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Learning > Like a Pro / How to Learn > Flashcards

Like a Pro / How to Learn Flashcards

1
Q

What are the Keys to learning

A

Understanding, practice, and repetition (active recall) across lots of different circumstances

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2
Q

The best way to learn is to

A

Teach

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3
Q

Learning well and having a good memory requires strong

A

Neural links

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4
Q

What do you need to do over a number of days in order to strengthen Neural links

A

Space learning out

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5
Q

What is it called when we mix up the different methods, styles, circumstances, environments etc in which we are learning about a subject over a period of time

A

Interleaving

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6
Q

What do you need to make sure of before thinking that you have learnt something new

A

That you fully understand it, and that you have learnt around the subject to get a full picture/ context of how it works and is relevant etc

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7
Q

Once you’ve learnt about something, what is the best way, when alone, to test yourself to make sure the ideas/ knowledge is sticking

A

Try to actively recall and see what you remember - use flashcards, type up everything around a subject, speak out loud

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8
Q

What is it important to change in order to further strengthen neural links

A

Your environment - study at home, work, in the library etc

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9
Q

What can only hold around 4 thoughts at a time

A

Working memory

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10
Q

What needs time in ‘diffuse’/ resting state mode to index new knowledge into long term memory

A

hippocampus

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11
Q

What should we do for 20-30 minutes in the morning in order to prepare brain for learning

A

Exercise

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12
Q

What chemical is released in the brain when we exercise

A

BDNF (Brain Does Need Food)

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13
Q

What is the science/ theory behind why exercising is so important to waking the brain up and preparing it for learning

A

The brains only primal function is to control the nervous system in our bodies (run from predator, run to catch food). If we roll out of bed into learning the brain doesn’t get the message to ‘wake up’. And spends the day in a passive mode - reluctant to learn. If you shock it into waking up in the morning (by exercising) it produces BDNF, expands, and creates more healthy neurons within which knowledge and memory can be stored.

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14
Q

What is there no limit to when thinking about our long term memory

A

The amount of knowledge and memories that can be stored. The key is to indexing them so we can recall and use in everyday life more efficiently.

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15
Q

What should you consider writing before going to bed every night (especially useful if you are not sure about your learning plans for the next day)

A

A WOOP - Wish (to achieve), Outcome (What would be the result if you achieved), Obstacle (what could get in the way of achieving outcome), Plan (you going to do to ensure you succeed)

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16
Q

What is WOOP and anagram of

A

Wish, Outcome, Obstacle, Plan

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17
Q

How many hours should you allocate to sleep every night, and lie in bed for, even if your body doesn’t take the full amount

A

8 hours

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18
Q

Why is sleep important for learning

A

Diffuse mode in REM strengthens learning/ understanding. Also cells shrink and toxins (inc. info we don’t need to remember) washed away. What is left can be stronger neural links and cementing of knowledge and memories.

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19
Q

How many neurons/ neural links do we have

A

Billions - an infinite amount to store information

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20
Q

What are the 2 modes of thinking

A

Focussed and Diffuse mode

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21
Q

Define focussed mode of thinking

A

Intentional learning we do when paying close attention to something. Mostly using working memory to grasp new ideas.

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22
Q

Define diffused mode of thinking

A

When brain is in resting state after learning, perhaps when tidying up, taking a shower, having a walk. The thinking you brain does when relaxed to instinctively connect learnings to other ideas and pathways stores in long-term memory. Also where can have creative and interesting ideas that would struggle to achieve in focussed mode.

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23
Q

When should you make time for diffused thinking and what should you do and avoid to achieve this state

A

After learning for a while in focussed mode, just rest. Do something mindless - take a walk, have a shower, lie down. Allow your mind to wonder and work over the problems and ideas you’ve been working on in focussed mode. Do not do anything that could over-stimulate working memory and overwrite your ideas e.g. look at the news, browse the internet etc.

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24
Q

After getting a good nights sleep and healthy breakfast, what are the 5 things you should do to prepare yourself to do your best learning

A

1) Revise plan for the day
2) Exercise for 20-30 minutes
3) Remove distractions
4) Cognitively unload
5) Meditate for 5 minutes

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25
Q

What simple technique could you use to get started if struggling with motivation

A

Use a Pomodoro - 25 minutes study, then a 5 minute rest, and repeat

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26
Q

What is it important to remember if you are struggling to get started/ fired up

A

Your motivation for doing it e.g. what will you be able to achieve in your career and life. How are you, and those you love, going to benefit?

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27
Q

What analogy can we think of to remember how our focussed and diffused modes of thinking work

A

A pinball machine. In focussed mode, the bumpers are packed closely together, and the ball (our brain) is only able to very quickly retrace already known paths. It struggles to make new links/ cement knowledge as it cannot bounce around far enough to other areas of brain for new connections/ ideas. In diffuse mode, the bumpers are spaced very widely, the ball (our brain) bounces through uncharted paths, forming new ideas and links.

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28
Q

How can a flashlight help us think about the 2 modes of thinking

A

Imagine turning the head and it casting it’s light very broadly but weakly - this is diffused mode. Here you get a picture of the whole environment but it’s difficult to focus on any one thing. Turn again and it focuses narrowly, the light is much stronger. Here you can see very clearly, but only in a very tight area only able to focus on one things (related ‘known’ information/ links).

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29
Q

Can you be in both diffused and focussed modes of thinking at the same time?

A

No - it’s one or the other and you have to make time for both in order to learn successfully.

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30
Q

What is cognitive offloading and why is it important?

A

Where we write down any thought we have in our brain so as to make space for learning and taking on new ideas. We can only handle around 4 thoughts at once in our working memory so it is important that it is emptied so as to not be juggling thoughts around unrelated stuff. Write a to-do list, or ‘clear the clutter’ (head is a houseboat).

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31
Q

What are the 2 types of ‘learning’ that we need in order to fully understand something?

A

Declarative and Procedural

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32
Q

Define the learning system that is activated with practice and done over time, instinctively, like when you are building skills like playing the piano, riding a bike, solving a maths problem

A

Procedural

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33
Q

Define the learning system that is activated when you are focussing on something intently, a problem or bit of knowledge you haven’t encountered before and that is difficult and requires intense thought and concentration.

A

Declarative

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34
Q

What area of the brain does the procedural (process/ muscle memory) learning system use to strengthen neural links in long term memory

A

Basal ganglia

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35
Q

What area of the brain is the declarative (focused) learning system using to strengthen neural links in long term memory

A

Hippocampus

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36
Q

Procedural system is (what) to learn, but (what) to use

A

Slow to learn, but Fast to use

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37
Q

Declarative system is (what) to learn, but (what) to use

A

Fast to learn, but Slow to use

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38
Q

What sea creature analogy helps us to understand how our Working Memory works?

A

A 4 legged octopus. A leg to hold on to each core concept. It cannot do much more than this. Overload the octopus and it could drop everything and your learning will be lost.

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39
Q

What is strengthened as we improve our understanding of subjects, making it easy for working memory to file and index thoughts and recall information faster

A

Neural links

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40
Q

What type of an environment should we look to create for our learning to be most effective

A

An ‘enriched’ one. Ideally surrounded by bright light, inspiring people, plants etc. The more interesting, the more receptive and stimulated our brain becomes.

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41
Q

Why is ‘long term’ memory important to learning

A

It is where knowledge lives as neural links

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42
Q

How do we strengthen neural links

A

Keep learning, space learning out over a number of days, interleave with other subjects, actively recall, learn around the subject and understand etc. Basically, learn well, and often, and the links become stronger

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43
Q

Why is it important to have strong neural links to topics and subjects you want to use in everyday life?

A

Having strong neural links is required for your working memory to pull information from your long-term memory. The stronger the links, the more you can recall, and the more confident you can be around a subject.

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44
Q

The hippocampus is the area of the brain responsible for…

A

organising and sorting new knowledge and information, and transferring it to your long term memory

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45
Q

Why is it important for the hippocampus that you take breaks?

A

It needs breaks in order to do its job - sorting, indexing and transferring thoughts etc. But breaks should be mindless/restful ones, done in diffused state of thinking.

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46
Q

What gives you the energy you need to pursue and achieve goals?

A

Motivation

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47
Q

What motivational factors can be considered that might stimulate a dopamine release strong enough to build excitement around learning?

A

1) Thinking about the process of learning that you enjoy.
2) The rewards you will get from achieving objective e.g. better knowledge, career
3) Thinking about a reward you will give yourself e.g. watch a film

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48
Q

What 2 modes do dopamine releasing cells operate in when thinking about learning

A

Phasic and Tonic

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49
Q

Define Phasic dopamine

A

Achieved when you achieve an unexpected reward, like a compliment, or when your curiosity is satisfied. With this, curiosity and interest in what you are learning is very important part of getting excited about learning.

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50
Q

Define Tonic dopamine

A

Achieved when you keep working hard towards your goal. To increase your tonic dopamine, identify and keep reminding yourself of the value in completing your task - use consequence mapping etc to keep you on track.

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51
Q

Define consequence mapping

A

Where, when struggling for motivation, you might list all the things that will happen if you ‘do’ and ‘don’t do’ something. List them down as a way to get started with your thinking around a subject that might inspire you.

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52
Q

What is reframing, and why is it imporant

A

Always focus on the positives of your learning. Do not beat yourself up when you have a bad day. Your body will stop producing motivation inducing dopamine and you will struggle to achieve your goals. Instead, be kind to self. Consider the reasons why and how you might address and overcome with a better plan for next time.

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53
Q

Why is it important to stay positive when learning

A

Your brain will stop producing dopamine releasing chemicals if you don’t. No matter what, find the positives.

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54
Q

What is it called when we can improve our motivation by being around other similarly motivated people

A

Motivation contagion

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55
Q

What should we always make sure is happening when reading something that we need to remember/ learn

A

That we understand it. Read slowly and with intention. Anything skim read or not properly appreciated and considered will be forgotten.

56
Q

What can happen when you are challenged to reconsider your understanding of a subject area, or when you are learning something close and related

A

When challenged to rethink or work new (and hard to grasp) link your brain will tire more quickly and working memory and hippocampus might be slow to operate. Important to be aware of these moments and work hard to overcome by continuing to learn around.

57
Q

In one word, how can you define procrastination

A

Addiction

58
Q

What is your brain feeling when it is considering procrastinating rather than settling down to do the required task

A

Pain. The prospect of doing something you don’t want to do signals the same kind of pain as if you hurt yourself. And your brain is looking for a way to escape by doing something easier.

59
Q

Your brain triggers pain signals when it doesn’t want to do something. It want’s to procrastinate. How can you overcome this.

A

By getting started. It has been proven that within a few minutes the pain goes away and you are able to achieve your work/ learning.

60
Q

A Pomodoro can help overcome urges to (what), helping you to get started on the task at hand

A

Procrastination

61
Q

For the average person, what is the optimum Pomodoro work/ rest time balance

A

52 minutes work, 17 minutes rest

62
Q

What techniques can we use to memorise important information

A

1) Create acronyms e.g. SOHCAHTOA
2) Use mnemonics - a sentence that uses the same first letter BDNF - Brain Does Need Food
3) Create a mental picture or draw visuals - 69 (circle shaped moon to remember we landed on the moon in 1969.
4) Find metaphors e.g. pinball machine for diffused and focused thinking
5) Use a memory palace (imagine home, walking through, visual cues/ reminders)

63
Q

Why is it important to have memorised some types of information

A

Helps working memory to build stronger neural links quickly if related info already there and easily retrievable. Also easier to discuss on the fly which further enables strengthening.

64
Q

What should we take regularly, to help our brains process learning and memories

A

Breaks - mindless, to get into diffuse mode

65
Q

(what) helps us to memories, memorising helps us to (what)

A

Understand(ing)

66
Q

What is the action of trying to actively recall what you have learned on a regular basis?

A

Retrieval practice - seeing what you can retrieve from your memory without prompts

67
Q

What can you use to best aid your retrieval practive

A

Flashcards or a flashcard app

68
Q

What are my 7 sins of learning

A

1) Not properly processing what I’m learning
2) Not noting information down for active recall/ retrieval practice later
3) Becoming bored and mind wondering unhelpfully to other thoughts (need to cognitively unload)
4) Starting in an environment not conducive to learning e.g. Monique around, (or not communicating intentions), leading me to become distracted
5) Getting caught up on minor details and imperfections in learning, and not just moving forward. Learning around and in different ways is important… so don’t worry if not going perfectly
6) Beating self up when don’t feel day has been ideal, and carrying feelings into other areas of life
7) Not properly setting self up from night before, with a good sleep, and following all strategies - become complacent

69
Q

What is it called when you break learning into small chunks and complete over a period of days. And why is it important?

A

Spaced repetition OR spacing effect. You brain needs to work in diffused mode to fully understand and grasp concepts, and hippocampus needs time to file and index.

70
Q

When does your brain wash away toxins? Strengthen important memories, and remove unimportant ones?

A

During sleep

71
Q

What does REM sleep stand for and why is it important to learning

A

Rapid Eye Movement. Your brain is activated in the same way as if awake. The dreams you have fire the same signals around your brain. You can strengthen neural links, and also come up with very creative and interesting solutions to problems, uninhibited by a sense of reality.

72
Q

Do people work better or drugs e.g. alcohol, acid

A

No. We just feel like we do because uninhibited. Remember the spider on acid which created the shit web.

73
Q

How can focussed and diffused mode be applied to writing

A

Very important to get all ideas down quickly in focussed mode. Do not try to edit straight away. You will find it hard to progress quickly through your text. Instead go back and edit in diffused mode of thinking afterwards to make improvements.

74
Q

What online writing tool can be used to motivate you to keep writing forward and not editing/ thinking too much about what you are writing?

A

Write Or Die

75
Q

What practice can help you better focus in advance of learning?

A

Meditation, for 5-10 minutes

76
Q

What is the ‘hard start’ technique

A

For when doing a test. Skim through questions, tackle the hardest (and ones you expect to struggle on) for a while first, before moving on to and completing the easy ones. Then return to hard ones. Your brain should have been considering the answers in it’s diffused state, without focusing too hard (hard to find answers when focussing in the wrong place).

77
Q

What do we need to remove before starting our learning

A

Distractions

78
Q

What do we need to write/ type before starting learning

A

Any thoughts in mind e.g. create a to do list or clear clutter

79
Q

What should we reaffirm in the morning having created the night before?

A

WOOP list - Wish, Outcome, Obstacle, Plan

80
Q

If struggling to get started with work/ learning, what should we remind ourselves of

A

Motivations

81
Q

What should you do before starting any learning

A

Make sure following ‘strategies’ and have prepared all tools

82
Q

When learning about something you want to remember, what 2 things do you need to do to facilitate retrieval practice/ active recalling later

A

1) Type the information into OneNote, and
2) Create a flashcard

83
Q

How should we make Metacognition interesting for other people, what can we do to communicate better to them?

A

Make it relatable. Try to inspire and remind how they have inspired e.g. talking to Monique - remind of what she said about children riding bike and strengthening neural links. Remind that we can support children with better understanding of learning first. Greater likelihood that things will stick.

84
Q

When learning, what should you occasionally do to make sure you are learning effectively

A

Stop and reflect on how things are going, am I following strategies and rules. Am I happy with progress etc.

85
Q

What should I do before reading if possible to give my brain a sense of what to expect and better prepare

A

Skim the pages I’m going to read, look at the captions and images, see how it all fits together and consider what links I might be able to make before getting started. Don’t just read without knowing whats upcoming if possible.

86
Q

Passive learning is when

A

My brain is not really focussed. I might find what I am learning interesting but I probably wont remember it unless I commit to taking notes, remembering it, considering how it applies to what I already know.

87
Q

When making notes, what should and shouldn’t we do

A

Try not to copy verbatim what I’ve learnt line for line, instead try to write it down in my own words so that I understand it, better recall and am more likely to say it aloud like this

88
Q

When we feel our brains tire and get fatigued, what should we do

A

Stop, take a break, let our working memory and hippocampus index some of the ideas. Our learning is cemented in the breaks, and it is where we do most of our ‘creative’ thinking

89
Q

What mode of thinking enables us to do our most creative thinking?

A

Diffuse

90
Q

What are the benefits of having a smaller working memory (race car brain)?

A

More creative. You are in diffused mode of thinking more frequently, juggling in and out of all kinds of thoughts, might find it easier to link ideas and find novel creative solutions.

91
Q

What should you do with others to greatly strengthen your learning around a subject

A

Discuss with and teach

92
Q

Creating a (what) is a good way to relax your mind, and get it in more of a ‘diffuse’ mode of thinking, ahead of focussing on unique aspects

A

Mind-map

93
Q

After you have completed your learning, it is important to

A

Look back on it, consider what went well, what didn’t and what you should do next time

94
Q

Keep a (what) to track the time you are spending on a subject so you can analyse how productive your learning has been

A

Learning journal in OneNote

95
Q

On a bad day, it is especially important that you (what) to ensure you find the positives in the days activities and can still look forward to future learning

A

Reframe. Never allow self to get to a point where you don’t want to learn because of past experiences. Make sure those experiences are framed positively.

96
Q

Beware of things that can derail your progress and don’t let them e.g.

A

Naysayers and people who don’t understand what it takes to learn well, brush it off. Go back to Wishes and Outcomes. Remember your motivations.

97
Q

Avoid conflict in the morning by making what the night before and communicating it if necessary to others

A

A plan (or WOOP). Mentally prepare myself. Don’t let the day get taken over by other people having a bad day.

98
Q

As we expand our understanding, it might be necessary to update and modify what as we go?

A

Our notes, in OneNote and on Flashcards. E.g. these are all typed from understanding after a short period of time. With more time I can refine and improve.

99
Q

What can we do out loud, when wondering what to do and have free time

A

Actively recall what I know about a subject. Say it all out loud. See how it feels and flows.

100
Q

What should we do right before going to sleep

A

Try to recall the days learning, anything you want to link in long term memory. Going to bed thinking about these things improves the chances you dream about them, which in turn strengthens links, creates new ‘cognitive pathways’ and helps you come up with creative and interesting solutions to problems.

101
Q

Which 2 famous people from history, separately used an interesting strategy (explain) to get into ‘diffused’ state of thinking

A

Dali and Edison, napped in chair holding key and ballbearings until fell from hand, waking them. They found in this REM sleep state they were able to more effectively solve creative problems.

102
Q

What is it called when you fool your mind into thinking it is learning something because you are reading/ watching (but not properly processing and understanding)

A

Illusion of competence

103
Q

The front of the brain is known as the

A

Prefrontal cortex

104
Q

The prefrontal cortex, at the front of the brain is where our (what) hangs out?

A

Working memory

105
Q

The (what 1) of attention reaches through 4 slots of (what 2) in order to try and make links to knowledge stored in (what 3)

A

1) Octopus
2) Working memory
3) Long term memory

106
Q

We use the octopus of attention in what mode of thinking

A

Diffused mode

107
Q

When using our 4 working memory slots in focussed, what can we imagine that helps us to link the new ideas we are holding to knowledge already stored in our long-term memory?

A

The Octopus of attention

108
Q

In focussed mode of thinking, links to long term memory are made

A

Using the octopus of attention, though 4 slots of working memory

109
Q

In diffused mode of thinking, links in long term memory are made

A

Randomly, creatively, between different areas of brain

110
Q

What happens to the octopus of attention and working memory if you become stressed with learning

A

It becomes blurry - stops working as well or completely

111
Q

3 steps to neural chunking are

A

Focused learning, understanding (big picture) and practice

112
Q

With ‘chunking’ it is important to

A

Start small links, explore around and make bigger, connect to other information, keep practicing. Think of analogy of child tying shoe lace - seem easy when 5, but think of all the work that went in to getting the that point - this is how chunks of knowledge are formed

113
Q

Neural chunking is important as it enables us to

A

Think a thought or perform an action smoothly and effectively

114
Q

Define neural ‘chunking’

A

Where you learn repeat, understand and practice around a subject. Start small, learn around and build new links until it gets bigger, connect to other links. In time understanding of subject will become as easy as putting on a coat - once a complex operation - now seamless. This is how your recollection of the topic will be. You will be able to think a thought or perform an action smoothly and effectively.

115
Q

What are some ways we can define ‘Illusion of competence’

A

When you glance at something and think because you understand it that you now know it. E.g. see a solution to a problem written down, but haven’t practiced it yourself. Or read some text and understand it, but have no way to retrieve, recall, practice or further understand to cement learnings. Also just memorising, without understanding.

116
Q

Why is it important to change your working/learning environments?

A

Because you don’t want your mind to become dependent on a particular place. If you only learn/ work at home, the subliminal cues it picks up can often cause it to become dependent - only working/ learning at home. When the cues are not there e.g. in a test environment, a new workplace, in discussion, your brain doesn’t know how to function.

117
Q

What reward system/ chemical controls our motivation?

A

Dopamine

118
Q

Addictive drugs and bad habits can artificially…

A

increase dopamine activityand fool your brain into thinking that something wonderful has just happened, but in fact leads to craving and dependence which hijackyour free will and motivate actions that are harmful.

119
Q

What is Intertwined with perception and attention and interact with learning and memory

A

Our emotions

120
Q

High levels of (what) chemical affects social life, and is often found in good communicators, and in wildlife studies, alpha-males

A

Serotonin

121
Q

What do we need to keep happy in order to be an effective learner

A

Ourselves. If we don’t feel right it is difficult to focus and keep our attention

122
Q

What are chemicals that influence how a neuron communicates (links to) to another neuron, and are necessary for learning and linking to long term memory

A

Neuromodulators

123
Q

What kind of chemical neurons form neuromodulatory connections tothe cortex that are particularly important forfocused learning when you are paying close attention.

A

Acetylcholine (Ace-tyl-choline)

124
Q

What are the 3 main Neuromodulators (chemicals) that affect learning

A

Acetylcholine - affects learning and attention
Dopamine - controls motivation - to learn
Serotonin - affects social life and communication

125
Q

What is the law of serendipity

A

Lady luck favours the one who tries

126
Q

What is it called when we continue to study something that we already understand

A

Overlearning

127
Q

Overlearning is useful for when

A

you want automaticity, like practicing piano or practicing a serve in tennis

128
Q

TED speakers practice for an average of how many hours before giving a 20 minute presentation?

A

70

129
Q

When ‘overlearning’ to create an automaticity e.g. improving piano, be careful to not do what. And what should you do instead.

A

Overlearn in the same session - it is a waste of time as brain can only hold/ link a finite amount. Instead learn over a number of session and days using different methods and techniques etc.

130
Q

Deliberate practice is where you

A

Focus on the more difficult material. Don’t waste time studying things you are already very comfortable with when there are things you do not understand.

131
Q

Define Einstellung

A

Where your initial thought (where a neural link/ pattern has already been created in your mind) may prevent a better solution from being found.

132
Q

Why might previous understanding of the topic you are learning stop you from building new ideas

A

If it conflicts, it will create a block in mind. It is important to first ‘unlearn’ what you thought was right but perhaps not. Examples include the Fosbury Flop and re-roading for cars (not horse)

133
Q

Why is Interleaving important

A

Allows you to learn more deeply - different styles, formats, methods, jumping around chapters and learning around the subject may be more difficult, but the benefits are that you are learning much more deeply which will help to speed things - cement in the long term (you internalise problems faster so can quickly move into ‘procedural’ state of learning)

134
Q

Is it best to interleave across subjects or just focus on one.

A

Both have their benefits and are worth doing. Interleaving in one subject allows you to start to learn independently and form own arguments and understanding. When you interleave between subjects you can start to form interesting and creative connections between chunks.

135
Q

Where and when does learning happen?

A

Everywhere, not just where we are focused and want to develop, but in everyday life. The conversations we have with people, the jobs we have to tackle. With this it is important to make sure we are always receptive to learning, that we have looked after our mind, we have followed our routines, we have our strategies in place e.g. we are ready to make a flashcard or take a note.

136
Q

Immediately after every lecture, meeting, or any significant experience, what should you do

A

take 30 seconds – no more, no less – to write down the most important points.

137
Q

Define: Left brain hemisphere

A

Interprets the world for us, and will go to great lengths to stop interpretations from changing

Focus mode

Clings to what you know/ have done

Rigid, egocentric

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