How to Get the Most Out of Studying: Part 2 of 5, "What Students Should Know About How People Learn"

Summary

Dr. Stephen Chew's video explores the principles of effective studying in college, debunking myths like the importance of intent to learn. He highlights the 'levels of processing' theory, emphasizing that deep processing—connecting information to prior knowledge or experience—leads to better recall, regardless of the intent to learn. Shallow processing, such as memorizing without understanding, is less effective. The video encourages students to adopt deep learning strategies for academic success.

Takeaways

• 🧠 The most important factor in successful learning is the depth of processing rather than the intention to learn.
• 🔍 Deep processing involves thinking about the material meaningfully, interpreting information, and relating it to prior knowledge or experiences.
• 🚫 Shallow processing, such as mindless re-reading or memorization, does not lead to effective learning, even with the intention to learn.
• 🔑 Orienting tasks determine the level of processing; deep orienting tasks like rating pleasantness lead to better recall than shallow tasks like checking for specific letters.
• ❌ The study by Hyde and Jenkins (1969) showed that the intent to learn does not affect learning outcomes.
• 📈 Deep processing groups recalled significantly more words than shallow processing groups, regardless of their intent to learn.
• 🤔 Learning styles, such as visual, auditory, or kinesthetic, lack strong research evidence and should not be considered a key factor in learning.
• ⏰ Time spent studying is important, but it is not as crucial as the depth of processing for successful learning.
• 📚 Effective learning comes from making meaningful connections and understanding the material deeply, not just from surface-level memorization.
• 🎯 The upcoming videos will focus on how to process information deeply and develop a connected understanding of the material for academic success.

Q & A

Who is the speaker in the video?

The speaker is Dr. Stephen Chew, a professor of psychology at Samford University in Birmingham, Alabama.

What is the main topic of the video series?

The main topic of the video series is how to study effectively in college.

What was the purpose of the experiment conducted by Thomas Hyde and James Jenkins in 1969?

The purpose of the experiment was to examine the impact of two variables, intentional learning and levels of processing, on the effectiveness of learning and recall of information.

What are the two variables that Hyde and Jenkins investigated in their study?

The two variables were whether participants knew they would have to recall the words (Intentional vs. Incidental condition) and the level of processing they used when encoding the words (shallow vs. deep).

What is the difference between shallow and deep levels of processing?

Shallow processing involves focusing on superficial properties of the material, like spelling, while deep processing involves thinking about the meaning of the material and relating it to personal experiences.

What was the result of the Hyde and Jenkins study regarding the importance of the intent to learn?

The study found that the intent to learn had no effect on recall, indicating that intention alone does not improve learning.

According to the study, which group recalled more words: those who processed words at a deep level or those at a shallow level?

The groups that processed words at a deep level recalled significantly more words than those who processed at a shallow level.

What is the significance of the 'levels of processing' concept for student learning?

The levels of processing concept is significant because it suggests that deeper processing leads to better recall and understanding, regardless of the intention to learn.

What is an example of a shallow orienting task mentioned in the script?

An example of a shallow orienting task is checking for the letter 'e' in the spelling of words.

What is an example of a deep orienting task mentioned in the script?

An example of a deep orienting task is rating the pleasantness of a word, which requires thinking about the meaning of the word.

What is the correct answer to the question of the single most important factor in learning according to the script?

The correct answer is related to the depth of processing, emphasizing that deep processing leads to better learning and recall.

What misconception about learning does the script address?

The script addresses the misconception about learning styles, stating that there is no good research evidence supporting their validity.

What are the factors that do not contribute to academic success according to the script?

Factors such as the mere intention to learn, attention without comprehension, and reliance on shallow processing strategies do not contribute to academic success.

What is the focus of the next two videos in the series?

The focus of the next two videos is on how to process information deeply and develop a connected understanding of material.

Outlines

00:00

📚 Deep Learning Principles and the Levels of Processing

Dr. Stephen Chew introduces the second video in a series about effective college study strategies. He discusses the principles of learning, emphasizing the importance of deep processing over the intention to learn. He references an experiment by Hyde and Jenkins (1969), which demonstrated that deep processing (rating pleasantness of words) led to better recall than shallow processing (checking for the letter 'e'). The experiment showed that the intention to learn had no impact on recall, whereas the depth of processing was crucial regardless of the intention. Chew explains the concept of levels of processing, which ranges from shallow (superficial properties) to deep (meaningful interpretation and relation to prior knowledge), and how orienting tasks influence the depth of processing.

05:01

🔍 Debunking Common Learning Myths and the Importance of Comprehension

In this segment, Dr. Chew continues to explore effective study methods by addressing common misconceptions about learning. He dismisses the significance of the intention to learn and the belief in learning styles, as there is no solid research supporting their validity. Instead, he underscores the importance of deep processing as the key to successful learning. Chew points out that attention alone is insufficient for learning and that time spent studying is only valuable if accompanied by deep processing. He corrects the misconceptions about the most important factor in learning, highlighting that comprehension and making meaningful connections (deep processing) are essential for learning, whether one intends to or not. The summary ends with an overview of factors that do not aid learning and those that contribute to academic success, setting the stage for the next videos in the series.

Keywords

💡Intentional Learning

Intentional learning refers to a state of awareness where a learner knows they will be tested on the material later, thus they approach the learning with a specific goal in mind. In the video, Dr. Stephen Chew uses the term to describe one of the conditions in the Hyde and Jenkins experiment, where participants were forewarned about a recall test, contrasting it with 'incidental learning' where participants were not forewarned and learning occurred without the intent to memorize.

💡Incidental Learning

Incidental learning is a type of learning that occurs without the conscious intent to learn. In the context of the video, Dr. Chew describes it as a condition in the experiment where participants were not informed about the subsequent recall test, thus any learning was incidental and not planned. This concept is pivotal as it shows that learning can happen without the explicit intention to do so.

💡Levels of Processing

Levels of processing is a theory in cognitive psychology that suggests the depth of cognitive processing during the study of information influences how well that information is remembered. In the video, Dr. Chew explains that deep processing, such as relating words to personal experiences, leads to better recall compared to shallow processing like checking for the letter 'e' in words.

💡Shallow Processing

Shallow processing is a cognitive activity that involves superficial engagement with the material, focusing on surface-level features without deeper understanding or connection to existing knowledge. In the script, Dr. Chew uses the example of participants checking for the letter 'e' in words, which is a shallow orienting task that does not facilitate effective learning.

💡Deep Processing

Deep processing is a cognitive strategy where learners engage with material at a profound level, often involving personal interpretation, relating new information to prior knowledge, or creating mental images. The video emphasizes that deep processing, such as rating the pleasantness of words, leads to better retention and understanding of the material.

💡Orienting Tasks

Orienting tasks are activities that direct a learner's attention and cognitive processing towards certain aspects of the material. In the video, Dr. Chew illustrates how different orienting tasks, such as checking for the letter 'e' or rating pleasantness, can lead to either shallow or deep processing of information.

💡Recall

Recall in the context of the video refers to the ability to bring back information from memory without cues. It is a critical aspect of the experiment described, where participants' ability to recall words after being presented with them is measured. The results of the recall test are used to demonstrate the effectiveness of different learning strategies.

💡Learning Styles

Learning styles refer to the various preferences individuals have for absorbing information, such as visual, auditory, or kinesthetic. Dr. Chew mentions that there is no solid research supporting the concept of learning styles, suggesting that students should focus on deep processing rather than trying to fit into a specific learning style.

💡Comprehension

Comprehension is the process of understanding and interpreting information. In the video, it is implied that comprehension is a part of deep processing, where learners not only memorize but also understand the material. Dr. Chew contrasts shallow memorization with comprehension to emphasize the importance of the latter for effective learning.

💡Academic Success

Academic success in the video is related to the effectiveness of study strategies and the ability to retain and apply learned information. Dr. Chew discusses factors that contribute to academic success, such as deep processing, as opposed to factors like the mere intention to learn or the amount of time spent studying.

💡Mental Image

A mental image is a cognitive representation of an object, person, or scene that is not currently being perceived by the senses. In the context of deep processing, Dr. Chew suggests that creating mental images can enhance learning by providing a more meaningful and personal connection to the material.

Highlights

Dr. Stephen Chew introduces the second video in a series on effective college study techniques.

The video examines basic principles of learning to enhance study effectiveness.

A classic psychology experiment by Hyde and Jenkins is used to explore learning accuracy.

Five different participant groups with varying instructions on word recall.

The study investigates the impact of intentional vs. incidental learning conditions.

Levels of processing, such as shallow (checking for 'e') and deep (rating pleasantness), are introduced.

Deep processing leads to better recall regardless of the intent to learn.

Intent to learn does not affect learning outcomes, contrary to common belief.

Deep processing is essential for learning, even without the intent to learn.

Levels of Processing theory explains the continuum from shallow to deep memory engagement.

Shallow processing involves studying superficial properties, while deep processing involves meaningful interpretation.

Orienting tasks are identified as tools that direct the depth of information processing.

The video debunks the importance of learning styles as a factor in successful learning.

Time commitment alone is insufficient for successful learning.

Depth of processing is identified as the single most important factor in learning.

The video summarizes factors that do not contribute to academic success.

The video outlines factors that contribute to academic success, emphasizing deep processing.

Upcoming videos will focus on how to process information deeply and develop a connected understanding of material.

Transcripts

Hi, I’m Dr. Stephen Chew.

I’m a professor of psychology here at Samford University in Birmingham, Alabama.

This is the second in a series of five videos on how to study effectively in college.

In the first video we examined some basic beliefs that can undermine your learning.

In this video, I’ll explain some basic principles of how people learn and how you can use those

principles to improve the effectiveness of your study.

Let’s start by examining how accurate your understanding is of how people learn.

Take a look at the following statements.

Pick the one that represents the most important factor in successful learning.

Only one is correct.

In order to find out the correct one, I want you to imagine you are in a classic psychology

experiment by Thomas Hyde and James Jenkins from 1969 and see if you can guess the results.

The basic design of their study is shown here, with 5 different groups of participants.

Each group of participants was presented with a list of 24 words.

The instructions the participants were given about what to do with the words varied from

group to group.

Once all the words were presented, everyone had to try to recall them from memory.

Hyde and Jenkins looked at the impact of two variables on learning.

The first one, on the left, is whether or not you knew you are going have to recall

the words after all of them were presented.

If you were in one of the two groups in the Intentional condition, you were forewarned

that you would have to recall the words after they were all presented.

If you were in one of the two groups in the Incidental condition, you weren’t forewarned

about the recall test.

It’s like taking a surprise pop quiz.

Any learning that occurred was incidental.

The other variable Hyde and Jenkins looked at was how participants rehearsed or encoded

words, what became known later as “levels of processing.”

Two groups had to listen to the words and check whether or not it had the letter “e”

in the spelling.

The other two groups had to rate whether or not they found the word pleasant.

Now, why would this make a difference?

If you are checking for “E”s, then you are focusing on the spelling of the word,

which is called shallow level of processing.

If you are rating its pleasantness, you are thinking about the meaning of the words related

to your own experience.

That is called deep level processing.

So, say the word in the list is “dance”.

If you were in the Intentional condition, you knew you will be asked later to recall

[that word].

If you were in the Incidental condition, you haven’t a clue about the recall test.

In the other variable, if you are in the “E” checking group, you think about the spelling

and mark down “yes”.

If you are in the pleasantness group, you think about dance and check “yes” if you

like dance and “no” if you don’t.

The two variables combine to give you four different groups.

There was a fifth group just told to memorize the words as best they could.

The list of 24 words was presented one word at a time, and each group carried out its

instructions.

Afterward, all the participants were asked to recall as many of the 24 words as they

could.

Who do you think recalled the most words?

Let’s look at the results and see what happened and see what it says about learning.

The average percent recall is shown on the y-axis.

First, did the intent to learn matter?

If it did, then the Intentional learning groups should do better than the Incidental Learning

groups.

But they did not.

Intent to learn had no effect at all.

Now, look at level of processing.

If level of processing matters, then deep processing, rating pleasantness, should recall

more than shallow processing, checking for E’s.

You see the deep processing groups recalled a lot more than the shallow processing groups

regardless of whether they were intending to learn or not.

Now there are two key points here.

First, people who use deep processing learned the material whether they intended to or not.

On the other hand, the people who used shallow strategy, even if they wanted to learn, they

did not learn.

Second, people who processed words at a deep level, even if they weren’t trying to learn,

remembered them just as well as that control group who were doing their best to learn.

So, the depth of processing matters and the intention to learn doesn’t.

You can have every intention to learn, but if you use a shallow strategy, you won’t

learn.

Let me say a little bit more about the Levels of Processing because it is a powerful idea

for student learning.

Levels of processing says that memory is composed of a continuum of levels from shallow to deep.

Shallow levels involve studying meaningless, superficial properties of what you are trying

to learn, like mindless re-reading or memorization.

The deepest levels of processing involve thinking about material meaningfully, interpreting

the information and relating it to your prior knowledge or experience, or creating a mental

image of the information.

Deeper processing leads to better recall.

You also have to understand the idea of orienting tasks.

Orienting tasks make people process information at a certain level of processing.

Orienting tasks make people process information at a certain depth.

In this case, checking for E’s is a shallow orienting task, making people process words

at a shallow level.

Rating a word’s pleasantness is a deep orienting task, causing people to think about the meaning

of the words, process them deeply, and thus learn the words.

Now let’s return to the question of the single most important factor in learning.

We can rule out number 1 because we just saw that intention and desire to learn are not

important.

Number 2 is also not correct.

In the study, both groups paid close attention to the words to do their orienting task.

Attention is not enough to guarantee learning.

What about Number 3?

You hear a lot about learning styles.

Some people are visual learners; others are auditory or kinesthetic learners.

There is simply no good research evidence that supports the validity of learning styles,

so forget about them.

Besides, if you plan to be successful, you should become good at learning in multiple

ways.

What about number 4?

I did make a big deal about committing enough time to be successful.

But time alone is not sufficient for successful learning.

That leaves number 5, which is correct.

It relates to depth of processing.

If you read a text without comprehension, or if you memorize definitions without really

understanding them, you are using shallow processing and you will not learn.

If you think about meaningful connections, you are using deep processing, and you will

learn whether you intend to or not.

If you picked incorrectly, don’t feel bad.

Most people get this wrong.

If you picked correctly, congratulations.

You are on the right path to successful study.

So, let’s summarize what we have learned in the first two videos.

Here are the factors which don’t help or even hurt your learning.

Now I’m not saying that desire to learn, attention or engagement are bad things, but

deep processing is the crucial element.

A lot of students want to learn, but they use shallow strategies, and they don’t learn.

Now here are the factors, which do contribute to your academic success.

So how do we go about processing information deeply and developing a connected understanding

of material?

That is the focus of the next two videos.