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Don't just re-read your notes. When you first read, you extract a lot of information, but when you do it the second time, you read with a sense of 'I know this, I know this.'
Read once and then quiz yourself. Retrieving that information is what actually produces more robust learning and memory.
Even if you get the answers wrong, you'll still have an id...
Relate new information to prior information for better learning.
During a second reading, try to connect new information to something you already know.
Draw out the information in a visual form: diagrams, visual models or flowcharts.
Anything that creates active learning, that engages you and helps you generate understanding on your o...
The key to using them is re-testing yourself on the ones you got right.
Encountering the correct item again is useful. You might want to practice the incorrect items a little more...
Don't cram. Research shows this isn't good for long term memory. It may allow you to do okay on that test the next day, but you won't retain as much information in the long turn.
Mixing lessons and examples produces much better learning that can be transferred into the real world.
You're going to have to figure out the method you need to use for specific situat...
This related to the 2 types of mindsets: fixed and growth.
SIMILAR ARTICLES & IDEAS:
Retrieval is so effective is that it strengthens the neural pathways associated with a given concept.
When you're attempting to recall an idea, method, or technique from memory, you're retrieving. Flash cards are a great example: They force you to recall an idea from memory, unlike a technique like highlighting where you're not burning anything into your brain.
... to what you already know.
When you try to put a new idea into your own words, you're elaborating.
For example, if you're in physics class and trying to understand heat transfer, try to tie the concept into your real-life experiences, say, by imagining how a warm cup of coffee disperses heat into your hands.
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Both of these study strategies are relatively ineffective. Passively reading the same text over and over again won’t do much for recall unless it’s spaced out over time.
Systematic studies of learning styles have consistently found no evidence or very weak evidence to support the idea that matching the material to a student’s learning style is more effective.
There is no conclusive evidence that people preferentially use the left or right hemisphere.
Certain functions are processed more by one region of the brain than others, and this is known as lateralization. But we all use our entire brain equally.
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An essay exists at multiple levels:
A good essay works at every one of those levels simultaneously.
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