Best Grades Ever! Book.compressed

© 2017, Hudson Blair

Best Grades Ever! Less Effort Better Grades 7 Simple Tricks

Hudson Blair


Best Grades Ever! Less Effort Better Grades 7 Simple Tricks

Hudson Blair


Table of Contents Introduction................ Introduction............................... .............................. ............................... ............................... .................................................4 ..................................4 Simple Tricks To Fix Your Memory.................... Memory................................... ...................................................... .......................................6 6 You’ve Been oin! It "ron!........... "ron!.......................... ............................... ............................... ...........................................# ............................# Memory is $%out Survival...................... Survival...................................... ............................... ......................................... ..................................&' ........&' "(y Is Memori)in! Memori)in! In Sc(ool Sc(ool *ot Simple+.................. Simple+................................. ..........................................&, ...........................&, Makin! Memory More Memora%le............... Memora%le............................... ............................... ............................... ............................&4 ............&4 &. Break..................... Break.................................... ............................... ............................... ............................... ............................... ...................................&....................&,. evie/...................... evie/...................................... ............................... ............................... ............................... ........................................... ..............................,0 ..,0 0. Sleep........................ Sleep........................................ ............................... ............................... ............................... ..............................................0' ...............................0' 4. 1n!a!e......................... 1n!a!e......................................... ............................... ............................... ............................... ..........................................4' ...........................4' 2. 3r!ani)e.................. 3r!ani)e.................................. ............................... .............................. ............................... ....................................... ...............................4 ........4 6. Ima!ine....................... Ima!ine....................................... ............................... .............................. ............................... ............................................6& ............................6& -. outini)e.................... outini)e................................... ............................... ............................... .............................. ............................... ..............................-, ..............-, "(at *o/+.................. *o/+.................................. ............................... .............................. ............................... ...............................................- ...............................- Su!!ested Books.......................... Books.......................................... ............................... ............................... .............................................#' .............................#' $%out t(e $ut(or................ $ut(or............................... ............................... ............................... .............................. ........................................ .........................#& #&


Introduction Be5ore I discovered t(e tricks I’m a%out to s(o/ you I (ad a pain5ully poor memory. Painfully poor. 7icture it8 t(e year is &##. I am a sop(omore at Texas $ 9 M :niversity and I (ave mustered up t(e coura!e to ask out a very cute !irl %y t(e name o5 ;ill. "e /ent out to a nice dinner and t(en over to 7ost 3ak Mall to catc( a movie 5ollo/ed %y a lon! pause as I searc(ed my %rain 5rantically lookin! 5or some si!n o5 (er name. It was there ust a minute a!o" I tried a!ain. =T(is is. . .> My 5ace reddened. My date looked at me /it( a (ope5ul expectant smile /(ic( slo/ly melted a/ay. I kept (opin! s(e /ould ?ust say (er name. *ope. S(e let me (an!

T(at (appened to me twice. Help5ul (int8 at t(at point t(e date is o55icially over

T(e Duestion is really ="(y does it remem%er so muc( t(at /e never try to remem%er and 5or!et so muc( t(at /e need to recall+> More importantly “How can we fix it?”


Simle Trics To "ix #our $emor% First it’s important 5or you to kno/. It can %e 5ixed. You can learn to recall practically anythin! /it( minimal e55ort. I’m livin! proo5. I 5ixed my memory in colle!e /it( a 5e/ Simple Tricks. I could call t(em =tec(niDues> or =met(ods> or =al!orit(ms> %ut t(at /ould %e overstatin! it. T(ese are tricks8 a%out as di55icult as learnin! to stick a dryer s(eet under t(e 5ront seat o5 your car as an inexpensive deodori)er or usin! t(e sticky part o5 a post@it note to clean %et/een your key%oard keys. Tricks are simple. Tricks are easy to learn. Tricks are Duick. Tricks are /(at t(ese are. on’t %e 5ooled t(ou!(. Because a trick is simple doesn’t mean it isn’t po/er5ul. Eery %ery po/er5ul. Since I 5irst learned t(ese memory tricks at t(e end o5 my ?unior year at Texas $ 9 M :niversity I’ve %een a%le to teac( t(em to t(ousands and t(ousands o5 students 5rom kinder!artners to colle!e students. So /(at’s t(e pro%lem+ "(y can’t you make your %rain Duickly and easily recall t(at or!anic c(emistry 5or your next mid@term or t(at eDuation 5or


calculatin! sur5ace tension. "(y can’t you memori)e practically anyt(in! Duickly and easily+


#ou&ve Been 'oin( It )ron( Have you ever cau!(t a scent and it suddenly %rin!s to mind somet(in! you (aven’t t(ou!(t o5 in years+ 7er(aps you catc( a /(i55 o5 rose@scented per5ume and t(e smell o5 %acon 5ryin! and suddenly you 5eel like you’re 5ive years old and standin! in your !randmot(er’s kitc(en a!ain. T(e smell e55ortlessly and completely %rin!s %ack t(e memory as i5 you /ere t(ere. Ho/ does it do t(at+ id you spend (ours and (ours re(earsin! t(at %it o5 in5ormation+ &This smell should make me remem$er my !randmother's kitchen" This smell should make me remem$er my !randmother's kitchen" This smell should make me remem$er my !randmother's kitchen"( id you en!a!e in late@ni!(t cram sessions to !et t(at t(rou!( your (ead+ id you (ave 5las( cards+ "ere t(ere pa!es o5 notes+ id you (ave a study !roup+ You did none o5 t(ose t(in!s. Your %rain memori)ed t(at smell and associated it /it( your !randmot(er’s kitc(en /it(out you ever revie/in! it even once. You must %e some sort o5 !eniusA


T(e 5act is /e are all a%le to recall

Survival Memory is really a survival mec(anism. Memory is /(at (umans (ave relied on over t(e millennia to keep t(em alive in t(e tou!(est o5 situations. Your !reat@!reat@!reat@!reat x&' !randmot(er 5or instance learned t(e most important lessons immediately and /ell /it( no need

/it( t(e 5eel o5 t(e s(oes on (er 5eet8 s(e al/ays /ore t(ose. S(e didn’t associate t(e rattlesnake /it( rocks in !eneral8 t(ose are every/(ere. S(e didn’t necessarily associate t(e rattlesnake /it( t(e 5eel o5 (er o/n %reat(in!8 a!ain t(at’s al/ays t(ere. 3ur %rains tend to i!nore t(e ordinary in 5avor o5 t(e unusual. Her %rain selectively picked out t(e t(in!s t(at /ere un@ordinary a%out t(e situation. T(ose /ould %e t(e most likely clues to (elp (er avoid anot(er rattlesnake in t(e 5uture. I’ve %een re5errin! to situations o5 5ear or ot(er ne!ative emotions. But t(e %rain also pays attention to positive emotional situations. It recalls t(at 5at red apples taste %etter t(an t(e little !reen ones. It remem%ers t(at t(e man /it( t(e 5unny (at and t(e cane made you lau!( and t(at you sa/ t(at attractive person in t(e !reetin! card aisle at Tar!et. T(is is also 5or survival. Great@!reat@etc. !randdad (ad to remem%er /(ere (e sa/ !reat@!reat@etc. !randmom or you /ouldn’t %e (ere. He also (ad to remem%er /(ere to 5ind t(e tastiest %erries to o55er a potential mate and (o/ to make !reat@!reat@etc. !randmom lau!( or "e never (ad to 5orce ourselves to revie/ t(ese t(in!s. T(ey /ere very important and stuck in our %rains a5ter a sin!le occurrence. *ot so /(en it comes to muc( o5 /(at /e learn in sc(ool.


)*% Is $emori+in( In Sc*ool ,ot Simle? T(e kinds o5 memory tasks /e are asked to per5orm in academic settin!s o5ten !o somet(in! like. . . &Learn these three formulas"( &Be a$le to tell me the names and locations of the Mesolithic tri$es of ,entral -merica"( &.now the names of each of the cranial ner%es"( I5 t(e pro5 is o5 t(e (i!(er cali%er it mi!(t %e somet(in! more like. . . &E%aluate the !eo!raphic situation of ,entral -merican Mesolithic tri$al peoples+ and e/plain how their locations mi!ht or mi!ht not lend credence to 0ittfo!el's 1ydraulic Theory"( To ans/er t(at Duestion on an essay exam you still need to (ave memori)ed details a%out "itt5o!el’s Hydraulic T(eory as /ell as t(e names locations and ot(er details concernin! t(ose Mesolit(ic tri%al peoples.


So /e /rite t(ose items on 5las(cards or in our notes. T(en /e revie/ t(em over and over. 1ventually t(ey stick. "(en /e do t(is /e are en!a!in! in rote memori)ation It means repeatin! somet(in! over and over a!ain until you can recall it. For example =T(e study o5 %ees is apiolo!y. . . . T(e study o5 %ees is apiolo!y. . . . T(e study o5 %ees is. . . .> You !et t(e idea. But recall !reat@!reat@etc. !randmom and (er rattlesnake run@in. emem%er /(at made t(e details o5 t(at incident memora%le+ It /as emotional and unusual . Is it emotional to repeat =T(e study o5 %ees is apiolo!y> over and over a!ain+ *o. Is it unusual or out o5 t(e ordinary+ May%e at 5irst %ut not a5ter you repeat it a (undred times. oes it involve all your senses+ *o. In 5act it’s the opposite o5 t(e kind o5 t(in! /e easily memori)e. You are takin! t(e 5acts to %e memori)ed and strippin! t(em o5 all emotion novelty and sensory stimulation. ote memori)ation does /ork. . . eventually. But compared to t(e ot(er type o5 learnin! /e’ve %een talkin! a%out<=rattlesnake memory> /e mi!(t call it

$ain( $emor% $ore $emorable I’ve collected seven simple I mean instant A T(ese tricks %e!in /orkin! t(e moment you %e!in usin! t(em. Before learnin! t(ese tricks you study in t(e same /ay you’ve %een studyin! and you /ill !et t(e same results you’ve %een !ettin!. But start applyin! t(e tricks I’m a%out to s(o/ you and you’ll %e a%le to study in a ne/ and %etter /ay. You’ll learn t(in!s 5aster and you /on’t (ave to /ork as (ard to do it. eallyA It actually takes less e55ort to study t(is /ay. It’s like t(e di55erence %et/een /alkin! on all 5ours and /alkin! on t/o le!s. $ll 5ours /ork. It’s t(e /ay most o5 us !ot around 5or t(e 5irst year or so o5 li5e. But /alkin! on t/o le!s is


muc( more e55icient 5ast and versatile. T(ese tricks /ill put you $ccordin! to avid $. Sousa aut(or o5 Ho/ t(e Brain earns . . . 2Transfer3 encompasses the a$ility to learn in one situation and then use that learnin!+ possi$ly in a modified or !enerali#ed form+ in other situations" Transfer is the core of the pro$lem sol%in!+ creati%e thinkin!+ and all other hi!her mental processes+ in%entions+ and artistic products" It is also one of the ultimate !oals of teachin! and learnin!" Many top students especially t(e ones t(at don’t seem to /ork too (ard at t(eir studies and trans5er t(ose tricks into t(e academic /orld.


*oted aut(or al *e/port speaks a%out t(is %asic trut(. "(ile in colle!e (e noticed t(at (e and ot(er strai!(t@$ students didn’t necessarily study any more t(an anyone else nor /ere t(ey necessarily smarter. T*e% -ust (ot better results. His %ook  Ho/ to Become a Strai!(t@$ Student comes 5rom intervie/s o5 master students 5rom top@s(el5 sc(ools across t(e country. *e/port 5ound t(at top students tended to use t(e same %asic tec(niDues to %oost t(eir scores. By t(e /ay I (i!(ly recommend (is %ook. It’s a li5e c(an!er 5or any studentA et’s take a look at some o5 t(e most po/er5ul tec(niDues (e and ot(ers (ave identi5ied. I’ll s(o/ you (o/ you can start usin! t(ese now to !et %etter !rades /it( less /ork. Here are seven Simple Tricks to memory mastery.


/. Brea

Less ,an Be More I used to /ork 5or a %rilliant and kind man. r. "alter Bradley t(e (ead o5 t(e olle!e o5 Mec(anical 1n!ineerin! at Texas $ 9 M :niversity tau!(t a study skills seminar 5or incomin! colle!e 5res(man. In (is seminar (e told t(e story o5 t/o lum%er?acks /orkin! to!et(er in t(e /oods. T(ey c(opped all day 5rom mornin! to ni!(t 5ellin! tree a5ter tree trimmin! o55 t(e %ranc(es and cuttin! eac( trunk into neat 5ireplace@si)ed lo!s. ;acDues /orked steadily and /it(out pause

= Mon dieu4 Ho/ can )is %e+> !asped ;acDues in a %ad Frenc( accent. ;ean 7ierre !rinned = Mon frer per(aps you did not notice. I stopped 5reDuently to s(arpen my ax. It is no /onder you (ave (ad suc( a (ard time /orkin! /i) a dull ax.> 7syc(olo!y studies s(o/ t(at t(is principal applies as muc( to learnin! as to lum%er. Study less8 learn more. It’s a 5undamentally true principal t(at’s %een kno/n since t(e Fat(er o5 Memory esearc( Herman 1%%in!(aus 5irst studied recall %ack in t(e late &#''s. &

E$$in!haus on Breaks 1%%in!(aus discovered t(at durin! lectures students tended to remem%er %est t(at /(ic( t(ey learned 5irst. 7syc(olo!ists call t(is t(e 7rimacy 155ect and it’s a /ell@documented trut( o5 recall. 1%%in!(aus’s students also tended to recall %etter t(at /(ic( came at t(e end o5 t(e lecture. T(at is kno/n as t(e ecency 155ect. ollectively t(e primacy e55ect and t(e recency e55ect are kno/n as t(e serial position e55ect. To sum up8 t(e primacy e55ect means t(at /e remem%er %etter /(at came at t(e start o5 our study sessions and t(e recency e55ect means /e recall %etter /(at came at t(e end o5 our study sessions., :n5ortunately our memory o5 t(ose t(in!s /e learned in t(e middle o5 t(e study session is muc( poorer. Ho/ can t(is %e 5ixed+ 1%%in!(aus uncovered a Simple Trick t(at increased (is students’ recall. He 5ound t(e trick %y testin! out di55erent lecture len!t(s on (is students. r. 1%%in!(aus 5ound t(at a 0'@minute lecture a 6'@minute lecture and a &,'


minute lecture /ere all t(e same in one important /ay. 1ac( o5 t(e t(ree (ad t(e primacy e55ect and t(e recency e55ect. His insi!(t /as to reali)e t(at %y %reakin! a 6'@minute lecture into t/o 0'@minute lectures (e could dou%le t(e primacy e55ect and recency e55ect. He took (is normal 6'@minute lecture
1ow to )o It Set an alarm to !o o55 every 0' minutes or so /(en you are studyin!. "(en it !oes o55 take a 5ive@minute %reak and do somet(in! interestin!. You /ill %e ama)ed at (o/ muc( more you can recall. T(ere is actually researc( on exactly (o/ lon! t(e %reaks and study sessions need to %e.0 Follo/in! t(ese !uidelines /ill (elp maximi)e t(e e55ectiveness o5 your %reaks. Stud% sessions s*ould be between 01 and 21 minutes lon(. ess t(an ,' minutes and t(e learnin! is %roken up too muc(8 it’s (ard to !et t(e %i! picture. More t(an 6' minutes and you’re !ivin! a/ay 5ree recall %y not takin! enou!( %reaks.


Breas s*ould be between two and /3 minutes lon(. ess t(an t/o minutes and you don’t !et t(e e55ect. It’s like you didn’t take a %reak. More t(an &2 minutes lon! and you %e!in to 5or!et /(at came %e5ore t(e %reak. It %ecomes counter@productive. In my o/n practice I&ve found t*at a 41 to 53 minute stud% session followed b% a five6minute brea maximi+es m% recall and focus. $s an added %onus t(e 5reDuent %reaks /ill keep you 5rom tirin! as Duickly. You’ll 5ind it easier to study 5or lon!er periods. I5 I do %e!in !ettin! 5ati!ued I /ill len!t(en my %reaks to &' minutes or even &2. $ (eads up8 I 5ind t(at I really don’t like takin! t(e %reaks. I 5eel like I /as ?ust !ettin! into t(e 5lo/ o5 t(in!s and t(en my timer !oes o55 to take a %reak. 3ver t(e years I’ve learned to 5orce mysel5 to take t(e %reak any/ay. It really does increase my recall and allo/ me to /orker lon!er over all.

B56S I al/ays put a Duick revie/ at t(e close and start o5 eac( study session. $s /e’ll discuss in anot(er c(apter revie/ means 5orcin! your %rain to recall t(e in5ormation. ui) yoursel5 in ot(er /ords. T(e last 5ive minutes o5 eac( 42@minute study session I Dui) mysel5 over /(at I’ve %een studyin! payin! special attention to t(e t(in!s I couldn’t recall so I /on’t miss t(em a!ain. Immediately a5ter t(e %reak I do anot(er 5ive@minute revie/ over t(e same stu55. $s you’ll see in t(e next c(apter t(is really pays o55A ook (ere 5or lots more details and tec(niDues to re5ine your study sessions and %reaks.


Recommended 8

7ndroid 8*one 7 9 8omodoro Timer :ite T(e 7omodoro Tec(niDue is a particular implementation o5 5reDuent %reaks t(at uses a ,2 minute /ork session 5ollo/ed %y a 5ive@minute %reak. T(is not only increases recall on learnin! tasks it improves 5ocus on anyt(in! you are /orkin! on since you kno/ a %reak is comin! soon and you only (ave ,2 minutes to /ork. I’ve used t(is /it( my o/n c(ildren /it( mysel5 and /it( my students to !reat e55ect. T(e one dra/ %ack in my opinion is t(at ,2 minutes o5 /ork ?ust seems too s(ort 5or most o5 my learnin! tasks.

7ndroid 8*one 7 9 HIIT Interval Trainin( Timer HIIT stands 5or =Hi!( Intensity Interval Trainin!.> It’s a met(od used in stren!t( and conditionin! trainin! to maximi)e !ains usin! %rie5 spurts o5 (i!(@


intensity exercise 5ollo/ed %y s(ort %reaks. T(is app is desi!ned to (elp at(letes track t(eir exercise %outs and %reaks. But /(ile t(e app is really desi!ned 5or p(ysical exercise it /orks !reat 5or study sessions and %reaks as /ell. It’s not t(e prettiest app %ut it is extremely versatile. I’ve used it 5or study and 5or exercise /it( !reat results.


0. ;eview I don’t particularly en?oy revie/in! my notes or 5las(cards. In 5act I’m do/nri!(t la)y a%out it. T(at’s /(y I /ant to do it as little as possi%le. I5 you’re like t(at too t(en you’ll /ant to revie/ as e55iciently as possi%le. T(at means you /ant to revie/ any piece o5 in5ormation ?ust enou!( to keep 5rom 5or!ettin! it %ut no more. Ho/ muc( revie/ /ould t(at %e+ "(at is t(e %are minimum num%er o5 times you can revie/ somet(in! and still !et it stuck in your (ead+

E$$in!haus on 9or!ettin! Herman 1%%in!(aus pioneered researc( desi!ned to 5ind (o/ lon! it takes to 5or!et a 5act. He came up /it( somet(in! no/ kno/n as t(e 1%%in!(aus For!ettin! urve. et’s say you spend an (our or so to memori)e a (undred ne/ 5acts. In !eneral terms 1%%in!(aus 5ound t(at /it(in an (our you /ill (ave 5or!otten almost 2' o5 t(ose 5acts. By t(e next day you /ill %e do/n to a%out 02. $ /eek later+ ,'. "it(in a mont( you are do/n to a !rand total o5 &4 5acts. You spent an


(our o5 your li5e learnin! a (undred 5acts and no/ all you (ave to s(o/ 5or it is &4 5acts. 2 "(at i5 you (ave a test on t(ose (undred 5acts o5 /(ic( you no/ only recall &4+ I5 you don’t /ant to 5ail you /ill need to spend more time relearnin! all t(e 5acts you’ve 5or!otten. You mi!(t spend 42 minutes or so re@learnin! t(e ot(er #6 5acts. But as soon as you stop studyin! you’ll start 5or!ettin! a!ain alt(ou!( at a slo/er rate since you’ve already learned t(e 5acts once %e5ore. By test time tomorro/ you may recall as many as 2' o5 t(ose ori!inal &'' 5acts. Surely t(ere’s a %etter /ay. 1%%in!(aus 5ound t(at /ell@timed revie/s can plu! t(e leak in our memories. His t(ou!(t /as to revie/ t(e material a!ain ?ust %e5ore it /ould (ave %een ot(er/ise 5or!otten. 1ac( time you revie/ t(e material you are movin! it 5urt(er into your lon!@term memory. T(at means you can /ait lon!er %e5ore you need to revie/ it a!ain. Since 1%%in!(aus t(ere (as %een care5ul researc( on exactly (o/ to do t(is.

Spaced Re%iew omplex al!orit(ms (ave %een developed to make sure people are revie/in! 5acts as e55iciently as possi%le. "e%sites like duolin!o.com and ot(ers use t(ese al!orit(ms to (elp students learn lan!ua!es

yoursel5 on t(at in 0' seconds8 t(en a!ain in ' seconds8 t(en in 5our and a (al5 minutes8 t(en in a%out &2 minutes8 and so on. I5 you try doin! t(is you /ill Duickly 5ind t(at it /orks /ell. :n5ortunately it’s also very (ard to keep track o5 all t(ose time intervals i5 you’re tryin! to learn a lot o5 di55erent pieces o5 in5ormation every day. T(at makes it tou!( to see (o/ you can inte!rate t(is process into your academic li5e.

1ow to )o It Here are t/o easy /ays to revie/ on optimal intervals /it(out killin! yoursel5 tryin! to keep track o5 it all. 3ne is lo/ tec( and one is (i!( tec(.

T*e :ow Tec* )a% to ;eview First lets look at t(e lo/ tec( /ay. o an initial revie/ a minute or t/o a5ter your study session or class. To put t(is into practice I ?ust didn’t put a/ay my notes a5ter a class. I kept t(em out and revie/ed t(em as I /alked across campus to my next class. T(at /as my 5irst revie/. $n (our a5ter t(at may%e a5ter my next class I /ould do anot(er revie/ o5 t(at initial material. Since I (ad already seen it in class today and done anot(er s(ort revie/ t(is usually isn’t too di55icult and rarely takes more t(an 5ive or &' minutes. I did t(e next revie/ t(at ni!(t. $!ain 5ive minutes /as usually enou!(. T(at /as my t(ird exposure to t(e material in less t(an &, (ours.


*ormally I (ad no more t(an t(ree classes on a !iven day. I5 eac( class’s revie/ took 5ive minutes and I revie/ed t(ree times a5ter t(e class t(at translated to a total o5 42 minutes o5 revie/ 5or ne/ material t(at day. T(e next mornin! I did anot(er 5ive minute revie/ 5or eac( o5 t(e previous day’s classes. I usually did t(is /(ile ridin! t(e %us to campus %ut sometimes I /ould do it /(ile /aitin! 5or a class to start or may%e in lon!er %reaks %et/een classes durin! t(e day. T(at ni!(t I /ould (it t(at material a!ain. &2 minutes o5 revie/ /ould let me cover t(e previous day’s t(ree classes. T(en eac( Saturday I /ould do a cumulative revie/ o5 all t(e material 5or eac( class. I c(ose to spend my Saturday mornin! doin! t(is so I didn’t (ave to do muc( studyin! on /eek ni!(ts %ut (onestly i5 I ?ust used all my spare time durin! a normal sc(ool day

$s lon! as I 5ollo/ed t(is sc(edule I 5ound t(at I really didn’t need to study muc( at all in t(e 5e/ days %e5ore t(e exam. By t(at time t(e vast ma?ority o5 /(at I needed to kno/ /as already in my lon!@term memory. *ot only t(at %ut researc(

B56S Flas(cards as I’m sure you kno/ are a really po/er5ul /ay to revie/. Ho/ever most people do t(em completely /ron!A T(ere are a 5e/ simple t(in!s you can do to make 5las(cards muc( more e55ective and use5ul. T(ere are also several common mistakes to avoid. Take a look (ere 5or more insi!(ts on e55ective revie/ intervals.

Recommended

)ebsite< Comuter 7< i8*one and 7ndroid 8*one 7 9 7ni $nki is a 5las(card pro!ram. 7ut in your 5acts and it /ill make sure you revie/ t(em on t(e optimal sc(edule. $nki /ill al/ays %rin! up t(at 5act 5or revie/

)ebsite< i8*one and 7ndroid 8*one 7 9 Brainscae Brainscape is a muc( prettier version o5 $nki. I'%e ne%er personally used it  %ut it !ets !ood revie/s and I’ve (ad students /(o used it and liked it. It costs as lo/ as L,. a mont( i5 you pay 5or a year up 5ront. T(e one@time cost is L-..

)ebsite< i8*one and 7ndroid 8*one 7 9 'uolin(o.com Besides usin! massively e55ective revie/ al!orit(ms uolin!o is also 5un. It’s a very painless e55ective and even addictive /ay to learn. :n5ortunately it’s only 5or lan!ua!e learnin!. I /ould love to see t(em %rin! t(e same 5ormat to ot(er 5orms o5 learnin! as /ell.


4. Slee

Sleep 5n It to Recall It More Effecti%ely $s a colle!e student I /as morally opposed to all@ni!(ters. *ot %ecause I kne/ t(ey /ere counter@productive

4. Sleep (elps keep you sane 2. Most importantly 5or our purposes sleep can (elp you learn and remem%er more e55ectively &' $ :S *avy study o5 recruits in trainin! pu%lis(ed in ,''# noted =In s(ort recruits /(o receive # (r o5 sleep per ni!(t scored on avera!e && (i!(er Non a standardi)ed testO t(an t(eir counterparts /(o receive only 6 (r o5 sleep supportin! our (ypot(esis t(at more sleep /as associated /it( si!ni5icantly %etter academic per5ormance.>&& 1ric ;ensen summari)es muc( o5 t(e current researc( on sleep and t(e %rain in (is %ook Teac(in! "it( t(e Brain in Mind /(en (e says =. . . most encodin! re!ardless o5 it’s location in t(e %rain is en(anced %y a !ood ni!(t’s sleep. $nd t(e more complex t(e learnin! t(e more (elp5ul sleep is.> Encodin! is a psyc(olo!y term t(at means to store an item in memory. *ot only does sleep (elp you remem%er t(in!s more easily and e55iciently initially it (elps you move t(ose s(ort@term memories into more sta%le lon!@term memories. 7syc(olo!ists re5er to t(is process as consolidation. Hallie Smit( an aut(or and speec( lan!ua!e pat(olo!ist /ritin! on t(e Scienti5ic earnin! %lo! site says =Sleep (as %een s(o/n in numerous studies to play a ma?or role in memory 5ormation and consolidation.> In 5act to !et t(ese %ene5its you don’t even (ave to !et a 5ull ni!(t’s sleep. S(e !oes on to say =*appin! 5or &'@0' minutes (as %een demonstrated to increase alertness and improve per5ormance.> &, My o/n experience

1ow To )o It "(en it comes to sleep =Ho/ To o It> mi!(t seem o%vious. "(en it comes to doin! it correctly (o/ever it’s o5ten not o%vious at all. In t(e 5irst place (o/ muc( sleep do you need+ *ot =Ho/ muc( sleep does t(e avera!e person need+> You’re not avera!e. Ho/ muc( sleep do you need+ $ccordin! to t(e enters 5or isease ontrol C almost one t(ird o5 $mericans are sleep deprived and t(at’s /it( t(eir rat(er lo/ %enc(mark o5 seven (ours o5 sleep a ni!(t 5or an adultA &0 But a!ain you’re not avera!e. Sleep needs vary %y individual and even 5or t(e same individual at di55erent sta!es o5 li5e. So (o/ can you kno/ (o/ muc( sleep you need+ T(ere’s a Simple Trick 5or t(at too. I5 you can take a nap at one or t/o o’clock in t(e a5ternoon you pro%a%ly need to %e !ettin! more sleep. 7eople /(o are !ettin! enou!( sleep usually can’t take a nap durin! t(e middle o5 t(e day. "(at Duali5ies as enou!h sleep can vary Duite a %it 5rom one li5e sta!e to anot(er. T(ere (ave %een times in my li5e /(en seven and (al5 (ours o5 sleep a ni!(t /as plenty. T(ere (ave %een ot(er times /(en &, (ours a ni!(t /asn’t enou!(. i!(t no/ my optimal sleep times 5luctuate %et/een seven and (al5 and &' (ours. Be!in payin! attention to /(at your %ody is tellin! you. I5 you 5ind yoursel5 stru!!lin! /it( dro/siness durin! /ork times you may need to reevaluate your sleep sc(edule. 7(ysical and emotional stress can really increase your need 5or sleep. "orkin! out and illness are common 5orms o5 p(ysical stress t(at /ill increase


your sleep reDuirements. 1motional stressors mi!(t include t(in!s suc( as c(an!in! residences !oin! t(rou!( a relational %reak up or startin! a ne/ ?o%. id you kno/ t(at learnin! lar!e amounts /ill also increase your need 5or sleep+ I5 you’ve ever traveled to a 5orei!n country you /ill (ave experienced t(is. *ot only are you potentially processin! a ne/ lan!ua!e you’re learnin! ne/ customs 5i!urin! out (o/ t(e li!(t s/itc(es and toilets /ork concentratin! on ne/ and di55erent tra55ic patterns and more. T(at means loads o5 learnin! all day lon!. It is p(ysically ex(austin! and you /ill really 5ind yoursel5 in need o5 sleep. Your %rain seems to need t(e extra processin! time to consolidate all t(at ne/ in5ormation. 3t(er culprits in daytime dro/siness include poor diet and poor %edtime practices. For example many people !et sleepy a%out 0' minutes a5ter lunc(. T(is is not a normal pattern

$lco(ol later in t(e evenin! can also a55ect sleep. "(ile it may ena%le you to !o to sleep more easily it tends to suppress t(e deeper sleep your %ody needs.&4 T(is leaves you 5eelin! less rested t(e next day. More recently sleep experts (ave identi5ied electronic screens
,ain( for Exerts *appin! stran!e as it may seem is a learned skill. Many people (ave %een pro!rammed<5rom pu%lic sc(ools and t(e /orkin! /orld

mask /it( a com5orta%le strap is /ort( it. T(e one I use no/ /orks 5ine and I picked it up 5or ei!(t dollars at a local p(armacy. e!ardin! earplu!s I !et t(e Mack’s %rand :ltra@so5t earplu!s 5rom $ma)on /(ic( come in a %ottle o5 2' 5or L# at t(e time o5 t(is /ritin!. T(at’s enou!( to last me 5or several years since eac( pair can %e reused many times. T(e sleep mask and earplu!s can %e a little uncom5orta%le at 5irst. I5 you’re (avin! trou%le !ettin! used to t(em /ait until a ni!(t on /(ic( you are utterly ex(austed and can %arely keep your eyes open. 7ut t(e sleep mask and earplu!s on as you !o to %ed e%en thou!h you don't need them. 3nce you 5all asleep in t(em a time or t/o you’ll %e !ood to !o any/(ere includin! naps in your o55ice or at t(e sc(ool li%rary. Second to nap most e55ectively set your p(one alarm 5or 0' to 42 minutes. I put it on vi%rate as /ell so I’ll 5eel it i5 I don’t (ear it t(rou!( my earplu!s. I’m a very li!(t sleeper t(ou!( so I usually (ear t(e alarm even /(en I (ave my earplu!s in. I5 you’re a (eavy sleeper you may %e a%le to 5or!o t(e earplu!s alto!et(er. $not(er alternative is to use your p(one ear%uds instead o5 earplu!s. T(ese usually keep t(e environmental noise do/n enou!( t(at I can !o to sleep %ut it allo/s me to keep t(e alarm really loud. It usually takes me a 5ive to &' minutes to dri5t o55 to sleep so I set my timer to 4' minutes. T(e !oal is to sleep around 0' minutes. I5 you can 5all ri!(t to sleep you may need to set your timer 5or less8 say 0' to 02 minutes. I’ve 5ound t(at I can train my %ody pretty Duickly to take t(ese s(ort naps. $5ter a 5e/ days o5 consistent naps I %e!in /akin! up ?ust %e5ore t(e alarm. T(ird t(e 0'@minute time constraint on your nap is important. Many people (ate takin! naps durin! t(e day %ecause t(ey say it makes t(em sleepy or !ro!!y. T(at’s %ecause t(ey /oke up durin! t(e middle o5 t(eir sleep cycle /(en © 2017, Hudson Blair

t(ey /ere in t(e deeper part o5 t(eir sleep. Sleep 5or 0' minutes or so and you’ll /ipe out your sleepiness /it(out 5eelin! !ro!!y later. 0' minutes !ives you t(e %ene5its o5 sleepin! /it(out allo/in! you to !o into t(e really deep part o5 your sleep cycle. You also don’t /ant to destroy your a%ility to !et to sleep at ni!(t. on’t overdo it %y takin! a t/o@(our nap. $!ain 5or me ,' or 0' minutes in t(e middle o5 t(e day is usually per5ect. Finally (ere’s a simple and very e55ective trick 5or 5allin! asleep Duickly. ay do/n and !et com5orta%le. lose your eyes. *o/ t(ink o5 a ne/ random o%?ect every seven or ei!(t seconds. oesn’t matter /(at it is. For example I mi!(t t(ink o5 a li)ard. I’ll try to picture it clearly in my mind. T(en in a 5e/ seconds I mi!(t t(ink o5 a nail. $nd t(en a (ummin!%ird. $nd t(en a %ar%ecue pit. ;ust /(atever random t(in! comes into my mind. I5 random is (ard 5or you remem%er t(is list8 one P !un t/o P s(oe t(ree P tree 5our P door 5ive P (ive six P sticks seven P (eaven ei!(t P !ate nine P line &' P (en. ;ust t(ink o5 eac( t(in! 5or seven to &' seconds

Gettin( to Slee at ,i(*t T(ere (ave %een lar!e portions o5 my li5e /(ere !ettin! to sleep at ni!(t /as no pro%lem. T(ere (ave %een ot(er portions /(ere I’ve not %een so lucky. 3ver t(e years I’ve 5i!ured out /(at /orks /ell /(en I’m tryin! to !o to sleep. First don’t s/eat /(at time you !o to %ed as muc( as /(at time you /ake up. I5 you 5orce yoursel5 to !et up at t(e same time every mornin! no matter (o/ tired you are your %ody /ill Duickly take note. $t 5irst you may (ave t/o or t(ree days /(ere you’re really sleepy. Supplement /it( a short nap i5 you can %ut t(at ni!(t lay do/n as soon as you 5eel t(e least %it tired. I 5ind t(at i5 I’m al/ays !ettin! up at t(e same time my %ody Duickly !ets into t(e (a%it o5 !ettin! sleepy at t(e same time every ni!(t. "arnin!8 i5 you %lo/ t(rou!( t(at sleepy@time some ni!(t it t(ro/s t(in!s o55 and you may (ave to /ait an (our or t/o %e5ore you !et sleepy a!ain. on’t let t(at stress you out. T(is is normal. o somet(in! lo/ key semi@%orin! and unstress5ul until you 5ind yoursel5 !ettin! sleepy a!ain. Second avoid t(in!s t(at keep your %ody 5rom /indin! do/n. Heavy exercise too close to %ed time ca55eine and computer or p(one screens are /ell kno/n sleep destroyers as mentioned %e5ore. Make sure to leave yoursel5 at least an (our %e5ore %ed time /(en t(ese t(in!s are o55 limits. T(ere are also (elp5ul apps t(at /ill s(i5t your p(one or computer screen to redder /avelen!t(s at ni!(t so you can still !et sleepy links %elo/C. T(ird i5 you (ave a mind like mine t(at tends to race 5rom one su%?ect to anot(er especially /(en you’re stressed out t(is trick is 5or you. I’ve 5ound t(at a mildly interestin! podcast or audio %ook on a sleep timer /ill knock me out. It can’t %e too interestin!8 ?ust enou!( to 5ocus your attention. I listened to all o5 7eter t(e Great %y o%ert J. Massie t(is /ay.


$s an added %onus you’ll Duickly !et a 5eel 5or (o/ lon! it actually takes you to !o to sleep. I t(ou!(t it normally took me 0' minutes or more to 5all asleep. Ho/ever /(en I started listenin! to %ooks at %edtime I Duickly learned t(e trut(. I usually didn’t !et t(rou!( more t(an 5ive minutes %e5ore I /as asleep. I could tell (o/ lon! it took me to 5all sleep %y /(ere I (ad to re/ind to t(e next ni!(t %e5ore I reco!ni)ed t(e text. 1ven t(ou!( 5ive to &' minutes to 5all asleep /as 5airly normal t(ere /ere ni!(ts /(ere I mi!(t listen to an (our or more %e5ore I 5ell asleep. $t least I /as listenin! to somet(in! /ort(/(ile rat(er t(an starin! at t(e clock and !ettin! more and more stressed a%out not %ein! a%le to 5all asleep. Finally I am a 5ollo/er o5 ;esus (rist. He loves it /(en I come to (im /it( my needs so I re!ularly pray t(at (e /ould use t(e ni!(t 5or /(atever (e /ants. I !ive my sleepin! dreamin! and /akin! to (im eac( ni!(t. T(at /ay /(en I do /ake up in t(e middle o5 t(e ni!(t I kno/ t(at’s /(at (e /ants. $!ain t(e time is t(en not /asted. It (as a purpose and I don’t !et stressed out a%out t(e sleep I’m missin!.

B56S (eck out t(ese posts on my /e%site 5or lots more on sleepin! and naps. T(e posts also /ill su!!est ot(er (elp5ul resources 5or all t(in!s ##### .


Recommended

7ndroid 8*one 7 9 Blue :i(*t "ilter = ,i(*t $ode Blue i!(t Filter can ad?ust your screen to redder /avelen!t(s in t(e evenin! to (elp you !et to sleep more easily even i5 your on your screen a lot. $n on%oard timer can automatically turn t(e 5eature on and o55 at set times so you /on’t (ave to remem%er to turn it on eac( evenin!.


5. En(a(e In my early colle!e years I relied (eavily on %ein! exposed to t(e material to !et !ood !rades. By exposure I mean I listened to t(e lecture I read t(e c(apter I /atc(ed t(e pro5 I sa/ t(e 7o/er7oint and so on. I t(ou!(t t(at i5 I ?ust o%served t(e material I /ould %e a%le to !et !ood !rades. I used t(is met(od %ecause it /orked /ell 5or me in (i!( sc(ool. In !eneral I 5ound my (i!( sc(ool classes pretty easy i5 I ?ust paid attention. My teac(ers (elp5ully emp(asi)ed and re@emp(asi)ed t(e t(in!s t(at /e /ere to kno/. 35ten I could !et !ood !rades /it(out even takin! notes %ecause t(e teac(er continually exposed us to t(e material t(at /ould %e on t(e test. $s a 5ormer pu%lic sc(ool teac(er I can tell you t(at I personally /ent to !reat pains to make sure my students did /ell on t(e tests. I /anted t(em to excel so t(ey could demonstrate mastery o5 t(e material. By extension t(at /ould mean I (ad done my ?o%. For t(at reason I not only discussed t(e material in a lecture I Dui))ed t(em on it I (ad t(em play !ames and en!a!e in activities to (elp t(em recall it I !ave t(em readin!s on it I (ad t(em /atc( videos on it and more. $ reasona%ly intelli!ent student in my class /ould (ave (ad a (ard time not learnin! t(e material. I’ve %een in some pu%lic sc(ools /(ere t(e teac(ers didn’t muc( seem to care a%out /(et(er or not t(e students learned. Ho/ever t(at /as t(e exception


in my experience. I 5ound t(at most o5 my teac(ers

-cti%e %s" Passi%e Learnin! To %ecome an excellent turnip you simply sit around and /ait 5or someone to dump manure on you. T(at makes 5or a !reat ve!eta%le %ut not a !reat student. So /(y sit in class and /ait 5or kno/led!e to %e dumped on you+ Turnips are passive and even t(e %est students can lapse into passivity in some academic situations. To %ecome an excellent (a/k you roam 5ar and /ide /it( your eyes peeled 5or anyt(in! t(at looks tasty. "(en you see it you dive on it kill it and take it (ome to t(e kids. T(at’s alsoP5i!uratively speakin!P(o/ to make a !reat sc(olar. Ha/ks are proactive and t(at’s /(at you need to excel as a student. B3*:SQ It’s actually a more 5un and interestin! /ay to do sc(ool. Bein! proactive increases 5ocus and decreases %oredom. urin! a lecture or /(ile readin! a text you are cruisin! (a/k@like eyes peeled lookin! 5or any little tasty %it o5 learnin! you can 5ind. 3nce you see it !o and !et itA 3/n itA Jick it’s (iney and eat it 5or dinner.

Ela$oration %s" Rehearsal id you ever try to iron a s(irt /it( a cold iron+ ould you !et t(at s(irt nice and smoot( and /rinkle@5ree /it(out t(e (eat+ Sure %ut it /ould take 5oreverA Ironin! a s(irt is o(@so@muc( 5aster /(en you’ve !ot heat . Tryin! to learn stu55 %y !oin! over it a!ain and a!ain

Heat t(at iron up %y ela%oratin! on /(at you’re tryin! to learn. T(e mental eDuivalent o5 (eat is /(at psyc(olo!ists call ela$oration or ela$orati%e rehearsal . You’ll still (ave to do some re(earsal %ut it /ill take muc( less to !et t(e in5ormation learned i5 you are ela%oratin! as you re(earse. *otice (o/ t(e /ord ela$oration (as la$or %uilt ri!(t into it8 e@la%or@ ation. 1la%oration means takin! t(e in5ormation and /orkin! /it( it some(o/. For example instead o5 revie/in! t(e /ord tur$id and it’s de5inition over and over I /ould ela%orate %y /ritin! some sentences usin! t(e /ord. $not(er /ay to ela%orate /ould %e to use t(e /ord in conversation /it( a 5riend. It sounds simple
1ow to )o It

Elaboration T(ere are many di55erent /ays to ela%orate on your learnin!. Many o5 t(ese can %e done /(ile you are readin! t(e text or listenin! to t(e lecture. Here are some o5 my stand%ys. &. $sk yoursel5 Duestions a%out /(at you are learnin!. 0here ha%e I heard this $efore* 0hat does it remind me of* Is this true* 1ow will this $e tested* ,. Turn ver%al in5ormation into visual in5ormation %y dra/in! a picture c(art or dia!ram.


0. Turn visual in5ormation into ver%al in5ormation %y descri%in! /(at you see. Bot( , and 0 also take advanta!e o5 somet(in! psyc(olo!ists re5er to as dual codin! /(ic( (as also %een s(o/n to increase recall. & 4. elate t(e in5ormation to somet(in! you already kno/. For example =T(at Mussolini c(aracter reminds me a lot o5 my (ockey coac(.> T(is also uses self:reference /(ic( T(is also 5unctions as a revie/ Simple Trick num%er t/o in our list. Second I /rite key points in my notes makin! sure to illustrate summari)e emp(asi)e connect /it( ot(er concepts and so on. I also make sure to /rite my reactions and Duestions. T(ird I stop every 5e/ para!rap(s to mentally revie/ everyt(in! I’ve read so 5ar. For example a5ter t(e t(ird para!rap( in my text %ook I’ll stop and try to


recall my notes 5or t(e readin! 5rom start to 5inis(. I’ll do t(at a!ain a5ter t(e sixt( para!rap( a5ter t(e nint( para!rap( and so on. By t(e end o5 t(e c(apter I s(ould %e a%le to mentally reconstruct t(e entire readin! complete /it( my dia!rams Duestions and reactions. I5 I can’t I !o %ack ri!(t t(en and revie/< a!ain Simple Trick num%er t/o in our list. T(is o%viously is not a 5ast process (o/ever I’ve 5ound t(at I recall it so muc( %etter t(is /ay t(at it reDuires much less revie/ later on. T(at ultimately saves me time. Mnemonics or memory tricks make t(is process muc( 5aster. I talk a lot a%out mnemonics in my %lo! posts. $ couple o5 t(in!s to keep in mind8 don’t use t(e process ?ust descri%ed on your readin!s unless you really need to. I5 t(e text isn’t !oin! to %e tested
7ctive :earnin( $s mentioned previously passive learnin! is turnip@style learnin!. You sit around and /ait 5or someone to 5eed you. $ctive learnin! is %ird@o5@prey style learnin!. You !o lookin! 5or t(e in5ormation and take steps to capture it. To en!a!e in active learnin! pay rapt attention to /(at you’re studyin!. T(e value o5 5ocus cannot %e overstated $ctively look 5or key concepts as you sit in t(at lecture (all or (unker do/n to study. Sei)e t(em %y 5orceA


Some text%ooks and pro5essors /ill make it easy 5or you. T(ey’ll put main points in %old letters or point to a concept and say =t(is /ill %e on t(e test.> T(is makes your ?o% easy8 pounce on t(e point. 3t(er lecturers and %ooks /ill camou5la!e important points in a dense t(icket o5 /ords unimportant drivel and poorly@told anecdotes. 3nly t(e most attentive raptors /ill spy t(eir prey and s/oop do/n 5or t(e kill. $!ain pounce on t(e point. T(at means !o !ra% it and make it yours %y puttin! it in your notes usin! some o5 t(e note@takin! met(ods I’ve mentioned. *otes are t(e eDuivalent o5 talons 5or t(e raptor. T(e prey is not yours until you’ve !ot a deat( !rip on it. I5 it’s in your notes t(en it’s yours. You can eat it later at your leisure. Finally rip it apart and consume it. on’t %e content to simply !et t(e concept into your notes. You must really understand it. 3ne po/er5ul /ay to do t(at is %y askin! and ans/erin! !reat Duestions as covered %e5ore in t(e section on ela%oration. Most students ask simple Duestions like ="(at does 11G stand 5or+> or ="(o si!ned t(e Treaty o5 Eersailles+> Suc( simple Duestions mi!(t %e use5ul 5or Dui))in! yoursel5 on %asic 5acts %ut t(ere are %etter Duestions t(at /ill promote recall and understandin!. Better Duestions 5orce you to evaluate predict ?ud!e compare and contrast or synt(esi)e etc. For exampleQ Instead o5 askin! t(e lo/@level Duestion ="(at /ere t(e causes o5 t(e 1uropean conDuest o5 t(e $mericas+> ask t(e (i!(er@level Duestion ="(at strate!ies could indi!enous $mericans (ave used to more e55ectively resist t(e 1uropean conDuest+> $not(er exampleQ Instead o5 askin! ="(at are t(e sta!es in cellular mitosis+> ask ="(at sta!e o5 mitosis is most dan!erous and risky 5or t(e or!anism+ "(y+>


You can use t(ese same Duestionin! strate!ies to (elp learn voca%ulary 5or tests like t(e S$T and G1. o/@level Duestions suc( as ="(at does proli/ mean+> aren’t nearly as (elp5ul as (i!(er@level Duestions suc( as =In /(at situations /ould t(e /ord proli/ %e a %etter /ord c(oice t(an t(e /ord %er$ose+> Good Duestions 5orce you to /ork at a /(ole ne/ level and t(at /ill s(o/ on your test per5ormance. *otice in eac( o5 t(e examples a%ove t(e (i!(er level Duestions can’t %e ans/ered unless you kno/ t(e ans/ers to t(e lo/er level Duestions. You can’t tell me /(en proli/ is a %etter /ord c(oice t(an %er$ose unless you kno/ t(e meanin! o5 eac(. Hi!(er level Duestions are also !reat to ask in class. Most pro5s like /ell t(ou!(t out Duestions. B3*:SQ I5 t(e pro5 is !oin! too 5ast a !ood Duestion /ill slo/ t(em do/n so you can catc( up. $ctively !o and pursue kno/led!e %y payin! care5ul attention capturin! concepts in your notes and t(en processin! t(e kno/led!e /it( !ood Duestions. on’t settle 5or %ein! a ve!eta%le /aitin! 5or t(e next load o5 manure. Be a (a/kA Go o/n t(at kno/led!eA

B56S You’ve (eard me mention !reat notes over and over in t(is c(apter. Takin! po/er5ul e55ective notes is /(ere it’s atA T(e %est notes make you active rat(er t(an passive encoura!e ela%oration and 5unction as a ready@made study !uide. 7o/er5ul note@takin! is not ?ust a%out capturin! in5ormation8 it’s a%out si5tin! out t(e tested material and t(en recallin! and understandin! it. Take a look at t(ese (elp5ul posts on %etter note@takin!.


Recommended


Boo — Make It Stick Stick Make it Stick8 T(e Science o5 Success5ul earnin! is a t(ou!(t@provokin! layman’s !uide to makin! your %rain /ork %etter. Bro/n oedi!er and Mcaniel Mcaniel identi5y and en!a!in!ly illustrate t(e (i!(@payo55 strate!ies t(at can pus( your learnin! to t(e next level. T(is %ook is loaded to t(e top /it( po/er5ul strate!ies you can %e!an implementin! immediately.

Bro/n 7eter  Henry  oedi!er and Mark $ Mcaniel. Make Mcaniel. Make It Stick Stick. &st ed. 7rint.


3. >r(ani+e T/o o5 my dau!(ters really love ?i!sa/ pu))les. ike most pu))lers t(ey (ave some strate!ies t(at make /orkin! any ?i!sa/ 5aster and more e55icient. 3ne (u!e (elp is to kno/ /(at t(e 5inal picture is supposed to %e. Furt(er or!ani)in! t(e pieces can (elp as /ell. For example t(ey mi!(t take all t(e pu))le pieces /it( a 5lat side and arran!e t(em around t(e outer ed!es o5 t(eir pu))le since t(ose pieces are ed!e pieces. T(ey also !roup to!et(er pieces t(at predominate in one color8 all t(e mostly yello/ pieces over (ere t(e mostly red (ere t(e mostly purple (ere and so on. "it(in t(ese smaller smaller !roupin!s !roupin!s t(ey try to to put t(e pieces in some some sort o5 !eneral order %ased on /(at is on t(em. For example t(e piece /it( t(e man’s eyes /ould !o under t(e piece /it( (is (at and a%ove t(e piece /it( (is mout( and %eard. Finally t(ey %e!in linkin! pieces to!et(er8 t(ree pieces connected (ere anot(er 5ive pieces matc(ed up over t(ere. T(ey are takin! individual pu))le pieces all over t(e pu))le and tryin! to or!ani)e t(em into connected c(unks. 1ac( c(unk t(en 5unctions as one muc( lar!er pu))le piece. 1ventually t(e c(unks all connect. T(ese same tec(niDues can (elp you recall class material. 3r!ani)in! in5ormation and relatin! it to ot(er in5ormation is Simple Trick num%er 5ive in our list.


My dau!(ters’ 5irst step is to !roup pu))le pieces t(at look similar. T(ey put t(e ed!e pieces around t(e ed!e o5 t(e pu))le and t(ey sort pieces %y color or patterns. T(is same process can %ee5 up recall o5 t(e in5ormation you're tryin! you're tryin! to learn. 1ndel Tulvin! a reasearc(er at t(e :niversity o5 Toronto devised a clever experiment in /(ic( (e created &6 versions o5 a list o5 t(e same &6 /ords. In eac( list t(e /ords’ positions /ere c(an!ed so t(at t(ey occurred in a position on t(e list only once and /ere preceded and 5ollo/ed %y eac( ot(er /ord only once. His test su%?ects /ere read t(e 5irst list and t(en immediately asked to recall as many o5 t(e /ords on t(e list as t(ey could. T(is process /as repeated /it( eac( o5 t(e lists. lists. Tulvin! 5ound t(at as su%?ects proceeded t(rou!( t(e lists t(ey %e!an to spontaneously or!ani)e t(e material. T(e test su%?ect /ould tend to recall some sets o5 /ords in t(e same order eac( time even t(ou!( eac( list /as in a di55erent order. T(ey /ere orderin! t(e /ords even t(ou!( t(e /ords /ere al/ays presented in a di55erent order. More importantly t(e test su%?ects /(o did t(is to t(e !reatest extent also s(o/ed t(e !reatest overall recall o5 t(e /ords. ,& T(is process is similar to t(e /ay in /(ic( a pu))ler mi!(t !roup similar pieces into piles to (elp in puttin! to!et(er t(e pu))le or in 5indin! a particular piece more Duickly. 7u))le /orkers /ill also arran!e pieces in a lo!ical order8 t(e piece /it( t(e (at a%ove t(e piece /it( t(e 5ace a%ove t(e piece /it( t(e necktie. 7uttin! t(in!s in order !ives t(em meanin!. 3ne !roup o5 researc(ers 5ound t(at su%?ects remem%ered lists o5 /ords %etter /(en t(e t(e lists /ere or!ani)ed or!ani)ed into meanin!5ul meanin!5ul cate!ories cate!ories as opposed to %ein! !iven t(e same same lists o5 /ords /ords in random order. order.,, 1ndel Tulvin! 5ound t(at i5 (e !ave su%?ects a list o5 /ords and told t(em to t(ink o5 t(e /ords %y /(ere t(ey occurred alp(a%etically

7u))lers also %ene5it 5rom (avin! an idea o5 /(at t(e completed pu))le s(ould look like. T(e 5inal picture provides an or!ani)ational 5rame/ork !ivin! you a %etter idea o5 /(at kind o5 piece you are lookin! 5or in eac( part o5 t(e pu))le. ecall /orks t(is /ay as /ell. I5 you can 5ind lar!er patterns o5 meanin! it’s easier to place eac( t(in! to recall in context. T(at makes it easier to 5ind later. For example it’s tou!(er to memori)e t(ese di!its in order. . .

&4,0&4&2&-20' t(an it is to recall t(e same seDuence split into meanin!5ul c(unksK

&4, P t(e year olum%us sailed t(e 3cean Blue 0.&4&2 < 7i to t(e 5ourt( decimal place && < t(e p(one num%er 5or emer!ency services in t(e :S #6-@20' < 5rom t(e &#& (it son! =;enny> %y Tommy Tutone

Geor!e Jatona in (is %ook 3r!ani)in! and Memori)in! relates an experiment in /(ic( researc(ers asked one !roup o5 su%?ects to memori)e a list o5 num%ers in order.

, 0 2  &- 00 $not(er !roup /as !iven t(e same list o5 num%ers and asked to 5ind t(e principal %y /(ic( t(e num%ers /ere or!ani)ed. T(is list 5or example 5ollo/s t(e principal multiply %y t/o and su%tract one. T/o dou%led is 5our minus one is t(ree. T(ree dou%led is six minus one is 5ive. Five dou%led is &' minus one is nine and so on. 1ac( !roup (ad t(ree minutes to /ork on t(e task. ecall success immediately 5ollo/in! t(e task /as almost t(e same 5or %ot( !roups8 0# o5 t(e principal@seekers correctly recalled t(e list o5 num%ers /(ile 00 o5 t(e


memori)ers could recall t(e list /it(out error. But t/o /eeks later t(e results /ere muc( di55erent. di55erent. *one o5 t(e t(e memori)ers memori)ers could recall recall t(e list per5ectly per5ectly %ut ,0 o5 t(e principal@5inders could still remem%er t(e list /it(out errorA ,4

1ow to )o It

Get t*e Bi( 8icture "irst "orkin! a ?i!sa/ ?i!sa/ pu))le is muc( muc( easier i5 you kno/ /(at /(at t(e completed completed pu))le is supposed to look like. T(is /orks 5or e55ective recall as /ell. T(ere are several /ays to take advanta!e o5 t(is. First t(e class sylla%us is your 5riendA It !ives you a !rand overvie/ o5 /(at you’re coverin! coverin! in t(e course course and in any !iven class class session. session. ookin! at t(at sylla%us on a re!ular %asis not only (elps you stay on top o5 class pro?ects and (ome/ork it (elps you or!ani)e t(e kno/led!e you are !ettin! 5rom t(e class into a more meanin!5ul /(ole. Your pro5essor pro5essor may (ave done done an excellent excellent ?o% !ivin! you a !rand overvie/ o5 t(e su%?ect at t(e start o5 t(e course or in t(e sylla%us. T(en a!ain you may %e %etter o55 o55 5indin! a /ell@or!ani)ed /ell@or!ani)ed summary summary o5 t(e su%?ect su%?ect some/(ere else. ook up your su%?ect online and searc( 5or a %road overvie/ o5 t(e topic. "ikipedia can %e a !reat resource 5or t(is type o5 t(in!. "(en searc(in! searc(in! you aren’t lookin! lookin! 5or details details rat(er you’re seekin! seekin! a 5rame/ork or skeleton to (an! everyt(in! on as you learn it. For example t(e entry 5or chemistry on chemistry on "ikipedia divides t(e su%?ect up into t(in!s like8 types o5 matter p(ase %ondin! ener!y reactions ions and salts etc. $not(er resource resource t(at can can %e really (elp5ul (elp5ul 5or or!ani)in! or!ani)in! t(in!s is a !ood text on t(e su%?ect. I5 t(ere is a text%ook 5or your class take a look at (o/ t(e c(apters or!ani)e t(e topic.


(ances are your text%ook is %etter or!ani)ed t(an your pro5. T(at’s one 5antastic reason to read t(e assi!ned texts $efore t(e $efore t(e class. T(e %ook /ill care5ully or!ani)e t(e topic !uidin! your study in meanin!5ul c(unks. T(en you /ill %e a%le to slot t(e pro5’s meanderin!s into a stron! 5rame/ork and make sense o5 (is /anderin! lectures. lectures. You can also also come up /it( your o/n or!ani)ational or!ani)ational 5rame/ork 5rame/ork on t(e 5ly. 3ne /ay to do t(at is to. . .

Create >r(ani+ed :ists I don’t recall /(en or /(ere I 5i!ured out t(at it (elped my memory i5 I made num%ered lists /(en I /as takin! notes. But it really (elps. really (elps. For example instead o5 /ritin! =Great akes P Mic(i!an 1rie Huron 3ntario Superior> I /ould /rite =Great akes P &C Mic(i!an ,C 1rie 0C Huron 4C 3ntario 2C Superior.> *o/ I kno/ t(ere are fi%e are fi%e Great Great akes and I’m more likely to kno/ i5 I’m missin! one t(e 5irst letter o5 eac( lake 5orms t(e acronym 15MES acronym 15MES . T(is simple process o5 num%erin! listed items (elped me so muc( I %e!an to add num%ers to lists in my readin!s. I5 t(e aut(or !ave me a list o5 t(in!s in a sentence I num%ered eac( item. For example a!ain 5rom t(e "ikipedia entry 5or chemistry+ =T(e /ord c(emistry comes 5rom alc(emy /(ic( re5erred to an earlier set o5 practices t(at encompassed elements o5 0C

p(ilosop(y

&C

c(emistry

,C

metallur!y

4C

astrolo!y 2Castronomy 6Cmysticism and -Cmedicine.> I /ould !o

t(rou!( my texts and li!(tly /rite in pencil t(ose little num%ers %e5ore eac( item.


C*un Information ,hunkin! is ,hunkin! is !roupin! in5ormation to aid in memory. You do t(is all t(e time t(ou!( you mi!(t not reali)e it. Your credit or de%it card num%er 5or instance is c(unked into units o5 5our num%ers eac(. 7(one num%ers
I could c(unk t(is in several di55erent /ays to make it easier to recall. To start /it( I mi!(t c(unk eac( individual commandment. $s lon! as you’re not reDuired to memori)e a commandment /ord 5or /ord you can pro%a%ly ?ust use one or t/o key /ords to remind you o5 /(at eac( commandment concerns. &. God 3nly ,. Idols


0. *ame in vain 4. Sa%%at( 2. 7arents 6. Murder -. $dultery #. Stealin! . False /itness &'. ovetin!

T(at list /ill %e muc( easier to recall and eac( /ord is enou!( o5 a (int t(at I can pro%a%ly reconstruct t(e 5ull meanin! o5 eac( commandment. I can 5urt(er c(unk it %y dividin! t(e list into t/o !roups o5 5ive %ut 5ive !roups o5 t/o mi!(t %e even more e55ective.

God 3nly < Idols *ame in Eain < Sa%%at( 7arents < Murder $dultery < Stealin! False "itness < ovetin!

"e can still c(unk it even 5urt(er. More structure /ill pretty muc( al/ays !ive you a %etter !rasp o5 t(e material. $not(er /ay I can add structure is %y 5urt(er !roupin! t(is list.


For example. . . God 3nly < Idols *ame in Eain < Sa%%at( <<<< 7arents < Murder <<<< $dultery < Stealin! False "itness < ovetin!

*o/ I (ave t(e top set t(e middle set and t(e %ottom set. You mi!(t not immediately see (o/ suc( c(unkin! makes t(in!s easier to memori)e %ut try it out a 5e/ times. You /ill Duickly 5ind out t(at c(unkin! in t(is manner si!ni5icantly speeds up memori)ation. It’s an easy t(in! to try. "(at do you (ave to lose+ BonusQ you can start c(unkin! as you take notes. You don’t (ave to /ait until you actually start studyin! to %e!in makin! in5ormation easier 5or you %rain to (old onto.

se "ramewors and 8rincials ;ust as someone /orkin! a ?i!sa/ pu))le %ene5its 5rom kno/in! /(at t(e 5inal ima!e s(ould look like students %ene5it 5rom kno/in! /(ere all t(e little pu))le@pieces o5 kno/led!e t(ey are !at(erin! /ill 5it into t(e overall topic. Many topics are already or!ani)ed in t(is /ay. In skeletal anatomy 5or instance it’s common to learn all t(e %ones o5 t(e cranium to!et(er. In %otany you /ould pro%a%ly learn a%out t(e parts o5 a 5lo/er as a unit and t(e parts o5 a lea5 as a unit.


In ot(er su%?ect areas especially /it( certain pro5essors t(in!s are not care5ully or!ani)ed 5or you so you’ll need to 5ind a 5rame/ork yoursel58 t(e "ikipedia entry your text%ook’s or!ani)ation t(e or!ani)ation o5 some ot(er %ook or /e%site etc. /ould all /ork 5or t(is purpose. "ikipedia usually (as a !ood !eneral outline o5 /(atever topic you’re lookin! at. For example under t(e entry 5or =mnemonics> t(e outline looks like t(is. . .

"(ile t(is may /ork /ell 5or some su%?ects you may need a more detailed outline 5or class purposes. In addition "ikipedia ?ust may not (ave an entry 5or /(at you’re studyin!. Mesoamerican Funerary $rt anyone+ In t(at case you’ll /ant to look t(rou!( your text%ook. Many text%ooks (ave a very detailed ta%le o5 contents t(at /ill %reak everyt(in! do/n 5or you at least to t(e c(apter level %ut some /ill even %reak it do/n to su%sections. 1ven i5 it only !oes to t(e c(apter level you can still turn to t(e c(apter and look at section and su%section (eadin!s 5or a more 5ine@!rained or!ani)ational 5rame/ork. "(ile a text%ook is o5ten a !ood c(oice 5or t(is sort o5 t(in! t(ere may %e somet(in! even %etter out t(ere. Your sylla%us /ill usually provide you /it( a list


o5 readin!s or even a %i%lio!rap(y on t(e topic. I5 you can 5ind t(e one t(at is t(e most !eneral resource on t(e topic take a look at t(e c(apters and sections in t(at /ork 5or your or!ani)in! 5rame/ork. $nd i5 your pro5 (appened to /rite one o5 t(e %ooks you’re !oldenA BonusQ I5 your pro5 /rote one o5 t(e %ooks read t(e appropriate c(apter %e5ore eac( lecture. "(en an opportunity 5or askin! Duestions in t(e lecture comes up ask somet(in! t(at s(o/s you read (er %ook. For example =I t(ink in c(apter # o5 your %ook you noted t(at current t(eories say $lah+ $lah+ $lah. Has t(at c(an!ed any since your %ook /as pu%lis(ed+> *ot only are you s(o/in! t(at you read t(eir %ook t(is Duestion s(o/s t(at you are interested in t(e latest in5ormation on t(e topic. Most pro5essors lo%e t(isA $s a !raduate student one o5 my 5avorite pro5s /as a really %rilliant !uy and a kind man. But8 (e /as t(e most frustratin! lecturer in t(e /orld %ecause (e (ad no apparent structure to (is lectures. It seemed like stream o5 consciousness and I usually /alked out o5 (is class /it( a pa!e 5ull o5 disconnected /ords and p(rases. Back t(en I didn’t kno/ /(at to do a%out (is style o5 lecturin!. *o/ I do. ook at t(e sylla%us and do all t(e readin!s %e5ore class. Take care5ul notes on t(ese especially t(e overall structure o5 t(e in5ormation. :se t(e pro5’s lecture as a !uide to /(at (e’s interested in or excited a%out. Give special attention in t(e ot(er resources to t(e concepts (e touc(es on in class. I5 (e mentions it in class %ut it’s not in t(e ot(er class materials ask (im a%out it 5urt(er to 5ind out i5 you need to kno/ it 5or an exam.


B56S T(ese days it’s pretty easy to 5ind someone else’s class notes on any topic out t(ere. You can also 5ind ot(er pro5essors’ notes sylla%i presentations and so on. $ simple !oo!le searc( can turn t(ese up and save you (ours o5 5rustrationA You can sometimes drill ri!(t do/n to /(at you /ant %y tryin! out a 5e/ extra searc( terms8 5or example searc(in! 5or t(e strin! =mesoamerica 5unerary art .ppt> /ould %rin! up 7o/er7oint presentations /it( your key /ords. =Mesomerica 5unerary art class notes> in contrast mi!(t pull up anot(er student’s notes on t(e topic. 7er(aps (is pro5 /as %etter or!ani)ed t(an yours.


Recommended

Boo — Mind Performance Hacks Mind 7er5ormance Hacks8 Tips and Tools 5or 3verclockin! Your Brain %y on Hale@1vans is loaded /it( (elp5ul mental tricks and tools 5or student and non@student alike. He not only (as a sections on c(unkin! and ot(er 5orms o5 or!ani)ation t(ere are sections on creativity mnemonics mat( decision@makin! and more.


Hale@1vans on. Mind Performance 1acks. &st ed. Se%astopol $Q 3eilly ,''6. 7rint.


2. Ima(ine emem%er !reat@!reat@!reat !ranny and t(e rattlesnake /e discussed at t(e start o5 t(is %ook+ Because memory is a%out survival /e kno/ t(at memories are stron!est /(en t(ey are. . . emotional unusual multi6sensor% "e can add concrete to t(at list. 3ur %rains are %etter at remem%erin! concrete t(in!s as opposed to a%stract t(in!s. For most o5 (uman (istory t(e important t(in!s people (ad to remem%er /ere t(in!s suc( as8 ="(ere did I almost step on t(at rattlesnake t(e last time I /alked t(rou!( t(is area+> ="(ere /as t(at !ood@lookin! !irl I sa/ last /eek+> and ="(ere /ere t(ose tasty apples t(at /e 5ound+> T(e important t(in!s to recall /ere concrete8 t(in!s suc( as locations si!(ts sounds smells and t(e like. $s a result (umans are really !ood at remem%erin! concrete t(in!s. :n5ortunately muc( o5 /(at /e (ave to recall as students is not concrete. $%stract t(in!s

T(is leads us to one o5 t(e most po/er5ul tricks in t(e %ookA :sin! our po/er to ima!ine can (elp us turn a%stract kno/led!e into concrete kno/led!e. "(en you do t(is t(e a%stract in5ormation %ecomes as easy to recall as t(e layout o5 your livin! room or t(e location o5 t(e local pi))a place. $s an under!rad in ant(ropolo!y I really su55ered %ecause o5 my terri%le memory. I !ot !ood !rades %ut I really (ad to /ork 5or t(em. emem%er I’m t(e !uy /(o 5or!et (is dates’ names on t/o di55erent occasions. "(en I told my 5riends *ot encoura!in!. It really scared me so I %e!an researc(in! (o/ to improve my memory. T(at’s /(at put me on t(e pat( to t(is %ook in t(e 5irst place. I learned t(is next Simple Trick ?ust %e5ore I %e!an my !raduate studies in arc(aeolo!y and I %e!an usin! it (eavily durin! my 5irst semester o5 !rad sc(ool. 3ne o5 my 5irst !rad sc(ool classes /as Human 3steolo!y<%ones

7eople (ad studied 5or ei!(t to &, (ours 5or t(at exam and !ot -'s and #'s. T(e class avera!e /as -,. I !ot t(e only &'' in t(e class /it( only 0' minutes o5 studyin!A *eedless to say I /as (ooked. Here’s t(e trick. I took all t(e a%stract (ard to memori)e stu55 and turned it into concrete easy to recall stu55. T(en I made up ela%orate 5alse memories usin! all t(e t(in!s t(at make somet(in! memora%le8 I made my 5alse memory multi@sensory I made it interestin! and unusual and I made it emotional.

1ow To )o It So (o/ do /e take somet(in! a%stract
%en)ene < 6H6 I Duickly !et my ima!ination /orkin! to encode t(at into somet(in! more concrete. I mi!(t ima!ine mysel5 drivin! a Mercedes Ben) t(at /ill %e my


sym%ol 5or R%en)’eneC. I /ill use Rcaesar’<@sar I /ould %ust out /it( very speci5ic Duestions a%out points s(e (ad made earlier alt(ou!( I clearly (ad not %een takin! notes. 1yes /idened. ;a/s dropped. Score one 5or t(e !uy /(o couldn’t recall (is date’s name.


reatin! a mental movie /orks muc( like trainin! /(eels. $t 5irst you (ave to t(ink t(rou!( t(e mental ima!ery %ut a5ter a s(ort time t(e ima!ery 5alls a/ay and you’re ?ust le5t /it( t(e 5act. T(e ima!ery 5alls a/ay like trainin! /(eels /(en you no lon!er need it. Here’s anot(er example to (elp you !et t(e idea. In your p(ysics class you are discussin! !ravity. Gravitational acceleration at 1art(’s sur5ace is .# mVs ,. T(at’s /(at you’ll need to memori)e. Gravit%

I can sym%oli)e !ravity /it( an apple 5allin! to eart( a la Isaac *e/ton.

@

T(e num%er R’ looks sort o5 like a %alloon on a strin! so I ima!ine a %alloon tied to t(e stem o5 t(e apple.

8oint

T(e %alloon (as a %lack t(um%tack stuck in t(e side o5 it. T(is /ill %e my decimal Rpoint’ as in Rnine point ei!(t.’

A

T(ere is an ei!(t %all
ms0

Since I’m already used to usin! mVs, 5or velocity I don’t need to memori)e t(at %ut i5 I did I /ould pro%a%ly encode t(at as /ell.

emem%er in order to make t(ese mnemonics as memora%le as possi%le /e need to do more t(an make t(em concrete. "e also need to make t(em unusual detailed and emotional. To add t(ose t(in!s into my !ravity example a%ove I mi!(t ima!ine t(e apple 5loatin! !ently do/n to me tet(ered to t(e %alloon /(ic(

Take a minute to ima!ine t(e /(ole mental movie as i5 you /ere t(ere. Taste t(e apple. Feel t(at ei!(t %all %onk you on t(e (ead. "(at does t(e apple represent+ T(e %alloon+ T(e tack+ T(e ei!(t %all+ Here’s an example o5 (o/ I mi!(t !o t(rou!( t(is process /it( a voca%ulary /ord. $ccordin! to t(e -merican 1erita!e )ictionary of the En!lish Lan!ua!e+ 8th Edition+ t(e /ord tur$id is an ad?ective t(at means. . . &C Havin! sediment or 5orei!n particles stirred up or suspended8 muddyQ tur%id /ater. ,C Heavy dark or dense as smoke or 5o!. 0C In a state o5 turmoil8 muddledQ tur%id 5eelin!s. So tur$id means cloudy more or less Tur$id means muddied up or clouded up emotionally mentally or p(ysically as in =I’m sorry I drove my muddy ?eep into your clean s/immin! pool Mrs. McJen)ie. I !uess I made your pool a %it tur%id. I 5eel so %ad a%out it it (as made my t(inkin! tur%id as /ell.> *ext %reak t(e /ord into pieces and turn t(e pieces into o%?ects or actions you can ima!ine. So t(e 5irst part o5 tur$id is =tur> or =tur%.> oes t(at remind you o5 anyt(in!+ "(at /ords start /it( t(at sound+ "(at do t(ose sounds remind you o5+ Ho/ a%out tur$an or turkey+ May%e tore or tear or turnip+ $ny


o5 t(ose /ill /ork. et’s use tore as in ="(en I reac(ed do/n to pick up t(e donut my leotards tore.> Second part8 =%id.> "(at does $id remind you o5+ Ho/ a%out $ed or $ite or $it + "e’ll use $ed  as in =1arly to %ed early to rise means you’re !ettin! old.> $nd 5inally =cloudy.> I can picture cloudy /it(out (avin! to turn it into somet(in! else. So /e’re !ood8 tore $ed  cloudy. *o/ /e are !oin! to use our ima!ination to make a 5alse memory t(at uses t(ese t(ree t(in!s in order. For example =I tore my bed and it %ecame cloud% .> 1mmm. *ot too memora%le. ertainly not. . . emotional unusual multi6sensor% concrete "e /ant to ima!ine t(is in so muc( detail it /ill seem like /e actually lived t(rou!( t(is event. et’s try a!ain. =In a 5it o5 an!er I tore t(e 5a%ric o5 my mattress %edC and t(e /(ite stu55in! came out. T(e ceilin! 5an /as on (i!( and t(e 5lu55 %e!an to cloud up t(e room. It !ot in my eyes and t(roat and I %e!an to cou!( uncontrolla%ly.> BetterA *o/ make t(e memory yours. lose your eyes and put yoursel5 in t(e situation. •

You stalk in to your room a%solutely 5umin! a%out . . . somet(in!.


◦

"(at made you so an!ry+

◦

Fill in t(e details to make it real.

◦

Feel t(e an!erA

◦

learly picture your room. T(ink a%out /(at it sounds like and smells like in your room.

•

T(e %ed s(eets are in t(e /as(er ri!(t no/ so you t(ro/ yoursel5 do/n on t(e %are mattress to kick and scream. ◦

◦

"(at does t(e mattress 5eel like+ Is t(e li!(t in your room on or o55+

◦

"(at time o5 day is it+

◦

"(at are you /earin!+

◦

$dd details and make it as real as possi%le. Ima!ine it in so muc( detail t(at in a year or t/o you’ll /onder /(et(er or not t(is really (appened.

•

You !ra% t(e 5a%ric o5 t(e mattress in your (ands and tear it. ◦

◦

•

"(at does it sound like+ Ho/ does it 5eel+

T(e mattress is 5illed /it( 5lu55y /(ite stu55in!. $s you tear it t(e 5lu55 !oes every/(ere cloudin! up t(e room. ◦

◦

"(at does t(e 5lu55 look and 5eel like+ an you smell it+


◦

an you 5eel t(e air 5rom t(e 5an+

◦

an you 5eel t(e 5lu55 stickin! to your s/eaty 5ore(ead+

◦

◦

"(at does it 5eel like to !et t(e 5lu55 in your eyes and t(roat+ an you see it s/irlin! around you+

*o/ try to recall t(e meanin! o5 t(e /ord tur$id . lose your eyes and relive t(e experience. Tore<%ed So tur!id means swollen. $!ain /e can dispense /it( t(e 5ull de5inition. Swollen /ill remind us o5 t(e rest o5 it. Break it do/n. =Tur> could %e tore a!ain %ut let’s use somet(in! else t(is time. Ho/ a%out turkey or turtle+ T(at’s easy. =Gid> is a little tou!(er. Sounds like ade or et or ;ed or ;edi" You can use /(ic(ever /ord you pre5er. ;ust make sure you can picture clearly in your mind’s eye /(atever you use. et’s use t(e /ord et" I can clearly picture a ?et plane. In 5act I /ant to !et very speci5ic /it( it. It’s not ?ust any ?et8 it’s an F&6 Fi!(tin! Falcon /it( a !ray %ody and t(e nose painted %lack. I can see t(e Side/inder missiles on t(e tip o5 eac( /in!. May%e you can’t picture it in t(at muc( detail. T(at’s okay. You can pick somet(in! t(at /orks %etter 5or you. T(e F&6 /orks !reat 5or me %ut you’re


uniDue so t(ink o5 /(at comes most easily to you. Your mnemonics /ork %etter /(en t(ey are personali)edA emem%er8 /e /ant a mnemonic t(at is. . . emotional unusual multi6sensor% concrete so let’s t(ink o5 a situation t(at /ill (ave all t(ose Dualities and uses turtle et+ and swollen. Ho/ a%out =$ turtle clim%ed into a ?et and t(e turtle %ecame s/ollen.> T(at’s not a %ad start. *o/ let’s 5les( it out. Ima!ine a %i! cartoonis( turtle /alkin! across an airport run/ay to/ards a 5i!(ter ?et. He’s dressed in a 5li!(t suit and aviator sun!lasses. $s (e /alks in slo/ motion across t(e tarmac (eat/aves s(immerin! music suita%le to suc( a (eroic entrance plays in t(e %ack!round. He clim%s into t(e ?et (is s(iny s(ell clunkin! and %umpin! a!ainst t(e canopy. T(e smell o5 ?et 5uel /a5ts t(rou!( t(e cockpit %ut

me
Turbid definition

•

Tur(id definition

•

T*e formula for ben+ene

•

T*e rate of (ravitational acceleration on t*e surface of t*e eart*

1ac( o5 t(ese s(ould start your little mental movies rollin!. I5 you can’t recall one or more o5 t(ese c(ances are you /ere readin! %ut not clearly ima!inin!. It is not nearly as e55ective 5or you to read a%out my memory as it is 5or you to 5ully ima!ine it and make it into your memory. $ /ord o5 caution8 usin! t(is tec(niDue is almost 5aster t(an /ritin! once you’ve (ad some practice at it %ut it does take practiceA omin! up /it( mnemonics on t(e 5ly is like learnin! to drive or type. It takes practice to !et !ood at it %ut t(e payo55 is (u!eA Master t(is tec(niDue and you /ill %e a%le to memori)e almost anyt(in! /it( muc( less e55ort. So try it. ommit to usin! t(is met(od /it( at least t(e 5irst t(irty items you (ave to memori)e. You may 5eel like a pi! on roller skates at 5irst %ut you will !et %etter. $5ter t(irty items you’ll %e (ooked. T(is is the most e55ective /ay to memori)e I (ave ever 5oundA


B56S You can use variations on t(is met(od to memori)e num%ers and 5ormulas anatomy lan!ua!es c(emistry (istory ?ust a%out anyt(in!A Find out a lot more %y lookin! 5or memory@related posts on my %lo!.


Recommended

Boo 9 T*e Brain Boo T(e Brain Book %y 7eter ussell is still t(e %est %ook I’ve 5ound 5or explainin! t(e in’s and out’s o5 mnemonics. He also covers many o5 t(e ot(er t(in!s I’ve discussed includin! spaced repetition and t(e importance o5 %reaks. I5 I (ad to recommend only one %ook on memory it /ould %e t(is oneA ussell 7eter. The Brain Book" &st ed. *e/ YorkQ Ha/t(orn Books &-. 7rint.


. ;outini+e I /as a sop(omore in colle!e /(en I rode in a small sin!le@en!ine plane 5or t(e 5irst time. To (elp /it( colle!e expenses I /orked part@time durin! t(e summer 5or t(e :S epartment o5 $!riculture. T(e %rains at t(e rop 7est Mana!ement la% /(ere I /orked (ad devised an experiment t(at involved 5lyin! %ack and 5ort( at di55erent altitudes /(ile out t(e side door o5 t(e plane I trailed a lar!e conical net tet(ered to a rope. "e used t(e net to sample /(at sorts o5 insects /ere 5lyin! a%out at di55erent altitudes at di55erent times o5 day. I %asically played (i!( altitude 5is(erman /(ile t(e pilot 5erried me %ack and 5ort( across t(e sky. espite t(e 5airly simple nature o5 our 5li!(t t(e pilot really kne/ (is stu55. He (ad %een 5lyin! 5or over t(irty years and (ad %een an air 5orce pilot durin! t(e Eietnam con5lict. He (ad t(ousands and t(ousands o5 (ours o5 5li!(t experience in t(at particular airplane. I still recall sittin! t(ere on t(e run/ay %e5ore my very 5irst 5li!(t in t(e little 5our@seater plane. My (eart (ammered /it( excitement as t(e en!ine noise 5iltered t(rou!( my (eadp(ones. "(en /ould /e 5inally take o55+ I /aited . . . and /aited . . . and /aited. It took fore%er 5or t(e pilot to !et ready. "(y+ T(is experienced veteran pilot /it( t(ousands o5 (ours o5 experience in t(is particular plane /as !oin! t(rou!( an ex(austive pre@5li!(t c(ecklist ?ust as (e did every sin!le time (e readied (imsel5 5or a ne/ 5li!(t. 1very sin!le time. © 2017, Hudson Blair

T(ink a%out t(at. 1very day day@a5ter@day o5ten more t(an once in a sin!le day (e /ent t(rou!( t(e same c(ecklist. "(y /ould (e do t(at+ He did it %ecause it /as necessary. "(en you are 6''' 5eet a%ove t(e !round a sin!le missed item on t(at c(ecklist could literally %e t(e di55erence %et/een li5e and deat(. T(at pilot /as makin! sure t(at (e (ad done everyt(in! possi%le on t(e !round to make sure /e (ad no issues in t(e air. 1ven /it( all (is experience a c(ecklist /as /(at (e used to make sure (e (ad done e%erythin!. So 5ar /e’ve discussed six o5 our seven Simple Tricks 5or memory mastery. &. Brea P Take re!ular %reaks /(ile learnin! to increase recall. ,. ;eview < evie/ on an optimal sc(edule to maximi)e recall. 0. Slee < Su55icient sleep is /(at your %rain needs to properly encode in5ormation. 4. En(a(e < Bein! an active learner /(o ela%orates increases recall. 2. >r(ani+e < 3r!ani)in! in5ormation via lists and c(unkin! makes memory more e55ective. 6. Ima(ine < :se your ima!ination to create po/er5ul visual mnemonics. T(e 5inal Simple Trick is to make eac( o5 t(ese part o5 a routine a re!ular and (a%itual set o5 practices t(at you en!a!e in automatically every time you learn. evelopin! routines in !eneral is a Simple Trick t(at 5ar too many o5 us use 5ar too little. $tul Ga/ande an $merican medical doctor /rote a %estsellin! %ook called T(e (ecklist Mani5esto. T(e %ook /as /ay more excitin! t(an it (ad any ri!(t to %e /(ic( is a tri%ute to octor Ga/ande’s skills as an aut(or. T(e take@a/ay 5rom t(e %ook is deceptively simple8 c(ecklists are po/er5ul. In (is %aili/ick t(e operatin! room c(ecklists Duite literally save lives. T(at’s /(at my pilot’s c(ecklist /as desi!ned to do as /ell.


For sc(ool routines aren’t usually li5e or deat( matters %ut t(ey can really %oost your !rades and prevent an academic cras( and %urn. Your %i!!est di55iculty !oin! 5or/ard no/ t(at you kno/ t(ese Simple Tricks is makin! sure to use t(em. T(at’s /(ere a c(ecklist can save you.

1ow to )o It Go t(rou!( t(e seven Simple Tricks /e’ve looked at in t(is %ook and create a c(ecklist to see i5 you remem%ered to apply eac( o5 t(em eac( day. Your c(ecklist can %e very !eneral or very detailed. It’s up to you. $s an example my c(ecklist mi!(t (ave entries suc( asK Got up before 9 this morning Studied in chunks of less than 60 minutes each Reviewed my flashcards

I like to make my c(ecklist no more t(an one pa!e lon!. I /ant it to %e somet(in! I can easily complete in a minute or less. $t t(e end o5 eac( day ?ust %e5ore I !o to %ed I !o t(rou!( my c(ecklist and c(eck o55 as many items as I can. 1ac( day !o t(rou!( your c(ecklist and try to c(eck o55 more t(an you did t(e day %e5ore. T(at’s it. T(at’s really all you (ave to do. T(e c(ecklist does t/o t(in!s 5or you. It reminds you e%ery day o5 /(at you are tryin! to do and it sets clear criteria 5or /(et(er or not you did it. T(is is very very po/er5ul. ook at (o/ modi5yin! t(e items on my list /ill a55ect my daily per5ormance. ompare t(is to t(e previous list.


Got up before 7:30 this morning Studied in chunks of less than 45 minutes each Reviewed my flashcards for at least 45 minutes

$s (uman %ein!s /e /ant to %e a%le to c(eck t(in!s o55 on our list. It may %e an ar%itrary list %ut /e still /ant to !et t(at little rus( o5 (appy c(emicals /e !et 5rom %ein! a%le to c(eck somet(in! o55. Here are t(e seven Simple Tricks I’ve covered in t(is %ook . . . &. Brea P Take re!ular %reaks /(ile learnin! to increase recall. ,. ;eview < evie/ on an optimal sc(edule to maximi)e recall. 0. Slee < Su55icient sleep is /(at your %rain needs to properly encode in5ormation. 4. En(a(e < Bein! an active learner /(o ela%orates increases recall. 2. >r(ani+e < 3r!ani)in! in5ormation via lists and c(unkin! makes memory more e55ective. 6. Ima(ine < :se your ima!ination to create po/er5ul visual mnemonics. -. ;outini+e < reate routines to remind you o5 important t(in!s and increase per5ormance. Take a s(eet o5 note%ook paper a spreads(eet or a pro!ram suc( as "underlist or Todoist and make a c(ecklist you /ill !o t(rou!( at t(e end o5 every day. For eac( o5 t(e Seven Tricks a%ove create 5rom one to t(ree c(ecklist items to (elp you use eac( trick eac( day. Here are some %est practicesK •

7ut t(e c(ecklist some/(ere you /ill see it eac( day. Make it part o5 your daily routine. I tape my c(ecklist to t(e %at(room mirror and 5ill it out as I’m %rus(in! my teet( eac( ni!(t %e5ore %ed. T(at means I /ill also see it t(e next mornin! as I’m %rus(in! my teet( so I am reminded 5irst t(in! in


t(e mornin! o5 /(ic( items I didn’t !et to c(eck o55 t(e day %e5ore. (allen!e acceptedA •

Instead o5 (avin! a sin!le c(eck %ox 5or eac( item make a /eekly or mont(ly !rid 5or eac( item. T(at /ay you don’t (ave to redo t(e c(ecklist eac( day and you can easily see your on!oin! pro!ress. I like t(e one@/eek style list like t(e one %elo/.

•

$t t(e end o5 eac( /eek I make c(an!es to any items t(at I need to 5or example I mi!(t c(an!e my /ake@up time 5rom -Q0' to #. T(en I print out t(e next /eek’s c(ecklist.

•

S(are your list /it( ot(ers. oommates. Friends. elatives. T(e more you can !et ot(ers involved t(e more you’ll try to c(eck o55 your items eac( day. (allen!e your roommate. "(o c(ecked o55 t(e most items today+ T(is /eek+

•

T(is is a very strai!(t5or/ard and easy /ay to do c(ecklists %ut t(ere are more (i!(@tec( met(ods as /ell. :se a /e%site or app like Ha%itica. T(ey are a little more involved to set up and learn initially %ut t(ey can make daily !oals muc( more 5un and socially interactive.


B56S $dd an item at t(e end o5 t(e list t(at /ill keep you improvin! your list. $n item at t(e %ottom o5 your c(ecklist suc( as =Made a note or t/o a%out /(at to c(an!e t(e next time I make t(is list.> /ill ena%le you to keep improvin! your list. T(ese sorts o5 5eed%ack loops are really po/er5ul. $not(er !reat 5eed%ack loop you s(ould add to your repertoire is 7ost@1xam and 7ost@Semester de%rie5s. $5ter eac( exam or semester ask yoursel5. . . &. "(at /ent /ell+ ,. "(at /ent poorly+ 0. Ho/ can I improve my per5ormance next time+ (ecklists o%viously are anot(er tool 5or (a%it c(an!e. It’s a di55erent /ay to set and mana!e !oals. For more insi!(ts on t(in!s like !oals and (a%its take a look (ere and (ere.


Recommended

Boo 9 T*e C*eclist $anifesto

T(e (ecklist Mani5esto stran!e as it may seem is really 5antastically en!a!in! and 5un to read. Sur!eon $tul Ga/ande pulls to!et(er !rippin! stories 5rom many di55erent arenas to s(o/ ?ust (o/ po/er5ul and non@o%vious a care5ully constructed c(ecklist can %e. T(is %ook /ill c(an!e t(e /ay you do li5eA Ga/ande $tul. The ,hecklist Manifesto. &st ed. *e/ YorkQ Metropolitan Books ,'&'. 7rint.



)ebsite< 7ndroid and i8*one 7 9 Habitica.com Ha%itica is an online 7G to (elp /it( !oals and (a%its. From t(e site =Ha%itica is a video !ame to (elp you improve real li5e (a%its. It W!ami5iesW your li5e %y turnin! all your tasks (a%its dailies and to@dosC into little monsters you (ave to conDuer. T(e %etter you are at t(is t(e more you pro!ress in t(e !ame. I5 you slip up in li5e your c(aracter starts %ackslidin! in t(e !ame.> It also (as a social component so you can team up /it( ot(ers and increase your motivation.

)ebsite< 7ndroid and i8*one 7 9 )underlist "underlist is (i!(ly con5i!ura%le app 5or trackin! all your to@dos %ut you could totally use it 5or a daily c(ecklist. My 5amily uses it 5or all sorts o5 t(in!s on a daily %asis. It (as a /ide variety o5 applications limited only %y your ima!ination.


)*at ,ow? *o/ you kno/ (o/ to use t(e Seven Simple Tricks to Memory Mastery to !et t(e Best Grades 1verA I recommend t(at ri!(t no/ /(ile it’s 5res( in your mind put a reminder on your calendar o5 c(oice to reread one o5 t(e Simple Tricks on Sunday ni!(t 5or t(e next several /eeks. "(en you read eac( trick a!ain t(ink a%out (o/ you /ill apply it in t(e comin! /eek. I’ve also collected some o5 my recommended resources at t(e end o5 eac( c(apter. Help me out %y clickin! on t(e links and !ettin! t(e %ooks and apps I’ve recommended. T(ey /ill enli!(ten and inspire /(ile ena%lin! you to %e t(e %est you you can %e. I do /ant to %e completely transparent. I make a small pro5it eac( time some%ody purc(ases one o5 t(e %ooks I’ve recommended (o/ever I don’t ?ust recommend t(em to make a pro5it. I recommend t(ese %ooks and apps %ecause I’ve used t(em and 5ound t(em (elp5ul and insi!(t5ul. I also really covet your 5eed%ack. 7lease take a minute ri!(t no/ to !ive me your input a%out t(is %ook and s(are your o/n successes %y clickin! (ere.


Su((ested Boos Bro/n 7eter  Henry  oedi!er and Mark $ Mcaniel. Make It Stick. &st ed. 7rint. Ga/ande $tul. The ,hecklist Manifesto. &st ed. *e/ YorkQ Metropolitan Books ,'&'. 7rint. Hale@1vans on. Mind Performance 1acks. &st ed. Se%astopol $Q 3eilly ,''6. 7rint. ;ensen 1ric. Teachin! 0ith The Brain In Mind. &st ed. $lexandria Ea.Q $ssociation 5or Supervision and urriculum evelopment ,''2. 7rint. *e/port al. 1ow To Become - Strai!ht:- Student" &st ed. *e/ YorkQ Broad/ay Books ,''-. 7rint. ussell 7eter. The Brain Book" &st ed. *e/ YorkQ Ha/t(orn Books &-. 7rint. Sousa avid $. 1ow The Brain Learns. &st ed. T(ousand 3aks ali5.Q or/in 7ress ,''&. 7rint.


7bout t*e 7ut*or

Since & ody Blair (as %een researc(in! (o/ students learn and remem%er most e55ectively. He (elps students apply t(at kno/led!e in and out o5 t(e classroom. He is t(e aut(or instructor and o/ner o5 Study7ro5 G1 7rep %ased in olle!e Station Texas and (as %een teac(in! G1 prep since ,'''. Mr. Blair is a *ational Merit Sc(olar an educational and tec(nolo!y consultant /(o (as /orked /it( sc(ool systems and universities t(rou!(out Texas and a !raduate o5 Texas $ 9 M :niversity. He /as t(e Test 7reparation oordinator 5or t(e ontinuin! $nd 7ro5essional Studies 355ice $7S3C in t(e Texas $ 9 M ivision o5 esearc( and Graduate Studies.


He tau!(t mat( science and communication in t(e Texas pu%lic sc(ool system and t(e Texas $ 9 M :niversity c(apter o5 Si!ma i t(e international (onor society o5 science and en!ineerin! named (im t(e outstandin! middle sc(ool science teac(er o5 t(e year. He created t(e a/ard@/innin! "ired Study Tips podcast 5ormerly on iTunes: /(ic( /as consistently t(e most do/nloaded podcast 5rom Texas $ 9 M :niversity’s iTunes: site. urrently (e teac(es G1 prep privately and under contract /it( Texas $9M :niversity. "(at I Believe.


&

1%%in!(aus Hermann. Memory. &st ed. *e/ YorkQ over 7u%lications &64. 7rint.

,

Murdock Bennet B. ;r. WT(e Serial 7osition 155ect 35 Free ecall.W. ;ournal o5 1xperimental 7syc(olo!y 64.2 &6,CQ 4#,@4##. "e%.

0

ussell 7eter. T(e Brain Book. &st ed. *e/ YorkQ 7lume Book 7en!uin &#4Q 2@6. 7rint.

4

;ust a (eads up o5ten times /(en I link to t(in!s like %ooks or apps I /ill !et a little income 5rom you clickin! on it. T(is is (o/ I support my 5amily so i5 you 5ind t(e in5o I’m !ivin! you valua%le you can (elp me
2

Sc(acter aniel  aniel Todd Gil%ert and aniel M "e!ner. 7syc(olo!y. &st ed. *e/ York *YQ "ort( 7u%lis(ers ,'&&Q ,40. 7rint.

6

Hu%lin (rister et al. WSleep and mortalityQ a population@%ased ,,@year 5ollo/@up study.W SLEEP:6E0 <5R. T1E6 0EST,1ESTER: 0'.&' ,''-CQ &,42.

-

Sivak M. WSleepin! More $s $ "ay To ose "ei!(tW. 3%esity evie/s -.0 ,''6CQ ,2@,6. "e%.

#

$lvare) Gon)alo G. and *a?i% T. $yas. WT(e Impact 35 aily Sleep uration 3n Healt(Q $ evie/ 35 T(e iteratureW. 7ro!ress in ardiovascular *ursin! &., ,''4CQ 26@2. "e%.



Goel *amni et al. W*euroco!nitive onseDuences 35 Sleep eprivationW. Seminars in 6eurolo!y ,.'4 ,''CQ 0,'@00. "e%.

&' Stick!old . WSleep earnin! $nd reamsQ 355@ine Memory eprocessin!W. Science ,4.2244 ,''&CQ &'2,@&'2-. "e%. && Miller *ita e/is et al. WSleep $nd $cademic 7er5ormance In :.S. Military Trainin! $nd 1ducation 7ro!ramsW. Mind+ Brain+ and Education ,.& ,''#CQ ,@00. "e%. &, Smit( Hallie. WT(e Bene5its 35 o/ntimeQ "(y earners’ Brains *eed $ BreakW. Scientific Learnin!. *.p. ,'&6. "e%. ,- ec. ,'&6. &0 W 7ress eleasesW. . *. p. ,'&6. "e%. ,# ec. ,'&6. &4 W*atural 7atterns 35 Sleep X Healt(y SleepW. Healt(ysleep.med.(arvard.edu. *. p. ,'&-. "e%. - ;an. ,'&-.

Best Grades Ever! Book.compressed

Recommend Documents