Marty Lobdell - Study Less Study Smart

Summary

本视频讲述了有效学习的策略和技巧。演讲者通过讲述一个名叫Janette的女生的故事，解释了为什么单纯增加学习时间并不总是有益的，而是应该采取更高效的学习方法。研究表明，大多数学生在25到30分钟后学习效率会显著下降，因此建议通过短暂的学习和休息周期来提高效率。演讲者还介绍了如何通过创造专门的学习区域、利用教科书的正确方法和应用记忆技巧来改善学习效果。这些策略旨在帮助学生更好地掌握知识，提高学习效率，并在学习过程中保持积极的态度。

Takeaways

• 😀 典型大学新生可以阅读材料或笔记并有效学习阅读时间约25-30分钟。
• 😀 有效学习最好将80%的学习时间花在复述上,只有20%花在阅读上。
• 😀 定期短暂的学习,休息和奖励自己可以提高学习效率。
• 😀 创建专用的学习区域可以增强注意力并改善记忆。
• 😀 与他人交流和解释所学的知识,是巩固记忆的有效方法。
• 😀 合理使用教科书的调查、质疑、阅读、复述、审视(SQ3R)法则,可以增强理解和记忆。
• 😀 睡眠不足会降低大脑储存信息的效率。保证充足的睡眠对学习至关重要。
• 😀 使用记忆术如首字母缩略词、联想词组、互动图像等,可以帮助记忆事实。
• 😀 主动学习和回想要优于被动阅读。
• 😀 注意力分散和过度突出重点都会降低学习效率。

Q & A

大学新生通常能连续阅读多长时间并有效学习？

大约25到30分钟。

为什么告诉人们增加学习时间不一定有帮助？

因为在某些情况下，这可能实际上会恶化他们的表现。

如果感觉学习效率开始下降，应该怎么办？

应该立即休息。大多数人大约5分钟的休息时间就足够重新充电。

为什么在卧室学习可能不是一个好主意？

因为环境线索控制着我们的很多行为，卧室的主要功能是睡觉，这可能会影响学习效率。

使用'学习灯'策略有什么好处？

它可以帮助你创建一个学习区域，提高学习效率。使用该灯仅用于学习，可以训练你的大脑在打开灯时进入学习状态。

如何有效使用教科书？

采用SQ3R方法：预览、提问、阅读、复述和复习，可以帮助更好地理解和记忆教科书内容。

为什么睡眠对学习很重要？

因为睡眠有助于记忆的巩固，特别是快速眼动睡眠期对长期记忆的形成至关重要。

为什么在课后立即复习笔记很重要？

这有助于加深对课堂内容的理解，防止忘记笔记中记录的要点。

如何区分学习中的概念和事实？

概念是对一组相关事实或想法的理解，而事实是具体的信息点。有效的学习需要识别和理解两者。

使用助记符有什么好处？

助记符是帮助记忆的技巧，可以通过创造易于记忆的联系或图像来提高记忆力。

Outlines

00:00

😊 学习效率与时间管理

这段讲述了大学新生的学习效率研究。研究发现，学生平均25到30分钟后学习效率开始下降。举例说明了一位名为Janette的女生如何错误地使用长时间学习方法导致成绩下降。讲师指出，有效的学习方法是短时间集中学习后休息，而不是长时间连续学习。

05:14

😃 有效学习的策略

这段强调了学习效率的重要性。提出了学习时感到困难时应采取短暂休息的建议，并解释了休息对提高学习效率的好处。讲师还讨论了如何有效利用短暂的学习时间，并强调了学习结束后给自己奖励的重要性。

10:15

📚 学习环境对学习效率的影响

这段探讨了不同学习环境对学习效率的影响。讲师询问了学生们在家中的学习地点，指出卧室、餐厅等地方的主要功能可能会干扰学习。提出在多功能空间中，如宿舍，可以通过使用专门的学习灯来提高学习效率。

15:15

🧠 学习方法与记忆技巧

这段讲述了有效的学习方法和记忆技巧。通过实验和例子展示了如何通过不同的方法来提高记忆力和学习效果。讲师还强调了在学习时采用主动学习方法的重要性，如通过教授他人来加深理解和记忆。

20:23

🤔 理解与记忆概念

这段深入探讨了理解和记忆概念的重要性。讲师区分了事实和概念的学习方法，强调了理解概念比单纯记忆事实更为重要。讲师用“Ontogeny recapitulates phylogeny”这个概念作为例子，展示了如何深入理解并记忆复杂概念。

25:27

🌟 学习技巧与策略

这段讲述了如何有效地使用不同的学习技巧和策略。讲师通过举例说明了不同的记忆方法，如动态思考和利用实用性评估来提高记忆效率。同时，讲师还探讨了意义和有意义的学习的概念，鼓励学生在学习中寻找与已知知识的联系。

30:32

✍️ 活跃学习与笔记技巧

这段强调了活跃学习和有效笔记的重要性。讲师提出了多种学习策略，如回顾和重述学习材料、睡眠对记忆的影响、以及有效使用教科书的方法。讲师还讨论了如何通过回顾和扩展笔记来加深理解和记忆。

35:36

📖 效果学习与记忆方法

这段讨论了不同的记忆方法和学习策略，如使用助记符、首字母缩略词和交互式图像来帮助记忆。讲师通过具体例子展示了这些方法的有效性，并鼓励学生创造和使用这些工具来提高学习效率和记忆力。

Keywords

💡学习方法

教授讲解了多种高效的学习方法,比如分段学习、创建专门的学习区域、变得更加主动如讲解给他人听等。这些方法可以帮助学生更好地理解概念,记住事实。

💡睡眠

讲师强调睡眠对巩固记忆至关重要。它可以帮助将短期记忆转换成长期记忆。许多学生忽视了这一点,导致学习效率下降。

💡互动图像

一种记忆事实的高效策略。它利用联想,创造一些有趣和离奇的图像来记忆事实。比如“肥猫有9条命”来记忆脂肪每克9千卡的事实。这种策略通常比死记硬背要好。

💡SQ3R

使用教科书的一种技巧,即调查、发问、阅读、背诵、复习。可以大大提高使用教材的效率。但许多学生没有掌握这种技巧。

💡概念理解

教授强调学生需要理解概念,而不仅是死记硬背事实。掌握概念会对学习产生持久影响。学生需要学会用自己的话表达概念。

💡学习小组

组建学习小组互相讨论、解释概念,是提高学习效果的重要方式。它可以弥补个人理解的不足。

💡环境线索

我们容易受环境影响。在卧室学习通常效果不好,因为大脑将卧室与睡眠联系起来。要创造专门的学习环境。

💡复述

主动复述所学内容是必不可少的。研究表明,80%的学习时间最好用来复述,只有20%用于阅读。教课件中也有实例证明这一点。

💡正强化

在学习过程中,适当插入一些乐趣的小短歇,对继续保持学习效率很重要。这是一个正强化的例子。

💡助记术

助记术如首字母缩写、习语、互动图像等,是帮助记忆一些孤立事实的重要方法。教授详细举例说明了这些技巧。

Highlights

首要要点是,学习效率最高的时间大约在25到30分钟。之后,大脑会迅速疲劳。

如果学生只是单纯地重复阅读,他们通常不能真正理解概念。主动学习如教学他人、讨论小组等更有效。

睡眠不足会损害大脑巩固学习内容的能力。充足的快速动眼睡眠对记忆至关重要。

首要阅读教科书之前,务必浏览全章并提出问题。这能引导你找到答案,从而更好地理解内容。

使用SQ3R法(浏览、提问、阅读、背诵、复习)是使用教科书的最佳方式。

你需要判断学习的是概念还是事实。掌握概念比单纯记忆事实更重要且持久。

要判断你是否真正理解一个概念,检验你是否能用自己的话重述它。

小组讨论和教授他人是巩固理解的高效方法。即使是对着空椅子自言自语也很有帮助。

专门设置学习区域非常必要 - 卧室和起居室都不理想。最好使用专门的学习台灯。

首先阅读教材最重要部分,然后简单扫视是学习的大忌。颜色标记的部分通常也最容易遗忘。

立即记录并扩展课堂笔记对记忆至关重要 - 即使只等几小时也会遗忘细节。

助记术如首字母缩写词、短语、互动图像都比死记硬背更容易记住事实性内容。

测试前仅需要复习已学习内容,而不是死亡冲刺。合理安排,通过持续学习减轻考试压力。

时间使用得当比时间数量更重要 - 要权衡各项活动的优先级,确保学习任务放在首位。

这些学习及记忆原则简单实用 - 希望你们至少尝试运用1-2条,就会发现效果显著。

Transcripts

I wish I had enough time to cover everything but I don't so I'm gonna pick out kind of the most important things and make sure I get to those

right off the bat. So is it going? Okay, I the red light. I'm gonna ask you a question. I want you to think for a moment and tell me how long would

you estimate the typical college freshman can read material in their book or in their notes and effectively be learning what they're reading.

Okay. 5 minutes says Chris. 25 minutes. Hour. Now, let me ask, anybody think more then an hour? How long? By the way, I had a

guy, last time I did this, he said I can do it about 6 hours. And I just (scoffs). Well then I found out he is a medical resident, just finished

medical school, his wife was in my class and indeed, my daughter's 4th year med, oh yeah 4, 5 hours but that's not typical I can tell you, okay.

Anybody less then 5 minutes? Okay. So we've got 5 to maybe 4 or 5 hours. A study was done, believe the University of Michigan, they asked

students to do the following thing. When you're ready to study, you've got all your materials, you're back in your little dorm room or your place

you live. Check your watch, start working, the moment you feel that sense of I've read it but it's not coming through, and it's like eh I'm

wasting my time, we all get that feeling, note what time it is. Record that, bring it back. And they had many, many hundreds of freshman and

sophomores do this and then somebody took the time to compile it. And typically, right about 25 to 30 minutes. By the way, it's also true of

lectures and you've all proved it to yourself. You come in to a lecture, you're really alert, check the clock at about 25 after it's like...yeah. And I

see it in every class I teach but how long do we teach? 50 minutes. And yet probably most of learning, if it's gonna happen, is in the first 25-30.

Okay. I'm gonna talk about a person cause I also like to teach by anecdote. Woman named Janette. I was a junior at Western, she was a

freshman, because I was a junior I could live off campus, those days, colleges where your parents had abstentia. She had to live in a dorm

cause she didn't have a relative in town. We were dating. She got her first quarter at Western a D average, 1.0, 15 credits of D. She decided

she really needed to buckle down, plus the school said if you don't make it up you're gonna be kicked out. So the second quarter of her freshman

year, she set the following goal, to study for 6 hours a night, non-stop, 6-midnight, Sunday night through Thursday night. Friday, Saturday she

could party, rest of the week she was gonna study. Now one would assume, my gosh going from little study to 6 hours a night, 5 nights

of the week, she should've aced everything. Want to guess her grade point second quarter? 0.0, she failed every class. This is why telling

people to study more is not necessarily help. In some cases it might actually worsen their performance. What I want to do is show you

graphically what I'm talking about. Let's say this is efficient studying, and I know there are no numbers there but higher means more efficient,

lower means low or no efficiency. And this axis we're looking at time. Here's what happens for the average student. For her, 6 o' clock in

the evening, after her supper at the residency dining hall, she plopped herself down at her little study area and started studying. Here's what

happened. By about 6:30, she was in a major slump. But what was her goal? To study 6 hours, so she continued to sit at her little desk and

stare at pages until midnight. She was at her desk 6 hours. How long did she actually study? About 20, 30 minutes. Now, there's a simple

conduct in psychology all of you are aware of, things that are reinforced we tend to do more of. Things that are punished or ignored, we tend to

do less of, and we operate by those principles to a large degree. If you are sitting there for 6 hours, are you feeling good? No. Once you get

here, you're looking at your book going I hate geography, I hate literature, I hate psychology, all the things we're trying to get you to

fall in love with, you're hating it. And so her actual good studying was followed by 5 and a half hours of pain and misery. I would bet you, I

don't know for a fact, that as the quarter progressed she sat down and finally she was done before she even started. She sat down and just

stared at a book and she flunked every class. Now, had she taken this little seminar or had figured things out on her own, she'd know what to

do. First rule, the moment you start to slide, you're shoveling against the tide. What you need to do is what? Take a break. Here's what's cool

about it. You can study for a half hour. It doesn't take a half hour break to recharge your batteries. For most people about 5 minutes. This is

where you go away, do something fun for 5 minutes. Call a friend, talk to a child, talk to a parent, a roommate, enjoy some music, do something

you enjoy and actually say this is my treat for having studied for 30 minutes effectively. Go back, and here's what happens. Your efficiency

is nearly 100%. Study a half hour, take a break, study a half hour. Had she done that over a course of 6 hours, she would have got about 5 and

a half hours of serious studying and about a half hour of total break time. I really don't believe she would've flunked out. Now I get students

complaining I don't have enough time to study. Look for a break at work. Look for a break at home. Those little 15-20 minutes can be very

efficient if you apply them efficiently. Unfortunately, sometimes it's really tough to get those moments but you need to build them in somehow.

You gotta have at least sometime to study. It's not gonna happen through osmosis. I'm gonna ask you a final question. Lets say you've

studied till midnight, what do you want to do after your last study 20-30 minutes? No, not yet. You want to give yourself a big treat, okay.

Whenever you're studying time is done, plan something special. Now for most women, especially with kids, it's a calgon bath with candles and

the bathroom door locked and the statement if you bother me I will take your head off. This is where guys go "what?" Yeah, moms have no

privacy, kids walk in while you're using the toilet, while you're in the tub, they'll bring their friends with them, won't they? Dads don't put up with

that. When dads are in the bathroom it's lock the door, tough luck, go elsewhere. For you guys, I'll give you mine. This is politically incorrect.

I liked beer, kay. My goal was to knock out all my studying, go to the Iron Bull Tavern in Bellingham, knock down a couple beers for my treat. Now

my buddies they'd say Lobdell how're you getting straight A's? Well I'd studied starting about 3 in the afternoon. By 9 o' clock at night, when

pitchers went on cheap, I'd done all my studying. I went and enjoyed my beer. These yahoos started drinking in the afternoon, then went to the

tavern planning to go home and study. You know that's not gonna happen. You're not gonna study, and even if you do, what's called state

dependent memory you'll typically only remember if you're intoxicated and I don't recommend getting drunk before a test. It's kind of a stupid

thing. If you plan your day right, you can have those little study breaks but the coolest part is this. Because you're now reinforcing it with those

little breaks and something fun, you extended. And you'll find you can go 30, 40, 50, an hour, an hour and a half. This is training. Those of you

who go on to advanced degrees, you're gonna have to study incredible lengths of time without taking a break cause you've gotta get it done

like my daughter in med school. Just amazing, I've told her I couldn't do it now, or actually I wouldn't do it. You're training yourself and if you do it

right it becomes progressively easier, okay next question. How many of you have a true study or library in your place of residence? Okay. 2, 2 of

you if I'm seeing correctly. I've always envied that. A quiet place to actually do reading or studying, kay. I'm gonna make a predicition.

Many of you study in your bedroom. Okay, how many of you study in your bedroom? We'll raise high so everybody can see. Mmhmm, that's

where I studied a lot, especially when I did go to community college. If you don't study in your bedroom hmm...I bet some of you study at the

dining room table/kitchen table or bar. How many of you study at the dining/kitchen/bar? Okay. Now if you don't study in those 2 places and

you don't have a study or library, study in the family room/rec room/living room...the place where your TV and stereo is, your couch, easy chair.

How many of you study there? Okay. Now some of you might actually might drive to a school or library, any do that? Go to a...okay. A few of

you do. I still remember living at home going to Highline Community College, my folks bought me a little desk. I still have it. Little desk, I'd

come home cause I did work then at Albertsons, typically got off at 9, home about 10 and I'd start studying. I still remember reading Billy Bud

Melville. I lie there sitting there studying and my eyes are just...and then the bed started calling to me. "Marty, come lie upon me." Now those of

you who've studied Greek, the idea of Sirens calling sailors to the rocks, oh it's real. I'd hear the bed call me and I'd finally go oh I'll just lie down

for a moment. Next thing my mom to be yelling "Marty you're late for your English class" I was like "Oh god. I didn't read Billy Bud and I'm

screwed." Let me ask you, what's the primary function of a bedroom? What's the secondary function? Good. Most groups go...and I go take

psych 20..or 225 and learn about it. It's functional, okay. Primary function of a dining table, eating. Primary function of a living area...

Recreation, socializing, right? Now, a lot of students don't realize how much we're controlled by environmental cues. How many of you have

been to the Tacoma Mall? Funny, isn't it? Why do you raise your hand? Have you ever been to Tacoma? You answered, why didn't you go like

this? Why? Cause if I'm asking the entire class, you've been trained to do what? And you don't even think about it. How many of you been

Tacoma Mall? Hands go up. But if I walked up to you, Chris you ever been to Seattle? Totally stupid right? When you're talking face to face

you respond verbally. When you ask a group, hands come up. Now, here's what's bad...now that I've tricked you, you won't raise your

hands. I'm not gonna raise my hand. But can you see how powerful it is? Without thinking cause we're in a classroom, how many of you have

been to Tacoma Mall, hands shoot up. Same is true of going in your bedroom and trying to study. You're in the bedroom. Now, piece of

research done in University of Hawaii. Researchers asked the students what's the biggest problem with studying, they said we can't get into it.

The university in question had primarily dorm rooms. Very few commuter students to the university. Most of you have seen a dorm

room. Oh okay. Most of you have seen a dorm room. They're usually rectangular if it's a 2 plex. One side bed, other side a bed, everything

kinda mirror imaged, study area, study area, right...You've got a closet or wardrobe so it's real interesting. In one room you sleep, you groom,

talk with people, you socialize, you study, you snack, you're all in 1 room. It's a multi-purpose room and yet you're supposed to study. If

your door's open, what happens? Everybody "Hey Lobdell what's up?!" You know and then they got to come in and talk to very quickly you can't

get to study. Well the professors heard that the students couldn't get into studying. But they knew what the dorms looked like and the Hawaiin

dorms, all of the rooms had a goose neck lamp, so the professors said we're gonna try a little experiment. Take that lamp, make a little sign and

put it on it, "Study Lamp". Use it only for studying, you don't dress by it, you don't have bs sessions by it, you don't snack by it, you don't clean

the room by it, nothing. You use the other lights for all other functions. Here's the way it works and it's so easy. Every one of you can do this.

Get a little lamp, probably have one already, if you don't my gosh. Yard sale, garage sale, you can pick 'em up for nothing. Get that lamp and it

becomes your study lamp, so if you have to study in your bedroom, turn your desk away from the bed. That's the like how many of you been to

the mall, it makes you want to go to sleep. By the way, you can't study in the bed, it's also bad for your back if you know about posture. Turn your

back to the bed, have a blank wall, have your lamp, have your books ready to go cause you could futz away a lot of time getting ready, can't

you? How many of can futz and futz yeah? You're ready to go, turn on the lamp and start studying. The moment you lose your edge, 15 20 30

minutes later, turn the lamp off, get up and leave the desk. What you're training yourself to study while seated there, and it becomes

increasingly automatic as did the raising of the hand. You sit, turn the lamp on and you're ready to go. It's like magic. The students who did

that were 1 grade point higher the next term compared to the controlled group that didn't do it. 1 grade point simply by creating a study area.

Now if you study in the kitchen/dining, remove all food cues cause I know what happens there. You start thinking turkey in the fridge, yeah

swiss cheese in the fridge, oh yeah sandwich time. How many of you have studied and created sandwiches, takes about a half hour to make

a really good one. So damn good, what do you do? Make another one! And pretty soon not only are you not studying, but you're getting the

spread going, okay. You're really frustrated then. The living area, I'm gonna tell you, you can do this experiment. You try to study in the living

room and you're focused, and other people are listening to music, watching a movie, watching TV, they won't leave you alone. "Hey

Marty. Marty look, look look it's really good." "Excuse me I'm studying." And then they get angry at you. "Well boo on you too." You can't study

in the living area. It's not designed for that unless you're all by yourself, and you turn off the TV, turn down the stereo so it's truly background. If

you're singing along to your favorite song, you're not studying. You're singing along to a song. Your brain has to be focused to be really

studying, not time sharing back and forth between singing and studying. So living areas, very tough to create but if that's what you have to do it

bring your little study lamp in, everything else off, turn on your study lamp, create a study there. Are you getting the idea? Now, I'm gonna

go through a lot of suggestions. Break it up into chunks, reinforce it, simple to do. Create a study area, simple to do. And you'll be amazed

if you take these ideas and do them. I'm gonna make a challenge to all of you. It's so easy to sit through a presentation, say yeah yeah that

sounds good and then walk away and do nothing. Technically as a psychologist, if it doesn't change your behavior you haven't learned it.

It's just in your head. To be a true learning experience you have to behave differently. So my hope is you all make a promise I'll try at

least one or 2 of what I talk about today, and when you find out it works, say gosh I'll try a 3rd one, maybe a 4th. I went back to grad school in

the mid-80s, second time around, I actually aced every class. PLU gives pluses, I got pluses in all but one class. I didn't do that first time, okay. I

was a good student but not that good. I used the principles I learned about in teaching psych to become a student. I wish somebody had told

me these things when I was a student the first time. It would have been a lot easier. So we got 2 things going. Break your study up into little

pieces with reinforcement. Create a study area, if you don't have one. I think you said you do have a study. There you go. Okay. Next thing. The

more active you are in your learning, your're more effective. And yet increasingly I have students who think studying is reading it over and

over and they're gonna have some magical thing where they suddenly understand it and remember it well. When your reading it over and over,

or saying it over and over, the term for that is rote memorization. Spelled r-o-t-e. It can work. It is the way most of us were taught in elementary

school. The way I understand it, a lot of Asian schools depend heavily on rote. Some of you may be darn good at it and if you can memorize

and actually understand by repetition and its effective for you, don't change. But for most of us it's not the most efficient or effective way.

The way to learn efficiently in college, first you have to decide what am I learning. Is it a concept or a fact? A fast is the discreet little piece of

information, Sigmund Freud is the father of psychoanalysis, that's a fact. Okay, but understanding what psychoanalysis is is a concept. Okay.

Understanding the name of a bone is a fact. Understanding what it does in the body gets into a concept, okay. So, in studying, sometimes there

are a lot of facts. In fact, I use anatomy as a good example. You gotta memorize bones, muscles, organs, tissues, a lot of it. But if you simply

memorize and don't understand the function of it. The comprehension of the actual concepts, it's a lot of wasted learning, really. Just to know a

name of a bone is like yeah, so what. Okay. What does it do? How does it function? So, if it's a fact or a factoid, you have to approach it one way

and I'll talk about how you do that. But in most college classes, what we as professors are most concerned about is that you grasp the concept.

Because concepts, once grasped, will stay with you a lifetime. Facts can easily get confused, but that's why we have Google, why we have

reference books. If you know the concept, you can quickly look up the fact if you have to know that for a particular fact. Neat thing is, I get

questions who has more advantage, younger students or older students? Depends on what you're talking about. Most of us as we get

older realize concepts are what are really important to make our lives better, to be effective in our work, effective in our personal lives. Facts

though, we realize we can lookup. We can get those if we need them. Young people actually often learn facts very quickly but they never think

about the concept. I'll give you a simple example, I'm an old guy, when I was a bit younger, I would sing along with the radio with my adolescent

daughter in the car. Oh Dad, if you don't know the words don't sing the song. I'd say okay Beth, you're right. I'm not singing exactly what he or

she is singing, but it's conceptually the same. What? I'd say what's the song about? I don't know. She couldn't tell me what the song was about

but she could tell me every word in the song. That's earning or learning facts and not seeing the concept. I as an adult, I know the concept, I just

make up my own lyrics, okay. Because I don't worry about the factual. Now, some of you are going yeah but my teacher does. I got to know

the facts as well as the concepts, so we'll first deal with concepts. Here's the question, can you put the concept in your own words. If you

can't, you don't really understand it. It's not meaningful to you. To make it meaningful is a struggle. It's probably the biggest struggle you have as

a student. But its a struggle you need to do or you're wasting your study time. Now I'm gonna give you an example. Only 1 of you probably in this

room will understand what I just say or what we say. Ontogeny recapitulates phylogeny. I knew she would get that. How many of you

know exactly what I'm talking about? Rog, you do? Cool. 2 of you. Ontogeny recapitulates phylogeny. Most of you are going it's all Greek to me, it's

actually probably more Latin but I'm not certain of that. When I was a biology student, I learned about the ontogeny recapitulates phylogeny and if you try

to learn that and you don't understand it, it's gonna go in one ear and out the other. You can't hold onto it. But if I take a moment to break it down, ontogeny

means your own development as a being. You as a human for example. Recapitulates means goes back through or recaptures, retraces. Phylogeny,

which is the development all the way from single cell to complex mammal. Now to make sense of that, how did all of you start in utero? A single

fertilized cell. An ovum that's fertilized and then it starts dividing and you get all that. But you get a little peer and this is what they first looked at embryos,

where we look like a little thing that looks like a tadpole. Right? Yeah, tadpoleish. So we start with a single egg that's fertilized and then we get this

little thing that looks kinda like a tadpole and they thought these were gill slits. They're not, they're just what becomes the pharisaic area. But there's no legs

it looks like a little tail. We had a tail! Got the idea? Well then we get our arm buds and we get them growing you know, so we now get arms and legs and

gradually we start looking more like a human being but we take an embryo of every mammal, you probably couldn't tell one from the other. Human, pig,

doesn't matter, they all look very much alike don't they? Now, you understand ontogeny recapitulates phylogeny, but if the instructor doesn't take the time to

tell you that and you just read it and eh whatever I'll memorize it, you would forget it about as quickly get through it. I'm not gonna prove this, you all get

to do a little memory task. Gotta find where...here we go! I'm gonna read to you 13 letters from our alphabet, you all know the alphabet right? Should be

meaningful. As soon as I finish I want you to say them back to me in the same sequence that I give them to you. So I'll say them and then I'll go

like that, you say 'em back. Y-T-R-H, don't write 'em, A-U-S-P-D-P-A-Y-H...Boy, somebody sounded like they got quite a few but did any of you get

all 13? By the way, the fact that you took notes is a good thing. It's one of the best things to help you remember, and I sit in front of classes where they just

go...for 50 minutes. I'm givin' them wisdom and they're not taking a damn note, and then they wonder why they don' remember. You can't remember

everything in a lecture. I'm gonna rearrange the letters a little bit, see if you do any better. H-A-P-P-Y-T-H-U-R-S-D-A-Y. The letters in sequence. Shh...

letters. Most of you got all 13, and you thought coming to this lecture might be nothing. I've just taken your short term memory span, which is usually 5

to about 9 letters and expanded 13. Can you give 'em again? What are they? Damn you're good. Or I'm good. Now, obviously it was a little easier. Those

were the same 13 letters, same ones. If you're studying anything conceptual, and you're trying to memorize it, it's like Y-T-R...it doesn't make any sense.

It's in one eye out the other, if it's out loud one ear out the other. But if you take the time discover the meaning, suddenly it clicks. And I could probably

ask you next week what were those 13 letters and most of you tell me. At the end of the quarter I could ask you and most of you could tell me. You might

be confused was it happy wednesday or thursday but you'd guess probably thursday. Now, some of you are in my intro class this quarter. I do something

that I wish I had time to do. I divide the class in 2, using a card so half reads 1, the other half reads another card. I have one group try to estimate the

number of vowels in a series of words that I read to them. So they're thinking about the words, we'd say that's superficial thinking. How many vowels in

mosquito? How many vowels in bottle? How many vowels in elephant? And they get to write down what they think is the number of vowels. The second

group are instructed, they're told you need to think about how valuable this item would be. If you were stranded on a deserted island, and you then rate

its value on 5 point scale, 1 being no value, 5 being highly valuable, that's called deeper processing. You're now thinking about it in terms of its

application or use. By the way, I think elephant is a fun one, I'd give it a 5. Not really company but if you got really hungry you got a lot of food there right? I

then read, I think it's about 30 words, everybody's writing down their numbers. I then have them do a stalling exercise where they write their name

phone number and address, that's to dump short term memory cause they might be thinking about the words I just read. If you're now writing your name

and address, it changes your focus. Short term memory only lasts about 20-30 seconds, its pretty brief. So I counted on the clock, after 30 seconds I say

now write down as many words that you can recall. This one is so powerful, the group that's counting vowels on average remembers out of about 30

words. Time and time again. The group that's thinking about usefulness on a deserted island remembers 10. It's slightly more 5/5, 5.5 vs 10.5 but very

close to it doubling without doing any more effort, simply by thinking about it instead of just trying to superficially think about it. And this is where, as a

student, the more you get into the understanding the better. Now this then raises a fun question, what is the meaning? If I say something is meaningful

or meaningless, what am I really saying? Now I'm not gonna through a big drill which is kind of fun of teasing it out of you, but a meaningful piece is a

piece that relates to something you already know, and the best little analogy is its like a file system that you've already got established, you add a new

entry to it so its all neatly organized and its very easy if you got a file system to add a new entry. We do it with computers also. The other way,

meaningless. It's where something new doesn't fit with something already established and so its Greek to you. Its ontogeny recapitulates phylogeny.

What did you say? If its something brand new, you can't relate it. You have to create a new entry, so you have to grapple with it saying what does that

mean? But as I broke it down, I bet you could associate it with something you already understood. You've probably all seen little embryos, you got the idea

of an egg, the idea that it kinda recaptures our development from a primitive one cell to a very complex mammal, get that idea. That's the meaning of

meaningfulness. Now as a teacher, I think all of us, as we are teachers we all try to make things meaningful in our classes. So we give stories, we give

examples, but sometimes our examples don't work for you. This is where you have to tease it out. So I'm gonna go to a couple things to help you there.

First, study groups. We underutilize them, especially in community college. Would people get through med school without study groups. Not very many.

Do we have vet tech back there? Dental hygiene, vet tech, pretty sophisticated stuff they have to learn, right? Do they do study groups? No?

Oh my...I would hope they do. I would encourage them to do it. Where I've got students to form study groups, performance of the groups go up

dramatically. Now, part of it is probably because they're motivated to do that so its a bit confounding but I'm convinced there's also the power of

studying with other people. I know these concepts its like so well I can't see how they're confusing, but another student who's just found the

answer can sometimes turn and say Thursday, here's what its about. They go ah is that what Mr. Lobdell was saying, god. So easy. But I

can't do that because I don't see where the problems lie in that particular concept. Study groups are great. I'm not gonna tell you how

many of you totally hurt yourself in studying. How many of you magic mark, highlight, whatever you call it, textbooks. A little yellow, pink,

green, glow in the dark sort of thing? How many of you use the markers? Those were invented '65, year I started college. So I

bought one. I turned entire books ugly orange. Then I figured it out. If you color your page solid orange, you've actually highlighted nothing.

Yeah, by highlighting everything you've really highlighted zip. So I did the clever thing and you guys are way ahead of me. What do you

highlight folks? The most important thing. When do you do it? When you first read the book right? Or the chapter. So you read through, are you

studying? No, I'm reading for the most important things. Zip, zip, zip...some of you get out rulers to make it really neat, take hours to

make pretty little...then you go back to the start of the chapter, you read the first thing you underlined and you go I remember that. No you don't.

You recognize it. People are incredible at confusing recognition with recollection. Your visual recognition threshold is so great, you can see a

person once see 'em years later and go I know you. Were you a student at Pierce College? Yeah. Did you take psych? Yeah. From Lobdell?

Yeah. 36 years I run into that. Okay. Proof of this, grab a magazine in your house that you haven't looked at for a while, leaf through it, You

will get the illusion of remembering virtually every advertisement and article but to prove that its not recollection, its actually recognition,

before you turn to the next page predict what's on it. There's no way you're gonna be right. But as soon as you turn you go Oh! I remember

that. No you don't, you recognize it. Now, going back to your book, you've highlighted the most important stuff. You now go back to study

it and you say oh I remember it. So do you study it? No. So what don't you learn? The most important part of the chapter. Then they come in

the next day all ready for the quiz. Oh I studied hard last night Mr. Lobdell. Here's your quiz. I don't believe it, I can't remember a thing.

How many of you have heard that? Those of you teach, I could retire now if I had a buck for every one of those comments. I don't correct

'em. I shake my head and think poor baby, you think you knew it but in fact you recognized it. You didn't know it. Now back to this active

learning. How do you know you know it? If you can look at it, go to the next one, read it, and then stop and go back to the one before, look up

in the sky and in your own words say what that was about. Yeah, you know it. You will not forget it overnight unless you suffer a pretty major

cerebral accident. Just doesn't happen. But while we're talking about this, most of you undo good studying by not sleeping adequate. Some

of the latest work on remming, we're not sure exactly how but there's something going on that involves the hypocampus, involves the storage

from a transitory long term memory to a permanent, what we call consolidation. That just labels it, doesn't really say what's happening.

But we're getting increasing evidence that that consolidation process is dependent on rapid eye movement sleep, which if you're an adult

happens about every hour and a half once you fall asleep. If you're not getting a good night, typically around 8 hours, you're not getting enough

rem, what you've studied doesn't become permanent. I can tell you there are studies that show simply by getting better rest some students

improve markedly in their performance because their brain now stores it a lot more efficiently. By the way if you know anybody with sleep apnea,

biggest thing they'll tell you is I can't remember anything, my brain's shot. It's like my memory's gone. Yeah it is cause your remming isn't

happening cause you wake up so often, you can't consolidate and store permanent memories. Here's the funny thing, there's no money to be

made by telling people to get more sleep. So you don't hear about it on TV. Sylvian isn't telling you to get better sleep cause they don't make

any money. I tell students and they go yeah that's nice but they continue to use their time for other things. It's kind of interesting, isn't it? The best

advice, sleep better and most of you will do better. Most of you won't even begin to take it. I know why. You got so many other things to do. I'd

ask you this, are they important? Is studying and learning the most important thing you're doing as a student? If so, maybe you need to

give up some of the other activities. I have students tell me, I don't have enough time. There's 2 what, 162 hours in a week, we all have the

amount of time. Marty has no more nor less then anybody in this room. The real question is what do I do with my 162 hours. Am I gonna us it

well or use it not so well? I'm gonna give you a couple other tips here. Taking notes, so vital, but most students who do it haven't learned a

very simple rule. The first moment you get after a class, ideally right after the class, you should sit down with your notes, and expand on

everything you jotted down. Give it depth. Flesh it out. If you even wait to go home and do it a couple hours later, you'll have forgotten some

of your own notes. How many of you have done that? You've written beautiful notes, you get 'em home, you don't know what the hell you

wrote. It's like what is this? Well that's a wasted note. But if you take the moment right after class to flush it out, you now have a little more detail.

Odds are at night, you can still recollect it. That will be a powerful addition with only about a 5 minute time investment per class. That is

a good trade off. Now, the next piece, lets say you're trying to flesh out your notes. It's like tsss...I remember they said it or he said it but I don't

know what it was about. Look for a classmate, they're usually hanging around. Go up to somebody and say hey what was that about and they

can tell you, or flatter the heck out of us. Teachers want students to succeed. Sometimes it isn't perceived that way. We want you to do

well. Makes us happy. And any time a student comes up in the lunchroom where I always try to have my lunch and says Marty I

didn't quite understand this can you give me another example. I love it. I'm important. It's like yeah. You come to my office, not just with I'm not

getting anything but what was that about when you talk about rem sleep, you know. I start explaining. That's what my life's about here okay

we love it. That's a legitimate thing. Or if you don't want to go to the instructor's office, most of us start up a class, any questions? Yeah,

yesterday I didn't quite understand this piece about ontogeny recapitulating phylogeny. Okay, we'll go through that quickly. Once

again we like that. We want you to be successful. Let me jump back here to see where I am in my presentation. I was talking about being

active. Activity can also take the form of recitation. How many of you know the best way to learn is to teach somebody else? Boy if you got

family members or roommates teach 'em. Geography, psychology, anatomy, they often love it. One of my dearest students 2 years ago,

god I just loved her, I finally met her parents and says I've heard so much about you, I hear every lecture you're given. She would come

home, sit around the dinner table and recapitulate what I'd talked about. It's powerful because it reinforces your learning, plus it tells you if you

really understood it. Cause if mom or dad says I don't quite get that, you go uh I don't understand it either, then very quickly you have to go back

and redo it. Teaching another person, now some of you may not have anybody at home to teach or they're not interested. Too bad. Teach an

empty chair. There's nothing wrong with talking out loud. Thinking is internal talking to a large to a large degree. Its also not talking thinking.

Talking out loud as you know you doing it is not abnormal. If you think its somebody else or its a real person in an empty chair, talk with me I'll try

to get you lined up with someone who can help. If you have roommates or friends say I'm just doing this little secredic thing where I'm gonna

explain it to an empty chair. Dialogue with that empty chair, practice it. Now, for some of you, writing it out in your own words is a good thing.

I'm lazy, I never like to do a lot of writing but I learned very quickly to look at it, look away, and do a little dialogue with myself cause it told me

if I really understood it or not. Very quickly. I would also do it with my kids, teach them as best I could. My spouse, anybody who would listen.

It's a nice way of learning, active recitation. By the way, one piece of research said 80% of your study time is best spent reciting and only

20% reading. This leads to...how we doing? Oooooh...I want to talk about textbooks. I brought the one I'm using in intro right now. Most

students have not been taught how to use a textbook and yet its such a powerful tool. Because they haven't been taught the power of the tool, a

large percentage don't even buy the book. In part because they're getting so darn expensive. Over 100 bucks for this little puppy here I

believe. These books are designed for what's called pedagogy. That's a fancy way of saying helping you learn and they are seriously done to be

at least according to the people doing it, the most effective way of teaching. But students don't know the effective way of using it. How

many of you know SQ3R? None? 1, 2. I assumed all my students were still learning this until a few years ago I asked, it died out. There's also a

SQ4R, there's a newer version of it which I'm not so familiar with. SQ3R: survey, that's the s. Question, that's the q. Then you have three

r's, read, recite, review. And we were taught this because they knew pedagogically way back in those dark ages of the 60s that you retain

much more from a text if you survey, question, read, recite and review. So, how do you do the survey? These are not novels. In a novel you

wouldn't want to read the last page would you? Find out who'd done it, it'd ruin the whole thing. But this is a textbook, so what you do is you

actually go through the entire chapter, you look at pictures. What's this about apples? What's this about a duckbill platypus? Okay. And what

you're doing is you survey, you ask questions. What are formal concepts? What's a super-ordinate concept? What are natural

conce...prototypes? What is a prototype? So you raise questions as you go through. It only takes a couple of minutes to survey a chapter in any

class. As you're surveying, you simultaneously raise questions. What you're doing then is causing you to be looking for answers and this is a

powerful thing. How many of you have noticed when you're looking through a newspaper for a piece of information, you can find it kinda

jumps out at you, but if you're just kinda reading it half-hazardly, kinda casually, most of what you read you don't even remember. There's

something about it, and I can't explain it, I can only describe it, if you intend to find something, you find it. And I've got a little demonstration

I could've brought or actually show a placard with the words Boston and London printed on it, and I hold it up for 20 seconds. Out of a group this

size, maybe 2 or 3 of you'd see Boston and London because before I do it I tell you to look for letters, symbols and numbers. I create what's

called a set. You're now expecting not to see words but letters. And even though Boston and London are printed on diagonal, most people

don't see it. Likewise, if you just kind of go through a book without asking questions first, you kinda skiz over the content, you don't have

a search mechanism going. The reading followed by the recitation, I've talked about that, technically before a test it should be review. It should

be in the barn, now you're just touching up to make sure you haven't lost anything or confused anything. But I know how this works, because

we schedule tests most students don't start studying until shortly before an exam and much like my friend, it put so much time all massed

together and only study for about a half hour, pull all-nighters so they don't get the good rest, come in and do poorly. You're undoing yourself.

If you start studying early, and do some of the things I've talked about, by the time you get to the test, you're just reviewing at that point, not

truly studying. Use the book correctly. SQ3R. Okay, I got one last thing and I'm gonna...I'm gonna get it. You gotta memorize facts, how do you

do that? And I love it because I get a lot of students from anatomy coming to me going I can't remember. What you use mnemonics. In

my view, they're quicker, easier then wrote memorization and I do use them. Mnemonics come in several flavors. We have acronyms. We have

the coined sayings. And interacting images. There are other types of mnemonics, technically taking notes is a mnemonic because a

mnemonic is any system that facilitates recall. Most of what I've been talking about are technically mnemonics. But these are more formal.

How many of you have learned that you can take letters and form a word of it, using those letters to remember certain facts? One's that

come to my mind roygbv. How many of you know about roygbv? You know, those are the colors of the rainbow. Now if you're in an art class

that can be important. If you're taking physics and you're learning about the spectrum of light when it goes through a prism, where you're

breaking down light and anything that refracts it out like a rainbow. You know. Colors are what? Pretty easy. Now, how long would you have to

work with flashcards to remember that. Now, in my intro to psych class, lets see if anybody remember affrent effrent? You can tell me. We both

talk about this. Afront neurons in periphery, what do they do? From sensory receptors toward the CNS. Efront, CNS to the effectors,

muscles basically. The trouble is when you're teaching this, and this good for you to know as students, anytime two things are highly

similar but not the same, you get maximal interference. That's how we talk about problems with remembering. So, you memorize it without

really knowing it and you're sitting there on a quiz going oh yeah its affrent. No, its effrent. No, its affrent. How many of you have done those

flip-flops and your brain gets...and then you tell the teacher you're tricky. Its not tricky if you know which is which its very easy. But if you're

confused its terribly tricky, and I just once again think oh you didn't really know it. So what I tell my students really they're both the same. Sensory

are affrent, motor are effrent. Now with that little acronym, SAME, you can study very little. They're both the same. Now this where I had a

student in my class say okay same big deal but I'm in anatomy and physiology. I said what's giving you a hard time? He says we're studying

the heart. I said well I took a really light anatomy course, what are you studying? The left and right atrium. What is deoxidated blood and the

other one's oxidated because one's on the weight of the lungs, the other one's coming back from the lungs and she said I can't keep it straight.

Now that's a factoid. She understood the function of them. The concept was there but every quiz she'd flip flop. The right is the oxidated, no the

left is the oxidated, buh buh buh...So I said okay, tell me which is which cause I don't know. She looked it up in her book and I've never forgot.

She said the right atrium is the oxinated. Am I correct? Better be. I said can you remember radio? This gal was shocked. She's like that's not

how you spell radio. I said you're correct, its an acronym. Right atrium deoxinated. (gasps) Her little eyes lighted up. With one little thing, she

could keep it straight. And if the right atrium is deoxinated, the left atrium is or LATO if you like LATO. I don't know its dumb. Now, this is where I

put a challenge to you. Sometimes acronyms can come up, they're very easy. Now I'm gonna go with one and you can help me on this. 12

cranial nerves, give me the saying? No not the...no not that one. There's 2 of em. Some hops...Now what she just gave you were the 12 cranial

nerves, the first letters, in descending, right? From the top to the bottom. And I've never learned all of them cause I didn't take that serious but if

you know ON OLD, obviously O O you're gonna have, what are they? Factory optic, and you go right down. Old Olympus Tower Top dah duh

duh duh duh. Now there's another one, O O to touch and feel. I don't go there. Only women instructors get away with that one. No no no no I

won't go there. If you can come up with an acronym, oh pardon me, a coined phrase...How about this? In 1492...there you go. How do you

unscrew something? You turn it counterclockwise. You turn it clockwise. So I tried to teach my son this, he says no dad it's righty tighty, lefty

loosey. That's another saying, its perfectly good. Its just one that I didn't know. How many days in the calendar? 30 days hath September, April,

June and November. We used to learn that, they don't do it anymore. You kids have learned knuckle counting. January, February, March, April

May. It'll tell you long short but it will not tell you the number of days in February nor the rule where leap year makes it 29. Little sayings can

allow you to remember things very well. My very good mother just served us nine pizzas. She knows it. What are they? Planets, from the

sun outward. Unfortunately, the pizza's no more. It got degraded, right, its no longer a planet. Those are the sayings. Sometimes a saying

allows you to remember things. For my money though, the third one, interacting images is the best of all. And I'm gonna draw from nutrition.

How many of you've taken human nutrition? A-ha. You can tell me then, how many calories per gram in protein? Dang. Do you remember? Oh

no. Its 4. By the way, some books say 4.5. Calories per gram in carbos, 4. Calories per gram in fat. That's why when you consume fats, you get

twice the package there. Its why eskimos eat a lot of what? Fat. They need energy. Its why if we eat a lot of fat, we get the gut going. I had a

woman come in, sweet lady, 40 years old, crying I'm too old to learn. What? I said I'm older then you I can still learn, come on what is this?

She was taking human nutrition. She understood the concept of protein, the concept of carbs, the concept of fat, and says I can't remember the

details. That's typical as we get older. I said okay, you're stuck on a fact, not the concept, what are the facts? So she told me. I said okay, lets

start with something easy, carbohydrates, you gotta remember 4 and only 4 to car-bo-hy-drates. Car-bo-hy-drates, starting to see? Interacting

image, how syllables in the word. Just say it, carbohydrate. 4. Now, I said there's an easier one. When I hear the word carbohydrate, that first

part, C A R is what? What's C A R? Car, how many wheels on a car? 4. Cars have 4 wheels, carbohydrate would have 4. Now, how many of you

know about racing? You got the pro car circuit, would a pro car have 4? Just like a car. Protein, pro car, 4. Now she's starting to see what I'm

getting at. Fat, fat. How do we remember 9 in fat? And she goes, that's my problem I can't remember. Well let me ask you cats, vet tech right?

How many lives do they have? 9 lives. Now there's also an expression for rich people. What do we call a rich person regarding cats? Would a

fat cat definitely have 9 lives? So I picture fat cats with 9 lives. This woman was almost gleed, gleefully happy. 9 calories per gram in a

fat cat. Now, I've used this in classes and I try to get people to realize interacting images work even better if they're a little weird. The weirder

the better actually. But if you share 'em with friends they may go Oh my god you're sick. So you may not want to share 'em all. I have a bunch

and I will not share them in this class. They keep things straight in my mind but they would sound weird. But one gal came down, and it was so

cute, she says Marty I have a way to remember 9. She goes I was stationed in Germany, I'd picture a very obese Fraulein looking at a

bowl of strudel going nine nine. I loved it cause its a homophone, but do you think she'll ever forget nine and fat? She'll just picture the two

together. Now, the more you can create those interacting images, easier it is to remember facts. By the way, alcohol, anybody know? 7 calories

per gram. How many letters are in the word alcohol? 7? And if you're a bartender, what's the classic call drink? Segrum 7 with 7 Up. They call

'em Seven 7s. Sevens everywhere. So, the more you know about Segrum Seven with 7, its like 7 calories per gram. By the way, thats

also why if you drink a lot you get heavy quick. Its not very utilizable but it is energy in your body which we convert to fat fairly quickly. Okay, by

the way, egg nog, fat and alcohol, yeah you can pork out almost instantly. I've gone beyond my time. I know that she has to be out of

here. I think there might be another class. I thank you so much. There's a handout up there. There's also, god, I'm not gonna do this. I've been

here long enough, I don't have to. If you have questions, come see me. You were a great group. Thank you.