Learning Notes Flashcards
Forgetting curve
Hermann Ebbinghaus, 19th century German physiologist, tested memory over time, plotted it on graph:
- nature of memory loss over time is exponential
- retention depends on:
- Strength of the memory—relevant, meaningful, significant, purposeful… …to the learner (do you remember what you ate for dinner last week?)
- Time passed since learned
Domains of Learning
Spaced Repetition
Spaced Repetition
- Space out study/training. Rest and recovery is needed. Frequency rather than duration.
- Every time you reinforce the training, the rate of memory decline reduces. Staging frequent active recall training interventions.
SQ3R
Use the SQ3R Method to Study More Effectively | Lifehacker
- Survey
- Question
- Read
- Recite
- Review
Leitner System
Use the Leitner System to Study More Effectively | Lifehacker
- Sebastian Leitner in 1972
- Flash cards and boxes
- 5-3 Boxes are labeled: daily, every other day, weekly, biweekly, monthly.
- Create cards using SQ3R and be thorough and include concepts and words you already feel confident you know.
- Get flashcard wrong > move to daily box
- Get flashcard right > move to the next box
- Multi-box day: Start with whatever the highest box of the day is, then move backward.
Flash Card Tips
Flash cards (force recall)
- retrieve and vocalize allowed!
- Two sets:
- 1. Definitions and single concepts
- 2. As much info about a single concept. Chunking.
- Make them more interactive
- Instructions to reprocess the concept
- Rewrite this concept in plain english
- Give examples of concept…
- Describe use of concept…
- Describe opposite…
- Draw picture concept…
- Quiz questions
- Leitner System
Retrieval Process
Recall/Retrieval practice (learning is an active process
- Active retrieval of information (reciting, answering Qs) vs passive seepage of external information (rereading notes, listening to audiobook).
- Learning comes from bringing information out of us — retrieval practice—practice taking knowledge out of our brain. Apply knowledge, doing something with that knowledge.
- Flash cards (forces recall) are great only if used properly, vis, vocalizing your responce aloud and/or making them more interactive: draw picture of concept, taking regular quizzes
Active Learning Techniques
Little/no active processing (meh for learning)
- Summarization, requires training
- Highlighting, helps a little but can detract
- Mnemonics, rote memory
- Imaginary use, limited to memory tests
- Rereading, not very effective
More active processing (best for learning)
- Practice testing, retrieval practice
- Distributed practice aka spaced repetition
- Elaborative interrogation, thourogh explanation as to why > why > why…
- Explain to a five year old
- Expect to teach (better result due to a more active approach, mind is primed for key points and clues)
- How do you get your answer.
- Self-explanation is related, but relies on prior knowledge.
- Questioning
- Creative note taking
- Trial and error
- Concrete examples
- Fineman technique (find what you know and don’t and solidify knowledge base)
- Choose concept
- Write plain english explanation of concept for someone else. (Summarize)
- Find blind spots from previous step and rectify.
- Create/use analogy. Still possess blind spots?
- Interleaved practice
- Great for motor skills and cognitive learning. Also promotes active thinking as to where concepts fit in a larger context.
- aka, mixed practice with other topics. ABC, ABC, ABC study sessions. Three is enough.
- Opposite: blocking - one skill at a time. AAA finished before BBB, then BBB finished before CCC…
Interleaved Practice
a.k.a. Mixed Practice
Great for motor skills and cognitive learning. Also promotes active thinking as to where concepts fit in a larger context.
ABC, ABC, ABC study sessions. Three is enough.
Opposite: blocking - one skill at a time. AAA finished before BBB, then BBB finished before CCC…
Feynman technique
explaining a complex topic in simple terms to help you understand it:
Study: Cover the topic
Teach: Explain the topic as if you were teaching it to someone else
Fill in gaps: Identify areas where your explanation is unclear or falters
Simplify: Organize and simplify your explanations
The Feynman technique can help you:
Identify knowledge gaps
You can see gaps as opportunities for growth and fill them in by revisiting your source material or seeking help.
Create new neural pathways
Breaking down topics and explaining them helps you connect ideas and concepts, which improves your memory.
Learn with intention
You can learn with intention by breaking down topics into digestible chunks.
Elaborative interrogation
thorough explanation as to why > why > why…
- Explain to a five year old - Expect to teach (better result due to a more active approach, mind is primed for key points and clues) - How do you get your answer.
Levels of memory retention
Recall - remember without cues
Recognition - conjure memory from external cue, this is why we use mnemonics
Relearning - (might take less effort to relearn each time)
Encode, storage, retrieval
- encoding works better with strong emotional significance
- Storage: sensory memory > working memory > short term > long term
- Retrieval: recall, use the memory
Study Cycle principles
Study Cycle Principles (similar to SQ3R)
- Preview: big picture, establish context, purpose, why. Skim and read summary/abstract.
- Attend: pay attention fully, focus, read and watch activity, ask questions, make summaries and diagrams
- Review/retrieval: survey big picture again and drill important concepts
- Study: repetition, 30-50 minutes, see each unit in relation to whole
- Assess: tests, work problems, adjust approach time. Can you teach it?
Domains of Learning
Cognitive
Affective
Psychomotor
