"One good technique to use instead is to read once, then quiz yourself, either using questions at the back of a textbook chapter, or making up your own questions. Retrieving that information is what actually produces more robust learning and memory. "And even when you can't retrieve it - when you get the questions wrong - it gives you an accurate diagnostic on what you don't know, and this tells you what you should go back and study. This helps guide your studying more effectively. "Asking questions also helps you understand more deeply. Say you're learning about world history, and how ancient Rome and Greece were trading partners. Stop and ask yourself why they became trading partners. Why did they become shipbuilders, and learn to navigate the seas? It doesn't always have to be why - you can ask how, or what.

"Anything that creates active learning - generating understanding on your own - is very effective in retention. It basically means the learner needs to become more involved and more engaged, and less passive." "Flashcards are another good way of doing this. And one key to using them is actually re-testing yourself on the ones you got right. "A lot of students will answer the question on a flashcard, and take it out of the deck if they get it right. But it turns out this isn't a good idea - repeating the act of memory retrieval is important. Studies show that keeping the correct item in the deck and encountering it again is useful. You might want to practice the incorrect items a little more, but repeated exposure to the ones you get right is important too.

"It's not that repetition as a whole is bad. It's that mindless repetition is bad." "A lot of students cram - they wait until the last minute, then in one evening, they repeat the information again and again. But research shows this isn't good for long term memory. It may allow you to do okay on that test the next day, but then on the final, you won't retain as much information, and then the next year, when you need the information for the next level course, it won't be there.

The way most students study makes no sense. That's the conclusion of Washington University in St. Louis psychologists Henry Roediger and Mark McDaniel - who've spent a combined 80 years studying learning and memory, and recently distilled their findings with novelist Peter Brown in the book Make It Stick: The Science of Successful Learning .

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Re-reading is inefficient. Here are 8 tips for studying smarter.

Ask yourself these questions: From <a href="https://geni.us/stsw">The Secret Thoughts of Successful Women: Why Capable People Suffer from the Impostor Syndrome and How to Thrive in Spite of It </a>: <ul><li>Do you chalk your success up to luck, timing or computer error? </li><li>Do you believe "if I can do it, anybody can"? </li><li>Do you agonize over the smallest flaws in your work? </li><li>Are your crushed by even constructive criticism, seeing it as evidence of your ineptness? </li><li>When you do succeed, do you secretly feel like you fooled them again? </li><li>Do you worry that it's a matter of time before you're "found out"? </li> </ul>

Impostor syndrome 1

When work is a blur it's easy to think you just got lucky. But I'm guessing you've noticed that people who are very confident about their abilities can often explain them to you. They're aware of their system. Step outside yourself and notice what you do that gets the results. As the great Carl Jung once said: "Until you make the unconscious conscious, it will direct your life and you will call it fate."

Impostor syndrome 2

Before we commence with the festivities, I wanted to thank everyone for helping my first book become a Wall Street Journal bestseller. To check it out, click here. *** Impostor Syndrome is like being a secret agent - in the most depressing way imaginable.

Understand yourself and those around you.

Re-reading is inefficient. Here are 8 tips for studying smarter.

This Is How To Overcome Impostor Syndrome: 4 Secrets From Research - Barking Up The Wrong Tree

Jose Galhardo