How to Get the Most Out of Studying: Part 3 of 5, "Cognitive Principles for Optimizing Learning"

00:05:46
https://www.youtube.com/watch?v=1xeHh5DnCIw

Resumen

TLDRIn the third video of his series on effective studying, Dr. Stephen Chew explains the importance of deep learning strategies to enhance academic performance. He distinguishes between shallow learning strategies, which often lead to failure despite effort, and deep learning, which focuses on meaning and comprehension. Key principles of deep processing such as elaboration, distinctiveness, and appropriate retrieval are introduced, alongside the concepts of automaticity and overlearning, which are essential for mastering study skills. Chew encourages students to develop meaningful associations and practice retrieving and applying their knowledge effectively. The video concludes with a teaser for the next installment, which will cover applying these principles in practical study methods like note-taking and reading textbooks.

Para llevar

  • 🧠 Effective studying involves deep learning strategies, not just time spent studying.
  • 🔑 Elaboration helps link new information with existing knowledge.
  • ⚖️ Distinctiveness clarifies differences between related concepts.
  • 📋 Practice retrieval to improve recall and understanding.
  • 👩‍🏫 Automaticity allows tasks to be done effortlessly through practice.
  • 🔁 Overlearning ensures information is easily retrievable in the future.
  • 📚 Avoid memorizing isolated facts unless specifically required by tests.
  • ⌛ Continuous practice is essential for developing effective study skills.
  • 💡 Deep processing principles should guide your study strategies.
  • 🔍 Next video will apply deep processing to note-taking and textbook reading.

Cronología

  • 00:00:00 - 00:05:46

    Dr. Stephen Chew discusses effective studying in college, emphasizing that motivation alone is not enough; students must apply effective learning strategies. He explains the importance of deep processing—focusing on comprehension and meaningful connections, in contrast to shallow learning strategies like rote memorization. Chew outlines basic principles for achieving deep processing: elaboration (creating meaningful associations), distinctiveness (highlighting contrasts between concepts), and practicing retrieval and application of material. He notes that students should practice recalling information in the way their teacher expects. Chew also introduces the concepts of automaticity and overlearning, where automaticity refers to performing skills effortlessly due to practice, and overlearning involves studying material until it can be recalled easily. He stresses that developing effective college study skills takes time and conscious effort, but once mastered, they will aid in future learning. Chew concludes by mentioning that the next video will focus on applying these principles to note-taking and reading textbooks.

Mapa mental

Vídeo de preguntas y respuestas

  • What is the difference between shallow and deep learning strategies?

    Shallow learning focuses on memorization and superficial aspects, while deep learning emphasizes meaning, comprehension, and making connections.

  • What are the key principles of deep processing?

    The key principles include elaboration (making meaningful associations), distinctiveness (understanding key differences), and practicing appropriate retrieval and application.

  • What is elaboration in the context of studying?

    Elaboration involves making meaningful associations between the concept being studied and related concepts.

  • Why is distinctiveness important in studying?

    Distinctiveness helps in understanding key differences between related concepts, enhancing comprehension.

  • What is automaticity, and why is it important?

    Automaticity refers to skills that are so practiced they can be performed without conscious thought, critical for efficient learning.

  • What does overlearning mean in studying?

    Overlearning means studying material until it can be recalled quickly and easily, enhancing retention.

  • How can students practice appropriate retrieval?

    Students can practice retrieval by recalling information without notes, explaining it to others, or using review questions.

  • What should students do if their teacher tests isolated facts?

    If tests focus on exact wording of isolated facts, students should memorize those facts specifically.

  • How long does it typically take to develop effective college study skills?

    It typically takes conscious effort over weeks or months to develop effective college-level study skills.

  • What will the next video in the series focus on?

    The next video will focus on applying deep processing principles to note-taking and reading textbooks.

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Desplazamiento automático:
  • 00:00:05
    Hi, I’m Dr. Stephen Chew. I’m a professor of psychology here at Samford University.
  • 00:00:10
    This is the third in a series of five videos on how to study effectively in college.
  • 00:00:15
    Effective studying is more than just a matter of having a desire to learn and devoting sufficient
  • 00:00:19
    time and effort. Students have to utilize effective learning strategies. If they use
  • 00:00:23
    ineffective strategies, they can study long and hard and still fail. In this video, I’ll
  • 00:00:29
    explain the basic principles of how people learn best, and how you can apply these principles
  • 00:00:33
    to improve your study effectiveness. As we saw in the earlier videos, you can be
  • 00:00:37
    highly motivated to learn, but if you use a shallow learning strategy, you simply won’t
  • 00:00:42
    learn. Shallow learning strategies focus on superficial
  • 00:00:45
    aspects like memorization. But if you use a deep learning strategy which focuses on
  • 00:00:50
    meaning and comprehension and visual imagery, then you will learn whether you intend to
  • 00:00:54
    or not. So if deep processing is the key to effective
  • 00:00:57
    study, how do we accomplish this while we’re studying? Here are some basic principles for
  • 00:01:02
    achieving deep processing, and a question which will allow you to satisfy each principle.
  • 00:01:07
    First, elaboration means making meaningful associations between the concept you are studying
  • 00:01:13
    and related concepts. The associations can be among concepts you are studying or with
  • 00:01:17
    your prior knowledge. The more meaningful associations you can make, the better you
  • 00:01:22
    will learn. Next, distinctiveness means that you make clear contrasts between the concept
  • 00:01:28
    you are studying and other concepts. You need to understand the key differences among related
  • 00:01:33
    concepts.
  • 00:01:34
    Say you’re in a general psychology class and you are learning about short-term and
  • 00:01:36
    long-term memory. You elaborate the two by relating them together. They both hold information
  • 00:01:41
    for later use. You also emphasize the distinctiveness between the two by focusing on the key differences.
  • 00:01:48
    One has a limited capacity and the other has an unlimited capacity. One has very rapid
  • 00:01:53
    forgetting. The other has much slower forgetting.
  • 00:01:56
    Finally, you relate it to your own personal experience. I meet people at parties. I forget
  • 00:02:01
    their names a few seconds later because of short-term memory. I still remember that time
  • 00:02:05
    I got lost in the mall as a child because of long-term memory.
  • 00:02:09
    The last aspect of deep processing is practicing appropriate retrieval and application of the
  • 00:02:13
    material. By appropriate, I mean that you practice recalling the information and using
  • 00:02:17
    the information in the way that your teacher expects you to be able to do. If the teacher
  • 00:02:22
    expects you to solve real-world problems, then you need to practice recalling and using
  • 00:02:26
    information in that way. If your teacher expects you to analyze hypothetical situations, you
  • 00:02:31
    need to practice doing that. Instead of reading the material over and over, close your book
  • 00:02:35
    and notes, and recall as much of the information as you can. Write it down. Explain it to a
  • 00:02:41
    friend. Take advantage of questions the textbooks often have at the end of a chapter that ask
  • 00:02:46
    you to review the information. Or, take advantage of textbook websites that often have review
  • 00:02:51
    tests. Now one thing I have told you not to do is to memorize isolated facts. Here is
  • 00:02:56
    the exception to that rule. If, for some reason, your teacher tests you over exact wording
  • 00:03:00
    of isolated facts, then memorize isolated facts.
  • 00:03:05
    So these are the basic principles of deep processing. Effective study strategies take
  • 00:03:09
    advantage of some or all of these principles. Good students have multiple ways of studying
  • 00:03:14
    depending on the teacher and the subject, but all their study strategies are based on
  • 00:03:19
    these principles. You will have to figure out the best study strategies for yourself,
  • 00:03:22
    and in the next video, we will discuss some possibilities. But no matter what you do,
  • 00:03:27
    they should be rooted in these principles. Here are two other important concepts you
  • 00:03:31
    need to understand for effective learning: automaticity and overlearning. An automatic
  • 00:03:37
    process is one that is so highly practiced that you can do it without any conscious thought
  • 00:03:41
    or effort. Like driving a familiar route, where you arrive at your destination without
  • 00:03:45
    even thinking about it. Any task that is practiced enough can become automatic, including study
  • 00:03:51
    skills.
  • 00:03:52
    When you get to college, you bring high school skills that are automatic. Developing effective
  • 00:03:56
    college skills involves not just developing more effective skills, but overcoming those
  • 00:04:01
    high school skills that are automatic and overlearned. Overcoming those high school
  • 00:04:07
    skills is a big reason why developing effective college-level study skills is so effortful
  • 00:04:13
    and takes so long. For most students, it takes conscious effort over weeks or even months.
  • 00:04:19
    I have had students who have seen immediate improvement using the principles of deep processing.
  • 00:04:23
    And if that happens to you, be pleasantly surprised. But for most, it is a process of
  • 00:04:28
    ongoing improvement. You need to develop these skills and practice them over a long period
  • 00:04:33
    of time. The good news is though, once they become automatic they will be helpful to you
  • 00:04:38
    in any learning situation. A concept related to automaticity is overlearning.
  • 00:04:44
    Overlearning means that you don’t just study material until you can just recall it. You
  • 00:04:48
    keep studying it over and over again until you can recall it quickly and easily. Overlearning
  • 00:04:53
    information helps prevent forgetting and it makes recall fast and easy. If you are studying
  • 00:04:58
    critical information that you will need to know in the future as part of more complex
  • 00:05:02
    learning, it is a good idea to overlearn it. In this video, we have operationalized deep
  • 00:05:06
    processing into a a set of principles you can use to achieve deep learning. I also talked
  • 00:05:11
    about the pitfalls of bad study habits that are automatic and the advantages of good study
  • 00:05:16
    skills that are automatic. Finally, I talked about the importance of overlearning critical
  • 00:05:20
    information. In the next video, we will use these principles
  • 00:05:24
    for deep processing and apply them to common learning situations. We’ll be looking at
  • 00:05:28
    how to take notes using deep processing and also how to use deep processing while reading
  • 00:05:32
    a textbook.
Etiquetas
  • effective studying
  • deep learning
  • shallow learning
  • elaboration
  • distinctiveness
  • automaticity
  • overlearning
  • study skills
  • retrieval practice
  • academic performance