://education.purduecal.edu/vockell/edpsybook/edpsy5/Edpsy5_intro.htmhttp://education.purduecal.edu/vockell/edpsybook/edpsy6/Edpsy6_intro.htmhttp://education.purduecal.edu/vockell/edpsybook/edpsy7/Edpsy7_intro.htmhttp://education.purduecal.edu/vockell/edpsybook/edpsy1/Edpsy1_intro.htmhttp://education.purduecal.edu/vockell/edpsybook/edpsy2/Edpsy2_intro.htmhttp://education.purduecal.edu/vockell/edpsybook/edpsy3/Edpsy3_intro.htmhttp://education.purduecal.edu/vockell/edpsybook/edpsy4/Edpsy4_intro.htmhttp://education.purduecal.edu/vockell/edpsybook/edpsy5/Edpsy5_intro.htmhttp://education.purduecal.edu/vockell/edpsybook/edpsy6/Edpsy6_intro.htmhttp://education.purduecal.edu/vockell/edpsybook/edpsy7/Edpsy7_intro.htm


29/35

8. *ow do I prevent from learning a su!9ect in isolation of other

concepts5"nowledge:

2. *ow do I find the significance5importance of learning something: %y

this I mean I can find the first derivative of polynomials, !ut so what:

(. *ow do I get more awareness s"ills: %y this I mean as"ing 8uestions

li"e, does this ma"e sense, can I get this answer a different way or faster

way, can I even solve this pro!lem, etc.

Overall I really li"e this G.O.A.$.&.(., !ut I would change the part a!out studying

D minutes at a time and then doing something else. $hat is not going to help your

memory and fre8uently switching !etween tas"s can reduce your attentional

resources much 8uic"er. 'tudy for an hour or D 1as long as you dont feel !ored and

youre engaged in the material2 and then ta"e a !rea" or do something fun.

I would also add avoid having the $ on or listening to music with vocals as you will

have trou!le effectively encoding the words youre reading. Your !rain is getting D

sources of input and itXs going to have to choose which one to encode.

'ource4 Csychologist who studies memory.

I was a straight A student the ma9ority of my undergraduate, graduate and

professional degrees. I rarely studied during finals, e6cept to 9ust review my notes

to reinforce I "new the material enough I didnt need worry. (ssentially, following

the principles a!ove this is what I did4

If theres reading, do it !efore class, and then as" yourself what youread. 'ome classes rely on reading more than others. ;or the most part, its

a first step in starting to learn material and !e a!le to recall it earlier. $ime is

your friend.

/eview your class notes within 3 to minutes after each class. It

helps reinforce the material you learned and increases memory !y an


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incredi!le percent. I found I actually could discover mista"es, or points I

needed to clarify, within my own notes !ecause my recollection was still

fresh.

=hange su!9ects and ta"e !rea"s after to V minute sessions. $ry

to spread your studying out throughout the day. &a"e sure to not study one su!9ect one day and then ignore it for two

or three days, you will have wasted a lot of your time. (ven 9ust fifteen

minutes on each su!9ect every day or two can help you recall a lot of what

you previously learned, and help reinforce its retention.

$est your own understanding. $his is the recall a!ove, as well as the

generate and test. (6amples4 /ewrite your own notes, try to put the notes in

your own words that are accurate. +or" through pro!lems your professor

didnt assign. ;ind people who too" the class !efore and see if you can see

their old tests, and then practice ta"ing those tests. 0eep a little diary or log !oo", and mar" the time you spend studying

each day and total up it up each wee". It helps you "eep a schedule and not

ignore one su!9ect. It also allows you to positively reinforce success, and not

let you convenience yourself you studied hard when you didnt.

As an aside, a good student will follow good study ha!its after school. At wor"

theyll li"ely find they are a!le to retain and collect new information 8uic"ly, and

"now how to prepare pro9ects, remem!er speeches, !e more efficient, etc. $hese

ha!its have life long !enefits.

Id 9ust li"e to add that students should certainly study different things under

different conditions, other things e8ual, instead of focusing on !eing in one spot.

;or a helpful study guide to studying 1isnt that meta:2 see this article, which

*arvards undergrad intro to psychology class hands out along with the class

sylla!us4

http455www.nytimes.com5DH5V5K5health5views5Kmind.html@HB


31/35

wasted fluorescent glow of the dorm study room, say) or the elements of the

&arshall Clan with the 9ade7curtain shade of the willow tree in the !ac"yard. 1 psychologist 1t the

$niversity of ;1liforni1> os Angeles.

P3nste1d> we w1l4 1round with 1ll sorts of une@1mined !eliefs 1!out wh1t wor4s th1t 1re

mist14en.Q


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514e the notion th1t children h1ve specific le1rning styles> th1t some 1re Pvisu1l le1rnersQ 1nd

others 1re 1uditoryH some 1re Pleft-!r1inQ students> others Pright-!r1in.Q 3n 1 recent review of the

relev1nt rese1rch> pu!lished in the 'ourn1l ?sychologic1l Science in the ?u!lic 3nterest> 1 te1m

of psychologists found 1lmost &ero support for such ide1s.

P5he contr1st !etween the enormous popul1rity of the le1rning-styles 1ppro1ch within educ1tion

1nd the l1c4 of credi!le evidence for its utility is> in our opinion> stri4ing 1nd distur!ing>Q therese1rchers concluded.

Ditto for te1ching styles> rese1rchers s1y.

Some e@cellent instructorsc1per in front of the !l1c4!o1rd li4e summer-the1ter *1lst1ffsH others

1re reserved to the point of shyness.

P,e h1ve yet to identify the common thre1ds !etween te1chers who cre1te 1 constructive

le1rning 1tmosphere>Q s1id D1niel 5. ,illingh1m> 1 psychologist 1t the $niversity of Virgini1 1nd

1uthor of the !oo4 P,hy DonNt Students i4e SchoolQ

But individu1l le1rning is 1nother m1tter> 1nd psychologists h1ve discovered th1t some of the

most h1llowed 1dvice on study h1!its is fl1t wrong. *or inst1nce> m1ny study s4ills courses

insist th1t students find 1 specific pl1ce> 1 study room or 1 Fuiet corner of the li!r1ry> to t14e

their wor4. 5he rese1rch finds 'ust the opposite. 3n one cl1ssic 8%R e@periment> psychologists

found th1t college students who studied 1 list of

the other modern> with 1 view on 1 courty1rd did f1r !etter on 1 test th1n students who

studied the words twice> in the s1me room. 1ter studies h1ve confirmed the finding> for 1

v1riety of topics.

5he !r1in m14es su!tle 1ssoci1tions !etween wh1t it is studying 1nd the !1c4ground

sens1tions it h1s 1t the time> the 1uthors s1y> reg1rdless of whether those perceptions 1re

conscious.

3t colors the terms of the Vers1illes 5re1ty with the w1sted fluorescent glow of the dorm study

room> s1yH or the elements of the =1rsh1ll ?l1n with the '1de-curt1in sh1de of the willow tree inthe !1c4y1rd.

*orcing the !r1in to m14e multiple 1ssoci1tions with the s1me m1teri1l m1y> in effect> give th1t

inform1tion more neur1l sc1ffolding.

P,h1t we thin4 is h1ppening here is th1t> when the outside conte@t is v1ried> the inform1tion is

enriched> 1nd this slows down forgetting>Q s1id Dr. B'or4> the senior 1uthor of the two-room

e@periment.

V1rying the type of m1teri1l studied in 1 single sitting 1ltern1ting> fore@1mple> 1mong

voc1!ul1ry> re1ding 1nd spe14ing in 1 new l1ngu1ge seems to le1ve 1 deeper impression on

the !r1in th1n does concentr1ting on 'ust one s4ill 1t 1 time.

=usici1ns h1ve 4nown this for ye1rs> 1nd their pr1ctice sessions often include 1 mi@ of sc1les>

music1l pieces 1nd rhythmic wor4. =1ny 1thletes> too> routinely mi@ their wor4outs with

strength> speed 1nd s4ill drills.

5he 1dv1nt1ges of this 1ppro1ch to studying c1n !e stri4ing> in some topic 1re1s. 3n 1 study

recently posted online !y the 'ourn1l Applied ;ognitive ?sychology> Doug )ohrer 1nd Lelli

51ylor of the $niversity of South *lorid1 t1ught 1 group of fourth gr1ders four eFu1tions> e1ch to

c1lcul1te 1 different dimension of 1 prism.


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1lf of the children le1rned !y studying repe1ted e@1mples of one eFu1tion> s1y> c1lcul1ting the

num!er of prism f1ces when given the num!er of sides 1t the !1se> then moving on to the ne@t

type of c1lcul1tion> studying repe1ted e@1mples of th1t.

5he other h1lf studied mi@ed pro!lem sets> which included e@1mples of 1ll four types of

c1lcul1tions grouped together. Both groups solved s1mple pro!lems 1long the w1y> 1s they

studied.A d1y l1ter> the rese1rchers g1ve 1ll of the students 1 test on the m1teri1l> presenting new

pro!lems of the s1me type. 5he children who h1d studied mi@ed sets did twice 1s well 1s the

others> outscoring them RR percent to ( percent. 5he rese1rchers h1ve found the s1me in

e@periments involving 1dults 1nd younger children.

P,hen students see 1 list of pro!lems> 1ll of the s1me 4ind> they 4now the str1tegy to use

!efore they even re1d the pro!lem>Q s1id Dr. )ohrer. P5h1tNs li4e riding 1 !i4e with tr1ining

wheels.Q ,ith mi@ed pr1ctice> he 1dded> Pe1ch pro!lem is different from the l1st one> which

me1ns 4ids must le1rn how to choose the 1ppropri1te procedure 'ust li4e they h1d to do on

the test.Q

5hese findings e@tend well !eyond m1th> even to 1esthetic intuitive le1rning.

3n 1n e@periment pu!lished l1st month in the 'ourn1l ?sychology 1nd Aging> rese1rchers found

th1t college students 1nd 1dults of retirement 1ge were !etter 1!le to distinguish the p1inting

styles of 82 unf1mili1r 1rtists 1fter viewing mi@ed collections 71ssortments> including wor4s from

1ll 82 th1n 1fter viewing 1 do&en wor4s from one 1rtist> 1ll together> then moving on to the ne@t

p1inter.

5he finding undermines the common 1ssumption th1t intensive immersion is the !est w1y to

re1lly m1ster 1 p1rticul1r genre> or type of cre1tive wor4> s1id #1te Lornell> 1 psychologist 1t

,illi1ms ;ollege 1nd the le1d 1uthor of the study. P,h1t seems to !e h1ppening in this c1se is

th1t the !r1in is pic4ing up deeper p1tterns when seeing 1ssortments of p1intingsH itNs pic4ing up

wh1tNs simil1r 1nd wh1tNs different 1!out them>Q often su!consciously.;ognitive scientists do not deny th1t honest-to-goodness cr1mming c1n le1d to 1 !etter gr1de

on 1 given e@1m. But hurriedly '1m-p1c4ing 1 !r1in is 14in to speed-p1c4ing 1 che1p suitc1se>

1s most students Fuic4ly le1rn it holds its new lo1d for 1 while> then most everything f1lls out.

P,ith m1ny students> itNs not li4e they c1nNt remem!er the m1teri1lQ when they move to 1 more

1dv1nced cl1ss> s1id enry . )oediger 333> 1 psychologist 1t ,1shington $niversity in St. ouis.

P3tNs li4e theyNve never seen it !efore.Q

,hen the neur1l suitc1se is p1c4ed c1refully 1nd gr1du1lly> it holds its contents for f1r> f1r

longer. An hour of study tonight> 1n hour on the wee4end> 1nother session 1 wee4 from now:

such so-c1lled sp1cing improves l1ter rec1ll> without reFuiring students to put in more over1ll

study effort or p1y more 1ttention> do&ens of studies h1ve found.

#o one 4nows for sure why. 3t m1y !e th1t the !r1in> when it revisits m1teri1l 1t 1 l1ter time> h1s

to rele1rn some of wh1t it h1s 1!sor!ed !efore1dding new stuff 1nd th1t th1t process is itself

self-reinforcing.

P5he ide1 is th1t forgetting is the friend of le1rning>Q s1id Dr. Lornell. P,hen you forget

something> it 1llows you to rele1rn> 1nd do so effectively> the ne@t time you see it.Q

5h1tNs one re1son cognitive scientists see testing itself or pr1ctice tests 1nd Fui&&es 1s 1

powerful tool of le1rning> r1ther th1n merely 1ssessment. 5he process of retrieving 1n ide1 is


34/35

not li4e pulling 1 !oo4 from 1 shelfH it seems to fund1ment1lly 1lter the w1y the inform1tion is

su!seFuently stored> m14ing it f1r more 1ccessi!le in the future.

Dr. )oediger uses the 1n1logy of the eisen!erg uncert1inty principle in physics> which holds

th1t the 1ct of me1suring 1 property of 1 p1rticle 7position> for e@1mple reduces the 1ccur1cy

with which you c1n 4now 1nother property 7momentum> for e@1mple: P5esting not only

me1sures 4nowledge !ut ch1nges it>Q he s1ys 1nd> h1ppily> in the direction of more cert1inty>not less.

3n one of his own e@periments> Dr. )oediger 1nd Meffrey L1rpic4e> who is now 1t ?urdue

$niversity> h1d college students study science p1ss1ges from 1 re1ding comprehension test> in

short study periods. ,hen students studied the s1me m1teri1l twice> in !1c4-to-!1c4 sessions>

they did very well on 1 test given immedi1tely 1fterw1rd> then !eg1n to forget the m1teri1l.

But if they studied the p1ss1ge 'ust once 1nd did 1 pr1ctice test in the second session> they did

very well on one test two d1ys l1ter> 1nd 1nother given 1 wee4 l1ter.

P5esting h1s such !1d connot1tionH people thin4 of st1nd1rdi&ed testing or te1ching to the test>Q

Dr. )oediger s1id. P=1y!e we need to c1ll it something else> !ut this is one of the most powerful

le1rning tools we h1ve.Q

Of course> one re1son the thought of testing tightens peopleNs stom1chs is th1t tests 1re so

often h1rd. ?1r1do@ic1lly> it is 'ust this difficulty th1tm14es them such effective study tools>

rese1rch suggests. 5he h1rder it is to remem!er something> the h1rder it is to l1ter forget. 5his

effect> which rese1rchers c1ll Pdesir1!le difficulty>Q is evident in d1ily life. 5he n1me of the 1ctor

who pl1yed inc in P5he =od SFu1dQ *r1ncieNs !rother in PA 5ree rows in Broo4lynQ 5he

n1me of the co-discoverer> with #ewton> of c1lculus

5he more ment1l swe1t it t14es to dig it out> the more securely it will !e su!seFuently 1nchored.

#one of which is to suggest th1t these techniFues 1ltern1ting study environments> mi@ing

content> sp1cing study sessions> self-testing or 1ll the 1!ove will turn 1 gr1de-A sl1c4er into 1

gr1de-A student. =otiv1tion m1tters. So do impressing friends> m14ing the hoc4ey te1m 1nd

finding the nerve to te@t the cute student in soci1l studies.P3n l1! e@periments> youNre 1!le to control for 1ll f1ctors e@cept the one youNre studying>Q s1id Dr.

,illingh1m. P#ot true in the cl1ssroom> in re1llife. All of these things 1re inter1cting 1t the s1me

time.Q

But 1t the very le1st> the cognitive techniFues give p1rents 1nd students> young 1nd old>

something m1ny did not h1ve !efore: 1 study pl1n !1sed on evidence> not schooly1rd fol4

wisdom> or empty theori&ing.

5his 1rticle h1s !een revised to reflect the following ;orrection: Septem!er > 2080.

An 1rticle on 5uesd1y 1!out the effectiveness of v1rious study h1!its descri!ed incorrectly the

eisen!erg uncert1inty principle in physics. 5he principle holds th1t the 1ct of me1suring one

property of 1 p1rticle 7position> for e@1mple reduces the 1ccur1cy with which you c1n 4now

1nother property 7momentum> for e@1mple not th1t the 1ct of me1suring 1 property of the

p1rticle 1lters th1t property.


35/35

DO35. Do it now> not l1ter> not tomorrow. Oh> there is 1 new episode of your f1vourite show th1t

you AV to w1tch 1lthough there is wor4 to !e done uess wh1t> 3 donEt c1re. 3f there is stuff

to !e done> then do it. 3f you donEt do it> someone else will 1nd these people will !e 1 lot more

successful th1n you in the long run. 5he things you do now th1t other people donEt do will en1!le

you to do things th1t other people wonEt !e 1!le to do l1ter in life. et th1t #i4e m1ntr1: M$S5

DO 35C

?1y 1ttention in cl1ss 1nd write stuff down. 5here 1re only 1 few people out there who c1n

remem!er everything th1t is import1nt without writing it down 1nd 3 highly dou!t th1t you 1re

one of them. Once you 1re 1t home> you e1t 1nd do wh1t o to the computer 1nd !rowse

reddit 1ll d1y or pl1y g1mes #ope> you review the things you h1ve written down 1nd try to

e@pl1in them to yourself. ou 1renEt 1!le to do th1t #e@t lesson go to your te1cher 1nd 1s4 him

if he could e@pl1in it 1g1in. #ot ne@t wee4 or one d1y !efore you h1ve 1n e@1m> you 1s4 him

when the ne@t lesson st1rts. ?A)53;3?A5 3# ;ASSC

Do your homewor4 1nd underst1nd wh1t you 1re doing. So m1ny people do things 1nd h1ve no

clue why they do it or wh1t they c1n do with the things theyEve 'ust le1rned. 5ry to underst1ndthings 1nd e@pl1in them to people. 3f you c1n e@pl1in something to someone> you underst1nd it.

*O;$SC =1ny people re1lly w1nt to study !ut procr1stin1te 1ll the time. 3f you c1nEt focus in

your room> go into 1 li!r1ry or somewhere else where you 1re not distr1cted. #utrition 1nd

wor4out - A he1lthy lifestyle helps you to concentr1te> m14es you feel !etter 1nd is good for your

!ody.

514e !re14s> en'oy your life 7soci1lise 1nd rel1@. 5ry to find 1 ho!!y where you c1n le1rn

something th1t will help you in the long run. )e1d. Something th1t m1y help you is the (

Seconds )ule: http://get!usyliving!log.com/how-to-st1rt-1nything-1nd-get-unstuc4-in-life-use-

the-force/Another thing is to le1rn how to study - 5he OA5 = method seems li4e 1 good

st1rting point. 5HD): et the right mindset> wor4 h1rd> do it for yourself 1nd it will p1y off. ,or4

!e1ts t1lent in the long run.

Study of lama the one

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