How I got a 4.0 GPA with COGNITIVE LOADING (Better than Active Recall) [LOW BACKGROUND MUSIC]
Summary
TLDRIn this educational video, junior doctor Darren delves into Cognitive Load Theory, a pivotal learning principle essential for developing effective study strategies. He explains the encoding process, the importance of Germane Cognitive Load in retaining information, and the distinction between intrinsic, extraneous, and Germane cognitive loads. Darren shares his personal study techniques used during his undergraduate years, emphasizing the value of pre-lecture preparation, active listening, and note-taking strategies that maximize cognitive load. He also discusses post-lecture review methods, including active recall, to consolidate learning. The video concludes with a practical example of note-taking during a biochemistry lecture, illustrating how to apply these strategies for optimal learning efficiency.
Takeaways
- 📚 **Cognitive Load Theory**: A fundamental learning principle for developing effective study strategies, more crucial than active recall or spaced repetition.
- 🧠 **Encoding Process**: Information moves from working memory to long-term memory through active engagement against the brain's tendency to forget.
- 🔗 **Germane Cognitive Load**: The cognitive effort involved in integrating new information with existing knowledge, leading to better retention and understanding.
- 📈 **Intrinsic Cognitive Load**: The mental effort required to understand a concept, with subjects like calculus having a higher load compared to biology.
- 🚫 **Extraneous Cognitive Load**: The unnecessary mental effort spent on irrelevant aspects of learning, such as confusing lecture slides or poor teaching.
- 👨⚕️ **Medical School Example**: Understanding the cause of macrocytic anemia through the lens of cognitive load theory, illustrating how B12 deficiency affects red blood cell development.
- 📅 **Pre-Lecture Preparation**: Reviewing lecture materials the night before to reduce intrinsic and extraneous cognitive load, allowing for a deeper focus during lectures.
- 🎧 **Lecture Recordings**: Using recordings strategically to clarify points during note-taking without relying on them as a substitute for attentive listening.
- ✍️ **Note-Taking Strategies**: Writing concise notes that capture the core idea, promoting active summarization and enhancing long-term learning.
- 🤔 **Active Engagement**: Engaging with the material by predicting the professor's next point, which increases cognitive load and solidifies understanding.
- 📉 **Post-Lecture Review**: Reviewing and clarifying lecture content the same day to consolidate information and save time during exam preparation.
- 🏋️♂️ **Balanced Approach**: Balancing study with other activities like exercise and socializing to maintain mental freshness and avoid burnout.
Q & A
What is cognitive load theory?
-Cognitive load theory is a learning principle that explains how information is processed and retained in the brain. It involves the cognitive effort associated with grappling with new knowledge and trying to integrate it into existing schemas, which is crucial for developing effective study strategies and improving memory retention.
What are the three main types of cognitive load?
-The three main types of cognitive load are intrinsic cognitive load, extraneous cognitive load, and germane cognitive load. Intrinsic cognitive load refers to the mental resources required to understand a concept itself. Extraneous cognitive load involves the processing power needed for irrelevant information. Germane cognitive load is the process of linking new information to existing knowledge.
Why is it important to maximize germane cognitive load during learning?
-Maximizing germane cognitive load is important because it involves actively integrating new information with existing knowledge, which enhances learning and memory retention. It helps in creating a more structured and connected memory schema, making it easier to recall information when needed.
How can you reduce intrinsic and extraneous cognitive load during a lecture?
-You can reduce intrinsic and extraneous cognitive load by pre-reading lecture materials, which allows you to better follow the flow of ideas during the lecture. This enables you to focus on higher-level cognitive processes and aids in retaining information more effectively.
What is the significance of note-taking in the context of cognitive load theory?
-Note-taking is significant as it helps in summarizing and synthesizing information, which in turn maximizes germane cognitive load. By capturing the core ideas in as few words as possible, you are forced to put in effort to understand and distill the key concepts, enhancing learning and long-term memory.
How can you use lecture recordings effectively for studying?
-Lecture recordings can be used effectively by syncing them with note-taking software, allowing you to review unclear points or concepts by listening to the exact part of the lecture. This method saves time and ensures that you can focus on the lecture content without the need to re-listen to the entire recording.
What are some strategies to maximize cognitive load during a lecture?
-Strategies include asking yourself how the current concept relates to others, predicting what the professor will say next, and considering how the concept might be tested. These strategies engage you with the material, promote active listening, and enhance understanding.
How does using analogies help with learning and understanding complex concepts?
-Analogies help by providing a relatable context to complex concepts, making them easier to understand. They can create a mental framework that links new information to familiar experiences, thereby enhancing cognitive load and aiding in memory retention.
What is the role of active recall in studying and how can it be implemented?
-Active recall is an evidence-based study method that involves trying to remember information without looking at the notes. It can be implemented by glancing at a slide or a topic and attempting to recreate the explanation without referring to your notes. This process strengthens memory and understanding of the material.
Why is reviewing material on the same day as the lecture beneficial?
-Reviewing on the same day consolidates the information into your long-term memory, saving you time and stress during exam preparation. It also helps in identifying and clarifying any confusion or gaps in understanding while the material is still fresh in your mind.
How can office hours be beneficial for students?
-Office hours provide an opportunity to directly ask your professor for clarification on confusing concepts. This can be particularly helpful after you've tried other methods of understanding and still have questions, ensuring a deeper and more accurate grasp of the material.
Outlines
🎓 Cognitive Load Theory and Effective Study Strategies
Darren, a junior doctor, introduces cognitive load theory as a fundamental principle for effective study strategies. He emphasizes the importance of understanding cognitive load for better grades and long-term memory. The video covers three types of cognitive load: intrinsic, extraneous, and germane, with a focus on maximizing germane cognitive load during lectures and review sessions. Darren also shares his personal study techniques from undergraduate years that helped him retain information deeply.
🧠 Application of Germaine Cognitive Load in Medical School
The speaker provides an example from medical school about understanding anemia, particularly macrocytic anemia caused by B12 deficiency. He explains how the process of linking new information to existing knowledge enhances memory retention. The paragraph also discusses strategies used during undergraduate studies, such as reviewing lecture slides the night before to reduce cognitive load and improve comprehension during lectures.
📚 Optimizing Note-Taking and Engagement During Lectures
The paragraph details the importance of actively engaging with lecture material to maximize cognitive load. It describes a technique of pretending that no lecture recordings exist to force attentiveness. The speaker also shares his method of note-taking, which involves summarizing教授 (professor's) points to enhance learning. He uses technology like OneNote to sync recordings with notes for later clarification and emphasizes the importance of understanding and applying concepts in real-time.
🔬 Active Participation and Predicting Professors' Thoughts
The speaker talks about his approach to staying engaged during lectures by predicting what the professor will say next, which is a sign of high cognitive load. He uses the example of membrane fluidity to demonstrate how he took notes and applied cognitive load theory. The paragraph encourages students to practice creating their analogies and to relate new information to what they already know.
📈 Post-Lecture Review and Active Recall Techniques
The paragraph discusses the benefits of reviewing lecture material the same day to consolidate information and save time before exams. The speaker shares his routine of taking a break after the lecture, then reviewing notes and addressing any confusion by listening to recordings, discussing with peers, or attending office hours. He also introduces active recall as a study method, demonstrating how to practice it with an example from biochemistry.
Mindmap
Keywords
💡Cognitive Load Theory
💡Germane Cognitive Load
💡Intrinsic Cognitive Load
💡Extraneous Cognitive Load
💡Active Recall
💡Spaced Repetition
💡Note-taking
💡Membrane Fluidity
💡Analogy
💡Office Hours
💡Undergraduate Studies
Highlights
Cognitive Load Theory is crucial for developing effective study strategies and improving grades.
The likelihood of recalling information is directly related to the level of germane cognitive load during encoding and review.
Cognitive load refers to the amount of information that working memory can hold at any given time.
Intrinsic cognitive load is the mental effort required to understand a concept, with subjects like calculus having a high load.
Extraneous cognitive load involves mental effort not directly related to learning material, such as unclear presentation.
Germain cognitive load is about linking new information to existing knowledge to enhance memory retention.
An example of applying germain cognitive load is understanding the cause of macrocytic anemia through B12 deficiency.
Reviewing lecture slides before class reduces intrinsic and extraneous cognitive load, allowing for better focus during lectures.
Using lecture recordings strategically can enhance learning by focusing on summarizing key concepts rather than transcribing.
Note-taking should involve capturing core ideas in few words to maximize germane cognitive load and learning.
Predicting what the professor will say next during a lecture is a good way to engage with the material and check understanding.
Active recall, such as trying to recreate the professor's explanation without notes, is an effective study method.
Reviewing and clarifying concepts on the same day as the lecture saves time and stress during exam season.
Office hours can be a valuable resource for gaining clarity on confusing concepts.
Using analogies during lectures can aid in understanding complex concepts and reducing cognitive load.
Engaging with the material by asking how new information relates to known concepts is key for deep learning.
The presenter used a 4.0 GPA goal to motivate their study strategies during undergrad.
There are non-study related factors that can also contribute to becoming smarter, which are covered in subsequent videos.
Transcripts
friends welcome back to the channel if
you're new here my name is Darren and
I'm a junior doctor at McMaster
University today we are going to be
going over cognitive load Theory which
is the most important learning principle
that you need to understand if you want
to develop effective study strategies
and get better grades
better than active recall better than
space repetition not saying that those
Concepts aren't important but really
cognitive load theory is at the core of
any effective learning strategy so in
addition to going over cognitive loading
I'm also going to tell you about what I
did in undergrad both before during and
after lecture to maximize the efficiency
of my learning and really grasp Concepts
so deeply that I still remember them to
this very day as usual time stamps Down
Below in the video description but
without any further Ado I'm going to
hand it off to Dr chai for a brief
introduction on cognitive loading to
understand the theory of cognitive
loading we must first review the basics
of the encoding process as new
information makes its way into the
working memory we actively fight against
the brain's natural tendency to forget
such learned information in doing so
this information Works its way from the
working memory into the long-term memory
where it is hopefully able to be
recalled upon when needed on testing we
know from studies that the likelihood
that such information is accurately
recalled is directly related to the
level of germane cognitive load
implemented both at the time of encoding
and subsequent review
put quite simply it is the cognitive
discomfort associated with grappling
with this novel knowledge and attempting
to link it into existing schemas that
produces lasting memory effects
cognitive load in general refers to the
amount of information that you can hold
in your working memory at any given
point in time now as a student there are
three main types of cognitive load that
you need to understand if you want to do
better in school the first is intrinsic
cognitive load the second is extraneous
cognitive load and the third and most
important is Germain cognitive load now
most of this video is going to be
focused on how we can maximize Germain
cognitive load both in lecture and when
you're reviewing for your exams but just
to help you guys understand the bigger
picture I think it's important to go
over both intrinsic and extraneous
cognitive load as well intrinsic
cognitive load refers to the amount of
mental resources that need to be applied
to even grasp the concept itself some
subjects are more intrinsically
demanding in terms of cognitive load
than others so for example example
calculus is one of those subjects that
has a relatively High intrinsic
cognitive load there's not much else you
can do when you're solving differential
equations and if someone distracts you
in the middle of a problem set that can
be quite annoying because you have to
sort of pick up where you left off and
sort of figure out where you were in the
middle of that problem and all the
different variables calculus High
intrinsic cognitive load contrast
calculus with a subject like biology
that has a relatively lower intrinsic
cognitive load not saying that it's easy
by any means but it does have a lower
intrinsic cognitive load because if
you'll notice when you're in lecture
your friend can sort of make a joke and
you can turn to them have a mini
conversation and tune right back into
the lecture and generally speaking you
can do that a couple of times and not
lose sight of the bigger picture you can
still follow along with what the
professor is trying to say now not
recommending you actually do that
because it's actually in subjects with
low intrinsic cognitive load that you
want to try and maximize Germain
cognitive load but we'll get there
extraneous cognitive load very quickly
is essentially any processing power that
you need to apply that isn't directly
related to the material itself so this
can be kind of an annoying part of
learning because if your professor is
not the greatest teacher they may have
grammar and spelling mistakes on their
slides or maybe their figures don't make
a whole lot of sense or maybe their
slides don't match up with what they're
actually saying and the timing is just
way off those are all factors that
contribute to extraneous cognitive load
because you're having to devote mental
energy to even follow along with what's
being said Jermaine cognitive load
refers to the process of taking in new
information and trying to link it to
information that you already know so in
instead of having this isolated fat just
lying around in your working memory you
actively integrate it with other
information that you already know to be
true so you're less likely to forget it
because you see the relevance of it as
it relates to what you already know to
give you guys an example of what I would
have used Germaine cognitive load in
medical school I remember when I was
learning about the various different
types of anemia essentially anemia is a
condition where you have less red blood
cells in your bloodstream so there's
less oxygen delivered to various
different parts of your body and
therefore people feel tired they're pale
and generally it's just not a good thing
to have the real interesting part is
when we were learning about the
different types of anemia and
specifically macrocytic anemia which is
just a fancy way of saying that yes
there were less red blood cells but the
red blood cells that were there were
larger than known than normal macro
acidic essentially
don't ask me I didn't come up with the
names essentially we learned that the
most common cause of macrocytic anemia
was B12 deficiency and obviously as
medical students we were kind of
scratching our heads we weren't really
sure like why exactly does a lack of B12
either from the diet or an inability to
absorb B12 why does that lead to larger
red blood cells and the answer we got
was actually really interesting because
it's an example of where germane
cognitive load allowed me to hold on to
this information even to this very day
when I haven't reviewed it in a number
of years essentially B12 is a cofactor
for DNA synthesis and if you recall from
grade 11 or 12 biology DNA synthesis
occurs during the S phase of the cell
cycle so with less B12 around DNA
synthesis takes longer to actually
finish which allows the rest of the
cytoplasm and the organelles to continue
growing during the S phase so by the
time that d DNA is actually ready to be
to be split and form two different cells
the rest of the cell has actually grown
so much so that's why you get macrocytic
or large red blood cells and there's
less of them because you have B12
deficiency leading to a prolonged S
phase of the cell cycle which allows the
cell to grow more than it normally would
prior to division now that you guys have
an understanding of cognitive load
Theory I'm going to use the rest of the
time in this video to go over actual
strategies that I used in undergrad both
before during and after lecture to
maximize my germane cognitive load and
Ace basically every single one of my
classes so make sure you stick around
when I was an undergrad I made it a
priority to go over my next day's worth
of slides the night before the actual
class and the reason this was such an
effective study strategy was that it
allowed me to reduce the level of
intrinsic and extraneous cognitive load
that I experienced during the lecture
which in general just allowed me to
better follow the flow of ideas that the
professors were presenting and it
allowed me to focus on higher level
cognitive processes which aided in
germane cognitive load thus aided in me
retaining the information better and
understanding the information more
deeply even just 5-10 minutes a night
reviewing the lecture slides getting a
basic idea of the information that's
going to be presented the next day and
learning some of those basic definitions
is going to allow you to free up that
working memory so that you can focus on
higher level Concepts in the actual
lecture itself now unfortunately I know
that this is a study strategy that most
students won't actually Implement
because without the the impending doom
of an exam looming in the next few days
it can be difficult to actually want to
pull out your laptop and study but
speaking from personal experience I can
tell you that this study strategy is
completely life-changing in terms of
your ability to hold on to that
information the first time you hear it
and honestly you'll find that if you do
this you won't actually need to study as
hard when it comes to exam season
because you'll already have understood
the concept the first time you heard it
in the actual lecture itself there are a
number of different strategies I use
both heading in just preparing myself
mentally to absorb all the information
there are strategies I use when
listening to what the professor is
saying that allow me to maximize my
germane cognitive load and of course I
don't think this would be a full study
video if I didn't talk about these
strategies that I use when I'm actually
taking my notes
in this day and age most professors are
making their lecture recordings
available online and this can actually
be a little bit of a double-edged sword
because as I'm sure you all know the
Temptation there is the tune out and
justify it by saying oh I'm just gonna
listen to the lecture recording
afterwards I know because I've been
there myself now of course this is not
the ideal situation because that
Temptation actually hits at a point in
the lecture where the levels of
intrinsic and germane cognitive load are
typically at its highest because the
mental discomfort of continuing to pay
attention at that point in time is the
most uncomfortable thing it's it's
difficult it requires energy and so the
Temptation there is the tune out the
trick then that I played with myself in
undergrad was to literally walk into the
lecture pretending that recording
devices do not exist and of course
logically if you follow Follow That kind
of mental trick I'm playing with myself
then if recording devices don't exist I
better be paying damn close attention
because I'm never gonna get another
chance to hear what the professor is
saying again now of course after the
lecture I don't keep that same mindset I
do actually use the recordings as a
regular part of my review but I do so in
a very specific way if you're using a
note-taking software like OneNote it
actually has a Nifty feature that you
can record what the professor is saying
with their permission of course and that
recording will actually sync up with the
exact time that you're typing your notes
and so when I'm taking my notes I'm
actually trying to capture the core idea
of what is being said by the professor
in as few words as possible and the
reason I do that of course is to
maximize your main cognitive load
because when you're summarizing and
synthesizing information rather than
transcribing you're having to
put in effort to summarize that
information and and putting in that
effort to synthesize it and distill it
into the key Concepts is what's going to
enhance your learning in the long run
now of course if I need to go back and
clarify something that the professor
said or an unclear note that I took I
have the play button literally right
beside the note I took and so I just
click on the play button and hear what
the professor was saying at that point
in time of course you can skip around in
the recording just to sort of get more
context or more clarity but that being
said as soon as I discovered this
function of OneNote I rarely ever
re-listen to the whole lecture all the
way through again I would just go back
to certain points and clarify what
specific notes meant this saved me a ton
of time in undergrad I cannot recommend
this function enough
[Music]
now it's not like I always knew how to
take good notes in fact if you go back
to some of my notes from first
University you'll find that they are
excessively verbose and unnecessarily
detailed as compared to my notes from
second and third year university
what happened was over time I eventually
learned the questions that I should be
asking myself in the middle of lecture
to be able to take those really succinct
core ideas from the lecture and type
them down in as few words as possible
the first question that I would always
ask myself is how is this concept that
is being presented to me right now
related to other Concepts that have been
covered in the course once again that's
an example of Germaine cognitive load
because you're taking the idea that's
being presented in front of you and
you're sort of hanging it on the tree of
knowledge it's not just an isolated Leaf
of knowledge if we're going to follow
through with that analogy it's part of a
bigger memory structure the second
question I would ask in the middle of
the lecture is how is the professor
possibly going to test me on this
concept given that I know it's a
multiple choice exam there are only so
many types of questions you can ask in a
multiple choice format and sometimes the
professor can actually be saying
something that is not actually amenable
to the testing style of the course and
so you can sort of filter out
information that way as well but that's
something that I will be careful with
because it's more of a high level idea
and you sort of fine tune that ability
when you go through your different
courses and see how your professors
think and are actually testing you on
your exams the third and most important
question that I would ask myself in the
middle of the lecture is what is the
professor about to say a true indicator
of your level of Germaine cognitive load
in the middle lecture is your ability to
finish your professor's thought process
before they actually vocalize it and
finish their ideas themselves now this
concept is most obvious in a class like
math where you can literally just follow
out the equation and before the
professor is even written out the next
line you're sort of trying to solve it
yourself being engaged in the material
and whatnot but it can also apply in a
subject like biology oftentimes in my
lectures I'd be listening to what the
professor is saying and I could tell he
was building up an idea by putting out a
set of premises in front that lead to a
logical conclusion so the fact that I
was so engaged in lecture oftentimes I
would find myself saying oh you know
what like given all these factors you
know this must be the logical conclusion
and so to test myself I would actually
write down what I thought the professor
was going to say and see if that lined
up with what they actually said the idea
is not necessarily to get it correct
because this isn't the exam yet you're
still in the middle of a lecture but the
fact that you're going to be engaged
enough to try and predict what the
professor is about to say even just that
mental exercise is going to make sure
that you're paying attention and
following along now if you get the
answer wrong you write down something
that the professor says isn't true based
on the experiment that they described in
biology or the the answer is wrong based
on the the series of equations that you
had written down that doesn't actually
matter because then you just correct it
and the thing is you won't make that
same mistake again when it comes to the
actual exam because you've already
corrected the thought process that led
you to that error in the middle of the
lecture itself
[Music]
now I'm a firm believer that although it
is helpful to understand these Concepts
intellectually they won't be of very
much help to you if you're not able to
apply them in your day-to-day life
so for this next section of the video
I'm going to actually pretend to be your
biology professor and I'm going to take
an excerpt from one of my second year
biochemistry classes and explain it in a
way that it was explained to me when I
was in my second year of undergrad so
there's going to be relevant for most
science students and I want you to
actually take notes during this next
section of the video because at the end
of this section I'm going to show you
what I actually wrote down when I was in
second year of undergrad and you can
compare the notes that you take with the
notes that I took when I was in this
class myself all right folks So today
we're going to be talking about membrane
fluidity and specifically the
relationship between phospholipid
structure and the fluidity of the
membrane in short the more unsaturated
phospholipids there are in the
phospholipid bilayer the more fluid the
membrane is now to understand why this
is the case picture each phospholipid
like a person standing in a room if if
we're all standing in a room with our
legs kicked out to one side then
naturally our upper bodies are going to
have more space between one another thus
we're able to sort of move our upper
limbs more at will if you contrast this
by us all standing in a room together
literally just straight like a pencil
shoulder to shoulder we're not going to
have much room to move around so if you
think of it that way that helps
understand why more unsaturated fatty
acids in the phospholipid bilayer
contributes to Greater membrane fluidity
because it essentially allows more space
between each phospholipid for those
different molecules to move around now I
recognize that was a bit of an unfair
exercise because of course my note is
going to be much more succinct since I
had the context of getting to know this
professor over multiple lessons and
learning the types of ideas and Concepts
that he found important that being said
here's what I wrote
now of course if what you wrote is more
verbose than what I wrote that is okay
the point of this exercise is to get you
practicing and to work on those
strategies that will allow you to take
succinct notes when you're able to do
that not only does that prove that you
truly truly understand the concepts
being presented to you but it's going to
save you hours and hours of time when
you go to review for your final exams
the other thing you'll notice about that
example is that I actually aided you in
the process of Germaine cognitive load
by using an analogy as silly as it was
it helped you better grasp the idea more
so than if I had not provided that
additional explanation that being said
not all your professors are going to be
able to provide those analogies for you
in real time so really as a student it's
your job to be actively engaged in
lecture thinking about those analogies
that can help you make sense of
different concepts that are being
presented to you and once again always
asking the question of how this new
information is relay related to
something I already know
now that you guys are experts in taking
notes during class and the types of
cognitive processes you should be
engaging in as you're listening to your
professor speak I'm now going to go over
the types of review that I do the same
day that I hear the lecture in order to
consolidate the information into my
brain and save me hours down the line
now I know most students unfortunately
are going to be hesitant to do any
additional review the same day as their
lecture but I promise you if you use
these strategies and put in that
additional 5-10 minutes a night just
going over what you learn the same day
you're going to save yourself hours and
hours of study time not to mention hours
and hours of stressing over things you
don't know when it does come time for
your exams essentially all I do is I
take a quick break so I don't go
straight from the lecture to the library
but I might go to the gym hang out with
some friends and then after I'm done
relaxing after I've decompressed I go
and I look at my notes from that same
day's worth of classes first of all I
see were there any questions that I
wrote down to myself that I needed to
have answered or questions beside notes
I took which meant that I was confused
about something the professor said and
is there anything here that I don't
fully understand if there is something
that I still don't fully understand
after reviewing my notes I just listen
to the recording that I took during the
lecture and I listened to what the
professor was saying at that point in
time
if I'm still confused about what the
concept was what the professor was
trying to get at I'll probably ask a
friend and if that answer isn't
satisfactory to me then I'll probably
post the question in the Facebook group
because not only will that help me but
that will help other students taking the
course as well
sometimes you're still not able to get a
satisfactory answer even after going
through all those steps and that's when
I say okay you know what I guess I'm
just gonna have to go to office hours
and that can be really helpful because
after you've exhausted all those sort of
lower effort resources to try and
understand the concept you can always
just walk into your professor's office
and and literally ask them what did you
mean when you said this in lecture and
by doing that you'll be able to gain
full clarity on whatever concept you
were confused about and you won't be
stressed during the actual exam season
because you know that it's not a matter
of learning it again for the first time
it's just a matter of reviewing the
information that you already know
if you really want to take your game to
the next level in your after lecture
reviews you can even throw in some
active recall which is another
evidence-based study method that I'm
sure you've heard all about already if
you're on YouTube at this point but
essentially what I would do is I'd look
at the slide and rather than reading my
notes and saying oh yeah I understand
that I would just try and recreate what
the professor was explaining on that
slide without actually looking at my
notes so I might glance at the slide and
be like Oh yeah this is something about
membrane fluidity what was the professor
talking about here oh yeah that's right
it's the relationship between membrane
fluidity and the number of unsaturated
fatty acids what was that relationship
again oh yeah that's right it was
directly proportional because of such
and such reason so in that way you get
that active recall and and once you've
solidified that concept you're able to
recall it without actually having to
read it off your notes there were
literally sometimes in undergrad where I
was so confident that by the time it
came to exam season like do I even have
to study now I'm sure you can tell from
the video but I've obviously put a lot
of thought into the science behind how
learning works because I knew when I was
an undergrad I had to get a 4.0 GPA or
as close to that as possible to give
myself the best chance of getting into
medical school
that being said although this video
covers specific cognitive processes
learning theory and different study
strategies that you can use in your
day-to-day life there are also other
things that are not directly related to
studying that I learned about in
undergrad which definitely made me
smarter and are scientifically proven to
make people smarter in general so if
you're interested in learning about
those different types of ideas go ahead
and click the next video in the top
right hand corner and I hope to see you
again soon
関連動画をさらに表示
Cognitive Load Theory (Definition + Examples)
How I UPGRADE the Most Popular Study Techniques
What are the BEST apps for Learning? - Q/A (Youtube comments edition)
IIT prof's advice on making notes to maximize study output
Why I NEVER Made Notes at Medical School | My Secret to Staying on Top of Work
How to UPGRADE your Mind Mapping (Live Coaching)
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