top study tips with richard spacek being a modification of “bjork’s big seven,” developed by...
TRANSCRIPT
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Top Study Tips
with Richard Spacek
Being a modification of “Bjork’s Big Seven,” developed by Dr. Robert Bjork, Professor of Psychology, University of California, Los Angeles, and supplemented by my own research.
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• Try the Neuromyths quiz!
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1
False.• fMRI has repeatedly shown
several brain areas at work during activities
• There is no unused “reserve,” only some degree of specialization
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2
• False.• Polyphasic sleep (more than two
sessions per night) • Usually the result of illness• Often supplemented by daytime
napping
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3
• False. • 1993 study suggested better
“spatial task performance” • Result of mood, not congnitive
improvement• Learning a musical instrument
does contribute to self-regulation and possible cognitive ability
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4
• False. • Wakefield’s study was fraudulent
and was withdrawn• He was stuck from the British
Medical Register
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5
• False.• Repairs are constantly carried out• “neuroplasticity” can help
recovery in some serious cases
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6.
• False.• In certain areas, new neurons are
formed constantly: hippocampus and olfactory bulb
• Cells constantly regenerated
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7
• True. • “spacing effect” is well
documented• current research focuses on
finding the ideal spacings
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8
• False—BUT . . .• Damage to dendrites will occur as
a result of chronic abuse• Vit. B1 deficiency can cause
Wernicke-Korsakoff syndrome
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9
• False. • Only physical trauma can create a
hole in your brain• Key brain regions in drug addicted
people may be reduced in size• Some drugs interfere with the way
cells send and receive messages
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10
• False. • Crossword puzzles and similar
games can help you learn words and improve specific skills, but will not enhance overall brain function
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11
• True. • regular exercise can help maintain
memory and general cognition• Aerobic exercise increases blood flow
to the brain, lessening rate of tissue loss during aging
• John Ratey, Harvard: increases production of brain-derived neurotrophic factor (BDNF)
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12
• False. • Both hemispheres work together
in almost every cognitive task that has been studied
• Something as broad (and ill-defined) as “creativity” is not centered in one hemisphere.
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13
• False. • Arzi et al. (2012) determined that
sleeping subject could learn smells—but that’s about it!
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Bjork’s Big Seven
• Bjork combined years of research into a system of key study activities
• I have built on this
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The Big Seven
1. Concentrate2. Interpret & Understand3. Organize & Structure Information4. Space & Repeat5. Test, Retest/Generate, Retrieve6. Organize Time7. Recognize Physical Factors
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1. Concentrate• Ever BLANK OUT while reading?• Ever notice that a lecture has moved on to
a completely different topic while you “tuned-out”?
• Ever driven miles while your mind
wandered?
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Concentrate
• If you feel yourself slipping right now. Stop! • Stand up; stretch• Tap your head three times while muttering
“think”, “think”, “think”• Now refocus. Feel better?
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Attention, Please!
• Decades of attention research show us
1. Dividing your attention between multiple tasks is inefficient (no multi-taking)
2. Attention cannot be sustained indefinitely
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Multi-tasking
Multi-tasking is inefficient . . .• often an attempt to combine necessary
with desired tasks• turn off the stereo• leave the residence• tell yourself that if you study/practice
for 20 min. effectively then you’ll spend 5 minutes . . . doing those other things you might otherwise be doing
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Lecture Multitasking
• “significant negative correlation between in-class phone use and final grades . . . corresponding to a drop of 0.36 plus or minus 0.08 on a 4-point scale where 4.0 = A”
• “students cannot multitask nearly as effectively as they think they can”
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Concentration Killers
• Alcohol• Depression• Interrupting reading with
texting/messaging/email
Minor!
Moderate
!
Major!
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Exceptions
• “separate perceptual domains”• Allows one to read while walking
on a treadmill without interference
• Writing while singing NOT so successful
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Limits of Concentration
2. A person can concentrate for a limited amount of time.• The duration of attention differs from
person to person, from task to task.• You will know when you’ve reached
your limit: your mind will start to wander
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Limits of Concentration
• For lectures, give yourself a pep talk beforehand:
• “Even the most boring lecture will end eventually.”
• When you find yourself beginning to lose attention, try to think of a question to ask the instructor and write it down
• Write one down now!
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Limits of Concentration
• Study: more difficult (or more boring) subjects may require more breaks
• Your ability to sustain focus tends to increase with practice
• Fatigue, illness will decrease endurance
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Limits of Concentration
• Example: You have 50 minutes to study
• You will actually learn more by studying for 45 of those 50 minutes and then taking a short physical break for 5 min.
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Limits of Concentration
• If you don’t take a break, your brain will go on one without you anyway. . . Possibly during the most important part of study
• For every 50 minutes, study, practice, or self-test for 25, take a break for 5, and then start again for 20.
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Limits of Concentration
• DON’T FORGET TO START AGAIN! • For the next 50 min. time period, you
might notice diminishing returns from that 5 min. break.
• You might find that you need a 10 min. break
• Eventually your stamina will increase
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2. Interpret & Understand
• Read the following:1. The exposure was insufficient
because of the weather conditions.2. The crash was due to the keys
sticking.3. The numbers slid down because of
the crisis abroad.
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Interpretation
• Interpretation can be thought of deep processing
• Now try to recall the three sentences that you just read on the previous slide. Can you do it?
• Fill in the blanks. . . .
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Interpretation
• Remembering the sentences was probably difficult
• They seemed meaningless• That which cannot be interpreted,
cannot easily be recalled
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Interpretation
• Read the sentences again:1. The exposure was insufficient
because of the weather conditions. (Taking a picture)
2. The crash was due to the keys sticking. (Computer break-down)
3. The numbers slid down because of the crisis abroad. (Stock-market)
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Interpretation
• Context provides comprehension• Now try to recall the three
sentences again.
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Interpretation
• Other factors: you saw them before (repetition).
• You tried to recall them once already (retrieval practice)
• Repetition and retrieval practice are both crucial for learning & memory
• Research suggests that the sentences with “clues” are easier to remember even at first sight, because you were able to interpret the sentences.
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3. Organize/Structure
• List the months of the year—write them down.
• How long did that take you?• Did you get them all?
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Organization/Structure
• Pretty trivial, pretty easy?• Now list the months of the year
alphabetically.• How long did that take?• Are you sure that you got them
all?
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Organization/Structure
• A change in organization is a change in information
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Organization/Structure
• Preview the chapters of textbooks
• Look over section headings how chapters are organized
• How many of you read the chapter summaries at the beginning (or end) of the chapters before you begin reading?
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Chapter-Level Organizers
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4. Space/Repeat
• You have 4 hours to study for tests in Class A & Class B. What do you do?
• Do you spend two hours on Course A and then two hours on Course B?
• Study Course A for an hour, then Course B for an hour, then Course A for an hour, then Course B.
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4. Space/Repeat
• Spacing your study in this way is an easy way to increase variability of encoding
• Spacing your study increases retention
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4. Space/Repeat
• Each time you study something, you will encode the information slightly differently.
• Especially when time intervenes between the two study sessions.
• “encoding variability”
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Going Postal: Optimal Spacing
• BPO: teaching typing to postal workers
• Option 1: take workers off their jobs and give intensive typing training
• Option 2: combine training with job and brief practice each day
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Typing Sessions
1. Two 2-hour sessions per day (total of 4 hours)
2. One 2-hour session per day (total of 2 hours)
3. Two 1-hour sessions per day (total of 2 hours)
4. One 1-hour session per day (1 hour)
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Results: Acceptable Standard Attained
1. 80 hours2. 78 hours3. 78 hours4. 55 hours
Also, group 4 retained their competence better than group 1
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“SPACING EFFECT”
• Remember the curve of decay:
• Knowledge initially declines rapidly, dropping by 80-90% within a week
• Review material before forgetting
• Brief reviews produce benefits
• Spaced recall promotes long term memory: separate instances of effortful recall!
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Micro-distribution practice
• Spaced presentation enhances memory
• Landauer/Bjork method:• Test new item after short delay• As item becomes better learned,
gradually extend the practice interval
• Sample learning sequence:
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Micro-Distribution
Teacher• Stable = l’écurie• Stable?• Horse = le cheval• Horse?• Stable?• Horse?• Grass = l’herbe• Grass? • Stable?• Horse?• Grass?• Church = l’église• Church?
Learner
l’écurie
Le chevalL’ écurieLe cheval
L’herbeL’ écurieLe chevalL’herbe
l’église
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5. Test, Retest
• When you flip through your textbook taking note of the organization before you begin to read the chapter, try to generate questions. . . .
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Bjork’s Advice
• Step number one: Take out your highlighting pen.
• Step number two: Make sure your highlighter has plenty of ink.
• Step number three: Throw away your highlighter!!!
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Read, Write; Don’t Highlight!
• Testing is BETTER• Read a paragraph or two and test
yourself: try to summarize• Check the textbook to make sure that
you have correctly summarized the information
• Correct as needed
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Generate, Retrieve!
• All the time, try to make sense out of what you are learning (interpretation)
• Using this very powerful technique may double if not triple your reading time—but it will produce results.
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Generate, Retrieve!
• Retrieval practice. • How will you know you are ready
to take the test and that you will do well on the exam?
• PRACTICE RETRIEVING THE INFORMATION BEFORE THE TEST!!!
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Generate, Retrieve!
• Retrieval practice provides very effective feedback.
• Immediate knowledge of performance
• Even better, retrieval practice makes the information more likely to be remembered the next time you try to retrieve it!
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Test
• Stable • Horse• Grass• Church
Write the French for . . . .
• Stable = l’écurie• Horse = le cheval• Grass = l’herbe• Church = l’église
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6. Organize Time
• “time management and self-testing were generally stronger predictors of . . . academic performance than aptitude”
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Time Thief: Video Games
• “81% of American youth report playing at least once per month
• C. 9% of 8-18 year olds are pathological users
• “consistent negative associations between liking to play violent video games and school performance”
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Organize Time
• Schedules reduce stress, ensure performance
• They must be designed realistically and they must suit you
• schedules build habits and habits can work for you!
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Fight Procrastination
• Beat procrastination with a limited commitment
• Promise to spend just 25 minutes on a large task
• Once you are working, delay quitting—perhaps 10 minutes
• Extend as necessary
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TM Workshop
• For more on Time Management, attend our next TM workshop
• Or download our slideshows:www.unbwritingcentre.ca/Workshops
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7. Study Environment
a) Lightb) Day vs. Nightc) Heightd) Distractions, internal and
external
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a. Daylight
• Lighting (100 watts times 2 or actual daylight
• Improves concentration, makes study more efficient
• Improves mood
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Four Oaks Elementary
• Wholly “daylit” school• Scores 7% ABOVE average• Destroyed by fire• Students moved to trailers• Scores 10% BELOW average• New daylit school: 9% above
average
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b. Day vs. Night
• Most are more efficient in daytime• Try to reserve low priority tasks
for the night• The later the hour, the lower the
challenge should be• “Sleep on it” tasks
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c. Height
• Big debate: standing vs. sitting• Standing increases alertness• Probably less injurious to health• Ideal: have at least one work
space at which you can stand part of the time
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d. Distractions
• Use the “spider technique” to overcome your response to a distractor
• Make a “symbolic” response• Transition to none at all
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The End
• What about those questions you wrote down?
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Want to know more?
go.unb.ca/wss
www.unbwritingcentre.ca/Workshops