deepstash
Beta
How to Memorize a Speech | Scott H Young
The Delivery of a Speech
Now that you've written your speech down and practiced it more than a hundred times, you're about to go on stage to perform.
Remember the chunks you've written down and place your attention mostly on the things you want to say, because the how of the delivery will simple come out however you've practiced it most
24 SAVES
SIMILAR ARTICLES & IDEAS:
Learning By Immersion
Immersion is more effective and faster for learning a language than sitting in a class.
However, most people make some key mistakes when trying to learn a ...
Creating a Native Language Bubble
When you land in a country, you usually don't feel confident speaking, so you might decide to start in your native language until you get your bearings.
But you might meet peers and other people speaking in your native language, and if this bubble sticks, you can end up living in a country for decades without ever learning the local language.
Mastering Basic Phrases at Home First
To learn the basics, find a tool that fulfils the two basic requirements for memorizing: repetition and recall.
- You need to practice saying something more than once to master it, and then it is best to space those times out over days or weeks.
- Recalling phrases is less common, but it is vital. Find phrases, and practice saying it correctly.
Starting phrases include:
- I would like...?
- Where is ...?
- How do you say ...?
- What is that?
- What is your name?
- Where are you from?
- What do you do for work?
Learning rate and limits to learning
Some people take longer to develop the relevant building-block insights to progress in deep subjects like math. The ability to acquire understanding may vary from person to person....
The learning barrier
An explanation for learning difficulty is that our motivation, moods, and interest play a large role in how difficult it is to keep learning math.
We have a psychological need for autonomy (doing maths because you want to), competence (you feel capable), and relatedness (your teacher or peers may praise you). Any behaviors that worsen these needs will demotivate you to learn.
Learning engagement and the need for rewards
The better we get at some things, the more we want to do it. Conversely, the worse we fare in other domains, the less we want to work at it.
If we see our engagement as a way of getting rewards (money, respect, achievement, or just fun) for the time we invest, it can create a trap. The better you get at some things, the narrower your set of interests and hobbies may become.
The first views on motivation
- At first, psychologist William James thought that only the initial act was conscious, thereafter behaviour was a spontaneous cascade of habits. He suggested we struggle with motivation when ...
Mathematics of motivation
When Ivan Pavlov and his dogs led to the discovery of learned behaviour through repeated exposure, and Edward Thorndike discovered the Law of Effect that stated that rewarded behaviours tended to increase, many psychologists were impelled to separate psychology from armchair introspection and formulated their theories as mathematical formulas.
- The Drive x Habit Theory. Clark Hull's formula was sEr = D x sHr, which states that excitatory tendency (E) is the result of the drive (D) combined with the habit (H). The drive is nonspecific, such as hunger or thirst. The habit, however, depends on the stimulus (s) and response (r). But the theory turned out to be wrong and even opposite in many cases.
- Expectation x Value Theory. Drawing on ideas in economics and game theory, Edward Tolman and Kurt Lewis formulated an alternative account by evaluating motivation based on expectations. Tolman expressed the ideas as the mathematical formula: Subjective Expected Utility = Probability1 * Utility1 + P2U2 + P3U3 + … where subjective expected utility of an action equalled the motivation to act. But, if you expect a reward, why act and not simply passively wait for the expected reward?
Motivation as change
Donald Hebb realised that existing theories were too focused on reacting to the immediate environment. Thoughts, ideas and goals could be just as strong for triggering action as sights and sounds.
Together with John Atkinson, they noted that the study of motivation had undergone a "paradigm shift", where motivation couldn't be seen as how actions get started, but how the organism decides to change its behaviour from one thing to another.