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in this video I'll teach you a system
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for remembering everything you read
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study or learn I've been using the
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system for the last 7 years starting
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from learning disease pathophysiology in
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medical school through to reading
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research articles and learning science
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or reading books on productivity or
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business and the reason the system works
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so consistently and so well is because
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it breaks down that process of reading
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into two distinct stages the first stage
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is the consumption
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period and the second stage is the
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digestion
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period most people think that by
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focusing on the first stage and
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consuming more information they'll be
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able to therefore remember and apply
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more information so they focus on trying
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to read faster or watching lectures at
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triple speed or binge listening to audio
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books or watching hours of YouTube
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tutorials but that is not how learning
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works and once we understand how
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learning does work you'll see why my
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system is so effective you see when it
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comes to remembering and applying
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information it's much less about what
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comes in to your brain and it's much
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more about how much stays in your brain
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and that is what the second stage the
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digestion period is all about and it's
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the part that is often neglected so
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teach you a system for mastering both of
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these stages which in turn increases
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your Aurora retention as well as your
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ability to actually use the knowledge in
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the way that you need to but first we
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need to ask ourselves is it even
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possible to remember everything you read
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and the short answer is no but here's
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the secret trying to remember everything
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we read should not be the goal in the
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first place and we know this because of
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a man who actually could remember
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everything this man's name is Kim Peak
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and his story is so crazy that Hollywood
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made an entire movie about him Kim Peak
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was a mega genius and his memory was
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ridiculous he was able to memorize a
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book with such perfect recall that after
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reading a book one time he would be able
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to write it out word for word with every
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comma and full stop back to front he
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memorized so many maps and atlases that
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he could give you driving directions
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between any two cities in the world and
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the path that he gave you was mentally
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calculated to be the shortest distance
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now the reason K had such supernatural
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abilities is because of a very rare
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medical condition he had called FG
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syndrome he was born with macroy which
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means he had a larger brain and he had
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no Corpus colossum which is basically
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the bundle of neurons that connect both
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hemispheres of the brain together in
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scientists believe that because he
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didn't have the normal pattern of
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neurons his brain adapted and developed
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Ved new connections to compensate which
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I guess gave him like superhuman memory
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now I want you to imagine that both you
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and Kim Peak were about to sit the same
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exam who do you think would do better
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and the answer is that it actually
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depends on the exam you see despite his
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superhuman memory Kim Peak struggled
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with reasoning and problem solving which
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means that if the exam was at the junior
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levels of schooling which often tests on
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the lower levels of of learning which
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involve a lot of memorization and recall
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then Kim Peak would definitely win but
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if the exam was at a higher level like
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University or postgraduate where the
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reasoning and problem solving the higher
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orders of learning are examined as a
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higher priority then you may actually
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have the edge now for most of you
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listening probably using the knowledge
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you have consumed to reason and problem
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solve is kind of the whole point of why
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you're trying to read and remember in
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the first place which basically means
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that it is not enough to remember
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everything which is good because for
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most people that's not possible anyway
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but it is possible to remember
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everything you need to remember in such
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a way that we can use that knowledge in
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the way we need to and that is what the
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system that I'll teach you helps you to
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achieve so to start using the system we
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have to understand that not all
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information is equal in fact I break
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down the information that I read into
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five different categories using the
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acronym
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Pacer and it's important to be able to
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identify which category the information
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you're reading to belongs to because for
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each category there are specific
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targeted processes that then help you to
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deal with and manage that information
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more effectively and when we use the
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wrong process for the specific category
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of information it makes remembering and
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understanding what you read much harder
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much more timec consuming and much less
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effective and that you're more likely to
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forget what you read it also increases
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the chance of you entering the passive
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mode of reading which is where you get
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to the bottom of a page and you can't
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even remember what you just read so the
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system goes like this in the first part
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where we are consuming information we
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want to identify which category what we
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are consuming belongs to using the Pacer
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acronym then during stage two we digest
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what we have read using the targeted
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process for that category which takes
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the information and stores it in our
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long-term memory through the process
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called encoding so let's go through
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Pacer together so that you can
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accurately identify the category of
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information you're trying to remember
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the p and Pacer stands for
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procedural and procedural information is
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any information that tells you how
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something should be executed for example
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this is a book that I used during
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medical school that taught me about how
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to do a clinical examination like listen
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to a heartbeat or take someone's blood
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pressure and a lot of the information in
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this book is about the correct technique
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to perform the examination and some
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subjects and domains have a lot of
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procedural information some great
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examples of this would be coding and
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languages the targeted process for
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working with with and mastering this
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type of procedural information is
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practice the key is that you want to
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apply procedural information in real
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life as early as possible a lot of
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people will spend time to read it and
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memorize it and write lots of notes
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about it and then a week or two later
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they'll try to practice it but by then
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it's too late we've already forgotten a
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lot of it and a lot of that time is just
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wasted instead as soon as you take that
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procedural information into your brain
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try to apply it and practice it as early
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as you can now straight away we run into
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a problem with using this approach what
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if we're reading something and we don't
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have time to practice it right now the
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answer is you either move on to
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something else or you stop consuming
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anything and you wait until you have
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time to practice it but you do not waste
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your time trying to just memor memorize
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it on the spot because here is the
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crucial part about learning that
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everyone overlooks the two stages of
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consuming and digesting must always be
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balanced everything you consume must be
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digested in order for you to retain and
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use it only when stage one is followed
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by stage two does learning actually
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occur if we're reading something and we
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don't have time time to use the right
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process like practice then most people
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will say oh well I don't have time right
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now I'm just going to get through as
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much of it as I can and they spend more
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time reading and reading and essentially
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just consuming more and more but this is
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the learning equivalent of overeating
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they haven't had a chance to digest it
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so they're just going to end up vomiting
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it all up again through the mental
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vomiting process we call forgetting
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which is why for most people the amount
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that they forget after reading is
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extremely high with some studies
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suggesting that up to
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90% of what is consumed is forgotten
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despite hours of consuming and if we're
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forgetting 90% of what we read rather
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than consuming more and taking time away
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from the digesting it actually makes
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more sense to spend less time consuming
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and more time on the digesting and
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processing this increases your retention
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with which therefore increases the
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amount of working knowledge you're able
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to build so earlier I said what goes
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into your brain is less important than
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what stays in your brain and this
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principle of balancing stage one
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consuming with stage two digesting is
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important not just for procedural
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information but for every other category
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of PESA unfortunately stage two
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digesting is almost completely neglected
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for the second category of in the a of
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Pacer which stands for
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analogous analogous information is
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actually one of the easiest types of
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information to work with and remember
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and apply because analogous information
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is the information that is related to
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something you already have prior
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knowledge about and even if we don't
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have direct prior knowledge about it it
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may remind us indirectly of something
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that we do have knowledge about for
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example let's say that we are an avid
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swimmer and we're learning about the
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physiology of a muscle contraction when
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we look at that muscle contraction cycle
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we might think hey that reminds me a lot
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about the swimming technique I use and
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by connecting the new information about
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muscle contraction physiology with what
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we already know our swimming technique
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we have created
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an analogy and so that is analogous
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information and analogies can form with
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any prior knowledge including knowledge
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within a topic itself in most fields of
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study there are Concepts or patterns of
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Concepts and relationships that tend to
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repeat and recur throughout that field
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you might have learned about how to
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solve a particular type of problem last
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semester and now this semester this new
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problem solving approach that you're
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learning for the first time reminds you
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a lot of that old problem solving
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process and relating those two
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approaches is also an analogy so when
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we're engaging in stage one the
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consumption period of reading we want to
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actively be thinking about whether what
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we are reading is related to something
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that we already have knowledge about and
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once we identify it as potentially
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analogous information the targeted
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process we want to use here is critique
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this is the part I said everyone misses
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once we create an analogy critiquing it
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means we examine critically how good
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that analogy actually is for example
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with the analogy of muscle contraction
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and swimming technique critiquing that
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analogy means asking ourselves in what
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way specifically are these two things
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similar or related to each other in what
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ways are they different in what
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situation does this analogy not make
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sense anymore and if there are a lot of
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differences or a lot of conditions and
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situations where the analogy breaks
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apart then is there a better analogy or
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can we extend or modify that analogy to
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make it more comprehensive and more
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accurate this critiquing process
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massively drives up our attention and
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depth of understanding of this new
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information and the reason this works is
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because instead of new information just
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being new information that your brain
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doesn't know what to do with we're
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actually extending it from what we
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already know we're taking our existing
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Network and connecting it to the new
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information straight away which is the
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reason why creating analogies has been
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shown in studies repeatedly to be so
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powerful for our retention and
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understanding now at this point you
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might be looking at the system and
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thinking this seems a little forced it
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doesn't feel natural and you're right in
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fact it's crucial that you understand
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that this is not natural and that's why
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it works if you have no time pressure
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and it doesn't matter how well you learn
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something then you can learn and read
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however you want but unfortunately what
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research has shown is that there are
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clear biological limitations of the
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human brain to how much it can consume
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and store into our memory in one go and
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in the modern day when there is so much
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we have to learn it is very very easy to
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exceed that biological limit and then
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get overwhelmed learning is extremely
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complicated so to be able to learn a lot
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in a short amount of time reach a high
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level of knowledge a lot of processes
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need to go right and this is why most
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people will Plateau on their learning
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ability and after a point not really
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improve for the rest of their lives for
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me figuring out what processes to care
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about and therefore what to improve on
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and then how to even execute on those
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correctly took me at least 7 or 8 years
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of almost constant experimentation and
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reading of research and coaching people
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to see what works for them and honestly
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I got lucky because 10 15 years ago a
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lot of the research didn't even exists
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which is why to make it easier for you
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I've started a free Weekly Newsletter I
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take everything that I've learned that
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helps you become a more efficient
00:14:24
learner the things that have the highest
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chance of giving you success in a short
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amount of time and I packaged them in a
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way that you can take and Implement into
00:14:34
your own learning in less than 10 15
00:14:36
minutes if you want to sign up to the
00:14:37
newsletter it's completely free I'll
00:14:38
leave a link in the description for you
00:14:40
now getting back to peser you might
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notice that the way that I've written
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the a in PESA is is like this it's this
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kind of strange shape there the reason
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is because a the analogous information
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can exist within as a subset of
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procedural information for example you
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could create an analogy on a set of
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instructions to make it simpler and
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easier for you to understand and then
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later you go and practice it but
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analogous information also exists as a
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subset within the next category of
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information which is the C of Paca and
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this stands for
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conceptual if procedural information is
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the how to do something then conceptual
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information is the what and for most
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science subjects the majority of what
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you need to learn is conceptual
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conceptual information includes facts
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and explanations theories and principles
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relationships between Concepts and ways
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that that concept can be applied and in
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most cases we need both the procedural
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and the conceptual knowledge to solve a
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problem and apply our knowledge properly
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for example although this book goes
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through how to listen to someone's heart
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I still need to have the conceptual
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knowledge about what I'm listening to to
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be able to analyze that and make a
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conclusion on the diagnosis so when we
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identify that a piece of text we're
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reading is conceptual type information
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the process we want to use straight away
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is
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mapping
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nonlinear network based note taking such
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as mind mapping is an efficient way of
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increasing your attention and Mastery of
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conceptual knowledge because conceptual
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knowledge inherently exists in a network
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although a textbook or a lecture might
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be delivered word after word in a linear
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format if we look at the mind and
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knowledge of the person that wrote that
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textbook it doesn't exist in a linear
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sentence by sentence structure their
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knowledge and expertise exists in a
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highly connected network of information
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there is no innate sequence of
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information an expert can start at any
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point and navigate to any other point
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this is what allows an expert to do
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complex problem solving because they can
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look at a problem understand what
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concepts are related and see how those
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Concepts connect together to solve the
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problem whereas a beginner who's only
00:17:12
learned it at a surface level just sees
00:17:15
individual separated Concepts and they
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don't understand how they link together
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as a learner our job is not to remember
00:17:24
the sequence word for word our job is to
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try to recreate that network of
00:17:30
knowledge that the expert had and
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mapping is such a great technique
00:17:33
because it forces us to not only think
00:17:36
about each fact and concept but also how
00:17:39
they connect to each other to form a
00:17:42
bigger picture so when you are reading
00:17:44
and consuming take some time to get out
00:17:48
a piece of paper or a tablet and make a
00:17:51
map of the things that you're learning
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and as you read more you add more to
00:17:57
your map you move things around you
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reorganize things as you read more you
00:18:03
also digest more and your map grows
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remember analogous information can also
00:18:09
exist within conceptual information so
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you might find Opportunities within
00:18:14
conceptual information to create some
00:18:16
analogies and you might want to add
00:18:18
those into your map as well even if the
00:18:20
analogy doesn't make its way into the
00:18:21
map it could give you an idea in terms
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of how you want to structure your ideas
00:18:26
on your map now here's that same problem
00:18:28
again let's say you reading but you
00:18:30
don't have time to draw a map or maybe
00:18:33
you don't have anything to map on while
00:18:35
you're reading then again we need to
00:18:37
slow down and consume less so that
00:18:40
consumption and digestion can stay
00:18:42
balanced and if you don't you'll just
00:18:45
end up overwhelmed again and wasting
00:18:47
time because not only are you going to
00:18:50
forget a lot of what you are consuming
00:18:53
but now you've given the future version
00:18:55
of you more work to do by having to go
00:18:57
and figure out what your forgotten and
00:18:59
then Rec consume it again anyway now the
00:19:02
good news is that the digesting of
00:19:04
procedural analogous and conceptual
00:19:06
information is easily the most timec
00:19:09
consuming the E and the r of PESA are
00:19:12
much faster and easier to deal with I
00:19:14
talk about e and are together because
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they're both very similar to each other
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but pay close attention because the two
00:19:20
are actually so similar to each other
00:19:23
that most people never distinguish
00:19:26
between the two and that can lead
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directly to hours of wasted time per
00:19:31
week the E and Pacer stands for
00:19:35
evidence evidence type information is
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the information that helps make
00:19:40
conceptual information more concrete
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they're often very detailed sometimes
00:19:45
very technical pieces of information but
00:19:48
they're useful because we can use these
00:19:51
facts or statistics or cases as examples
00:19:55
to prove a conceptual point for example
00:19:58
we could understand
00:20:00
conceptually how World War I started but
00:20:04
we also need to know the evidence
00:20:06
information of date certain specific
00:20:09
events occurred between which specific
00:20:12
people at which specific location to
00:20:15
make that concept more concrete and the
00:20:18
key process for evidence type
00:20:20
information is to
00:20:22
store and
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rehearse store means that you just colle
00:20:28
collect that information and note it
00:20:30
down somewhere you could add it to your
00:20:33
conceptual map you could add it to a
00:20:35
second brain system using something like
00:20:37
notion or Rome or obsidian or you can
00:20:40
put it onto flashcards you could even
00:20:43
just write them down on a document
00:20:45
somewhere with all the other things that
00:20:46
you are storing this should happen as
00:20:48
soon as you identify it so as you are
00:20:51
consuming the information and you
00:20:53
identify that this piece of information
00:20:56
is an Evidence type we go ahead and
00:20:59
straight away store it the rehearsing
00:21:02
part of it comes a little later we put
00:21:05
aside time to do the rehearsal and
00:21:07
rehearsing the information is the key to
00:21:11
improving our retention of evidence type
00:21:13
information rehearsing means that we
00:21:15
think about how we will need to use this
00:21:19
piece of information how are we going to
00:21:21
apply it what type of conceptual
00:21:23
information is this an example of we
00:21:25
then challenge ourselves by using an
00:21:28
applying that information in the way
00:21:30
that we will need to use it this means
00:21:33
solving problems or writing detailed
00:21:35
answers to questions or creating
00:21:36
explanations teaching it to other people
00:21:39
or maybe writing essays that use that
00:21:41
piece of evidence as a supporting
00:21:44
example for a wider concept and so while
00:21:46
we store the information while we
00:21:49
consume it the rehearsing happens later
00:21:52
maybe at the end of the day or at the
00:21:53
end of the week but do not waste time
00:21:57
while you are cons assuming trying to
00:22:00
just memorize and read and reread and
00:22:03
writing copious notes on that piece of
00:22:05
information otherwise you are not going
00:22:07
to have enough time for the PA and C the
00:22:11
first three types of information which
00:22:13
is what forms the foundation of
00:22:16
knowledge that the evidence type needs
00:22:19
to build off of in the first place now
00:22:22
evidence type information is very
00:22:24
similar to the final type which is the r
00:22:26
of PESA and this stands for
00:22:29
reference type information reference
00:22:31
information is the easiest to deal with
00:22:34
it is all of the Nitty Gritty very
00:22:37
specific detailed bits of information
00:22:40
that don't really change your conceptual
00:22:44
understanding they're not particularly
00:22:47
that important they're not analogous and
00:22:49
they're not procedural but for whatever
00:22:51
reason we might need to know this later
00:22:55
this might be something like the exact
00:22:56
value of a mathematical con Conant or a
00:22:59
specific Gene involved in a particular
00:23:01
mutation or the name of a very specific
00:23:03
molecule of a disease or maybe a list of
00:23:06
attributes used to define a variable for
00:23:09
coding and the process we use to deal
00:23:12
with this type of information is the
00:23:13
same as for evidence almost it's store
00:23:18
and rehearse the same
00:23:21
things the storing part exactly the same
00:23:25
you Chuck it in a second brand and your
00:23:26
flash cards wherever makes sense for you
00:23:29
but if you need to be able to record
00:23:30
this information from memory and you
00:23:32
can't like refer back to your notes when
00:23:35
you need to use it then you probably
00:23:36
want to use something like flash cards
00:23:38
because the rehearse part is a little
00:23:40
different because reference type
00:23:42
information is by definition not very
00:23:46
conceptually important anyway it's quite
00:23:49
hard to use this for problem solving or
00:23:52
as part of like an extended discussion
00:23:54
or answer the way we're probably going
00:23:56
to use this information is just Direct
00:23:58
fact recoil which is why something like
00:24:01
flash cards using a space repetition
00:24:03
active recoil strategy like an app like
00:24:06
ankey is going to be the best way to
00:24:08
handle reference type information so as
00:24:11
you're reading and you're thinking hey
00:24:13
this might be a reference type
00:24:14
information you dump it into your
00:24:17
flashcards and you put aside like 30
00:24:20
minutes every day or whatever to just go
00:24:22
through your flash cards to do your
00:24:24
rehearsal but please again
00:24:26
absolutely do not waste time while
00:24:30
you're reading trying to just read and
00:24:32
reread and write notes and just memorize
00:24:34
this information at the time you need to
00:24:37
use that time for the first three which
00:24:40
forms the bulk of your knowledge as I
00:24:43
said earlier there are a lot of things
00:24:45
that need to go right to be able to
00:24:47
learn a lot of information in a short
00:24:49
period of time and wasting time on
00:24:52
trying to memorize reference information
00:24:54
while you are reading it instead of
00:24:56
spending that time on the first three
00:24:59
types is one of the worst offenders and
00:25:02
as soon as you get into that mind frame
00:25:04
of reading something and then rereading
00:25:07
it again trying to get it into your head
00:25:09
you can say goodbye to your learning
00:25:11
efficiency so now you know the five
00:25:13
types of information for you to try to
00:25:15
identify as you consume in stage one and
00:25:19
the appropriate targeted process that
00:25:21
will help you to digest that information
00:25:23
in stage two and the key to be able to
00:25:26
retain a lot and have a good high level
00:25:29
of knowledge for what you have consumed
00:25:31
is to keep that stage one and stage two
00:25:33
balanced however when it comes to
00:25:35
learning efficiently this just scratches
00:25:38
the surface in fact if you look at this
00:25:41
map of learning that outlines the major
00:25:44
processes that you need to be a
00:25:46
consistently High performing efficient
00:25:49
learner what we talked about today is
00:25:51
like barely a few percent of it so if
00:25:54
you want to start unpacking what those
00:25:55
other processes look like without having
00:25:57
to dedicate
00:25:59
a decade of your life to uh learning
00:26:01
about it like I did then make sure to
00:26:03
check out my free newsletter the link is
00:26:05
in the description thank you so much for
00:26:08
watching and I will see you in the next
00:26:10
one
