What makes something memorable?
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- Опубликовано: 28 июн 2024
- This is my "everything I know about encoding" video. Well, not quite everything. But best I could do in 45 minutes.
00:00 Introduction
00:46 What can we encode?
1:46 Two issues in encoding research
4:43 Depth of processing
9:17 The generation effect
13:31 Imagery
17:28 Memory palaces and “time palaces”
20:10 The drawing effect
23:36 Distinctiveness
27:50 Value
31:42 Integration
37:17 Transfer appropriate processing
43:32 The complete list of themes
To learn more about the membership site, click here: forms.gle/9TEUw7bj3YTs7B4H6
Edited by Presage: pre-sage.com.
References:
Perhaps this goes without saying, but each of the issues that I mention are considerably more nuanced than how I've presented them here. But hopefully the video gives you the basic ideas so that you can dive in further, if you want.
Depth of processing: Craik, F. I., & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of experimental Psychology: general, 104(3), 268.
Generation: Bertsch, S., Pesta, B. J., Wiscott, R., & McDaniel, M. A. (2007). The generation effect: A meta-analytic review. Memory & cognition, 35, 201-210.
Imagery: Leopold, C., & Mayer, R. E. (2015). An imagination effect in learning from scientific text. Journal of Educational Psychology, 107(1), 47-63. doi.org/10.1037/a0037142
"Time palaces" and memory palaces Bouffard, N., Stokes, J., Kramer, H. J., & Ekstrom, A. D. (2018). Temporal encoding strategies result in boosts to final free recall performance comparable to spatial ones. Memory & Cognition, 46(1), 17-31. doi.org/10.3758/s13421-017-07...
Value and encoding: Hennessee, J. P., Patterson, T. K., Castel, A. D., & Knowlton, B. J. (2019). Forget me not: Encoding processes in value-directed remembering. Journal of Memory and Language, 106, 29-39. doi.org/10.1016/j.jml.2019.02...
Drawing: Fernandes, M. A., Wammes, J. D., & Meade, M. E. (2018). The Surprisingly Powerful Influence of Drawing on Memory. Current Directions in Psychological Science, 27(5), 302-308. doi.org/10.1177/0963721418755385
Wammes, J. D., Meade, M. E., & Fernandes, M. A. (2016). The drawing effect: Evidence for reliable and robust memory benefits in free recall. Quarterly Journal of Experimental Psychology, 69(9), 1752-1776. doi.org/10.1080/17470218.2015...
Acting things out: Engelkamp, J., & Zimmer, H. D. (1997). Sensory factors in memory for subject-performed tasks. Acta Psychologica, 96(1-2), 43-60.
Production and distinctiveness: Ozubko, J. D., & MacLeod, C. M. (2010). The production effect in memory: evidence that distinctiveness underlies the benefit. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(6), 1543.
Integration and self-explanations: Chi, M. T., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13(2), 145-182.
Renkl, A. (2002). Worked-out examples: Instructional explanations support learning by self-explanations. Learning and instruction, 12(5), 529-556.
Integration and video games/passages:
Arena, D. A., & Schwartz, D. L. (2014). Experience and explanation: Using videogames to prepare students for formal instruction in statistics. Journal of Science Education and Technology, 23, 538-548.
Schwartz, D. L., & Bransford, J. D. (1998). A time for telling. Cognition and Instruction, 16(4), 475-5223.
Transfer appropriate processing: Morris, C. D., Bransford, J. D., & Franks, J. J. (1977). Levels of processing versus transfer appropriate processing. Journal of Verbal Learning and Verbal Behavior, 16(5), 519-533. doi.org/10.1016/S0022-5371(77...
Notes on this episode:
1) To learn more about the membership site, click here: forms.gle/9TEUw7bj3YTs7B4H6
2) If you follow the directions for broccoli I mentioned in the beginning, it’ll look deliciously browned, not green like shown in the stock footage. Broccoli cut into florets, olive oil, salt, pepper, roast at 450 degrees for ~20 minutes. The time in the oven depends on the oven, the size of the florets, and how crowded they are on the pan (best to spread them out a bit).
3) I say “researchers have been [asking people to remember word lists] for 50 years…” We’re really talking about 100-plus years. I think the earliest word list experiments/trials were in the late 1800s. Although I think things did ramp up in the 1970s and 1980s quite a bit.
4) One of the last comparisons I mention (“Video game before passage” vs “Passage before video game”) deserves a longer follow-up. The short story is that there’s a mixture of findings coming in about when the right “time for telling” is. There’s no doubt that integrating new material into prior knowledge is vital, but how to do that (how to create the prior knowledge, if not present, and how to help students to integrate) is a more open question. This is a pretty good piece on it: Fyfe, E. R., DeCaro, M. S., & Rittle-Johnson, B. (2014). An alternative time for telling: When conceptual instruction prior to problem solving improves mathematical knowledge. British Journal of Educational Psychology, 84(3), 502-519. doi.org/10.1111/bjep.12035
I've been reading Scott H. Young's new book Get Better At Anything and its second chapter talks about cognitive load. It also separately talks about the research on what the right "time to tell" is and indicates that there is no consensus.
My understanding of the video game example is that the participants face greater cognitive load while reading the passage than playing the video game. Since the video game more easily establishes fundamental concepts, participants who played the game first have less cognitive load when reading the passage than those who do not.
I think it's similar to how practicing example problems before a lecture makes the lecture much easier to understand since you already have established concepts, giving you more cognitive bandwidth during class.
Your content is very good , I appreciate your work, and I want to thank you because you help a lot of people, keep going 🖤
Purposeful and dedicated practices (also the Kolb's cycle) lean heavily into creating a practical experience (try to tackle a problem knowing you will not solve it) before doing explanations or reading passages.
Interesting. many of these techniques are used heavily in machine learning as well. Like scrambled sentences, masked sentences etc. These are denoising techniques.
@@ssssssstssssssss That's a super interesting concept. It might be so, that the techniques that work on your brain are good not because of the specific nature of humans but because they're generally good ways to filter and work with information.
Babe, wake up, 44 minute Benjamin Keep video just dropped
You're back, and that too with a 44 min video! I've gone through at least 50 well-known youtubers whose channels primarily focus on learning and yours is by far the best like there's no comparison, so I really hope you continue to produce these videos.
I agree! but out of curiosity, what others do you recommend?
Justin sung (iCanStudy)
What are the other ones ? Except Justin Sung and Scott Young of course
I agree. Justin has a lot of stuff and seems to be able to debunk a lot of things, but really doesn’t teach very much in my opinion. Or at least not all that well. It about two years of watching him before I discovered Benjamin, I learned more from Benjamin when I discovered one video than in those two years. I never took anything. I could actually use from Justin.
@@RosannasfriendI think he fleshes out pretty much his entire technique in "learning for CEOs" video, and other ones explain each part in more depth
I'm a high school teacher, and every time I watch a new video of yours my mind sizzles with possibilities!
So happy to hear that!
Me too! It's especially wonderful that this came out now: I have a whole summer to think about how to apply it. I am always frustrated with the idea that they best time to roll out teaching initiatives is before-school in-service days.
THE 🐐 IS BACK WITH A BANGER
Teaching us encoding that we could use encoding to encode encoding. What a legend
One of the things I teach is economics. It's typically taught by social studies teachers, and they are not mathy people. Because of that, they tend to teach concepts first and models second: that is, they explain aggregate supply and aggregate demand and how they work, and then they show students how you'd graph the idea. The graph is presented as an illustration of the model, not as the model itself. I've always been a proponent of teaching from the graphic representation from the get go. The video game study helps illustrate why this is important.
Related to that, after 20 years in the classroom, I've decided that a lack of prior knowledge means I need to go faster, not slower. So everyone comes into AP Macro knowing basically nothing. Rather than slow down and make sure they get each step, it really works better if I rush and don't worry too much about gaps in learning, and then have weeks and weeks to review. In those weeks, we work lots of FRQ problems that connect concepts within and across units, and at that point, they can learn it all very quickly. It's like first I have to give them a complete framework, and then go back and fill it in. This is really not the trend in education right now: there is a lot of pressure to constantly find and address "gaps in understanding" as you go. And of course, there are some foundational concepts they need to know, or at least, not misunderstand. But overall, I've found that if I create a "big picture" first, the details are much, much easier.
Yes, I think that sounds wise. There's an old Robert Bjork paper that describes him teaching a basic psychology course "twice" in one semester. I can't quite recall the two different organizing approaches he used, but something like, in the first half he went over all of the content through a historical-developmental perspective and then in the second half he went over all of the content again, but organized by theme. This leverages several learning principles: there's spacing (because students are re-exposed to the same material twice, with lots of stuff in between), there's variable encoding (students are attaching the content to two different over-arching frameworks/contexts), and there's building on prior knowledge because in the second go-round, students already have picked up some things from the first go-round. But it also meant going faster.
I think it's okay to go fast if you know you're going to cover things again. I think one of the problems that comes up is that teachers teach sections in blocks, and, outside of a review session, don't return to these blocks again. I suspect it's also helpful for students to know that the first time you present it isn't the only time they'll see it.
@@benjaminkeep Oh, they absolutely know. And I do a lot of spiraling things back in as we go.
Giving a complete framework does speak to scaffolding and promoting learning through key relationships between concepts. I can imagine "gaps in understanding" that are both problematic for learning (because it leads to further incorrect learning) but also some that involve details that are irrelevant or which get covered more in depth later.
Name another creator who even corrects the analogy, like he did with the brocolli example, I feel like he is the most serious about giving correct information.
Bro makes sure every sentence he says is based on research, he's definitely the most serious guy I've seen yet.
16:06
Creating a visualisation isn't the boundary of what we mean by imagery.
Me; hope is rising.😃
"You can imagine Sounds."
Me; "nope😅"
"You can imagine Smells."
Me; "... No 😢"
"You can imagine Feel"
Me; "...😢😢😢"
"Any sensation we have."
Me; "... Why is it always the same 😭😭😭"
Multisenaory Aphantasia greets you.😈
I can only hear my thoughts inside my head and create Story's. I literary can't imagen any senses...
...
The drawing effect. 🤧🧐
...
Create a variety of memory traces. 🤩🥳
Thanks for the new content. ❤
Yours and Justin Sung's content are unparalleled on RUclips. Keep it up!
Not sure about others opinions, but I'm finding Justin's videos are becoming increasingly "On my course" unfortunately
@@blakejones9413 Not really sure what you meant by that. But Justin's videos are, by far, the content that changed everything for me the most, and i've binged basically his whole yt channel. I've been watching him for some years now.
@@blakejones9413 I'm in his course. I could say that a lot of what he taught in the course, especially all the foundation, are also on his youtube channel. The good things are that they are more structured and trackable, and the most beneficial one is you can get unlimited feedbacks from the community. To be honest, his videos explain and guide way more better than what's in the course, but you can't get a feedback for marginal gain.
to summarize
his course is like 1,2,3,4,5,... with support from community
and his yt is like 9,2,4,6,1,.... and you need to guide yourself.
there are contents that are only avaliable on the course, but all of them are based on Bloom's revised taxonomy, higher-order thinking.
Justin has a few good videos, and the other videos are just... useless. He keeps repeating himself and saying the same thing over and over, while also advertising for his course annoyingly.
@@ApatheticPerson "useless" is a relative definition.
as someone who coincedently is trying to memorize every word list in a rhyming dictionary, there could not be any video more useful to me than this. Always happy for every upload on this channel
Justin Sung charges for content like this, but you give it for free, way to set the standard
Wrong in every way
If you would watch the videos you would know that’s not the case. It is insane how much stuff Justin puts on RUclips for free. And basically everything you need for good grades.
@@flo0180 not only that but more importantly, why should he work for free?
@@flo0180watching one justin sung video or watching all of them is pretty much the same.
Absolutely true. Granted, Justin does give little tidbits of advice spread all over his videos but I find Benjamin to give the information in a more straightforward manner, in one video.
What a refreshing video! Both informative and entertaining :)
The "value" factor can be widened to "an individual importance" factor. People tend to better memorize things they deem important to them. This is why school learning is so bad: students don't think it's important to them. This is also why great experts know many details and nuances of their fields: they feel the stuff is important to them.
Never get more excited with new YT vid than one from Ben! Always so clearly presented and concrete, which is hugely helpful for sparking ideas when watching.
I've been on a mindmapping journey the last couple of days. Started trying to figure out mind maps months ago because Justin Sung but then a youtuber Zain Asif made me realize how important visuals are in mindmapping as they make content more memorable.
And now you're releasing this video.
I'm truly blessed 😭😱
How many RUclipsrs you got best in teaching about learning? Could you mention some
yeah man recommend the best ones you've come across
Elizabeth Filips is also a great channel.
Cajun Koi Academy is also pretty cool. They’ve collabed with Justin Sung and have their own pretty good videos.
Right now, I'm focused on mindmapping, which is why I like Justin Sung.
But I think Zain Asif made the best easy to follow mindmap and revision videos I've seen.
He has one on layering (maybe type Zain Asin layering to find it)
One on effective note taking and one on his recall question method.
I'd say start with his videos as he shows pretty good examples and then start watching Justin Sungs video for more detail on learning when ready.
Elizabeth Filips gives pretty good advice too (i agree with the other comment). I remember a video where she also talked about making things memorable or meaningful when you read.
This is like cognitive psychology made easy. I love the way you made it intuitively easy for us to understand complex and abstract concept in your field. Please keep making quality content like this. Liking and commenting for algorithm.
Thank you so much for your videos and research. You’re the best content creator for learning
YOURE BACKK! And with a 44 min long video oh my god what a treat. Blessing my weekend
Great video! The theme of transfer appropriate processing reminds me of why practice problems or practice testing are better study method
You are the broccoli guru I have been searching for
Honestly your channel should have more subscribers
I used the drawing effect a lot when I was a kid to learn how to spell. I would actually just spend a lot of time writing words out. Years down the line I won my state spelling competition. In my life I've found it very easy to remember how to spell words and I feel like that's why.
I didn't know how much i waited for a new video until i saw this one and got beyond excited
I love the animations! It definitely helps with the imagery and distictiveness of different concepts in your video 🙃. It is greatly appreciated!
I'm working with an editor now. He's great. 👍
My favourite youtuber is back!
Always a treat when you release a video.
Thanks for the video, i've never expected it to be so full of detail and well explained!
I've been looking forward to this video for a while! Thanks so much!
B Keep bringing the honey! Best video on encoding on the internet!
YOURE BACK!!! Greatest news I’ve received all week.
Great video! Love how the visuals of your videos have gotten better and better. It makes your actual informational content even better!
I didn't expect to finish such a long video, but it was so interesting and engaging that I ended up watching it all the way through without even realizing how much time had passed!
Finally, you are back! I am waiting for your valuable content in learning
Your videos are always great! Thank you for sharing your knowledge!
Interesting... I am not sure about the 'encoding' part of this but embodied cognition is what I am thinking about with this video. Representative practice design is something well documented in the ecological dynamics literature which covers most of the themes mentioned.
Thanks for the video!
And it was/is very helpful to have an overview like this! Thank you!
Oh my gosh, this video is so informative, that I watch the video 3x.
I learned a lot from this for sure. I remember a lot of what you said and I didn’t even take notes! LMAO. I did take a picture of that last screen with all the list of methods of encoding though. I’ll definitely be referring to this video over and over to use for different situations. Again, this is the best “learning how to learn” channel I have ever found on RUclips.
Happy you’re back!
Thanks for providing references!
glad you're back!
Glad to see u back
I am about to finished Barbara Oakley's course and your videos really complement the course with depth into the topics
After a long time finally... Really nice video👍👍👍
17:03 in chess also, imagining what the position would be after I play the move improves the decision of making the right move.
What a great video❤ Thank you Benjamin
I have been waiting this video for years 😂😂
Appreciate Greak Work. Love your videos.
finally!! A new Benjamin Keep video after months!
I appreciate your work you help us a lot , thank you🖤
the playing a video game before helping encoding is something that hadn't occured to me and is practical and useful.
what seems to be happening is that you are priming the brain with a useful and enjoyable activity and then bringing the lesson you want to learn into that cognitive state. and since you are going to try encoding and learnign when you are in a flow state, gettting yourself into the flow state with a game, makes the encoding of knowledge to be more analagous.
if you get into flow, and then learn the lesson, you will be processing the novelty within a background of successful play. and then with it encoded you can see analogies later on when you find yourself in new contexts, and reapply it further reinforcing. what it does in helping the encoding is increase the salience factor, which makes it easier to reference in future opportunities for play and exploration.
it is a simple exploit but should be effective.
another great one, thanks Ben :-)
Love this video good job.
I learned a lot and have much to think about, thank you! Now I know more precisely what's meant by deep processing.
For my own anecdotal experience it has felt like most memorization techniques like memory palaces only work in the extreme short term. The long term techniques that work for me are to connect the information to something I am likely to encounter incidentally ... in other words a kind of natural and significant retrieval of that information. Most the mneumonics and images I've made deteriorate rather fast and are quite time consuming to generate and is usually not convenient to have to think of the image to think of the target data anyway. As much as possible you want the thing you need the data for to be the trigger for remembering it, which happens incidentally a lot of the time if you're disciplined about avoiding trivia.
I enjoyed the aesthetics of the video!
Before knowing about aphantasia, I always thought that phrases like "see a thing in your mind" were metaphorical because I'm not able to see images in my mind. For example, I can't create an image of relatives in my mind. The only thing I can do is see rough shapes of things. It's disappointing not to be able to create imagine because I can't use powerful strategies like memory palace and imagination for encoding.
BEN IS BACK! Cant wait to listen.
Back at University I subconsciously used time palace and could remember what I did any day any time of past month.
After I graduated, I don't have schedule anymore and I don't remember what I did anymore.
I don't know why but this video was extremely engaging and I am not saying this just as a compliment. I am genuinely curious about why this video is so fun to watch?
I think you presented scientific research so good that it feels like all the scientists conducted all these studies essentially for this video to be made.
The “time palace” is how I hold all my memories naturally. I see a cabinet drawer, like one of those old metal cabinets they have in schools that hold hanging folders, and this draw goes infinitely far away from me (at least I can’t see the end of it). When I reference events in my past, I see them as dividers with those little plastic tabs sticking up. My whole life is in that drawer, all 50 years. lol
I LOVE YOU I MISSED YOU SO MUCH OMG
I was thinking about you yesterday. We're onto something today
Hi Benjamin Keep, just finished watching through the whole video, and I have to say this is honestly amazing and I love the longer form content/lectures and broader topics you've started to go into (Though I can imagine the youtube algorithm and most viewers won't favour it).
As an enthusiast on the science of learning, here are just some thoughts, questions and comments that came to mind while watching and thinking through the video. I'd love if you were able to respond to some of these, but I understand if you can't, though here they are anyway:
Did deciding to make a video on encoding happen to be inspired by your conversation with Justin Sung in any way?
On the topic of value. Could the findings when: specific use of encoding strategies are encouraged among participants, leading to smaller differences in retention among high and low value words; be accurately reinterpreted to mean: Motivation to learn/encode something has minimal impact on learning itself, given the appropriate processes are engaged in?
The idea prior knowledge or order of information being presented changing how well integrated in memory would be the whole idea behind priming right? It sounds similar to what priming is trying to achieve from my understanding of your video on the topic (which if I'm not mistaken used the same video game and passage example).
Additionally that would extend to providing a reason why much of the difference in learning rates between people can be accounted for by prior knowledge (www.pnas.org/doi/abs/10.1073/pnas.2221311120). I'm not familiar with the models of learning based on prior knowledge, but in essence could it come down to it being harder to add new production rules in the appropriate cases, given the structure (provided by prior knowledge), isn't built up already. So someone with low prior knowledge would have to both build the structure alongside the new knowledge components being added, while someone with high prior knowledge has much of the structure automatically built, and it's a matter of slotting new information in. Which seems quite closely related with having frameworks.
I'm curious where automatic and strategic encoding processes fits into the idea of cognitive load theory. In context of the theory, these processes occur within the scope of germane load. (Which I've heard is currently rather elusive in the theory, and I need to learn more about cognitive load theory in particular).
When applying encoding strategies to learning different types of subjects in practice. Would you say there's a need for regular re-encoding sessions, (alongside retrieval or maybe even paired with retrieval), and if so would the encoding strategies you engage in differ. For example early on one may use imagery, distinctiveness or frameworks, then in a later session they might shift focus to more integrative strategies like self explanations. Though I may be misunderstanding there being a difference.
On a similar note, what would your thoughts be on pairing encoding with retrieval? I've looked up a bit on the topic and the literature surrounding it still seems to be slim so I'm not too sure how promising it is.
Overall, I loved how the video was laid out, progressing from simpler concepts to more elaborate ones, pointing out how ideas could potentially link along the way but also what separates them. Eventually ending with the idea of transfer appropriate processing ultimately determining what's a good encoding strategy or not.
Which on that note, would you say that most of what are generally considered good encoding strategies are tailored towards application in more academic expertise type settings?
I think that's all for me from now, great video and keep the amazing content up please. I'm looking forward to (hopefully if I convince my parents) seeing your subscription content too.
Lots of great questions! I'm not sure if I can provide good answers to all of them.
1) The idea for this video came from requests. I think Justin's encoding video piqued people's interest and they wanted to know more. Then it took me a while to research it, too, because I realized I had a shaky grasp of things.
2) On value. Yes, I think that's a reasonable inference. I wouldn't be really strict on this interpretation, though. Motivation is a complex beast.
3) I think of priming as perhaps related to but distinct from the idea of building prior knowledge. The way I might think about it is that if there's no prior knowledge, there's nothing to "prime" - there's no prior knowledge to activate. The prior knowledge studies (PFL - preparation for future learning or activating prior knowledge) and the priming studies also follow somewhat different experimental models. At least, that's my impression. There's also a lot of priming studies (especially from social psychology) that have been poorly designed and not held up to scrutiny. I'd like to look at priming more in-depth, but I haven't had the time.
4) I'm not some expert on CLT, but I think it has very little to say about implicit or incidental learning. It's a good question to ask, though.
5) Certainly it's NOT the case that once you encode something well you have it forever. Some amount of "re-encoding" has to happen. And this seems to happen at the same time as retrieval (any time you retrieve something from memory you potentially modify that memory as well, like an eyewitness being asked to tell the same story over and over again). Because prior knowledge deeply influences learning, what you "see", by, say, re-reading or re-experiencing something potentially changes after the first (and every subsequent) encoding. I do think there is a sense in which the nature of the learning activities have to change as you gain knowledge and skill. And that integration and structure is a big part of the end goal. I don't necessarily think of this as changing the nature of the encoding process, but that's not a crazy way to think about it.
6) In terms of study strategies, I think encoding and retrieval are naturally paired. If you read a book, then answer questions (or come up with self-explanations or use free recall or some other retrieval method), then you re-read parts of the book, that's pairing retrieval and encoding together (and is the paradigm for a lot of the work on retrieval because students study, then take a test, then receive feedback on that test).
7) In a very general sense, I would say integration is probably the most important thing to do in academic settings. Self-explanations, model-building, choosing interesting examples to compare, extending examples, etc.
@@benjaminkeep I really appreciate taking the time to responding to my questions. Honestly made me really happy seeing a response.
1) That makes sense. I'm curious what your research focuses (if any specific ones) within learning currently are?
2) Ah okay. I can imagine motivation is a lot more complex when getting into it, so I'll definitely be on the lookout for more ways it could influence things.
3) Huh, I hadn't really thought of that distinction that way. I need to read more into the literature on prior knowledge and priming, maybe I'll eventually have a better idea of things then.
4) Okay that's another distinction I wasn't sure of, thanks for the clarification. Another thing I might try learn more about.
5/6) Hmm yeah I have heard of the idea some degree of re-encoding/reconstruction occurs upon retrieval (and I've seen some findings that retrieval practice can offer benefits to things like understanding and relation between concepts that would intuitively just be expected solely by an encoding strategy). Could I take a guess learning more about the constructivistic and knowledge-in-pieces view would help understand this better?
7) Hmm yeah that would make sense.
Just as a final question. I'm going to have a look at the literature you linked in the description and your comment. But I'd just like to ask whether there's any other important literature you would think is relevant to this thread of comments that you might be willing to point to or link?
Hey Benjamin, excellent work. Glad to see you’re back. Can these encoding techniques be integrated in the free-recall sessions (the period where you read the textbook or even re-read having done the recall), or are these techniques limited to only when you are first exposed to the content? Thanks!
I love you man
I'd love to see a rating and maybe explanation of the steps of Justing Sung's new "PERRIO" system
I was so excited upon discovering the new video, it certainly did not disappoint. How is the endeavor of learning Chinese history progressing?
Hello I have a week left for my final test, and for a whole study year you have been my absolute saviour I would like to thank you!
Though I have a question "what's your opinion about genius, are they born or made?" if you have time do a nature vs nurture video I would love to watch it.
love your videos.
as an engineering student, I would love to see videos where you apply all your knowledge to craft the best methods to study different types of subjects. from more complex subjects (math, circuit analysis, thermodynamics..) those that require higher level thinking skills, memorization of many formulas, and understanding of characteristics curves...etc. to simpler subjects like HRM, which only requires memorization and understanding.
I would also love to hear your opinion on school curriculums when it comes to languages (the way they teach languages in schools) and how one can navigate that. if I have to study German language subject, what to do about the grammar and lists of words I am required to remember. (combining everything you have said in this video and all your knowledge) what would be an effective procedure to navigate this? can we take those language subjects and actually learn from them?
The effect of video games on learning is no joke.
Every child should get the chance to play Age of empires before learning bronze age history and beyond. It's such a powerful tool to visualize how history unfolds. It helps the child understand and visualize the struggles of small tribes banding together to take down a huge animal, the importance of geography on the development of civilization... It's brilliant.
It can also be a trap if you go blindly and the game becomes an excuse to not study.
there is always a Go-Board in your videos. Is this meant to be a symbol for endless learning? Go is a very nice Game from a learning perspective. It's intuitive, easy to learn, hard to master.
Eh, it's just because I like the game and miss playing it. Some people mentioned it being in the background in my old videos and I thought I'd keep it.
I wonder on the physiological reasoning on that. Could it be that we use more neural networks when we relate words to something meaningful that makes word lists more memorable?
Favorite youtuber also
Hi Benjamin! I haven't finish your video but thank you for all your hard work! One question: do you think that the tools & techniques in your channel can be helpful to a person with ADHD?
What more could we ask for
AWESOME video! Very, very well done. Thank you for this.
My theory for value is that it might just give people something to focus on. Being given a big list of words can feel overwhelming, so they get to only focus on a smaller subset of the words. These words are also more distinct because they have higher value. I'd be curious: Do people remember more words from a list of 10 words or a list of 20 words? 20 might be so overwhelming (for the average non-trained person) that the number of words remembered could be higher when the list is smaller, but I don't know the research on that.
That's a good question. I ALSO have not read the research on it, but just took a ten-minute break to look some stuff up.
I'm going to very tentatively say that they don't remember more words from the shorter list (especially comparing 10 to 20; comparing 20 to like... 100 might be a better comparison). Part of this has to do with the ability to select information to pay attention to.
You might be interested in this piece, which lets people decide when to stop a list: Murayama, K., Blake, A. B., Kerr, T., & Castel, A. D. (2016). When enough is not enough: Information overload and metacognitive decisions to stop studying information. Journal of Experimental Psychology: Learning, Memory, and Cognition, 42(6), 914. psycnet.apa.org/fulltext/2015-52761-001.pdf
The short conclusion is that people stop prematurely (those in the control condition, without the stop option, remember more than those who chose to stop), perhaps because of the feeling of disfluency or cognitive overload. I have not read the paper in-depth, so no thoughts from me on methodological soundness, but seems good.
Was legit wondering where you were last week
It took you 4 months to make this video.. assuming everythings fine.. It is better simple and clear that it understood by everyone. Thanks for yout trumendus effort.. that we create a world where everyone can learn what they want and create the better world.
I've been working on other things too, but yes, I've been slow on getting this one out. I have an editor I'm working with now, so that should help things come along.
could you make a video listing WHAT ARE MOST COMMON WAYS STUDENTS ARE ASKED TO RETRIEVE INFORMATION AND SUITABLE ENCODING METHODS.
Dude i missed you
Damn, after so long.
GOAT GOAT GOAT
He’s back! How’s the progress on the book Benjamin!
Oh my lord’… i really wondered what happened since you havent uploaded any videos for a while.
Thank you very much Dr
I have a question
Do you think that when using bloom's taxonomy, starting from the highest level automatically induce some kind of mastery of the lower levels ? Or if I know I'm gonna be tested on the applying level and maybe not so much on the evaluating one, should I focus on the applying one to really "master" it ?
hello sir
i read your article about space out
and i have a question so i hope you can help me
My question is if i space my study sessions ( one hour for ten days) should i review the old session?
I get confused between the time interval between each session and the repetition of the old session
Sorry for my bad English
Why i never heard this at school? Are teachers thaught this when the become a teacher?
Benjamin, how to understand the generative effect being (more) efficient, while Sweller's results on developed examples seems to point in the opposite direction?
can you make a video about which learning methods actually work?
Can you please make an other video on actually solving problems (example Olympiad level science problems )
Please i love you content
Please write some books and create some courses Benjamin - I will buy it all :)
"you are probably hearing the sound of a word when you read it"
that was common in the middle ages, but it is surprising to hear it still occurs
WHERE YOU BEEN
How would you memorize a list of phantasy words (which somebody just invented)?
I have a question, I've been improving my encoding the past few days and for the first time I tried to do it it felt really hard, my brain felt like it was about to pop out, but later on it wasn't that hard, so if I'm losing the difficulty does that mean in not encoding properly or not, I'll appreciate your reply thanks
It’s a skill. I guess you are getting more skillful, which makes the action more automatic and easier. Keep going 🎉
It seems to me that the more someone cares about something or the more important they think it is the better they remember it. Maybe this is because when they think it's important that causes them to do things that make them remember better? Or perhaps simply thinking something is important is enough to make someone remember things better? Personally I think it's a little bit of both.
I also think it's a little bit of both, but I lean towards the first reason.
@@benjaminkeep I also think that people also may have instinctive learning strategies that allows them to learn certain things without formal training. I also think if people hone this learning instinct they may even be able to use it as an alternative to formal training. Perhaps this is how founders of certain scientific fields taught themselves.
You should write a book on how to learn better😮
Okay... How do we apply this?
How did the researchers try to get people to forget the high value words?
Hi Benjamin, I'm a watcher from Taiwan , and your videos are pretty good.
你還住在台灣嗎? (Traditional Chinese retrieval practice 😂)
by the way , there's a typo in 9:35 no.2 words!
不在台灣了！去年我們搬到美國，才讓我們住在離我爸媽家比較近。我跟太太都很想念台灣，尤其美食。。。😭😭😭
@@benjaminkeep 應該是搬回美國? 祝你們生活愉快