Midterm 2 Flashcards
How to know when to study?
i. Know when you’re most alert (alertness cycle)
ii. Use waiting time (like between class)
iii. Need to get adequate sleep- helps to improve focus and retention
How to know where to study?
Good light, good chair
Place you only use for studying
Find backup place
Light for good study place
2 light sources
Natural light= better than artificial light
Incandescent= better than fluorescent
chair for good study place
- Firm consistent support
- Well-padded on the seat and back
- Sit up with feet on the ground
definition + learning application for extroversion
How I get my energy, acts, then (maybe) reflects
i. Enjoy group work
ii. Make comments in class
iii. Offer to help others
iv. Enjoy a variety of majors and classes
v. Act quickly on projects or assignments relying on trial-and-error rather than anticipation and forethought
definition + learning application for sensing
How I take in information, looking at pieces of the picture not the whole
i. Like routines
ii. attention to detail (catching all parts of an assignment)
iii. prefer step-by-step instructions (Linear pattern of thought)
iv. good at objective tests like T/F
definition + learning application for thinking
How I make decisions, think with the logic & outside perspective
i. Analytical mind
ii. Critical thinking
iii. Logic guides learning
iv. Use deductive reasoning to come to a conclusion
v. Competition w/others or w/self is motivating
vi. Like being challenged
definition + learning application for judging
How I deal with the outer world, type A lifestyle
i. Good at time management
ii. Enjoys setting goals + planning
iii. Work steadily toward end of a project/assignment
iv. Prefer structured learning environments
v. Struggle with change
vi. Inward motivation
Difference between Classical (Associative) Conditioning and Operant Conditioning
a. Classical: pairing neutral stimuli with involuntary physiological response
b. Operant: strengthening or weakening (reinforcing) behavior with consequences
steps to the 3-Step Study Plan
1st time you review notes: Gather correct information (30 ish minutes)
2nd time you review notes: Check for understanding
3rd time you review notes: Check for learning
step 1 of 3-Step Study Plan
i. Clean up notes
ii. Make complete thoughts
iii. Fill in missing information
iv. The last step of 1-2-3 sucker punch is this step
step 2 of 3-Step Study Plan
i. Recite (preferably out loud) to see if you understand or not
1. (basically using goodnotes tape)
ii. Make connections with past notes
iii. Make study materials
step 3 of 3-Step Study Plan
i. Figure out how well you know the information
ii. Test yourself
steps to the 1-2-3 Sucker Punch
1= review your notes 5-10 minutes before class
2= stay in class until you understand
3= review + combine class + study notes for 20 minutes within 2 hours of class
step 1 of Sucker Punch
i. Better prepared for lecture
ii. participate more in class
iii. good way to review + increases chance you’ll remember
step 2 of Sucker Punch
i. Check with professor, classmate, or TA about things you don’t understand.
ii. Or create plan for how + when to get the answers if you can’t stay in class.
step 3 of Sucker Punch
i. Combine new knowledge with old knowledge
ii. The longer you wait to review, it becomes less fresh and you are re-learning instead of reviewing.
Mise en Place
a. Gather all materials
i. Textbook
ii. Notebook
iii. Laptop
iv. Calculator
v. Paper
vi. Pen/pencil
b. Put everything away you don’t need
i. Friends
ii. Extra tabs
iii. Phones
c. Preparing everything and setting things in their places beforehand.
What strategies promote distributed practice
1-2-3 Sucker Punch
3-step study plan
what is distributed practice
Going over same material across two or more sessions that are at least 1 day apart
Spreading your studying over time
Self-Testing definition
Testing yourself on material to improve recall
Self-Testing methods
b. flash cards
c. Cornell notes
d. Teach someone
e. create your own quiz/test
f. Answering sample questions @ end of textbook chapter
3 phases of note taking
Observing, Recording, Reviewing
Step 1 of note taking
Observing
1. Being in the moment in class, watching for clues to see what’s important
2. Read pre-class readings, review notes, prepare your attitude, and be awake
3. Active listening
Step 2 of note taking
Recording
1. Cornell, mind map, key words. Repeated phrases, introduction & conclusion & transition words/phrases
a. In conclusion
b. What’s important here
c. On the other hand
d. Bringing this back to
e. In addition to
f. If you get nothing else out of this lecture
- Things on the board, examples, hand gestures
- Use visuals: arrows, lines, colors
- Use abbreviations, symbols
Step 3 of note taking
Reviewing
1. Review within 24 hours, use key words as cues to recite concepts, short weekly reviews
2. Best if reviewed within 2 hours after class (sucker punch method)
Parts + purpose of Cornell note taking
Main part: Body of notes; Record, Recite/Review
Side column: Study guide (cues); Reduce
Bottom: Summary; Reflect/Recapitulate
purpose of recording in Cornell notes
During lecture- Write facts/ideas
After lecture- Recite information based on questions/ keywords
main part
purpose of reduce in Cornell notes
(pulling out key info)
writing possible test questions, key words/ phrases
side column
purpose of Reflect/Recapitulate in Cornell notes
Summarize main ideas
Apply to current knowledge
Bottom part
purpose of Recite/Review in Cornell notes
i. Review periodically
ii. Cover this section
iii. Recite information
iv. based on key words
main part
characteristics of a student who is actively listening
- Show up on time, physically and mentally
- materials ready before class
- Avoid external distractions
- Decide to listen
- Sit up, lean forward
- Sit in most effective zone: first 2-3 rows
how to actively listen
- Tune into conversation
- Ask questions (mentally or verbally)
- Making connections to other materials
- Anticipate the next point
- Review what you’re learning
how does mind mapping work
takes advantage of how our minds actually store information (in pictures not in words)
definition of encoding
i. process to change information before it is stored…
1. …because information is not stored exactly as it’s presented.
2. EX: Text is stored by meaning – the image of an event not the words.
definition of retrieval
process of recalling previously stored information
why is rehearsal important
we rehearse info in STM and put it in LTM it pushes out older content (displacement) which is forgotten unless revisited or rehearsed again
what things make up focus/familiarity
Rehearsal, Practice, and Recitation
what is Interleaved practice
EX: including flashcards from different units in the same deck
Rote vs Meaningful Learning
repetition without trying to make any sense of the material (EX: studying for foundations vs. psych)
What is recency effect
remember most recent things
what is primacy effect
remember things at beginning (AKA: serial effect)
what is the system of Loci
Associate things with places in a familiar location
what is chunking
Organizing info into small meaningful groups
EX: phone numbers
What are peg words
When need to remember a list…
Peg words connected to a number, somehow connect the peg word to what you need to remember
EX: 1.
0. Hero
1. Bun
2. Shoe
3. Tree
SQ4R steps + purposes
Survey- the chapter, how’s the info organized; Be a prepared reader
Question- write questions for each subsection about who, when, where, what, why, how;
Be a prepared reader
Read- for major ideas + answers to the questions you already wrote;
Be a demanding reader
Record- write brief notes, explanations, examples;
Recite- say it out loud, comprehension check
Review- what you learned and what you forgot
The Three of Reading + each purpose
Before; Be a prepared reader (Skeleton + 3. THEIEVES with snatches)
During; Be a demanding reader (downloading, telegramming (translating info into own words?) launch; having a purpose for each small section you read)
After; Be a changed/ transformed reader (did you meet the launch goals)
what is (Skeleton + THEIEVES with snatches)
Skeleton-preview textbook organization
THEIEVES with snatches
a. Title
b. Headings
c. Introduction
d. Every first sentence
e. Visuals
f. Vocabulary
g. End questions
h. Summary
i. Snatches (during preview if anything snatches your attention read about it so that you at least have something interesting to read)
what is coding the text
read section then underline or highlight less than 10%
difference between downloads and telegrams
downloads- translating info into your own words
telegrams- Synthesize what you read into the shortest, most important information
