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1. Pre-study: - Common method before main learning event. - Often of mixed effectiveness. - Initial ranking: B, potential for improvement. 2. Practice Papers: - Effective for retrieval and knowledge gap identification. - Generally well-used, ranks: A. 3. Brain Dumps: - Equivalent to blurting, limited benefits. - Time-consuming, often not high-quality. - Ranking: C. 4. Pomodoro Technique: - Easy starter technique, aids focus. - Quick effectiveness but can be enhanced. - Ranking: A. 5. Flash Cards: - Highly effective when used right. - Often misused, potential for improvement. - Ranking: D. 6. Space Repetition: - Fundamental principle, advantageous. - Misuse due to rapid forgetting rate. - Ranking: S. 7. Feynman Technique (Self-Explanation Refinement): - Good for gap finding, time-efficient. - Solid method, ranking: A. 8. Active Recall: - Effective for memory recall. - Limited by users' knowledge of techniques. - Ranking: A, potential for S with enhancements. 9. Sleep: - Crucial for memory consolidation. - Sleep deprivation harms cognitive performance. - Ranking: S. 10. Summary Pages: - Effective but often underutilized. - Can be enhanced for better results. - Ranking: C. 11. Watching Videos/Lectures: - Broad but low-yield technique. - Misuse common, often ineffective. - Ranking: D. 12. Mnemonics: - Memory aid technique, potential for power. - Often underused or misapplied. - Ranking: B. 13. Listening to Music: - Type and task-dependent effectiveness. - Generally lower yield, can hinder performance. - Ranking: D. 14. Cornell Note Taking: - Early popular method, easy to do. - Limited benefits but promotes immediate synthesis. - Ranking: B. 15. Mind Maps: - Often used ineffectively, similar to linear notes. - Requires correct technique for significant benefits. - Ranking: C. 16. Rereading and Highlighting: - Generally ineffective, low benefit. - Hard to make work effectively. - Ranking: D.
@@adnanazmi. this is my prompt --- You are Note Taking Expert, an AI language model skilled at taking detailed, concise, and easy-to-understand notes on various subjects in bullet-point format. When provided with a passage or a topic, your task is to: - Create advanced bullet-point notes summarizing the important parts of the reading or topic. - Include all essential information, such as vocabulary terms and key concepts, which should be bolded with asterisks. - Remove any extraneous language, focusing only on the critical aspects of the passage or topic. - Ignore any kind of ad, sponsorship, or self-promotion. - Strictly base your notes on the provided information, without adding any external information. The subject for this set of notes is this video transcription: ---
Basically, I think active recall = blurting = free recall = practice test. They are all the same: retrieval techniques. They will only differ on efficiency.
Exactly. Both are types of Active Recall. Blurting is more of a free recall technique where as practice tests especially mcq or one word questions are cued recall. Should mix both for the best results.
i think the blurting without time constraints or limits in topics often just produces things you know - often in an unstructured manner. Then i compare what i missed. So i blurt 50 slides of unstructured knowledge to find the 4 Slides i didnt know. But combined with some constraints like "first blurt the topics"/"then blurt what you know in the topics" maybe with a time limit and method of structuring it afterwards or creating questions for further study / finding knowledge gaps i like it. Im all for practice exams - many are aswell not just recall but contain alot of knowledge-transfers like applying the knowledge in some example and combining it with other topics or reasoning. In statistics i had many questions like "Your co-student wants to test hypothesis X, he wants to do it with test-design Y and analyze it with methods Z" and then i either have to to some MC on certain statments or elaborate - and have to know that if the test design is right for the question and works with the method and so on. Or if my Biopsych guy really loves to hear about visual defects i just waste my time practicing the history of ancient brain theories. And it sucks to know that you "know" everything and would have aced a normal MC-Test but couldnt handle the time-pressure or mental switching in the test you eventually got. (while practice exams probably would have shown you)
@@watcheronly71 free recall is a type of active recall, where you write down everything you remember without a prompt or a cue. It's in opposition to cueued recall (flashcards) that is also a type of active recall.
As opposed to passive rereading or listening to lectures over and over again or flipping a flashcard and saying yeah i knew that.. In between would be multiple choice questions as your practice test
for me Pomodoro sucks when I do it alone in my room. But when I study with others it is one of the best methods for structuring a study session. It gives you some accountability to really focus in the session, and gives you some social time in between. Pomodoro = session structure Space repetition = structuring your sessions in the week And then just use your preferred method of studying during the Pomodoro technique.
I don't really use pomodoro because I dimint always come back to what I was studying. Usually, set up a timer for 2 hrs that how long I should focus for, and repeat again.
This channel has helped me become more confident in my journey to obtain the hardest certification(s) in my field... less than 40,000 have the CCIE.... Many people give up... However, my aim to become an academic weapon within my field is high. In school, i've always known that the way(s) in which I was being taught, itsnt the way my brain processes information... I'm thankful for this channel.
@TheInternetFan Yes, many people give up on obtaining it. However, it isn't impossible. Understanding material enough to teach it and have high-level discussions is the key for me... Not simply memorizing..... That's what I have learned from the best computer scientists, doctors, and physicists... They don't just memorize things... they truly understand their fields of study so that at any time, they can have high-level conversations about their subject..... If we can't truly break down and teach our subject(s), then we don't really know our subjects.
Hey Justin, just wanted to say I’m loving your content lately. I was opposed at first when watching some of your older videos because they felt a bit black and white against flashcards which I’d become so accustom to (although now I can see the nuance in those older videos) but your more recent videos feel more practical and action based than ever. Thanks so much for the great content, I’m learning so much
i dont mean to be mean, and i know criticism helps no one and i really respect justin but it seems like the videos have been commodified now, they go after whats popular and ultimately they dont provide any real value to the viewer seems like we need more in depth theory based videos as to why all this stuff works in the first place than cliche and uninformative tierliests i apologize for the criticism .
Ciao Justin, a couple of notes. 1. Contrary to the belief that spaced repetitions demand extensive time commitments, the need for multiple reviews within the initial week suggests either a) a significant deficiency in the encoding process, b) a lack of sustained focus, or c) a combination of both factors. Efficient encoding minimizes the necessity for frequent reviews; a couple of reviews within a week should suffice initially, followed by progressively spaced-out repetitions over time. 2. The Feynman technique, originally attributed to Scott Young, tends to be overvalued. Even Richard Feynman himself clarified this point. The challenge lies in attempting to explain inherently intricate scientific concepts using unfamiliar language. While this technique, predominantly reliant on analogies, may suit students in 8th or 10th grade, it proves inadequate for college or university-level science studies. Again, one cannot explain something complex in science using words s/he is not familiar with. 3. The Cornell method, while useful in various contexts, may not be optimal for scientific subjects. It imposes unnecessary task burdens that lack the same level of priority as more crucial tasks. 4. I absolutely support the effectiveness of active recall, provided that the encoding process is efficient. Ah, i endorse the other aforementioned techniques. Ciao! 😊
about point 2 , all you have to do to make feynmann technique works, all you have to do is explain the terminology first. Understand the etymological motivations for the words used and their meaning as well. Pronouncing them sometimes to nail the pronunciation(sometimes scientifical terms are tricky to pronounce) is enough to use them in the context of the feynmann technique. The 5 or 10 year old is imaginary, so we can imagine they understood the explanation after trying to challenge and trying to poke holes on our understanding of the terms and presentation of the concepts as a whole. the result is a mix of devil's advocate and a curious kid, but eh, it's a fictional kid and it does work.
@@fisicogamer1902 No, at the outset of employing the Feynman technique, there is a prevalent belief that a student should articulate a concept without resorting to technical jargon. However, this notion can be misleading, as elucidated by Richard Feynman himself. It is impractical to explain something complex using ideas unfamiliar to a scientist. If you disagree, attempt to elucidate (without technical jargon) the concepts of quantum entanglement or Fourier series, and I'll reward you with 1000 bucks. Secondly, constructing analogies and discerning the disparity between our explanations and the core learning content, what you refer to as "hole", is a recognized and time-tested process that does not necessitate a new technique, as it existed for ages. Thirdly, "understanding the etymological motivations behind a word" is a flawed approach often advocated to science students by those lacking a scientific background. Delving into etymology doesn't significantly contribute to scientific progress. Instead, emphasis should be placed on exploring overarching principles applicable across various domains. Lastly, decades of research in learning have revealed that overreliance on analogies in studying can lead to misconceptions.
@@scienceskills "here is a prevalent belief that a student should articulate a concept without resorting to technical jargon" Well, doctors tend to do this, when they are explaining the diseases patient can have. When you go to the doctor, you don't want an anatomy class, all you want is understand how to alleviate(or cure) your own pain. For this, you have to understand the disease's aetiology and symptoms, as well as the posology of drugs that you have to take. I am not against jargon, but there are situations that people overrely on them and hide misunderstandings. Defining what the terms mean and then using them on your discourse is good. It doesn't have to be against Feynmans technique, it can enhance it. We don't have to give up jargon, but we should not use it just because it exists. It should fulfill a need to express an idea in the discourse when it appears. Even then, the word must be explained first. "constructing analogies and discerning the disparity between our explanations and the core learning content, what you refer to as "hole", is a recognized and time-tested process that does not necessitate a new technique" Sure, I am not saying that you need new techniques if you do that. I am saying that those techniques can be united to the feynman's technique to broaden its own scope. "delving into etymology doesn't significantly contribute to scientific progress" Do you realize that most words that are used on technical and science fields come from Latin and Ancient Greek? understanding the etymology was common practice when those words were created. Without etymology, I would not see science advancement the way it is today See the words I used: "Aetiology" or "posology". See the etymology of those and you'll see that the concept they represent becomes a lot clearer. "aetos " means "origin" and "poso" means "how much". Posology is the study of how much medicine one should take, and aetiology is the study of the origins of diseases. The two words have a connection: the "logy " ending, coming from Ancient Greek. "emphasis should be placed on exploring overarching principles applicable across various domains." Yes, one of those is etymology. Every time you see "logy" on the end of a word, it is related to a study of some kind. This is an etymological principle valid across domains of science. Studying etymology further reveals many of those. Lastly,"overreliance on analogies in studying can lead to misconceptions" I agree, that is why I suggested all the additions to the feynmann technique on the 1st place. Those(including etymology) will stop you from overrely on those analogies and only use them when it's appropriate. No reason to stop using analogies just because they can be abused.
@@scienceskills do you maybe have a video on your channel about your current best practice? it seems that all "techniques" are flawed and we are left with "encoding". regarding the feynman technique i think you are a bit strict and we dont have to overcomplicate things - its just about being able to use a different way of presenting information to not just parrot words we heard and maybe show us that we got the meaning. so you talk about higher math, but do you say when you were new to a topic u never said "its a bit similar to that other topic" ? lets say a person grew up not learning about biology and knowing the term "cell" or course he can parrot allday 1)"cells are small" and 2)"tissue is made of cells" and maybe he can deduct logically what a cell is or never have to understand it. maybe in its head its another word for atom (based on 1) and 2) )
Thanks so much for your videos. I have began to implement the non- linear note taking aka mind map, that you preach. It has been amazing. Now i don't need to cram or memorize, but I'm running into a problem. Whe exams are coming up, when I had the flashcards( I could revise with them), but now that flashcards are out. I have to bank on the mindmaps I've made. How do I revise with a mindmap?
Kinda like blurting out. Idk exactly but he says in one of his videos to do active recall with mindmap you write mindmap by yourself again but not exactly same to same. It can be different way different way information can be connected. Something like that
It is funny how you put flashcards in D tier, while you put active recall in A and spaced repetition in S tiers. Majority of flashcard apps are just combination of these 2. I get your point - if you are using flashcards incorrectly, it can be contraproductive and definitely hurt you in the long run, but you can say the same thing about most other study strategies.
Because flashcards are often too small to deal with all the information that works together. For example if you wanted to learn math, you're best served by doing the problem sets at the end of each chapter. That's active recall. Do more of the same type of problems over time for spaced repetition
Hey! I’d love to see a video integrating these techniques into a cohesive plan. (E.g., first I pre study, I then make a mind map, etc) If theirs already a video like this, please let me know! I’m a first year med student and I’m trying to get a more streamlined approach
There has already videos on this in his channel. Wonder why don't you guys check yourself properly before asking. How many times he needs to post such videos ? He posts so many times & people never watch the full video & ask him the same questions. How frustrating will be for a creator when he reads such comments ?
what the difference between brain dumps, active recall and Feynman technique? For me they look the same. In both cases you need to recall and present all information. I understand that active recall is not necessary writing, and Feynman technique involves attempt to simplify subjects. But still they look very similar
@@inevespace okay let me tell you the difference, brain dump is you just write down whatever you have read and you will get it 70% wrong at first time but gradually the percentage will go up, active recall is reading something then taking breaks chilling and trying to forget what you read and suddenly try to remember it out of no where, Feynman technique is about understanding the concept and trying to make it simpler so even a 5yo can understand it!
This might sound dumb, but you bringing up mnemonic techniques reminded me of this thing, 'Memory Palaces'? I used to see people talk about those a lot, but I haven't seen anything about them for years. Were they just some pop-science thing, or was there actually something there worth thinking about?
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Thank you, Justing Sung. I'm studying medicie, and without you, The carrer could destroy me all, jajaja. Thanks again :) You have a follower from Mexico
@@JustinSung Yeah, Mexico is great, there are great universities, I'm in the UACH, however, the best university is UNAM, you could have a great time here :). And is reciprocal, I wanna go to US, but for study oncology, if i can
I think for people who have their own room and like a place to study where there is no other noise or distraction, listening to music may be Tier D. However, for some who are in a not very good study environment listening to music can be tier C, and if listening to the right music it can be tier B.
At least A-tier. It looks at learning as a longitudinal, multi-stage process and includes both priming and retrieval practice. There are elements of deep processing facilitation and metacognitive reflection. For many learners, SQ5R + Feynman combined will make a huge impact. It holds back from S-tier because there is a wide room for error at the cognitive process level in executing each step, which favours natural deep processors. Having said that, I don’t think it was designed to consider that part anyway (and was created way before we knew as much about cognitive processes of learning as we do now).
Great video! I feel that the grade I would give might also be dependent on what I am studying or trying to do. Some I feel I have had success with for cramming, but would never use for trying to internalise something long term.
I have a Question. If you do any type of active recall in Space repetition, that is the Metha. I think that is inevitable one action, when you find a gap in the knowledge, you must go back to the resource and acquire the info again. Therefore, I think rereading its something that you will do. I think cramming in the systems like cornell notes, can not be translate to all fields of knowledge. In some topic, summarizing that hard, its going to produce less quality of knowledge because of omitted of important details, for the objective of chunking info that is complex and the all sense of it, you are gonna understand it by learning all his complexity. I got a question of flashcards, flashcard can produce testing effect? Past paper can have question that can be put on a flashcard? The flexibility of a flashcard is really big, how we can optimize it when in his pure sense, those can be past practice papers and be really close problem solving questions?. I am a big fan and follower of studying techniques and only to find the ultimate Learning technique and reviewing technique. Greetings from Ecuador.
Can't fully say that watching videos is the worst. It helps more than lectures because it provides visual approach of the material you have to learn (more studies support the thesis that brain remembers when the info is provided visually) and for less time but only this. Then based on the new knowledge you need high order thinking which is the papers,cases and connection with other concepts so to solidify ehat you learnt 😊
you didn't understand what he means. Watching first time is unavoidable. He is talking about rewatching. It is hugely ineffective. You need only look your notes for 5 min instead watching 1.5h lecture again.
Offtopic, but it's rather enjoyable to see quite a few of the various learning coaches on youtube include their muscle neurons in their workout routine. I see those biceps getting yolked, Dr Sung! That aside, I do enjoy this format. Methinks the smol cliffhanger of this being a two-part helps me stay engaged throughout the video. And what with my attention span spanning a total of four seconds these days, this is most welcome.
Hi, I have a very positive outlook about what you have done and I wish you to keep doing it for people like me who wonder how to keep learning, question, how or where can I guest some of your courses please.
Hey, Justin. I highly respect you. I am currently studying law in school. A word of advice: do not ask people to like your video. It comes off extremely disingenuous and inauthentic. We as the audience know that liking the video and subscribing will help the algorithm. You should care less about "being motivated to" provide us with free content and realize that just by providing us with free content, you are already adding value
I think you could make a garbage/waste list, with techniques that just don't work or can even produce bad habits and false learning, like the tips from many tiktokers. It would be funny and useful.
Thanks for the idea. Did you enjoy the TikTok react videos? I am thinking of doing another batch, but not sure if the audience would find it valuable and entertaining.
@@JustinSung Although I am not the type of person who uses or watches Tiktok I find it absurdly entertaining to see when another thing actually works or not, it's like... huh, he is debunking/proving what he said!
Great list Justin. I was ready to comment on how most of these technique can be made to work, but I guess that's what video two will be all about. Though I'm pretty sure it's all about what you are actually doing with the information in your head. The way you are actively linking the information to previous knowledge and making connections between all the bits of information. It's funny that If I go back thirty-five years and think on how I used to study (just re-reading) and how that actually worked well. Itis all down to me actively processing the information and making sure that I understood what I was reading and where it all fits in in the whole. Doing a lot of instant and delayed active recall (after finishing the page and after finishing the chapter), giving examples, rewording it in my own words and constantly linking it to other information. Looking forward to your follow-up video!
Thanks for the comments. And you are absolutely right; learning is determined by what happens cognitively in your brain, and techniques are just tools to help facilitate those cognitive processes. The process you described to work with information sounds great!! Perhaps this indicates high deep processing, which may explain your ability to make re-reading work. Stay tuned for part 2 next week; I have a feeling you are going to love it! ; )
Please! Make a video about how to effectively watch videos and lectures! Since we're learning about learning, let's also watch about watching, keep it meta and all that ;) It would really drive the efficiency of what we're doing here. And thank you already for all the insight you've given so far. It's really appreciated.
I can't get my head around these study methods. For example, if I want to learn about probability, should I skip the video lessons and readings and go straight to the practice questions? How can I answer the questions if I have never studied this subject before? Shouldn't I watch a lecture on the topic first and then attempt the practice questions?
Correct me if I'm wrong, but mind maps looks exactly as you explain that is the best way to study - by describing the different notions visually, grouping and relations between the notions. Why would you put Mindmaps in C while it is exactly the method that you explain to you in your previous video like the best way? Check your notes for your iPad - they are just bunch of mind maps with texting images. I'm following through very well and as far as understand it seems like you don't know what a map map looks like. If you don't see this conflicting information you might need to try to be more objective towards your videos then you see the another conflict in your notion (as we know very well it happened before - for example as your conflicting now with the "active recall") You are confused of what you're doing :) ALL I'm saying is - Mindmaps seem to be one of your best learning recommendation, and it doesn't make sense to put it in the category C of this video. :)
or if the goal of the video is just to point out what other people are doing wrong... Then it would make sense. But then sleeping would not make good place to be on S, because people are also not sleeping correctly...😄
Why is watching a lecture or video a D rank? Bro. I understood most of my calculus subject from youtube videos. How can i do active recall if i cannot fckng start or know how to do it in the first place Active Recall: I recall that i don't understand shit about calculus. Thanks
🎯 Key Takeaways for quick navigation: 00:00 🎙️ *Introduction to Studying Techniques Tier List* - Overview of the video: Dr. Justin Sun introduces the tier list for studying techniques, mentioning that he will rank them based on common usage and later discuss modifications for improvement. 00:56 📚 *Pre-Study Technique Evaluation* - Pre-study explanation: Dr. Sun introduces the pre-study technique, discussing its common usage before a main learning event. - Mixed effectiveness: Common pre-study methods are of mixed effectiveness; Dr. Sun rates it as "B" but suggests it can be significantly improved with modifications. 01:53 📝 *Practice Papers Assessment* - Practice papers overview: Dr. Sun discusses the benefits of practice papers, emphasizing their effectiveness in testing knowledge and identifying gaps. - Hard to misuse: Practice papers are generally well-used, and Dr. Sun rates them as "A," highlighting their value in retrieval and gap identification. 02:57 🧠 *Brain Dumps Critique* - Brain dumps explanation: Dr. Sun evaluates brain dumps, emphasizing their time-consuming nature and limited benefits. - Limited effectiveness: Brain dumps receive a "C" rating due to their time-consuming nature and the challenge of achieving high-quality learning through this method. 03:54 ⏲️ *Pomodoro Technique Review* - Pomodoro Technique introduction: Dr. Sun discusses the Pomodoro Technique, highlighting its ease of use and immediate effectiveness. - Great for focus: Pomodoro Technique is rated as "A" for being a solid starting point, especially for those struggling with focus and concentration. 04:47 🗂️ *Flash Cards Assessment* - Flash cards overview: Dr. Sun discusses the positive aspects of flash cards and their potential pitfalls. - Conditional effectiveness: Flash cards receive a "D" rating due to common misuse, but Dr. Sun acknowledges their effectiveness in certain situations. 05:43 🔄 *Space Repetition Principle* - Space repetition explanation: Dr. Sun introduces the space repetition principle, emphasizing its advantage in spacing retrieval sessions. - Fundamental principle: Space repetition is rated as "S" for its effectiveness, with Dr. Sun highlighting that its limitations are often due to fast forgetting rates and session methodology. 07:03 🔄 *Findan Technique (Self-Explanation)* - Findan technique overview: Dr. Sun discusses the Findan Technique, emphasizing its efficiency, free recall opportunities, and gap-finding benefits. - Time-efficient: Findan technique is rated as "A," indicating that those using it generally have a decent learning system. 07:57 🔍 *Active Recall Evaluation* - Active recall explanation: Dr. Sun evaluates active recall, emphasizing its effectiveness and the importanceof choosing appropriate techniques. - Generally effective: Active recall is rated as "A," with the potential to be upgraded to "S" when combined with optimal techniques. 09:17 😴 *Sleep's Critical Role* - Sleep importance: Dr. Sun emphasizes the crucial role of sleep in learning and memory consolidation. - Non-negotiable: Sleep is given an "S" rating, highlighting its significance and the detrimental effects of sleep deprivation on cognitive performance. 10:49 📄 *Summary Pages Assessment* - Summary pages overview: Dr. Sun discusses the effectiveness of summary pages in condensing information. - Room for improvement: Summary pages are rated as "C," indicating they can be effective but often created with limitations that can be addressed for better results. 12:13 🔊 *Watching Videos and Lectures Critique* - Video and lecture learning assessment: Dr. Sun critiques the low effectiveness of watching videos and lectures as a learning technique. - Low yield: Watching videos is rated as "D" due to its limited impact, and Dr. Sun highlights the lack of effective training on utilizing auditory sources. 13:07 🤔 *Pneumonics Evaluation* - Pneumonics overview: Dr. Sun discusses pneumonics as memory aids and evaluates their common usage. - Room for improvement: Pneumonics are rated as "B," acknowledging their potential power but suggesting modifications for greater effectiveness. 14:13 🎵 *Listening to Music Effectiveness* - Listening to music impact: Dr. Sun discusses the ambiguous effectiveness of listening to music while studying. - Often counterproductive: Listening to music is rated as "D" because, despite individual exceptions, it often leads to worse performance. 15:22 📝 *Cornell Note Taking Assessment* - Cornell note-taking overview: Dr. Sun evaluates Cornell note-taking, highlighting its role in immediate synthesis and condensation. - Strategic note-taking: Cornell note-taking is rated as "B" for its role in forcing concise thinking during the learning event. 16:46 🗺️ *Mind Maps Critique* - Mind maps overview: Dr. Sun discusses the potential and pitfalls of mind maps, emphasizing their common ineffective usage. - Ineffective when misused: Mind maps receive a "C," indicating their ineffectiveness when not created in a specific way for optimal results. 18:11 📖 *Rereading and Highlighting Critique* - Rereading and highlighting evaluation: Dr. Sun criticizes the low effectiveness of rereading and highlighting as learning techniques. - Highly ineffective: Rereading and highlighting receive a "D," emphasizing their minimal benefits and potential for being counterproductive. Made with HARPA AI
Not me pulling all nighters while rereading/highlighting and listening to (instrumental) music. Somehow I managed to get mainly A's, but it was a stressful process and I barely retained any of the info long term.
I loved this video, but it was a bit distracting when mnemonic was pronounced as new-monic. I don't understand how people came to say it like that, maybe from pneumonia?
I want to suggest one thing. Can you keep your background very plain without any of those distractions like without objects or very plain objects. Not empty completely, because personally I felt a little distractive and attention seizing effects.But, Thank you so much for your effort, considering the evaluation of various study strategies and my on going experimentation, I will start inculcating your opinions based on my personal results. You know literally, from past 2 sems (I am an undergraduate) I have been feeling more confident in my studying skills then ever before in my life, and that too without a tutor or a teacher (I don't attend lectures due to some obligations). Even read your reports on meta-learning and other concepts related to how learning happens under the hood which transformed my perception of learning 360degree because before I just used to cram or most probably use few of the higher order learning processes. Now I am learning to monitor my study and growing up a self-taught individual. Thank you so much once again.
Regarding re-reading I would say it is absolutely neccessary to some extent. If you have forgotten the material you simply have no other option than re reading. But I suppose what is meant here is using re-reading multiple times in the hope that something will eventually stick. And this is, of course, not a good learning method. I would also add that the best way to learn is to really reflect about the material when you read. Real understanding will massively make it easier for you to remember, since you don't have to rely on various tricks to remember then.
Is it fine to listen to piano musics on low volume when studying? I can't seem to study unless there's background music so I would like to know if listening to music is hindering my studying.
What's the difference between brain dump and active recall? Because basically active recall is a sort of brain dump in my opinion because with active recall you recall the information from your memory and put them on paper so it's a sort of brain dump
I got the itch to learn the periodic table for no real reason a few years back so, I learned all them and like 4 attributes that of each in 2.5 days by just looking at it looking away and trying to instantly recall it, also memorized a lot of the fundamental constants at the same time, again I have no use for this info but it was fun, the thing is I haven’t been able to do the same with any other information that I actually need to know and now struggle to remember almost anything
A lot of your videos and tips work well for general knowledge and relating knowledge and facts, but I haven’t heard you talk about the best way to memorise and study complicated procedures, drills, and steps that need to be in specific orders. I can get to the point of chunking related tasks at the high level order, but I get the order of subtasks incorrect and am not sure the best way to get those down other than flash cards.
mnemonic is S tier for me when i convert material into picture and link picture together to create story. I still remember material from last semester which is 7-month ago. I cannot do math and listen to music same time but it helps me when I try to remember something like anatomy.
Personally Justin I live in a noisy area and the study area in my student building is filled with people working in groups and again.... being noisy. So music helps not only in blocking out the noise but in calming my emotions that could get agitated otherwise. I personally have a study method where I initially have taken good lecture notes and firstly rewrite these into better more important but also context added - revision notes. I then usually go through them with a colour coded highlighting method and will write out summaries of sections below. I then finally transfer these to physical notes. That all sounds SUPER time consuming but for me the constant retrieval while rewording the info and improving upon myself as well as physically writing it down leaves me at the end really confident
I think mndmap can be improved by creating keywords (words which can summarise a sentence/para) and actively thinking about connections with other ketwords
Great video as always. Back in 2019 when I first found cornell note taking, I gave up using it because of the difficulty. Mindset and bearing mental strain are pretty important, and caused me great problems. You've addressed these stuff (mistakes reducing learning efficiency) in some past, but how about a video on ranking biggest learning mistakes in this format? With your experience I can't imagine anyone else who could do it as well as you.
I have noticed that many people have trouble differentiating between these three, so that video may be very useful. Thanks for the idea, will add it to my list of videos to make!
S for Sleep definitely! I've always felt like HS students (and even college students) are especially prone to being sleep deprived. Teachers sometimes go overboard with workload and don't realize their students have lives OUTSIDE of school! So when they try to do loads of homework while also having fun in life (as teens should), they become sleep deprived and underperform. Then, the teachers call their kids lazy 😢 like what?
I can imagine someone trying to do like ear-training or something, and Justin says that music doesn't help, and the music student thinks their SOL lol. Also I worked on a mindmap for the waves part of my waves and optics course, and I think I got very close to a 100 on my final exam yesterday with minimal studying of the waves part before hand! If only I could have stayed ahead enough to do the optics part too! Thank you for the content
@@JustinSung 1. Editing techniques in this video do not stand in your way. They make YOU and your presentation relaxed academic style SHINE. 2. Your presentation manner changed a little bit. It became more friendly like. It is become more energetic and have friendly vibes. Like you have conversation with friends while you having a good time. Dont push it farther and leave it the way it is. You previous experiments were not satisfying but you finally found your sweet spot and it is better to stay at this spot for some time. 3. Your Archetype ROLE with this video is different. From a teacher you stepped in to academic friend with whom we battle at the olympic contest. Keep moving in the ANIME style character and their friendship. 4. Effects with B rolls and pictures are in the trend with presentational vids. Please give us more stylish diagrams and collages. I think you can try Anime style for you vids. Act like anime characters ))) ISHIDA KOON )))) Uryū Ishida from bleach - we need you to be this way )))
