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  • Meet Billy.

  • He wants to go to Allstar Academy: the best college in his country.

  • The Academy is home to the world's greatest overachievers.

  • To get in, Billy needs to ace his next exam.

  • The problem?

  • The exam requires a lot of memorization which Billy is terrible at.

  • But, Billy watched my last video on the growth mindset and knows that he can improve his

  • ability to memorize.

  • With that said, let's help Billy get into Allstar Academy.

  • Before we discuss the tactical advice, we need to understand some basics about memory.

  • The act of memorization can be thought of as a collection of smaller processes.

  • We're going to focus on two in particular: encoding and retrieval.

  • Encoding is the process of creating new memories and retrieval is the process of accessing

  • them.

  • If Billy wants to ace his exam, he has to optimize both of these processes.

  • So, let's start by taking a look at the process of encoding.

  • [1]

  • One way Billy can improve his ability to encode information is by using a Dual Coding process.

  • Initially coined by Allan Paivio, the termrefers to the creation of both a visual

  • and a verbal memory for the same information.”

  • While the theory of Dual Coding is still controversial, the process is quite promising.

  • [2, 3]

  • One study found that students were able to improve their ability to memorize a piece

  • of information by drawing a complimentary image.

  • A more elaborate form of dual coding - the memory palace - is used by competitive memory

  • champions to encode large volumes of information.

  • The memory palace requires the user to imagine a palace full of weird objects.

  • Each object is a symbol of something the user is trying to memorize.

  • By walking through the palace in their mind and examining these objects, the user can

  • recall the related information.

  • [4, 5]

  • As impressive as the memory palace is, I'd suggest something less complex and more pragmatic

  • for Billy: construct a mind map.

  • A mind map combines verbal and visual information in a way that is easily digestible.

  • It has the added benefit of allowing Billy to see how all of the information he's gathered

  • relates to each other and where there are gaps in his knowledge.

  • As we discussed in the Feynman Technique video, identifying gaps in our knowledge is key for

  • learning effectively.

  • Let's take a closer look at constructing a mind map.

  • I often hear people say they have trouble remembering what they read in a book.

  • The reason for this is simple: they aren't encoding or retrieving the information effectively.

  • Readers will often highlight or underline passages they want to recall in a book.

  • This is mostly useless.

  • The reader would be better off constructing a mind map.

  • 1.

  • Place the title of the book in the middle.

  • 2.

  • Make a branch for each chapter.

  • 3.

  • Read the chapter and make an additional branch for each argument in that chapter.

  • Every author is trying to convey a message to the reader; they are trying to make an

  • argument.

  • Actively reconstruct the author's argument as you read along and you will remember the

  • book a lot better.

  • The mind map is one of the best ways to do this.

  • It forces you to take the verbal information, and organize it visually.

  • Visually representing the information will help you see how all the bits of information

  • connect to each other, and where there might be gaps in your understanding.

  • As a result, you'll have a greater comprehension of the material which will make it easier

  • to remember.

  • Of course, encoding is just one-half of the puzzle.

  • The other - and arguably more important - half is retrieval.

  • Studies show that we can retain information for much longer when we repeatedly retrieve

  • it from our memory.

  • A memory is strengthened with each subsequent retrieval.

  • Furthermore, studies show that our memories are strongest when our retrieval sessions

  • are spaced apart.

  • For example, it's better to study a piece of information for 1 hour a day over 3 days

  • than 3 hours in 1 day.

  • [1, 2, 6]

  • Let's call each retrieval session a study session.

  • A common question is: how far apart should these study sessions be?

  • The answer really comes down to the individual, how far away the test is (if there is one),

  • the difficulty of the material, and how much time is available.

  • But, a good system to use is the Leitner system.

  • The intervals between each successful study session should be increasing.

  • In this case, successful means you correctly recalled the information you were trying to

  • memorize.

  • [7]

  • For example, you may want to recall some information after 1 day and, if you're successful, try

  • again after 2 days.

  • Then 3, then 5, then 9 and so on.

  • Let's call this the Leitner hierarchy.

  • Everyone's hierarchy will look different depending on many factors and it really comes

  • down to the individual to optimize their own.

  • However, if you fail to recall a piece of information on the 9th day, for example, you

  • have to reset its position in the hierarchy.

  • You have to bring it back to the beginning.

  • If I fail to recall it on the 9th day, I will have to try again after 1 day, then 2, then

  • 5, and so on.

  • Each successful movement up the hierarchy will strengthen that memory.

  • If you start this spaced and repeated retrieval at the beginning of a semester, you probably

  • won't have to study much at the end.

  • Most of the information will already be solidified in your memory.

  • Naturally, I know a lot of people are going to be watching this in preparation for an

  • upcoming exam.

  • This system still works for cramming: you just have to use much shorter intervals.

  • When I've had to cram 100s of flashcards overnight, I would use intervals of 1 minute,

  • 10 minutes, 30 minutes, an hour, 5 hours, then 24 hours.

  • Of course, cramming isn't recommended but using spaced and repeated retrieval can make

  • it more efficient: you won't waste time going over the same information over and over

  • again.

  • We've optimized the processes of encoding and retrieval, independently.

  • Now, let's look at optimizing them together.

  • Our ability to recall information is state-dependent: we benefit by being in the same state for

  • recall as we were for encoding.

  • This includes mood, environment, and caffeine levels.

  • One study found that students who studied in an intoxicated state were able to recall

  • the information better when they were intoxicated than when they were sober!

  • So, state really matters.

  • For this reason, I suggest Billy studies in the room he's actually going to write the

  • exam - if possible.

  • Also, since he drinks coffee while studying, he needs to drink coffee for the exam as well.

  • This will keep Billy's state as equivalent as possible and improve his ability to recall

  • information during the test.

  • [2, 8]

  • Using these 3 tricks, there is no way that Billy won't get into Allstar Academy!

  • Oh

Meet Billy.

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より速く、より簡単に記憶する方法 (How to Memorize Way Faster and Easier)

  • 107 13
    Kaya Cheng に公開 2021 年 01 月 14 日
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