studying. importance of studying research suggests: 50% more studying = 50% better retention but…...
TRANSCRIPT
StudyingStudying
Importance of Studying
Research suggests:• 50% more studying = 50% better retention
• But… after 1 week had passed, • the student who studied 50% more retained
6x the material as the student who studied less
The Key = Study Actively
• A fact doesn't belong to you until you have used it.
• Spend no more than half of your study time passively reading notes
• Spend more time doing something with what you learned: • write new notes, explain the topic to somebody, etc
Your Brain & Retrieving Info
• Understand how your brain already works to shape how you study.
• Some things that help your brain retrieve information are:1. Primacy & Recency
• tend to remember things that happen first and last in an event, lesson, reading
2. Novelty• tend to remember things that are unusual
3. Connections• tend to remember things that fit with your life experiences
or things you already learned
Test PreparationTest Preparation
Test PreparationTest Preparation
1. HAVE A PLAN
2.2. Use Effective, Active Study Use Effective, Active Study MethodsMethods
3.3. Know Testing StrategiesKnow Testing Strategies
HAVE A PLAN
Use study guides, etc to determine focus of material
• Check notes & study guide for familiarity
• Organize your notes, texts, & assignments
Estimate the time needed to study & make schedule hours you'll need to review materials
Test yourself
• Use practice quizzes & online resources
• Try writing major themes & supporting concepts from memory• Focus your studies on the questions, themes, & concepts that
were wrong, missed, or forgotten• Still feel unsure? Seek an alternative source that may explain
the info in a new way
PetsPets
RabbitRabbitCatCatDogDog
FishFish
TunaTunaSalmonSalmonBirdsBirds
PigeonPigeonCrowCrowPeacock Peacock
PetsPets
RabbitRabbitCatCatDogDog
FishFish
TunaTunaSalmoSalmonn
PetsPets
RabbitRabbitCatCatDogDog
FishFish
TunaTunaSalmonSalmonBirdsBirds
PigeonPigeonCrowCrowPeacock Peacock
PetsPets
RabbitRabbitCatCatDogDog
(2) Form (2) Form patterns / patterns / categoriecategoriess
(3) Memorize chunk1, (3) Memorize chunk1, then chunk1+2, etcthen chunk1+2, etc
(1) Large (1) Large amounts amounts of infoof info
PeacockPeacockCatCatPigeon Pigeon TunaTunaRabbit Rabbit SalmonSalmonCrowCrow Dog Dog
Create novel and interesting… Create novel and interesting… – MnemonicsMnemonics– AcronymsAcronyms
Creating associations between images, Creating associations between images, concepts, sequences, and items by combining concepts, sequences, and items by combining them into a story.them into a story.– So, for an Accounting exam, a student may So, for an Accounting exam, a student may
need to memorize the assets of a balance need to memorize the assets of a balance sheet (Cash; Inventories; Accounts sheet (Cash; Inventories; Accounts Receivable; Prepaid expenses). By linking Receivable; Prepaid expenses). By linking the items together in a story, they become the items together in a story, they become more memorable:more memorable:
– ““I currently don’t have any I currently don’t have any cashcash to buy any to buy any inventoryinventory. Maybe I should collect my . Maybe I should collect my ““accounts receivableaccounts receivable” that my friends owe ” that my friends owe me. After I get my money back, it should me. After I get my money back, it should be enough because I already have be enough because I already have prepaid prepaid expenses expenses from last year to count towards from last year to count towards the purchase.”the purchase.”
First, memorize words that are easy to associate with First, memorize words that are easy to associate with numbers (e.g. 1 to 5). For Example:numbers (e.g. 1 to 5). For Example: (1) Bun; (2) Zoo; (3) Free; (4) More; (5) Hive(1) Bun; (2) Zoo; (3) Free; (4) More; (5) Hive
Next, associate the words of the peglist to the list of Next, associate the words of the peglist to the list of information needed to be memorized information needed to be memorized For Marx’ stages of history: Primitive Communism, Slave For Marx’ stages of history: Primitive Communism, Slave
Society, Feudalism, Capitalism, Socialism =Society, Feudalism, Capitalism, Socialism =
1.1. In the In the primitiveprimitive times only a little after the sun was created, times only a little after the sun was created, people shared their people shared their bunsbuns (food) in a communal setting. (food) in a communal setting.
2.2. SlavesSlaves were treated worse than animals in the were treated worse than animals in the zoozoo
……etcetc
1.1. It was not It was not freefree to become a to become a feudalfeudal lord. The price was to own lord. The price was to own some land.some land.
2.2. Those Those capitalistcapitalist pigs want pigs want moremore and more money! and more money!
3.3. Bees are Bees are socialsocial insects, so they live together in a insects, so they live together in a hivehive..
Know Testing StrategiesKnow Testing Strategies
Get some sleep!
Be relaxed & confident, but alert Stress may cause careless errors or cloud your
memory
Build from prior knowledge & eliminate wrong answers
Review your test Check for simple mistakes Only change answers if you misread originally Proofread essays for minimum requirements
Try remembering the following words in order:Try remembering the following words in order:
Textbook, shoulder, computer, picture frame, refrigerator, molecule, pen, cloud, telephone, catTextbook, shoulder, computer, picture frame, refrigerator, molecule, pen, cloud, telephone, cat
Do your best. It is not an easy task, particularly because there are no obvious associations to make between the words to help recall, let alone Do your best. It is not an easy task, particularly because there are no obvious associations to make between the words to help recall, let alone ordered recall.ordered recall.
Now, the Roman Room is a technique that could be applied to a list of words like this, or any information once you get well practiced at Now, the Roman Room is a technique that could be applied to a list of words like this, or any information once you get well practiced at creating visual depictions of abstract words. The technique goes like this: bring to mind a room that you are very familiar with. This can be creating visual depictions of abstract words. The technique goes like this: bring to mind a room that you are very familiar with. This can be anything from your current bedroom, a bathroom, a living room, anything that you are very familiar with and therefore comes to your mind in a anything from your current bedroom, a bathroom, a living room, anything that you are very familiar with and therefore comes to your mind in a detailed depiction.detailed depiction.
As you walk into the room, the corner over your left should is number 1. Then, moving clockwise round the room, the next wall is number 2. As you walk into the room, the corner over your left should is number 1. Then, moving clockwise round the room, the next wall is number 2. The next corner is number 3. And so on, so that the corner that is number 5 is opposite of the corner that is number 1, and the wall that is The next corner is number 3. And so on, so that the corner that is number 5 is opposite of the corner that is number 1, and the wall that is number 2 is opposite the wall that is number 6.number 2 is opposite the wall that is number 6.
There are 8 numbers so far: there are 4 corners and 4 walls in a typical room. In addition to these 8 distinguished locations, number 9 will be There are 8 numbers so far: there are 4 corners and 4 walls in a typical room. In addition to these 8 distinguished locations, number 9 will be the floor and number 10 will be the ceiling.the floor and number 10 will be the ceiling.
It is important that these enumerated locations become automatically identifiable. To practice, take ten pieces of paper, numbered 1 through It is important that these enumerated locations become automatically identifiable. To practice, take ten pieces of paper, numbered 1 through 10, and draw them at random. When you draw a number, identify that location in your mental room as quickly as possible. So, for example, if 10, and draw them at random. When you draw a number, identify that location in your mental room as quickly as possible. So, for example, if you drew the number 4, you should see the wall immediately across from the door (since location 1 is the corner behind your left shoulder, you drew the number 4, you should see the wall immediately across from the door (since location 1 is the corner behind your left shoulder, location 2 is the wall to your left, and location 3 is the next corner moving clockwise). When you identify this location, think about all that is in location 2 is the wall to your left, and location 3 is the next corner moving clockwise). When you identify this location, think about all that is in that location usually. This may be where you store some of your books and one of the walls your bed touches, as is the case in my bedroom. that location usually. This may be where you store some of your books and one of the walls your bed touches, as is the case in my bedroom. This number-drawing exercise is important for two reasons: it important that you are able to quickly identify what corners, walls, ceiling and This number-drawing exercise is important for two reasons: it important that you are able to quickly identify what corners, walls, ceiling and floor corresponds to which number in the numerical sequence, and revisiting your mental room is helpful for giving your mental representation floor corresponds to which number in the numerical sequence, and revisiting your mental room is helpful for giving your mental representation of your room more life.of your room more life.
Next, with your room clearly drawn out in your mind, we can use the room to help commit information to memory. An excellent method is by Next, with your room clearly drawn out in your mind, we can use the room to help commit information to memory. An excellent method is by incorporating into the room objects that are symbolically representative of the information you want to remember. The list I provided earlier is incorporating into the room objects that are symbolically representative of the information you want to remember. The list I provided earlier is easy to use because they are all objects: you can place a textbook in the location number 1 (which is behind the door in my room, so I easy to use because they are all objects: you can place a textbook in the location number 1 (which is behind the door in my room, so I imagine it as a door-stop), lean on location number 2 with your shoulder (because it is the wall on your left-hand side), and so on.imagine it as a door-stop), lean on location number 2 with your shoulder (because it is the wall on your left-hand side), and so on.
What is important is that you SEA to see. That is, incorporate Senses, Emotions, and Action into your memory. For example, placing the What is important is that you SEA to see. That is, incorporate Senses, Emotions, and Action into your memory. For example, placing the textbook as a door-stop, I imagine seeing and feeling the textbook, feeling my frustration that the door handle has been making holes in my textbook as a door-stop, I imagine seeing and feeling the textbook, feeling my frustration that the door handle has been making holes in my wall, and imagine myself choosing the book and putting it in place.wall, and imagine myself choosing the book and putting it in place.