The Top Student Tier List (Ranking 27 Study Skills)

00:33:14
https://www.youtube.com/watch?v=xEAGAKE0z_8

摘要

TLDRThe video evaluates various study techniques, rating them from S (highly recommended) to D (not recommended). It discusses popular strategies like flashcards, which are deemed useful for rote memorization but risky if over-relied upon (rated C). The Feynman technique is praised for teaching through simplification and understanding (rated S). Techniques like Pomodoro are recognized for aiding focus but considered rigid for long tasks (rated A). Practice problems and planning are seen as essential, with planning rated S for aiding balance between study and personal life. Strategies such as interleaving and priming the material before class also receive high ratings (S and A, respectively). The video addresses potential pitfalls in techniques like mind mapping, blurting, and the passive approach of rereading or rewatching content, which are rated lower. Other discussions include the merits of sleep, exercise, group discussions, and using modern tools like ChatGPT for learning support. The creators help guide viewers on how to optimally use these techniques in a structured, effective manner.

心得

  • 📚 Flashcards are useful for rote learning but can be counterproductive if overused.
  • 🧠 The Feynman technique excels in teaching complex topics through simplification.
  • ⏲️ Pomodoro helps maintain focus with structured breaks, but can be rigid.
  • 📝 Planning is crucial for effective time management and life balance.
  • 🔄 Interleaving boosts understanding by mixing study subjects.
  • 🔍 Priming before class aids comprehension by familiarizing with material.
  • 💤 Sleep is essential for memory consolidation and effective learning.
  • 🚫 Relying solely on rereading is ineffective for long-term retention.
  • 🎯 Creating content or projects enhances learning through active engagement.
  • 💪 Exercise supports memory retention and focus.

时间轴

  • 00:00:00 - 00:05:00

    The video begins discussing the overwhelming number of study techniques available online, emphasizing the need for a systematic approach that combines effective strategies to save time. Flashcards are criticized for promoting rote learning, potentially creating an illusion of familiarity, and they are ranked as C-tier.

  • 00:05:00 - 00:10:00

    The Feynman technique is introduced as an effective strategy for identifying gaps in knowledge by simplifying topics, ranked as S-tier for transforming teaching into a powerful learning tool. Pomodoro Technique, which involves timed study sessions followed by breaks, is discussed for its simplicity, and ranked A-tier despite its rigidity.

  • 00:10:00 - 00:15:00

    Practice problems are valued for their ability to enhance test preparedness and understanding, earning them an A-tier ranking. Study planning is highlighted as a critical meta-skill for productivity, deserving of an S-tier. Interleaving, a method to mix study topics to find connections, is ranked S-tier for promoting deeper learning.

  • 00:15:00 - 00:20:00

    Priming and chunking are discussed for their potential to improve understanding and memory retention, both ranked A-tier. Syntopical reading, however, is seen as a broad investment that can sometimes be overwhelming, thus given B-tier. Blurting, while useful for recall practice, lacks structure and is ranked C-tier.

  • 00:20:00 - 00:25:00

    Frameworking and visual associations are praised for organizing information into digestible formats, receiving A and A-tier respectively. Group discussions and chat-GPTing (prompting AI) can be beneficial but often depend on structure, both averaging around B-tier. The importance of techniques like sleep for memory consolidation is reiterated as S-tier.

  • 00:25:00 - 00:33:14

    Negative study practices like rewatching and rereading are consistently ranked D-tier for their passive nature. Reviewing related study strategies such as cramming and music while studying emphasize their conditional usefulness, ranked C-tier. Overall, the importance of strategic, structured learning techniques is emphasized throughout the video.

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思维导图

视频问答

  • What is the Feynman technique?

    It's a method of learning by explaining topics in simple terms to identify knowledge gaps.

  • How does the Pomodoro technique work?

    You work for 25 minutes and take a 5-minute break, repeating the cycle to maintain focus.

  • Why is flashcard overuse discouraged?

    Overusing flashcards can lead to the illusion of knowing rather than understanding concepts deeply.

  • What is interleaving in studying?

    Interleaving involves mixing different topics or subjects to find connections and improve understanding.

  • Why is sleep important for studying?

    Sleep helps in the consolidation of memories, turning short-term learning into long-term knowledge.

  • How can planning improve study outcomes?

    Planning organizes study time effectively, balancing academics with personal life and enhancing productivity.

  • What are the dangers of rereading notes?

    Rereading can create a false sense of familiarity, without enhancing true understanding or memory retention.

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  • 00:00:00
    there are so many different study
  • 00:00:01
    techniques and skills and things that
  • 00:00:04
    people share all over the Internet hard
  • 00:00:06
    to know which one's good which one's bad
  • 00:00:07
    which one's should you completely ignore
  • 00:00:09
    which ones you should be using every
  • 00:00:10
    single minute of every single day in
  • 00:00:12
    your life if you find the right
  • 00:00:13
    combination of learning strategies and
  • 00:00:15
    put them together into a system that can
  • 00:00:17
    like easily save you 10 15 hours a week
  • 00:00:20
    but you have to be doing them the right
  • 00:00:21
    way so I put out some feelers this
  • 00:00:22
    morning asking a lot of our community
  • 00:00:25
    members what are like their favorite or
  • 00:00:26
    what they call their best study
  • 00:00:28
    strategies and their worst ones I think
  • 00:00:29
    the worst are and so we got some pretty
  • 00:00:31
    interesting answers but we just wanted
  • 00:00:32
    to make this video to help guide some
  • 00:00:36
    students so s tier means definitely
  • 00:00:38
    definitely do it everyone should be
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    doing s tier stuff and then D tier is
  • 00:00:42
    absolutely do not do this run away run
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    for the hills don't even touch them do
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    not be disturbed by by the D tier stuff
  • 00:00:48
    so looks like the first one here we got
  • 00:00:49
    is flash cards oh boy Mike and Maddie
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    and flash cards go way way back everyone
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    remember remn note we came from medical
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    school and Med students love using flash
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    cards yeah basically what I was taught
  • 00:01:02
    in med school was you just make 5,000
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    flash cards and then you just spend all
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    day all night doing flash cards
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    everywhere you go in the bathroom in the
  • 00:01:09
    bathroom on in in class when you're
  • 00:01:12
    supposed to be paying attention I think
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    flash cards have a pretty specific
  • 00:01:16
    purpose which to me is trying to
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    memorize a piece of information mhm
  • 00:01:20
    that's what we call rote learning yeah I
  • 00:01:22
    was going to say like flash card is just
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    inherently rot learning yeah you're just
  • 00:01:26
    you repeating something the same way mhm
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    but rely over relying on flash cards
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    eventually reaches a point where it
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    becomes counterproductive MH and this is
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    because of a pretty well studied
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    psychological Effect called the illusion
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    of familiarity you remember that there
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    is a flash card that you've created
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    about this idea yeah and then you just
  • 00:01:44
    associate oh yeah I made a flash card
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    about that that's going to be the answer
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    that's never how you're tested on it I
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    would honestly give it even if you do it
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    well a c I don't think it should be a
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    core part of your system what do you
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    think about that um yeah I think uh C is
  • 00:01:56
    fair so the next one here um the findan
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    technique mhm and I think it's named
  • 00:02:02
    after Richard feeman but not created by
  • 00:02:04
    Him the fan technique is a way of
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    teaching something to yourself picking a
  • 00:02:08
    topic and then you're trying to break it
  • 00:02:09
    down into the simplest terms and then
  • 00:02:11
    you're really looking for where the gaps
  • 00:02:13
    in your knowledge and so if you do this
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    enough then you'll identify all your
  • 00:02:17
    weak spots and then you can go back to
  • 00:02:19
    your notes and then you can learn more
  • 00:02:21
    about what you missed the thing about
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    the fan technique is I don't think
  • 00:02:23
    there's really a wrong way to do it like
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    at least if you try to do it then you're
  • 00:02:29
    getting benefit I think the more
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    important thing about fan is to just
  • 00:02:33
    understand that teaching itself as a
  • 00:02:36
    strategy is a very powerful strategy and
  • 00:02:40
    fan is not the only way to teach yeah I
  • 00:02:42
    think something that fan does pretty
  • 00:02:44
    well is it gives good stepbystep
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    instructions for how to think about
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    teaching yeah I think that giving
  • 00:02:49
    structure to how to use techniques is a
  • 00:02:51
    great way to to learn how to use it
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    correctly and get the most out of it so
  • 00:02:54
    with all of that I would almost say that
  • 00:02:56
    we just transformed the fan technique
  • 00:02:58
    into teaching
  • 00:03:00
    right so what would you rank teaching as
  • 00:03:02
    oh definitely um s tier yeah I was
  • 00:03:05
    actually going to say the same thing and
  • 00:03:06
    we have our first s tier still right
  • 00:03:08
    there so the next strategy on this list
  • 00:03:09
    is pomodoro Pomodoro is where you work
  • 00:03:12
    for a short period of time usually 25
  • 00:03:14
    minutes you take a 5minute break and
  • 00:03:16
    then you just rinse and repeat that
  • 00:03:17
    cycle and I think Pomodoro honestly for
  • 00:03:20
    like the barrier to entry to do it which
  • 00:03:21
    is incredibly low all you need is a
  • 00:03:23
    timer it can get you pretty far I
  • 00:03:25
    actually like how like it is such a
  • 00:03:27
    simple tool that can get someone to
  • 00:03:28
    focus I do think that pomodora runs into
  • 00:03:31
    some issues down the line especially um
  • 00:03:34
    once you get more comfortable with
  • 00:03:36
    focusing for longer stretches of time
  • 00:03:38
    that you don't necessarily want to break
  • 00:03:39
    at 25 minutes or even 50 minutes if
  • 00:03:42
    you're able to like sustain good flow
  • 00:03:44
    and Rhythm for a long time and so
  • 00:03:46
    because it has that limitation of being
  • 00:03:48
    too rigid I wouldn't give it an S tier
  • 00:03:50
    but actually I would think Pomodoro is
  • 00:03:52
    like an a tier yeah I was going to say a
  • 00:03:54
    tier actually because it's a very
  • 00:03:57
    userfriendly technique go to cage and
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    .focus just go there that's the best
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    place to go to actually that's the best
  • 00:04:05
    one next is practice problems or
  • 00:04:07
    practice tests of self assessment
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    basically having some sort of material
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    that reflects what you might see on the
  • 00:04:14
    day of the exam the bad way to use it is
  • 00:04:16
    you're just trying to Breeze through and
  • 00:04:17
    passively memorize the answers to the
  • 00:04:20
    questions but the good way to use it is
  • 00:04:22
    to actually understand why the right
  • 00:04:25
    answers are right and why the wrong
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    answers are wrong if when you're doing a
  • 00:04:28
    practice problem like a multiple choice
  • 00:04:29
    practice problem M it could potentially
  • 00:04:31
    be five questions all packaged into one
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    so it's like five learning points that
  • 00:04:36
    you could possibly benefit from I think
  • 00:04:38
    practice problems are something that
  • 00:04:39
    depending on the subject you're studying
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    of course is going to be like the
  • 00:04:42
    default resource that's given to you any
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    kind of calculation based class like
  • 00:04:46
    math physics chemistry you're going to
  • 00:04:47
    be given practice problems same thing in
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    medicine like CU Banks of thousands of
  • 00:04:51
    practice problems and the reason why I
  • 00:04:53
    would encourage people to use them is
  • 00:04:55
    because that is exactly how you are
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    going to be tested aside from like the
  • 00:04:58
    does it help you learn better versus
  • 00:05:00
    does it help you get better grades I
  • 00:05:02
    think those are two different outcomes
  • 00:05:03
    it does get you better grades MH because
  • 00:05:06
    it's how you're going to be tested I
  • 00:05:07
    will give this an a tier okay moving on
  • 00:05:09
    to the next one this is kind of a broad
  • 00:05:11
    category but it's called study planning
  • 00:05:13
    and this is really just because from
  • 00:05:15
    Discord I got so many people saying that
  • 00:05:17
    the best strategies they use is
  • 00:05:18
    literally like I like planning my day I
  • 00:05:20
    like uh uh planning my next big day so
  • 00:05:23
    like the whole thing about planning is
  • 00:05:24
    that you want to have a balance between
  • 00:05:26
    your studying and your social life mm
  • 00:05:29
    your personal life right so so planning
  • 00:05:31
    is extremely important planning is just
  • 00:05:33
    one of those meta skills that will help
  • 00:05:34
    you just be a more productive human most
  • 00:05:37
    people their idea of planning is oh I
  • 00:05:39
    need to study sometime today like that
  • 00:05:42
    is their their version of planning MH
  • 00:05:44
    where you don't know when you're going
  • 00:05:45
    to be studying you don't know what
  • 00:05:46
    you're going to be studying you don't
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    know how long you're going to be
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    studying those are the three questions
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    you should definitely answer for every
  • 00:05:52
    single study session when how long and
  • 00:05:54
    what and most most people don't do that
  • 00:05:56
    if you're doing it with the
  • 00:05:57
    intentionality that we just talked about
  • 00:05:59
    study plan in is easily s tier oh for
  • 00:06:02
    sure yeah I agree with that okay so the
  • 00:06:04
    next one on the list here is inner
  • 00:06:05
    leaving so inner leaving is not really
  • 00:06:08
    like a technique more like a yeah like a
  • 00:06:10
    mindset strategy of how you can
  • 00:06:13
    Implement different study skills inter
  • 00:06:14
    leaving basically means mixing up what
  • 00:06:17
    you're studying so that you can find
  • 00:06:19
    connections and relationships between a
  • 00:06:21
    lot of potentially related Concepts but
  • 00:06:24
    you wouldn't have found that unless you
  • 00:06:25
    were thinking about how is this related
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    to something else mhm the visualization
  • 00:06:29
    that I like to keep in my head for
  • 00:06:31
    interleaving would be like let's say
  • 00:06:34
    that you're trying to be like a master
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    chef at cooking fish you know this
  • 00:06:39
    analogy yeah I know this I love this
  • 00:06:40
    analogy so let's say that you're trying
  • 00:06:42
    to like become the best um fish Chef in
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    the world if you keep cooking the same
  • 00:06:47
    the same dish the fish dish the same
  • 00:06:49
    fish dish over and over again then
  • 00:06:51
    you'll only get good at that one fish
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    dish but interleaving means you're
  • 00:06:54
    cooking the fish in many different ways
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    so you could make sushi for example mhm
  • 00:07:00
    you could make uh fish and chips I don't
  • 00:07:03
    know what that looks like fish and
  • 00:07:04
    chips or you can make baked fish you can
  • 00:07:06
    make steamed fish there's so many ways
  • 00:07:08
    to cook a fish and by doing it in so
  • 00:07:10
    many different ways you see how each way
  • 00:07:13
    is different you see how each way is
  • 00:07:14
    related to each other you can compare
  • 00:07:16
    and contrast which ways are easier
  • 00:07:18
    harder which ways are more valuable
  • 00:07:20
    right so all those things is what you
  • 00:07:22
    get from interleaving yeah and I guess
  • 00:07:24
    comparing the chef to you as a learner
  • 00:07:26
    what Chef do you think knows fish better
  • 00:07:28
    the one who only knows how to make
  • 00:07:29
    really good what was this one foret uh
  • 00:07:32
    baked fish I guess a baked fish expert
  • 00:07:36
    or a chef that knows how to make all of
  • 00:07:37
    these and knows why that why the flavors
  • 00:07:40
    of these different dishes goes together
  • 00:07:42
    clearly I would want that Chef who knows
  • 00:07:44
    the wide range of things in my kitchen I
  • 00:07:46
    would say as toar so next on the list is
  • 00:07:48
    priming priming basically means this is
  • 00:07:50
    actually a term that comes from
  • 00:07:52
    psychology behavioral psychology which
  • 00:07:53
    is the way that you experience something
  • 00:07:56
    where it shapes the next time that you
  • 00:07:58
    see it so with studying priming means
  • 00:08:01
    getting familiar with some of the stuff
  • 00:08:03
    that you're about to study or learn
  • 00:08:05
    before you actually get deep into
  • 00:08:06
    learning it like skimming through the
  • 00:08:08
    lecture slides skimming through the
  • 00:08:09
    textbook chapter or like watching some
  • 00:08:11
    short YouTube videos about the topic
  • 00:08:12
    just to get like an overview or general
  • 00:08:14
    idea about it before you go to class so
  • 00:08:16
    that you're not completely lost uh and
  • 00:08:18
    seeing it for the first time mhm you're
  • 00:08:20
    surveying you're scoping so many words
  • 00:08:22
    for it I would say that priming is
  • 00:08:24
    really underrated because if you go to
  • 00:08:27
    class and you didn't Prime the material
  • 00:08:29
    and you're going to be so lost exactly
  • 00:08:31
    if the teacher like once you get lost
  • 00:08:33
    you're going to fall so behind that
  • 00:08:34
    you're not going to be able to keep up
  • 00:08:36
    then most students are just going to
  • 00:08:37
    zone out and just kind of give up
  • 00:08:39
    primate can be very very effective but I
  • 00:08:40
    think it is actually really difficult to
  • 00:08:42
    do well yeah I would actually let's just
  • 00:08:44
    give it an a how about that I would give
  • 00:08:45
    it an a yeah this next strategy is
  • 00:08:48
    called chunking what's chunking so
  • 00:08:49
    chunking is basically reducing the
  • 00:08:52
    amount of information that you need to
  • 00:08:53
    learn group them together this is really
  • 00:08:55
    interesting analogy that I heard from um
  • 00:08:58
    one of the business podcast I was
  • 00:08:59
    listening to okay but so there are these
  • 00:09:02
    human beings who actually have eaten
  • 00:09:05
    entire trains and planes like airplanes
  • 00:09:09
    oh I I think I've seen this somewhere
  • 00:09:10
    I've seen this article wow this is like
  • 00:09:12
    pretty interesting and so what they do
  • 00:09:14
    is like they take the entire plane and
  • 00:09:16
    they grind it down into powder break
  • 00:09:17
    break it apart yeah yeah so they have
  • 00:09:19
    like this little container of like it's
  • 00:09:20
    like pepper so every meal they eat they
  • 00:09:22
    just sprink a little bit of the plane or
  • 00:09:24
    train onto their meal and they'll eat
  • 00:09:26
    that yeah chunking is basically just
  • 00:09:27
    like making it easier for you to lots of
  • 00:09:30
    information yeah so anything like longer
  • 00:09:32
    than a sequence of four or five is
  • 00:09:33
    really difficult for our brain to wrap
  • 00:09:36
    its head around but that's why if you
  • 00:09:37
    think of like phone numbers they break
  • 00:09:38
    it up into like three-digit four digigit
  • 00:09:40
    four-digit instead of just like 10 in a
  • 00:09:42
    row so they're chunking it by little
  • 00:09:44
    groups like that so it's easier for you
  • 00:09:45
    to remember and anything that you're
  • 00:09:46
    trying to learn is to break it down into
  • 00:09:49
    different categories and try to see what
  • 00:09:50
    is the flow and the Order of information
  • 00:09:52
    what would you give chunking kind of be
  • 00:09:53
    a tier or higher okay I would say let's
  • 00:09:56
    give it an a tier so the next skill on
  • 00:09:59
    the list is syntopical reading this is
  • 00:10:03
    actually something that came from
  • 00:10:04
    Mortimer Adler is that Mor Adler yeah
  • 00:10:06
    Mortimer Adler morer Adler how to read a
  • 00:10:08
    book so syntopical reading simply means
  • 00:10:11
    consuming multiple different resources
  • 00:10:13
    at the same time to understand a topic
  • 00:10:16
    so instead of just using your lecture
  • 00:10:18
    slides it's also watching some YouTube
  • 00:10:20
    videos reading some other textbooks I
  • 00:10:22
    know that no one wants to think about
  • 00:10:24
    reading multiple textbooks for class um
  • 00:10:26
    using chat GPT chat GPT talking to your
  • 00:10:28
    professor or or your classmates um that
  • 00:10:30
    is supposed to give you a better
  • 00:10:32
    perspective to that subject I think it's
  • 00:10:34
    incredibly valuable cuz when you go to
  • 00:10:35
    school your professor gives you one
  • 00:10:38
    point of view that's the professor's
  • 00:10:39
    point of view yeah if they wrote the
  • 00:10:41
    book then that's still that's just their
  • 00:10:43
    point of view that's true but if they
  • 00:10:45
    like assign you like a textbook that was
  • 00:10:46
    written by someone else then now you
  • 00:10:48
    have two points of view and I know a lot
  • 00:10:49
    of people like are averse to syntopical
  • 00:10:52
    reading because at least when I was in
  • 00:10:53
    college I hated it when my professor
  • 00:10:55
    would be like oh there's all these
  • 00:10:56
    optional readings you can do and as a
  • 00:10:58
    student I'm like
  • 00:11:00
    I'm do extra if I don't have to I'm just
  • 00:11:02
    going to give it a b you get pretty far
  • 00:11:05
    withour and you can get lost you can get
  • 00:11:07
    lost for sure so the next technique on
  • 00:11:09
    the list is blurting blurting so this is
  • 00:11:12
    basically another word for brain dumping
  • 00:11:15
    I guess that's right it's just like
  • 00:11:17
    you're just trying to write everything
  • 00:11:19
    that you know about a topic I think with
  • 00:11:21
    blurting the whole point of it is that
  • 00:11:22
    there's no structure to it the good part
  • 00:11:25
    about it I think is that it's forcing
  • 00:11:26
    you to try to recall things right you're
  • 00:11:28
    pulling it yeah from the Dome exactly
  • 00:11:31
    recall retrieval whatever you want to
  • 00:11:33
    say but the danger of using blurting is
  • 00:11:36
    like you could just be recalling facts
  • 00:11:38
    uhhuh and not really thinking about how
  • 00:11:41
    everything relates together yeah and
  • 00:11:42
    that's that's the problem with not
  • 00:11:43
    having structure but if you're just like
  • 00:11:44
    randomly recalling everything you know
  • 00:11:46
    about like Japan in a random order then
  • 00:11:48
    it's probably not going to be very
  • 00:11:49
    useful there's like no Direction like
  • 00:11:51
    why are you doing this mhm yeah so
  • 00:11:53
    having some kind of structured approach
  • 00:11:56
    to blurting would make it very much
  • 00:11:58
    would make it a lot better yeah but then
  • 00:11:59
    at that point it just becomes teaching
  • 00:12:01
    right not even as good as teaching
  • 00:12:02
    because you're necessarily like using
  • 00:12:05
    simple words uh I would probably say
  • 00:12:07
    like a c yeah I'm good with giving it a
  • 00:12:11
    c so the next one on the list is
  • 00:12:15
    frameworking frameworking maybe we can
  • 00:12:17
    also call this like modeling uhhuh so
  • 00:12:19
    frameworking basically means giving
  • 00:12:22
    structure to the way that you think
  • 00:12:23
    about something the most common types of
  • 00:12:25
    Frameworks that you might be familiar
  • 00:12:26
    with from anything like a table a Gra
  • 00:12:30
    yeah um a flowchart those are all
  • 00:12:31
    different kinds of Frameworks vend
  • 00:12:34
    diagrams love V diagrams I will also say
  • 00:12:36
    though that Frameworks is pretty hard to
  • 00:12:38
    do it is very stressful it can take a
  • 00:12:40
    lot of time and especially if you're
  • 00:12:42
    drawing it could be like what you just
  • 00:12:44
    saw Mike doing you could spend a lot of
  • 00:12:45
    time trying to draw a framework before
  • 00:12:48
    you even get to a shape that you like
  • 00:12:49
    and so because of that I would actually
  • 00:12:51
    probably give it a b okay what would you
  • 00:12:53
    say you want to go higher I was going to
  • 00:12:55
    say a but I think B is fair okay moving
  • 00:12:57
    on to the next one we have rereading we
  • 00:13:00
    have so I don't know if we need to spend
  • 00:13:02
    too much time on rereading I think the
  • 00:13:03
    world at this point the internet knows
  • 00:13:05
    that it's not very strong and I stand
  • 00:13:07
    behind it yeah you're basically just
  • 00:13:10
    wrote learning like passive wrote
  • 00:13:12
    learning it's passive because it is not
  • 00:13:14
    challenging your brain in any capacity
  • 00:13:16
    you're just reading words it's playing
  • 00:13:18
    into this thing called the illusion of
  • 00:13:19
    familiarity so when you read something
  • 00:13:22
    your brain actually believes that it
  • 00:13:24
    understands what you read the same thing
  • 00:13:25
    is if you watch something your brain
  • 00:13:27
    understands thinks that it understands
  • 00:13:28
    what what you watched for example like
  • 00:13:30
    if you watch a documentary you will be
  • 00:13:32
    entranced in that documentary like oh my
  • 00:13:34
    God I'm learning so much about history
  • 00:13:35
    an hour later I guarantee you will have
  • 00:13:37
    forgotten like 80% of it like the
  • 00:13:38
    students who reread their notes over and
  • 00:13:39
    over and over they're just like giving
  • 00:13:40
    their brain dopamine like yeah yeah I
  • 00:13:42
    know all this I know this so easy so
  • 00:13:43
    easy so easy the moment you take it away
  • 00:13:45
    and they try to recall it they're
  • 00:13:46
    they're stuck and so rereading is just
  • 00:13:48
    dangerous for those for those reasons
  • 00:13:51
    and for that I can't give it anything
  • 00:13:53
    lower than a d I would have give it an F
  • 00:13:54
    if I could like d for detrimental d d
  • 00:13:58
    for damage d just major damage so the
  • 00:14:01
    next one here we can quickly talk about
  • 00:14:03
    going to class what do you think about
  • 00:14:05
    going to class I mean it depends like if
  • 00:14:07
    it's mandatory or not like that's like
  • 00:14:10
    the thing we always see like in our
  • 00:14:11
    community like I have to go to class I
  • 00:14:13
    have to sign in or also I'll fail I
  • 00:14:15
    think going to class for the typical
  • 00:14:17
    student in the US cuz that's all most of
  • 00:14:20
    the students I know is not very good
  • 00:14:23
    because they do not prime they go in
  • 00:14:25
    completely blind to class usually in
  • 00:14:27
    college after terrible night of drinking
  • 00:14:30
    and partying M and or being hung over
  • 00:14:32
    and or maybe being drunk in class who
  • 00:14:33
    knows like what kids do nowadays but for
  • 00:14:35
    all those reasons if you go to class
  • 00:14:37
    without preparing without having even a
  • 00:14:39
    pencil and a notebook without knowing
  • 00:14:40
    anything it's a wasted hour mhm or or
  • 00:14:43
    more depending on how long the class is
  • 00:14:45
    yeah but if you do all the things you're
  • 00:14:46
    supposed to do which is like Prime and
  • 00:14:47
    then like be prepared and then pay
  • 00:14:49
    attention and ask questions then it can
  • 00:14:50
    be pretty useful so it's pretty in the
  • 00:14:53
    middle for me like I don't know what I
  • 00:14:54
    would say I don't know I have nothing
  • 00:14:55
    more to add to that I would agree it's
  • 00:14:58
    just hard because like coming from med
  • 00:14:59
    school it wasn't mandatory yeah it was
  • 00:15:01
    great so I never went to class yeah and
  • 00:15:04
    the thing is like it actually made me
  • 00:15:05
    more self-reliant yeah and it made me
  • 00:15:07
    like more autonomous with my studying
  • 00:15:09
    because I didn't go I'm going to give it
  • 00:15:10
    a c yeah c for class yeah next one on
  • 00:15:13
    the list highlighting basically just
  • 00:15:15
    highlighting over words and sentences
  • 00:15:17
    that you think are important yeah going
  • 00:15:19
    to highlight this here I generally don't
  • 00:15:22
    think it's too useful like if you're
  • 00:15:24
    reading rereading your notes and you're
  • 00:15:25
    highlighting important things in your
  • 00:15:27
    notes then it's already passive you're
  • 00:15:29
    not really adding much more if you're
  • 00:15:30
    like uh tree noting or mind mapping and
  • 00:15:33
    you're using highlighting like color
  • 00:15:34
    coding in your mind maps to to make
  • 00:15:36
    things pop out then I think that's
  • 00:15:39
    pretty useful I think what they're
  • 00:15:40
    referring to is what you said before you
  • 00:15:41
    think it might be useful so you
  • 00:15:42
    highlight it to come back to it again
  • 00:15:44
    later but that is the problem right
  • 00:15:46
    there if you're highlighting something
  • 00:15:47
    because you don't want to forget it
  • 00:15:48
    because you want to come back to it
  • 00:15:50
    again then you're just not learning then
  • 00:15:51
    you are basically just delaying learning
  • 00:15:54
    and that's D is D like you're not
  • 00:15:56
    learning you're waiting you're delaying
  • 00:15:59
    deeper delaying delay next one on the
  • 00:16:01
    list rewatching didn't we just do this
  • 00:16:03
    similar to rereading I guess we talked
  • 00:16:05
    about it already I'm also going to give
  • 00:16:06
    this one a d we can just Breeze by it do
  • 00:16:08
    we even need to talk about it no not
  • 00:16:09
    really D re rewatching is a d if you
  • 00:16:12
    didn't get anything the first time then
  • 00:16:14
    if you re-watch it without any new
  • 00:16:16
    information then you're also not going
  • 00:16:17
    to get anything out of it yeah so the
  • 00:16:19
    next one on the list here is space
  • 00:16:21
    repetition so space repetition I don't
  • 00:16:23
    even know if it's like actually like a
  • 00:16:24
    study strategy strategy it's a strategy
  • 00:16:26
    and it basically is the opposite of
  • 00:16:29
    cramming so you can be spending the same
  • 00:16:31
    overall amount of time on a subject but
  • 00:16:33
    you're just doing it either all at once
  • 00:16:34
    which is cramming or spacing which is
  • 00:16:37
    over time and what science has shown us
  • 00:16:40
    is that spacing is far superior to
  • 00:16:42
    cramming I think I'll add a little bit
  • 00:16:44
    to it I tried to draw a brain here I
  • 00:16:45
    don't know if that I mean there a shape
  • 00:16:47
    of a brain and I've have labeled this
  • 00:16:49
    working memory and this is long-term
  • 00:16:51
    memory those are not like the actual
  • 00:16:53
    accurate locations but just we'll just
  • 00:16:56
    go with it for now they're actually
  • 00:16:57
    flipped but oh okay when you space
  • 00:16:59
    things out it gives your brain a chance
  • 00:17:01
    to take the information you learn and
  • 00:17:02
    put it into long-term memory so that's
  • 00:17:04
    like you need time for your brain to
  • 00:17:07
    connect the ideas M to long-term memory
  • 00:17:10
    the reason you want to do it a little
  • 00:17:11
    bit every single day is because during
  • 00:17:13
    the time that you're not like the in
  • 00:17:15
    between time is when your brain actually
  • 00:17:17
    moves information into long-term memory
  • 00:17:19
    so if you don't give your brain some
  • 00:17:21
    time to like debrief process information
  • 00:17:23
    then it actually just forgets it and so
  • 00:17:25
    if you cram it all at once and then you
  • 00:17:26
    take your exam and you never look at it
  • 00:17:28
    again most of that stuff didn't go to
  • 00:17:30
    your long-term memory so you're going to
  • 00:17:31
    lose it all M so spacing is just like a
  • 00:17:33
    way to incrementally add building blocks
  • 00:17:35
    to what you know without losing at all
  • 00:17:37
    if your if your goal is long-term
  • 00:17:38
    retention then it's pretty high yeah
  • 00:17:41
    maybe an a yeah let's give it an A or an
  • 00:17:43
    S I mean it depends I going to give it
  • 00:17:45
    an A so the next one on the list is mind
  • 00:17:47
    mapping well basically the point I was
  • 00:17:50
    trying to make with like mind map mind
  • 00:17:52
    mapping uh is that it's similar to
  • 00:17:54
    blurting a lot of people want to use it
  • 00:17:57
    uh because it's like a trendy uh
  • 00:17:59
    technique but without very clear
  • 00:18:03
    protocol or guidelines or structure on
  • 00:18:04
    how to use it then you can use it
  • 00:18:06
    incorrectly and waste a lot of time
  • 00:18:08
    here's like a typical mind map you would
  • 00:18:09
    see it's like it's hard to know like
  • 00:18:12
    what the ideas are because everything
  • 00:18:14
    just looks so monotonous because the
  • 00:18:18
    passive way to mind map is like you're
  • 00:18:19
    just reading oh I'm reading chapter 1
  • 00:18:22
    and chapter 1 has like three subsections
  • 00:18:25
    and you're just you're just literally
  • 00:18:26
    like transcribing the entire chapter
  • 00:18:30
    into like a different layout without
  • 00:18:32
    really thinking about how how like how
  • 00:18:33
    does this relate with this how does this
  • 00:18:35
    relate with this one over here how does
  • 00:18:37
    like this part relate with that over
  • 00:18:38
    there it's like most people in my map
  • 00:18:41
    they just transcribe but like when you
  • 00:18:43
    have like a structure to follow that
  • 00:18:45
    forces you to think about information
  • 00:18:47
    then like a better mind map would be
  • 00:18:48
    like you're using Color to emphasize
  • 00:18:51
    like this is different from that because
  • 00:18:53
    of this you're using arrows you're using
  • 00:18:55
    different shapes like you're you're
  • 00:18:57
    actually trying to compare the
  • 00:18:59
    information to each other and see how
  • 00:19:00
    they're related I think that's like the
  • 00:19:02
    most powerful part of my map so we have
  • 00:19:04
    like two videos that we've made on this
  • 00:19:06
    already that we can link above we don't
  • 00:19:08
    want to get too into it but the trino is
  • 00:19:10
    a framework that we teach where each
  • 00:19:12
    letter gives you like pretty clear
  • 00:19:13
    instructions on how to get the most out
  • 00:19:15
    your my maps so I would probably just
  • 00:19:17
    give it an a even a b maybe yeah a let's
  • 00:19:21
    give it an a next one on the list
  • 00:19:22
    neonics what is a neonic is basically a
  • 00:19:25
    good way to memorize like lists of
  • 00:19:29
    things where you just like create a
  • 00:19:31
    pattern or create like a rhyme or create
  • 00:19:34
    some sort of mini framework where you
  • 00:19:36
    just memorizing a list yeah um usually
  • 00:19:38
    there's no Rhyme or Reason to this just
  • 00:19:41
    memorizing them and it's useful like
  • 00:19:43
    when you're memorizing large lists or a
  • 00:19:44
    lot of things like in med school
  • 00:19:46
    everyone used neonics for sure there's
  • 00:19:48
    tons of neonics there was like the
  • 00:19:49
    cranial nerves one it's like fun ways to
  • 00:19:51
    memorize things but the thing is you
  • 00:19:53
    have to actually memorize the neonic too
  • 00:19:55
    and it doesn't really help you use the
  • 00:19:57
    information it just helps you
  • 00:19:59
    recall it so then you fall into the risk
  • 00:20:01
    of just recalling isolated details and
  • 00:20:04
    not really understanding the big picture
  • 00:20:05
    M yeah I would give pneumonics to see so
  • 00:20:07
    the next one on the list is not really a
  • 00:20:10
    technique again more just what people
  • 00:20:14
    have to do which is sleep a necessity
  • 00:20:16
    yeah sleep is something that should not
  • 00:20:19
    ever be sacrificed I mean
  • 00:20:22
    ever Beyond school well I mean like I
  • 00:20:25
    sleep people agree that it's healthy
  • 00:20:27
    it's good for you like no one is going
  • 00:20:28
    to deny that sleep is good but I think
  • 00:20:31
    the the part about sleep that some
  • 00:20:33
    people Overlook is that it's actually
  • 00:20:34
    good for your learning because while
  • 00:20:36
    you're sleeping that's when your memory
  • 00:20:38
    is getting Consolidated that's when
  • 00:20:40
    everything that you've learned during
  • 00:20:41
    the daytime is being moved into your
  • 00:20:44
    long-term memory it's like what you're
  • 00:20:45
    doing right now you took the memory card
  • 00:20:46
    out and you're you're trying to save it
  • 00:20:48
    into your laptop yeah so we so we can
  • 00:20:50
    continue learning capturing exactly like
  • 00:20:53
    think of this the camera as your brain
  • 00:20:55
    which our our memory card just ran out
  • 00:20:57
    of space because the camera because we
  • 00:20:59
    didn't sleep I don't think anyone will
  • 00:21:00
    deny how good it feels to wake up after
  • 00:21:03
    a good night's rest sleep it is s tier
  • 00:21:06
    hands down yes sleep is sleep tier
  • 00:21:09
    basically so next one on the list is
  • 00:21:12
    doing homework oh this is interesting
  • 00:21:14
    generally speaking I disagree with
  • 00:21:16
    homework but that is simply because for
  • 00:21:18
    the most part homework is attached to a
  • 00:21:21
    grade or percentage and when you tell a
  • 00:21:24
    student they have to do an assignment or
  • 00:21:26
    else that puts them into a state of a
  • 00:21:28
    fear of missing points fomo and so they
  • 00:21:30
    will do whatever it takes to complete
  • 00:21:32
    that assignment and forego any potential
  • 00:21:34
    benefit of learning from it I've been a
  • 00:21:36
    student who also does this where like if
  • 00:21:38
    you have like a take-home quiz like
  • 00:21:39
    everyone just forms study groups and
  • 00:21:41
    they just share answers they just like
  • 00:21:42
    we just take turns like today this
  • 00:21:44
    person is going to do it and the next
  • 00:21:45
    week I'll do it we'll share it together
  • 00:21:47
    it's like a commune of just copying
  • 00:21:49
    homework and answers together MH and so
  • 00:21:51
    if that's the case it is incredibly
  • 00:21:53
    unhelpful I think if homework was
  • 00:21:55
    optional and or not part of your grade
  • 00:21:57
    and it was really just for or giving you
  • 00:21:59
    feedback about how to improve your
  • 00:22:00
    learning it can be useful mhm but for
  • 00:22:02
    the most part I don't think anyone uses
  • 00:22:05
    homework in a way that is useful you got
  • 00:22:06
    to be strategic about your homework you
  • 00:22:08
    don't have to do all of your homework
  • 00:22:10
    yeah but you shouldn't skip all of your
  • 00:22:12
    homework um how much of your grade is it
  • 00:22:14
    worth and um if it's not worth very much
  • 00:22:17
    then you fall into the Trap of like
  • 00:22:18
    homework feels very urgent to do but is
  • 00:22:20
    it actually important like is are you
  • 00:22:22
    actually going to learn something from
  • 00:22:23
    it or are you better off doing something
  • 00:22:25
    else to learn better exactly yeah that's
  • 00:22:28
    all yeah so I'm going to give homework a
  • 00:22:29
    c just because I don't want anyone
  • 00:22:31
    failing out of school because of me next
  • 00:22:33
    one on the list is studying with music
  • 00:22:36
    um yeah I got mixed feelings about this
  • 00:22:38
    one a lot of studies on music and
  • 00:22:40
    basically music is not that great but
  • 00:22:42
    it's just so enjoyable yeah speak that
  • 00:22:45
    it makes me yeah I like using music to
  • 00:22:47
    study I know I'm just kidding I think
  • 00:22:49
    that um I think that music gives you
  • 00:22:50
    like that enjoyability factors like I
  • 00:22:52
    remember I would never take practice
  • 00:22:54
    tests with music because I really need
  • 00:22:57
    every single brain cell possible if you
  • 00:22:59
    follow these three practices that I do
  • 00:23:01
    for music then it might not be as bad as
  • 00:23:03
    you think one don't listen to it too
  • 00:23:06
    loud that is very distracting two listen
  • 00:23:09
    to music that is without lyrics you
  • 00:23:11
    don't want to be singing along to
  • 00:23:12
    anything and three don't pick music
  • 00:23:14
    that's too slow because I found at least
  • 00:23:16
    for myself that if it's a little bit
  • 00:23:17
    fast I would say like between anywhere
  • 00:23:19
    between like 90 and
  • 00:23:21
    125 130 BPM is probably the best range
  • 00:23:24
    to be in are people even going to know
  • 00:23:26
    what that means you don't want it too
  • 00:23:27
    fast cuz it's going to get too ramped up
  • 00:23:29
    and so if you have it too slow then it's
  • 00:23:31
    going to doze you off so so what about
  • 00:23:32
    like binaural beats cuz like the the
  • 00:23:35
    point there is like you're trying to
  • 00:23:36
    sync your brain waves to like a certain
  • 00:23:39
    yeah I would I don't know if if I
  • 00:23:40
    consider binaural beats music though
  • 00:23:42
    yeah it's like sound I don't know I have
  • 00:23:45
    uh I guess we if we want to classify it
  • 00:23:47
    differently yeah I mean there are some
  • 00:23:48
    sounds that could be helpful like white
  • 00:23:49
    noise is helpful for people right music
  • 00:23:52
    I was specifically talking about
  • 00:23:53
    something that's like someone created
  • 00:23:54
    for entertainment purposes yeah
  • 00:23:57
    enjoyable artistic music is more
  • 00:24:00
    artistic music a c as much as I hate to
  • 00:24:02
    say it hate to see it music is a c all
  • 00:24:05
    right next one on the list creating
  • 00:24:07
    content super underrated actually yeah I
  • 00:24:11
    think creating content or reframing
  • 00:24:13
    creating I think creating content is a
  • 00:24:15
    very specific use case of it learning
  • 00:24:16
    through having a reason to create
  • 00:24:18
    something yeah is an incredibly powerful
  • 00:24:20
    way to learn for us at least on YouTube
  • 00:24:22
    it's like we have a reason to learn
  • 00:24:24
    because we want to teach we want to make
  • 00:24:25
    these videos and so it forces us to
  • 00:24:27
    learn a different things not just like
  • 00:24:30
    the study and the learning stuff that we
  • 00:24:31
    teach we learned how to set up our
  • 00:24:33
    cameras we learned how to Market we
  • 00:24:34
    learned how to advertise them how to
  • 00:24:35
    sell all these different skills came
  • 00:24:37
    from us trying to achieve some kind of
  • 00:24:40
    project which is like a YouTube channel
  • 00:24:41
    so I think if you can attach what you're
  • 00:24:43
    learning to some kind of project to
  • 00:24:45
    become some kind of hobby yeah like ever
  • 00:24:47
    since we've been creating I think the
  • 00:24:49
    important part about creating is it
  • 00:24:50
    forces action yeah and I think that
  • 00:24:52
    learning is taking action doing things
  • 00:24:56
    reading is not learning just
  • 00:24:58
    yeah you're just consuming things
  • 00:25:00
    creating anything with it yes but
  • 00:25:02
    learning means like you're behaving
  • 00:25:04
    you're acting you're doing something so
  • 00:25:07
    just thinking about the word create that
  • 00:25:10
    is learning creation is learning reading
  • 00:25:12
    is not learning that's all I think
  • 00:25:14
    that's really important distinction yeah
  • 00:25:16
    and it's really fun I mean I think every
  • 00:25:18
    human this is maybe us going on a
  • 00:25:20
    soapbox but every human is creative you
  • 00:25:22
    just haven't tapped into what it is to
  • 00:25:24
    be human is to be creative exactly you
  • 00:25:26
    just haven't tapped into what it is that
  • 00:25:28
    you like to create you can be like a
  • 00:25:29
    doctor that creates like a treatment
  • 00:25:31
    plan you can be like an accountant that
  • 00:25:33
    creates like spreadsheets it's like
  • 00:25:36
    creating data from data is extremely
  • 00:25:38
    valuable um so yeah creating just
  • 00:25:40
    basically means that you are practicing
  • 00:25:42
    what you're what you're learning yeah
  • 00:25:44
    you're synthesizing ideas to generate
  • 00:25:47
    something that came from you that came
  • 00:25:49
    from there um expressing that and so
  • 00:25:51
    that is very valuable creating content I
  • 00:25:53
    mean I am I'm going to say it's stier
  • 00:25:56
    I'm biased also but yeah it is stier all
  • 00:25:58
    right so the next one on the list is not
  • 00:26:00
    really again a technique um exercise it
  • 00:26:03
    could be a technique oh but yeah I mean
  • 00:26:06
    it's like a like a bench press yeah
  • 00:26:08
    exercise improves your memory and all
  • 00:26:10
    that stuff um exercise helps like Focus
  • 00:26:13
    too uhhuh so your energy levels there's
  • 00:26:15
    so much that goes into it yeah I agree I
  • 00:26:18
    mean you cover everything I would say
  • 00:26:19
    exercise is very valuable I it's not
  • 00:26:21
    like mandatory like sleep is yeah it
  • 00:26:24
    doesn't yeah it's not mandatory like
  • 00:26:25
    sleep is I say if like a b or a I don't
  • 00:26:28
    know what do you think uh I'll just give
  • 00:26:30
    it a b cuz I do know a lot of people who
  • 00:26:32
    don't exercise and they still crush it
  • 00:26:34
    and learn next on the list is group
  • 00:26:36
    discussions I think group discussions
  • 00:26:38
    like many of these can be done very very
  • 00:26:40
    well and it can be incredibly useless it
  • 00:26:43
    comes back to mind mapping and blurting
  • 00:26:45
    it's like you need a structure for group
  • 00:26:47
    discussions cuz if you don't it's going
  • 00:26:49
    to quickly be a waste of time get out of
  • 00:26:51
    hand you can learn so much like
  • 00:26:53
    especially if the the people you you
  • 00:26:54
    surround yourself with the five people
  • 00:26:57
    that you want to be most like it's also
  • 00:26:58
    yeah you're talking like a mastermind
  • 00:27:00
    then at that point that's like a
  • 00:27:01
    mastermind yeah like why did I get into
  • 00:27:02
    med school because I surrounded myself
  • 00:27:04
    with preds who wanted to get into med
  • 00:27:05
    school right um that's just plain and
  • 00:27:07
    simple yeah if you're doing it in a way
  • 00:27:10
    where you're just hanging out with your
  • 00:27:11
    buddies who procrastinate all the time
  • 00:27:12
    they play video games on their phones no
  • 00:27:14
    one's prepared or no one's like read the
  • 00:27:16
    lectures you get together and try to
  • 00:27:17
    study you will be better off on your own
  • 00:27:20
    versus participating in the group
  • 00:27:22
    because most people probably don't use
  • 00:27:23
    it cuz you don't need it sure but yeah
  • 00:27:26
    it's pretty good so you can get by
  • 00:27:28
    studying solo yeah it's and sometimes
  • 00:27:30
    it's hard to find people who are like
  • 00:27:31
    actually self-improver and yeah but like
  • 00:27:34
    Beyond school and after graduation group
  • 00:27:37
    learning and group working is definitely
  • 00:27:39
    s tier that quote like if you want to go
  • 00:27:41
    fast go alone if you want to go far go
  • 00:27:43
    together next one on the list is visual
  • 00:27:45
    associations visual associations is
  • 00:27:48
    basically breaking a concept down and
  • 00:27:50
    then turning into a visual one easy way
  • 00:27:52
    to use visualization say you're mind
  • 00:27:55
    mapping right and in this mind map you
  • 00:27:57
    have like a bunch of different ideas
  • 00:28:00
    coming off of this one thing mhm is
  • 00:28:02
    there a way that you can ask yourself
  • 00:28:05
    how do these all relate to each other
  • 00:28:07
    and can you turn all of this into like
  • 00:28:09
    one single picture like and tell a story
  • 00:28:12
    with it like maybe there's like a I'm
  • 00:28:13
    just drawing a storm cloud with a
  • 00:28:15
    thunderbolt I don't know why just but
  • 00:28:17
    like maybe all of this reminds you of
  • 00:28:19
    like you know a storm so then you would
  • 00:28:22
    just instead of drawing all these out
  • 00:28:24
    you can just draw the storm here and
  • 00:28:26
    instantly by looking at this one image
  • 00:28:28
    you will know all of these together so I
  • 00:28:30
    guess the the point of visualization is
  • 00:28:32
    you're can you're you're breaking things
  • 00:28:34
    down into their simplest parts and then
  • 00:28:36
    you're making it so that you can recall
  • 00:28:38
    it as fast as possible it would take you
  • 00:28:41
    like minutes to read this whole page of
  • 00:28:43
    notes but if you turn like chunks of
  • 00:28:45
    these pages into like a visual you know
  • 00:28:48
    MH then instantly by looking at like one
  • 00:28:51
    of these things you know like oh this
  • 00:28:54
    this picture means all of this stuff
  • 00:28:56
    yeah and just looking at it like what is
  • 00:28:58
    it a picture is worth a thousand words M
  • 00:29:00
    um just looking at it you'll be able to
  • 00:29:02
    review your notes much faster but I
  • 00:29:05
    would give visual associations and a I
  • 00:29:07
    would say I think it's pretty powerful
  • 00:29:09
    all right next up on the list is chat
  • 00:29:12
    gping which is funny because it used to
  • 00:29:15
    be Googling oh yeah but now it's chat
  • 00:29:16
    gping chat gping I mean pretty soon it's
  • 00:29:19
    probably going to be whatever else the
  • 00:29:21
    next AI the next AI like Bing or yeah
  • 00:29:25
    binging or whatever other ones are um I
  • 00:29:28
    recently saw this uh interview with um
  • 00:29:31
    the CEO of Nvidia he was saying like the
  • 00:29:33
    most important skill to learn in the
  • 00:29:36
    future is prompting like knowing how to
  • 00:29:39
    talk to AI I was very shocked because
  • 00:29:41
    not too long ago everyone was saying
  • 00:29:43
    that the most important skill to learn
  • 00:29:45
    was coding now ai can do a lot of the
  • 00:29:46
    coding for you and what's more important
  • 00:29:48
    is knowing how to talk to the AI to get
  • 00:29:50
    what you want when you're trying to
  • 00:29:51
    learn knowing how to prompt means that
  • 00:29:53
    you have to understand what to ask it
  • 00:29:55
    yeah so it forces you to think about the
  • 00:29:57
    information in a way like like how do I
  • 00:29:59
    extract exactly what I want from the AI
  • 00:30:01
    it requires you to critically think so I
  • 00:30:03
    think that prompting I guess we should
  • 00:30:05
    probably call it prompting I don't know
  • 00:30:07
    if it would be an S tier but like just
  • 00:30:09
    the idea of prompt yeah probably like a
  • 00:30:12
    probably b or an A yeah I'm going to
  • 00:30:14
    give it a I'm going to give it a b tier
  • 00:30:16
    just because it's so easy for us to over
  • 00:30:19
    rely and or offload learning to AI or
  • 00:30:24
    algorithms instead of trying to
  • 00:30:26
    understand ourself you come up with the
  • 00:30:28
    really good prompt and AI just does all
  • 00:30:29
    of the work for you and then you don't
  • 00:30:31
    have to try it all to piece it together
  • 00:30:32
    or learn then it could be a bit harmful
  • 00:30:35
    also to use it as a crutch and so with
  • 00:30:37
    that caveat in mind I'm just going to
  • 00:30:38
    give it a b finally on the list we have
  • 00:30:40
    cramming cramming well I mean if
  • 00:30:42
    cramming is the opposite of space
  • 00:30:44
    repetition then does it automatically
  • 00:30:46
    make it a D since spacing is like an a
  • 00:30:49
    well yeah I mean I like annais like
  • 00:30:52
    cramming uhhuh I like cramming in the
  • 00:30:54
    fact that if you are cramming
  • 00:30:56
    efficiently which is like I only have
  • 00:30:59
    this much time what are the most
  • 00:31:01
    valuable things I need to extract from
  • 00:31:02
    it I think that's a really good way to
  • 00:31:04
    approach learning because you are
  • 00:31:05
    focused on like the high yield what is
  • 00:31:07
    the most high yield stuff that it needs
  • 00:31:08
    to know mhm but if cramming you mean by
  • 00:31:12
    you only study for like 2 hours for your
  • 00:31:13
    exam ever then I don't think it's that
  • 00:31:15
    good the way you don't want to cram is
  • 00:31:17
    to lose sleep sleep is an S tier
  • 00:31:19
    technique and a lot of people sacrifice
  • 00:31:21
    sleep with cramming or by cramming I
  • 00:31:24
    think cramming was pretty valuable for
  • 00:31:25
    me like when I was in college and I was
  • 00:31:27
    taking like a lot of classes that I
  • 00:31:29
    didn't care for or that were really
  • 00:31:31
    boring or I I knew I wasn't going to be
  • 00:31:33
    using like prisoner studies or something
  • 00:31:36
    like that or like yeah anthropology or
  • 00:31:38
    something um I would just cram for the
  • 00:31:40
    quiz do well and then you know move on
  • 00:31:42
    with my life cuz it was like a required
  • 00:31:43
    class so it's it's useful in some cases
  • 00:31:46
    yeah but it could be detrimental if you
  • 00:31:48
    sacrifice other things I don't think
  • 00:31:50
    it's a good habit to get into if
  • 00:31:52
    anything you want to build systems that
  • 00:31:53
    are sustainable and that are over
  • 00:31:56
    inherently not stressful M cramming is a
  • 00:31:59
    system that is incred stressful whenever
  • 00:32:01
    you do it like whenever someone says I
  • 00:32:03
    have to cram for this exam it's never
  • 00:32:04
    coming from a place of positivity mhm
  • 00:32:06
    and it's never coming from a place of
  • 00:32:08
    excitement it's always dread remorse and
  • 00:32:10
    or regret um I I mean c for cramming I
  • 00:32:13
    guess I'll give it a c yeah it's in the
  • 00:32:14
    name we we'll just give it it's the
  • 00:32:16
    average technique that average people
  • 00:32:17
    use so looking at this list we got 1 2
  • 00:32:19
    three four five s's it's actually more
  • 00:32:22
    than I thought we're going to have
  • 00:32:23
    actually do we need to bump any of these
  • 00:32:24
    down I mean it's just got to you just
  • 00:32:26
    got to have your honest opin right yeah
  • 00:32:29
    no our this is what we're saying here is
  • 00:32:30
    absolute truth this is how we would rank
  • 00:32:32
    study skills and all those things you
  • 00:32:34
    just describe there thinking about the
  • 00:32:36
    system thinking about how do we reach
  • 00:32:38
    desire difficulty how do we challenge
  • 00:32:40
    ourselves how do we avoid you know
  • 00:32:42
    passive learning these are all things
  • 00:32:44
    that we go into very deep with our
  • 00:32:46
    program study Quest I think in general
  • 00:32:48
    there's a lot of techniques and there is
  • 00:32:51
    a optimal way to use it and there's like
  • 00:32:53
    a not so optimal way to use it yeah and
  • 00:32:55
    one of the things that we really
  • 00:32:56
    emphasize in study Quest is we make sure
  • 00:32:58
    that you use the techniques correctly so
  • 00:33:00
    that you're getting the most out of your
  • 00:33:01
    learning yeah it's our program if you're
  • 00:33:03
    interested then we'll have links in the
  • 00:33:04
    description below go ahead and check it
  • 00:33:06
    out let us know if we got anything wrong
  • 00:33:07
    if you completely disagree if you love
  • 00:33:09
    it if there are some things you want to
  • 00:33:11
    try or if there are anything things that
  • 00:33:12
    we missed that should be in this list
标签
  • study techniques
  • Feynman technique
  • Pomodoro
  • flashcards
  • interleaving
  • practice tests
  • study planning
  • priming
  • sleep
  • mind mapping