1 00:00:00,000 --> 00:00:12,520 Hello listeners, it's Friday, March 22nd, 2024, and you're joining another episode 2 00:00:12,520 --> 00:00:19,600 of The Science of Self, where you improve your life from the inside out. 3 00:00:19,600 --> 00:00:26,000 Today's episode dives into the fascinating world of learning, exploring exactly how the 4 00:00:26,000 --> 00:00:29,400 brain learns. 5 00:00:29,400 --> 00:00:35,720 This episode comes from the book Super Brain by Peter Hollins, whose insights will be exploring 6 00:00:35,720 --> 00:00:36,720 throughout the show. 7 00:00:36,720 --> 00:00:47,260 So buckle up, get ready to unlock the secrets to supercharging your learning potential. 8 00:00:47,260 --> 00:00:52,680 Learning is one of the foundational cognitive processes we have, and one which distinguishes 9 00:00:52,680 --> 00:00:54,760 us as humans. 10 00:00:54,760 --> 00:01:00,320 Some animals are born with instincts, a kind of pre-installed series of behavioral patterns 11 00:01:00,320 --> 00:01:05,120 that tell birds to build their nests or spiders to make their webs, or birds to fly south when 12 00:01:05,120 --> 00:01:07,120 it gets cold. 13 00:01:07,120 --> 00:01:11,600 Animals need not learn to do many things that are essential for their survival, but humans 14 00:01:11,600 --> 00:01:13,040 do. 15 00:01:13,040 --> 00:01:17,920 Even such basic things for our daily life as language must be learned, even if they do 16 00:01:17,920 --> 00:01:20,480 have some innate basis. 17 00:01:20,480 --> 00:01:26,120 We start learning from the moment we're born, and our brain is naturally wired for it. 18 00:01:26,120 --> 00:01:31,200 Kids absorb information like sponges, ready to learn everything about the world, but we 19 00:01:31,200 --> 00:01:34,940 are ready and able to learn even as adults. 20 00:01:34,940 --> 00:01:40,000 This process underlies most things we do, but if we are naturally wired for learning, 21 00:01:40,000 --> 00:01:43,280 why do we struggle with it so much? 22 00:01:43,280 --> 00:01:48,400 Once again, the answer to that is related to a lack of understanding of how learning 23 00:01:48,400 --> 00:01:50,120 works. 24 00:01:50,120 --> 00:01:55,360 When we learn to walk and talk, we do it in a way that comes naturally to our brains, 25 00:01:55,360 --> 00:02:01,160 no problem, but from the time we enter school we are often taught other, less effective 26 00:02:01,160 --> 00:02:03,000 ways of studying. 27 00:02:03,000 --> 00:02:08,320 We often lose our natural motivation to learn, especially if we have had bad experiences 28 00:02:08,320 --> 00:02:12,820 or associate the process with tediousness and boredom. 29 00:02:12,820 --> 00:02:16,680 We start trying to learn by rote memorization. 30 00:02:16,680 --> 00:02:20,880 All these things can hurt our ability to learn in the future. 31 00:02:20,880 --> 00:02:26,000 But we can make up for this by adopting better strategies for learning, specifically those 32 00:02:26,000 --> 00:02:32,040 that respect the brain's natural learning abilities, which are considerable. 33 00:02:32,040 --> 00:02:36,880 Specific negative experiences in school and beyond with learning can leave a person feeling 34 00:02:36,880 --> 00:02:40,160 incapable or not wired for it. 35 00:02:40,160 --> 00:02:45,600 While some struggle more with academic learning specifically, it is untrue that there are 36 00:02:45,600 --> 00:02:47,920 people who cannot learn. 37 00:02:47,920 --> 00:02:53,040 Our brains are made for learning just as much as they are made for survival. 38 00:02:53,040 --> 00:02:57,600 Even as adults, neuroplasticity shows we can learn whatever we want. 39 00:02:57,600 --> 00:03:02,560 If we can't, it's usually because we first need to develop the right skills for learning 40 00:03:02,560 --> 00:03:06,400 effectively or because we're missing more basic information. 41 00:03:06,400 --> 00:03:12,140 Here, we'll focus on the evidence-based techniques that will help your brain rebuild its natural 42 00:03:12,140 --> 00:03:16,240 love and learning skills. 43 00:03:16,240 --> 00:03:19,880 Weaving a Strong Neural Network 44 00:03:19,880 --> 00:03:24,200 We know that our brain works through association by building neural networks. 45 00:03:24,200 --> 00:03:28,280 Each neuron can have hundreds and thousands of connections. 46 00:03:28,280 --> 00:03:34,220 The things with more and stronger associations with other aspects of our life are those that 47 00:03:34,220 --> 00:03:36,760 are best embedded in our networks. 48 00:03:36,900 --> 00:03:42,060 We're unlikely to forget our own name, for example, because it's closely tied to our 49 00:03:42,060 --> 00:03:46,860 personal history and identity and hundreds of experiences. 50 00:03:46,860 --> 00:03:53,140 The neuron responsible for our name probably has thousands of connections across the brain. 51 00:03:53,140 --> 00:03:58,900 But the less embedded something is, the less likely we are to remember. 52 00:03:58,900 --> 00:04:03,580 Something that is irrelevant and disconnected from our experiences and other neural networks 53 00:04:03,580 --> 00:04:07,360 is unlikely to stay in our minds for a long time. 54 00:04:07,360 --> 00:04:11,800 If you were told to remember a random number, you would struggle more with it than with 55 00:04:11,800 --> 00:04:19,320 a phone number for a dear friend, because this number becomes attached to a neural network. 56 00:04:19,320 --> 00:04:23,480 Technique Number 11, Building Strong Connections 57 00:04:23,480 --> 00:04:29,240 To enhance our learning, we need to place the new information in a context and tie it 58 00:04:29,240 --> 00:04:34,180 to things we already know and our experiences. 59 00:04:34,180 --> 00:04:41,380 Context helps the existing connections that can link to this new bit in our neural networks. 60 00:04:41,380 --> 00:04:44,140 How It Connects to the Brain? 61 00:04:44,140 --> 00:04:48,740 Learning is the process that occurs in the brain through a series of created new connections 62 00:04:48,740 --> 00:04:50,700 between neurons. 63 00:04:50,700 --> 00:04:56,260 There is a physiological basis to what we know or fail to recall. 64 00:04:56,260 --> 00:05:02,520 We will examine how this allows us to form stronger connections that are likely to last, 65 00:05:02,520 --> 00:05:06,620 which translates into better and enduring learning. 66 00:05:06,620 --> 00:05:11,160 If you are learning a new piece of information, consider how it connects to your life or to 67 00:05:11,160 --> 00:05:12,800 real life. 68 00:05:12,800 --> 00:05:17,600 Can you find examples in your memory that can be linked to that new bit of information? 69 00:05:17,600 --> 00:05:22,840 Can you link it to the media you consume or your personal history? 70 00:05:22,840 --> 00:05:28,060 Is there any other knowledge you can tie to this new bit of information? 71 00:05:28,060 --> 00:05:30,980 Consider that you are learning the history of a country and it is new to you. 72 00:05:30,980 --> 00:05:35,580 You might remember things better if you connect them to other historical facts and dates that 73 00:05:35,580 --> 00:05:36,580 you already know. 74 00:05:36,580 --> 00:05:40,740 What was going on in the rest of the world during this time? 75 00:05:40,740 --> 00:05:46,500 Do the historical events occur to remind you of stories or facts you know? 76 00:05:46,500 --> 00:05:52,780 What is your personal feeling about the events and how do they relate to your own life? 77 00:05:52,780 --> 00:05:57,880 The more connections you make, the better you will remember. 78 00:05:57,880 --> 00:06:02,720 Personal and emotional connections to your own experience and history are even more likely 79 00:06:02,720 --> 00:06:04,120 to endure. 80 00:06:04,120 --> 00:06:09,880 Also consider making connections that draw on as many of your five senses as possible 81 00:06:09,880 --> 00:06:13,680 to give new information more dimension. 82 00:06:13,680 --> 00:06:17,720 You are more likely to recall a memory if you have paid attention to the sights, smells 83 00:06:17,720 --> 00:06:24,540 and sounds accompanying that moment rather than just a few abstract details. 84 00:06:24,540 --> 00:06:27,140 Connections can also help us improve recall. 85 00:06:27,140 --> 00:06:31,660 If you need to remember something better, what can you do? 86 00:06:31,660 --> 00:06:35,380 Use context cues to jog your brain. 87 00:06:35,380 --> 00:06:41,900 Think of these retrieval cues almost as handles or tags that help you find and pull up stored 88 00:06:41,900 --> 00:06:44,100 information. 89 00:06:44,100 --> 00:06:49,320 When we consolidate our learning inside our memory, we do not place the new item into 90 00:06:49,320 --> 00:06:54,720 a separate box, rather it is connected to other data and information, not just other 91 00:06:54,720 --> 00:06:58,160 knowledge but also context clues. 92 00:06:58,160 --> 00:07:04,180 If thing A and thing B occur together, we are likely to link them in our minds. 93 00:07:04,180 --> 00:07:08,320 If we wanted to remember A, we could think of B and our brains would naturally go in 94 00:07:08,320 --> 00:07:10,920 that direction. 95 00:07:10,920 --> 00:07:16,180 Try memorizing and learning in a similar context to make your learning more effective for a 96 00:07:16,180 --> 00:07:17,940 particular context. 97 00:07:17,940 --> 00:07:24,420 Sense, music, flavors and other cues can help our brain remember what was going on and produce 98 00:07:24,420 --> 00:07:27,340 the information we want. 99 00:07:27,340 --> 00:07:31,740 When we are happy, it is easier to remember happy memories and things we learned while 100 00:07:31,740 --> 00:07:36,340 we felt happy and the same thing happens with the other emotions. 101 00:07:36,340 --> 00:07:41,640 It is far easier to recall something with a powerful emotional impact on us than something 102 00:07:41,640 --> 00:07:43,280 that bored us. 103 00:07:43,280 --> 00:07:48,360 This is why mnemonics used to improve studying are so much better when they are rude, funny 104 00:07:48,360 --> 00:07:52,080 or outrageous, they stand out in memory. 105 00:07:52,080 --> 00:07:57,320 To bring back a particular type of information or experience, place yourself in a context 106 00:07:57,320 --> 00:08:00,720 that can bring similar ideas to mind. 107 00:08:00,720 --> 00:08:05,360 Chewing a specific gum flavor while studying and during the exam, for example, can help 108 00:08:05,360 --> 00:08:10,900 you recall the items you learned through association or perhaps you study different chapters in 109 00:08:10,900 --> 00:08:13,380 different parts of your house. 110 00:08:13,380 --> 00:08:18,740 During the exam, you can recall the exact day you studied a particular chapter and you 111 00:08:18,740 --> 00:08:25,340 can remember details of that room which help you recall details of the chapter. 112 00:08:25,340 --> 00:08:30,420 Additional strategies to build stronger connections involve using different aids to create visual 113 00:08:30,420 --> 00:08:34,660 images, audio associations and more. 114 00:08:34,660 --> 00:08:40,720 If you are struggling to learn something just from reading, add charts and images or visualize 115 00:08:40,720 --> 00:08:43,920 what you learned as vividly as you can. 116 00:08:43,920 --> 00:08:48,560 Podcast and video talk about it and explain it to others so you can hear it in your own 117 00:08:48,560 --> 00:08:50,320 voice. 118 00:08:50,320 --> 00:08:54,920 This will strengthen the connection network and might make it easier for you to recall 119 00:08:54,920 --> 00:08:57,640 the information. 120 00:08:57,640 --> 00:09:02,160 Add more connections for each new piece of information and connect it as much as you 121 00:09:02,160 --> 00:09:05,980 can to what you already know. 122 00:09:05,980 --> 00:09:09,940 Remember the context and associated cues. 123 00:09:09,940 --> 00:09:14,220 Use different ways of learning not because of learning styles but because they will add 124 00:09:14,220 --> 00:09:20,820 more connections to your network and cement the new information. 125 00:09:20,820 --> 00:09:23,820 Two thinking modes. 126 00:09:23,820 --> 00:09:29,740 When we learn, our brain usually alternates between two modes of thinking. 127 00:09:29,740 --> 00:09:33,320 We have the focused mode and the diffuse mode. 128 00:09:33,320 --> 00:09:38,120 The focused mode is defined as the state when we focus on our activity. 129 00:09:38,120 --> 00:09:44,160 For example, when reading, writing or doing calculations, our brain is likely in focused 130 00:09:44,160 --> 00:09:45,160 mode. 131 00:09:45,160 --> 00:09:51,080 Otherwise, we might have to reread or won't be making much progress on these tasks. 132 00:09:51,080 --> 00:09:54,280 The diffuse mode involves allowing the mind to wander. 133 00:09:54,280 --> 00:09:58,400 We're not disconnected from the world but we're not thinking of anything. 134 00:09:58,400 --> 00:10:02,780 Our thoughts go here and there, darting from one idea to the next. 135 00:10:02,780 --> 00:10:07,620 Some activities make it easy for our minds to wander, for example doing the dishes or 136 00:10:07,620 --> 00:10:10,780 listening to music or doodling. 137 00:10:10,780 --> 00:10:15,180 We can't stay focused all the time nor can we always be distracted. 138 00:10:15,180 --> 00:10:20,900 The two modes are a little like a laser versus a dull broad spotlight. 139 00:10:20,900 --> 00:10:25,220 Our brain will normally alternate between the two modes of thinking. 140 00:10:25,220 --> 00:10:27,120 You surely experienced it yourself. 141 00:10:27,120 --> 00:10:31,440 If you're trying to learn from a text, after a while you might find your mind drifting 142 00:10:31,440 --> 00:10:36,720 because it can't sustain attention for so long but eventually you can focus back on 143 00:10:36,720 --> 00:10:38,640 what you were reading. 144 00:10:38,640 --> 00:10:44,000 This is normal and it can promote our learning. 145 00:10:44,000 --> 00:10:48,200 Technique number 12, planning for the switches. 146 00:10:48,200 --> 00:10:53,760 When learning, we need to alternate between these two modes and plan to have time to engage 147 00:10:53,760 --> 00:10:55,340 in both. 148 00:10:55,340 --> 00:11:00,980 Here we can also remember our ultradian rhythms, our energy levels, ebb and flow and so does 149 00:11:00,980 --> 00:11:02,780 our attention. 150 00:11:02,780 --> 00:11:05,420 That's not a problem. 151 00:11:05,420 --> 00:11:10,580 During a 90 minute learning session, we might focus and then lose focus but both states 152 00:11:10,580 --> 00:11:12,860 promote our learning. 153 00:11:12,860 --> 00:11:17,460 To allow the information to set in our brain, we should spend a period working intently 154 00:11:17,460 --> 00:11:22,660 and giving our full attention to the stimuli and then do something else while it settles. 155 00:11:22,660 --> 00:11:26,880 Take a walk or a shower, doodle or listen to music. 156 00:11:26,880 --> 00:11:32,360 This is not being lazy but promoting learning in a new way. 157 00:11:32,360 --> 00:11:37,720 For new knowledge, we might need to let the information simmer around our brain with the 158 00:11:37,720 --> 00:11:44,840 diffuse mode, otherwise we can be left with a superficial understanding of the topic. 159 00:11:44,840 --> 00:11:51,040 Mind wandering allows our brain to process the information and connect it to other associations 160 00:11:51,340 --> 00:11:53,620 within our brain. 161 00:11:53,620 --> 00:11:58,340 Sleep is especially useful in this way since it allows your brain to consolidate everything 162 00:11:58,340 --> 00:12:01,460 it learned and refresh itself. 163 00:12:01,460 --> 00:12:05,660 Try drilling through something just before bed and then again when you wake up in the 164 00:12:05,660 --> 00:12:12,940 morning with no effort, you'll notice that it's easier after a night's sleep. 165 00:12:12,940 --> 00:12:17,340 The need for regular pauses and breaks is one reason why cramming doesn't work. 166 00:12:17,340 --> 00:12:22,520 When we cram, we do the focused mode throughout the session but we don't allow the information 167 00:12:22,520 --> 00:12:26,440 to settle and be processed in the diffuse mode. 168 00:12:26,440 --> 00:12:30,800 It's like attempting to tense a muscle continuously without a break. 169 00:12:30,800 --> 00:12:39,160 In other words, it doesn't work and you only end up exhausting yourself or getting an injury. 170 00:12:39,160 --> 00:12:41,960 How it connects to the brain? 171 00:12:41,960 --> 00:12:46,240 We can't always voluntarily pay full attention. 172 00:12:46,240 --> 00:12:51,540 Our brain needs to go between different modes of processing information and we can't ignore 173 00:12:51,540 --> 00:12:55,780 this aspect of our neural functioning permanently. 174 00:12:55,780 --> 00:13:00,660 You can learn a better way by alternating between focused and diffuse mode throughout 175 00:13:00,660 --> 00:13:01,660 a study lesson. 176 00:13:01,660 --> 00:13:04,020 Don't be afraid to take breaks. 177 00:13:04,020 --> 00:13:07,500 Remember that your body also needs them and so does your brain. 178 00:13:07,500 --> 00:13:10,860 It will reinforce not hurt your learning. 179 00:13:10,860 --> 00:13:16,020 Just focus on the topic first for a significant period like half an hour, an hour, or an hour 180 00:13:16,020 --> 00:13:17,600 and a half. 181 00:13:17,600 --> 00:13:22,800 Just like you plan your average day using ultradian rhythms, plan to alternate between 182 00:13:22,800 --> 00:13:27,240 focus and diffuse promoting activities. 183 00:13:27,240 --> 00:13:33,400 You can take a couple of hours to read, watch videos, take notes, solve the problem actively, 184 00:13:33,400 --> 00:13:39,440 answer questions, and then spend some time outdoors or just away from the desk. 185 00:13:39,440 --> 00:13:43,520 Stretch and get into your body and out of your mind. 186 00:13:43,520 --> 00:13:49,660 Some good ideas for the diffuse mode involve light chores, exercise, walking, being in 187 00:13:49,660 --> 00:13:56,660 nature, doodling or drawing, free writing, and more. 188 00:13:56,660 --> 00:14:00,380 Less information is more. 189 00:14:00,380 --> 00:14:04,900 Can you memorize a 250-word list of random concepts? 190 00:14:04,900 --> 00:14:11,460 Possibly, but it will likely be difficult, but if you have to learn a poem by heart, 191 00:14:11,480 --> 00:14:17,240 it will probably be much easier for you to learn 250 words by heart and in order. 192 00:14:17,240 --> 00:14:18,880 Why? 193 00:14:18,880 --> 00:14:25,280 Because of how these types of stimuli present their information, one offers a non-organized 194 00:14:25,280 --> 00:14:26,280 list. 195 00:14:26,280 --> 00:14:31,600 The other tidily puts the information together so it's easy to process and remember. 196 00:14:31,600 --> 00:14:37,680 The information is organized in a way digestible for our brains and much more likely to be placed 197 00:14:37,680 --> 00:14:40,960 in a neural network without issue. 198 00:14:40,960 --> 00:14:45,460 This process is called chunking and it's a brilliant way to get your brain to remember 199 00:14:45,460 --> 00:14:49,180 more than it naturally can. 200 00:14:49,180 --> 00:14:55,500 Chunking involves organizing information in easily digestible chunks that promote learning. 201 00:14:55,500 --> 00:14:59,500 The quantity of information doesn't change and neither does the quality. 202 00:14:59,500 --> 00:15:04,540 The only thing that changes is how it's organized and presented. 203 00:15:04,540 --> 00:15:06,700 There are different ways to chunk. 204 00:15:06,700 --> 00:15:12,300 We can group smaller units into a bigger chunk, for example putting together an acronym 205 00:15:12,300 --> 00:15:15,120 to remember a list of concepts. 206 00:15:15,120 --> 00:15:20,600 We can split a big chunk of information into smaller, more manageable units like dividing 207 00:15:20,600 --> 00:15:25,400 a book into chapters and the chapters into sections and so on. 208 00:15:25,400 --> 00:15:30,640 We might also group things depending on how they relate to each other, e.g. first and 209 00:15:30,640 --> 00:15:37,900 second, more important and less important, general and specific, etc. or how similar 210 00:15:37,900 --> 00:15:40,980 they are. 211 00:15:40,980 --> 00:15:45,780 Technique number 13, how to make chunks. 212 00:15:45,780 --> 00:15:51,460 We can learn more effectively if we present the information in ways that are easy to process. 213 00:15:51,460 --> 00:15:57,020 It's hard to learn the contents of a whole book and easier to go topic by topic. 214 00:15:57,020 --> 00:16:01,640 It's hard to learn a dozen random words and easier to learn a phrase that brings these 215 00:16:01,640 --> 00:16:03,640 words together. 216 00:16:03,640 --> 00:16:09,320 Here are a few ways you can chunk information for easier consumption. 217 00:16:09,320 --> 00:16:11,560 Tell a story. 218 00:16:11,560 --> 00:16:15,000 Our brains can't get enough of stories. 219 00:16:15,000 --> 00:16:20,360 We can remember a well-told anecdote years after first hearing it and remember all the 220 00:16:20,360 --> 00:16:25,400 complex relationships of our favorite TV show characters even if it's been going on for 221 00:16:25,420 --> 00:16:27,300 a hundred episodes. 222 00:16:27,300 --> 00:16:30,460 A good story helps us remember. 223 00:16:30,460 --> 00:16:35,060 You can integrate the information you need to learn in a story that reflects the information 224 00:16:35,060 --> 00:16:37,060 sequence. 225 00:16:37,060 --> 00:16:42,300 If you're learning something that has a narrative, like a historical event or which requires 226 00:16:42,300 --> 00:16:48,100 understanding of cause and effect relationships, take advantage of that and integrate other 227 00:16:48,100 --> 00:16:53,020 information like dates into the story. 228 00:16:53,020 --> 00:16:55,440 Do a mind map. 229 00:16:55,440 --> 00:17:00,520 A mind map is a way of organizing information visually. 230 00:17:00,520 --> 00:17:07,520 On a sheet of paper or your drawing or mind mapping app of choice, you can create a representation 231 00:17:07,520 --> 00:17:11,880 of how different ideas and concepts fit together. 232 00:17:11,880 --> 00:17:17,520 Summarize the information, use the image to represent how it all comes together. 233 00:17:17,520 --> 00:17:22,040 For example, if something is split into various categories or if two things belong on the 234 00:17:22,060 --> 00:17:24,020 same level. 235 00:17:24,020 --> 00:17:28,180 This will help you structure the information and discover the connections between separate 236 00:17:28,180 --> 00:17:33,580 ideas much like our brain does it. 237 00:17:33,580 --> 00:17:37,100 Find your own way to create meaningful chunks of information. 238 00:17:37,100 --> 00:17:43,100 A story is one way to give information meaning and a drawing is another. 239 00:17:43,100 --> 00:17:47,700 Find other solutions to construct chunks of information that make sense to you. 240 00:17:47,700 --> 00:17:51,780 You can tie separate ideas into a phrase or an acronym. 241 00:17:51,780 --> 00:18:00,520 For example, fanboys is a well-known acronym that stands for and, nor, but, or yet and 242 00:18:00,520 --> 00:18:08,360 so that need to be separated by a comma when used to separate two independent clauses. 243 00:18:08,360 --> 00:18:10,560 Fanboys is easier to remember. 244 00:18:10,560 --> 00:18:16,360 Some people think better by drawing or doodling what they're trying to learn or creating bizarre 245 00:18:16,360 --> 00:18:18,820 visual images. 246 00:18:18,820 --> 00:18:24,140 Techniques like the memory palace involve memorizing different forms of information by 247 00:18:24,140 --> 00:18:30,020 placing visual images in a mental representation of a place they know well. 248 00:18:30,020 --> 00:18:35,100 This creates a meaningful sequence that's easy to follow and recall. 249 00:18:35,100 --> 00:18:39,500 Don't try to swallow information as it's given to you. 250 00:18:39,500 --> 00:18:45,620 If it is unstructured, confusing, or something that you do not understand, you won't memorize 251 00:18:45,620 --> 00:18:50,960 it and you won't learn it, though you might hold on to some ideas for a while. 252 00:18:50,960 --> 00:18:56,240 For deep learning, work with the information so your brain is ready and willing to learn 253 00:18:56,240 --> 00:19:00,000 it. 254 00:19:00,000 --> 00:19:05,080 Pavlov and his dogs You might have heard of Ivan Pavlov and his 255 00:19:05,080 --> 00:19:06,080 dogs. 256 00:19:06,080 --> 00:19:12,080 Famously, this researcher taught them how to react to the sound of a bell by salivating. 257 00:19:12,080 --> 00:19:16,700 This reflects the same pattern our brain learns through association. 258 00:19:16,700 --> 00:19:20,700 Pavlov was experimenting with his dogs and studying their digestion. 259 00:19:20,700 --> 00:19:26,100 Inadvertently, he created a strong association between the sound of a bell that always sounded 260 00:19:26,100 --> 00:19:28,500 when the food was about to come. 261 00:19:28,500 --> 00:19:34,820 He observed that the dogs were now reacting not to the food but the bell because the presentation 262 00:19:34,820 --> 00:19:41,660 of the two items together helped the dogs create a strong association between the two. 263 00:19:41,660 --> 00:19:46,200 The dogs learned this simple thing if there is the sound of a bell. 264 00:19:46,200 --> 00:19:49,120 Food is about to be presented. 265 00:19:49,120 --> 00:19:54,840 While our brains are more complex than those of a dog, our learning operates in the same 266 00:19:54,840 --> 00:19:55,840 way. 267 00:19:55,840 --> 00:20:02,440 We might also develop associations with sounds, smells, experiences, and more. 268 00:20:02,440 --> 00:20:07,920 If your alarm always rings at 7am, for example, you might still wake up at that hour even 269 00:20:07,920 --> 00:20:09,340 if it doesn't ring. 270 00:20:09,340 --> 00:20:14,460 There's an association between 7am and you waking up. 271 00:20:14,460 --> 00:20:19,260 If you're not found at school, the sound of a school bell might still evoke feelings 272 00:20:19,260 --> 00:20:24,280 of dread even if your pupil dates are far behind you. 273 00:20:24,280 --> 00:20:29,580 Like habits, these associations are automatic and unconscious. 274 00:20:29,580 --> 00:20:33,420 We've discussed this previously, but you can promote your learning through these little 275 00:20:33,420 --> 00:20:36,980 sensory associations. 276 00:20:37,040 --> 00:20:38,980 14. 277 00:20:38,980 --> 00:20:43,120 Plant cues for your future self 278 00:20:43,120 --> 00:20:48,320 You can improve your recall of past information and events by recreating the context in which 279 00:20:48,320 --> 00:20:51,640 you learned or experienced them. 280 00:20:51,640 --> 00:20:56,920 If you hear the song you associate with an ex-partner, it's easy to think of them and 281 00:20:56,920 --> 00:21:00,200 your relationship and go down memory lane. 282 00:21:00,200 --> 00:21:03,120 But don't be at the mercy of this process. 283 00:21:03,120 --> 00:21:09,180 You can deliberately pre-plant these cues to support your learning. 284 00:21:09,180 --> 00:21:13,580 Your brain will do the work for you here, and these associations can help you remember 285 00:21:13,580 --> 00:21:17,420 things when it becomes most important. 286 00:21:17,420 --> 00:21:24,540 Wouldn't it be great if you could stimulate a precise memory using particular sensations? 287 00:21:24,540 --> 00:21:27,020 Theoretically, you can. 288 00:21:27,020 --> 00:21:31,460 If you're preparing for an exam, see whether you can study in the same room where it will 289 00:21:31,460 --> 00:21:32,700 take place. 290 00:21:32,700 --> 00:21:37,200 The context will help you remember the information more effectively. 291 00:21:37,200 --> 00:21:42,160 If you can replicate other elements, like a scent you're wearing or a taste you have 292 00:21:42,160 --> 00:21:44,520 in your mouth, it can also help. 293 00:21:44,520 --> 00:21:51,320 However, you should not use scents or flavors or other stimuli you experience every day, 294 00:21:51,320 --> 00:21:55,840 which will naturally weaken the association. 295 00:21:55,840 --> 00:21:58,640 How it connects to the brain 296 00:21:58,640 --> 00:22:04,100 Your brains organized through neural networks, activating one node in this network can make 297 00:22:04,100 --> 00:22:06,260 others more active. 298 00:22:06,260 --> 00:22:11,340 When we consciously integrate specific details or concepts into the network, it's like 299 00:22:11,340 --> 00:22:16,820 creating a neural path to the desired information we can retrace later. 300 00:22:16,820 --> 00:22:22,520 You can use this strategy to create easy ways to pull yourself into a better mood, for example 301 00:22:22,520 --> 00:22:26,620 by playing a song you enjoy only when you feel happy. 302 00:22:26,620 --> 00:22:32,240 Playing that song later can nudge you towards a better emotional state, as long as you use 303 00:22:32,240 --> 00:22:34,600 it sparingly. 304 00:22:34,600 --> 00:22:38,320 This is a smaller strategy that can help you prepare in advance. 305 00:22:38,320 --> 00:22:44,600 It's easy to use and relatively quick to implement. 306 00:22:44,600 --> 00:22:50,600 Make learning more fun We've talked a little about the extrinsic and 307 00:22:50,600 --> 00:22:54,920 intrinsic motivation for reducing your procrastination. 308 00:22:54,920 --> 00:23:01,140 You can apply the same strategies here and gamification to make learning more fun. 309 00:23:01,140 --> 00:23:05,940 Here you might find these strategies work just as well, especially those related to 310 00:23:05,940 --> 00:23:08,580 intrinsic motivation and rewards. 311 00:23:08,580 --> 00:23:15,580 But are there other ways to make learning more fun besides the ones we've discussed? 312 00:23:15,580 --> 00:23:20,700 Technique number 14 Creative learning approaches 313 00:23:20,700 --> 00:23:23,980 Many people have had bad experiences in schools. 314 00:23:23,980 --> 00:23:26,880 They found them stifling or boring. 315 00:23:26,880 --> 00:23:30,800 But that should not be the attitude we have towards learning now. 316 00:23:30,800 --> 00:23:36,760 We have the power to make it more fun, and fun is likely to motivate our brain more thanks 317 00:23:36,760 --> 00:23:40,160 to the anticipation of the experience. 318 00:23:40,160 --> 00:23:45,280 When we associate learning with fulfilling and fun experiences, it becomes easier to 319 00:23:45,280 --> 00:23:49,640 motivate ourselves to learn something new. 320 00:23:49,640 --> 00:23:55,860 How it connects to the brain Creativity is a highly complex neural process. 321 00:23:55,860 --> 00:24:02,940 However, it appears to be one that our brains enjoy a lot and is tied to the dopaminergic 322 00:24:02,940 --> 00:24:05,580 system. 323 00:24:05,580 --> 00:24:10,260 Get creative Creativity is difficult to describe, but 324 00:24:10,260 --> 00:24:14,220 it stimulates our brain and is motivational. 325 00:24:14,220 --> 00:24:19,620 We like being creative and finding new ways of expressing ourselves, and the more creative 326 00:24:19,620 --> 00:24:23,160 we are, the more creative we can be. 327 00:24:23,160 --> 00:24:28,320 So consider how you can be creative about your learning. 328 00:24:28,320 --> 00:24:30,320 How will you take notes? 329 00:24:30,320 --> 00:24:33,240 What will help you practice the skills? 330 00:24:33,240 --> 00:24:38,320 Make it a challenge for yourself to do something unexpected and look for non-standard ways of 331 00:24:38,320 --> 00:24:41,320 engaging with the topic. 332 00:24:41,320 --> 00:24:46,520 A benefit of this is that you're far more likely to remember and make good use of your 333 00:24:46,740 --> 00:24:51,460 own techniques than those you've merely adopted from other people. 334 00:24:51,460 --> 00:24:56,500 As an adult learner, you have all the freedom you want to pursue your own projects and learning 335 00:24:56,500 --> 00:24:57,860 objectives. 336 00:24:57,860 --> 00:25:02,580 In other contexts, you might be a little more limited, but you still have the choice of 337 00:25:02,580 --> 00:25:06,140 bringing creativity whenever you can. 338 00:25:06,140 --> 00:25:11,060 By engaging in this way with the material or the skills, you're making it more likely 339 00:25:11,060 --> 00:25:14,300 that the process will be enjoyable for you. 340 00:25:14,300 --> 00:25:19,720 For example, many people love artistically taking notes, accompanying them with collars 341 00:25:19,720 --> 00:25:21,360 or stickers. 342 00:25:21,360 --> 00:25:25,200 Or they study in interesting or different locations each time. 343 00:25:25,200 --> 00:25:31,360 They make the process creative and more enjoyable so they have more motivation to engage with 344 00:25:31,360 --> 00:25:35,320 the material in the way they like. 345 00:25:35,320 --> 00:25:39,240 Look for materials you're likely to enjoy. 346 00:25:39,240 --> 00:25:43,880 When learning something new, look for supporting materials and texts. 347 00:25:43,900 --> 00:25:48,980 Be afraid of looking for materials you want to read, watch, or listen to. 348 00:25:48,980 --> 00:25:52,460 Even if they are unorthodox, you're in charge. 349 00:25:52,460 --> 00:25:57,940 There are plenty of videos and podcasts that engage with the topic in a fun way and might 350 00:25:57,940 --> 00:26:02,260 bring you an unexpected perspective on the situation. 351 00:26:02,260 --> 00:26:08,740 Likewise, you may be exposed to a teacher or speaker more on your wavelength and who stirs 352 00:26:08,740 --> 00:26:11,500 your passion for the topic. 353 00:26:11,500 --> 00:26:15,920 This doesn't mean you have to enjoy all the materials you're working with, but finding 354 00:26:15,920 --> 00:26:20,960 those you would explore and engage with on your own is a good way of supporting your 355 00:26:20,960 --> 00:26:24,880 learning experience. 356 00:26:24,880 --> 00:26:29,040 Find stories that involve what you're learning. 357 00:26:29,040 --> 00:26:34,080 Stories are a good way of organizing information to learn, but they can support your experience 358 00:26:34,080 --> 00:26:37,640 and help you understand the material better. 359 00:26:37,640 --> 00:26:41,820 Telling is an effective strategy that can be applied with adult learners because it 360 00:26:41,820 --> 00:26:48,620 motivates, generates curiosity, and often gives us a broader perspective on the topic. 361 00:26:48,620 --> 00:26:55,580 Remember that your brain loves connections and it loves meaningful narratives. 362 00:26:55,580 --> 00:27:01,220 You might not influence the strategies of your instructor if you're learning formally, 363 00:27:01,220 --> 00:27:05,380 but you can look for stories that connect to what you're studying. 364 00:27:05,380 --> 00:27:09,360 And if the only story you can generate is to argue with your instructor, at least you're 365 00:27:09,360 --> 00:27:13,520 engaging authentically with the material. 366 00:27:13,520 --> 00:27:15,520 There are many ways to do this. 367 00:27:15,520 --> 00:27:19,080 You can choose a less direct approach. 368 00:27:19,080 --> 00:27:22,240 Science fiction might talk about science, for example. 369 00:27:22,240 --> 00:27:26,240 You can look for real-life examples and stories that are much more memorable than just the 370 00:27:26,240 --> 00:27:27,760 facts. 371 00:27:27,760 --> 00:27:33,520 Of course, stories, and especially fiction, are not always accurate, but this can present 372 00:27:33,520 --> 00:27:35,500 a challenge of its own. 373 00:27:35,500 --> 00:27:37,900 How does it get things wrong? 374 00:27:37,900 --> 00:27:40,300 Why does it get things wrong? 375 00:27:40,300 --> 00:27:43,100 How would you fix it? 376 00:27:43,100 --> 00:27:49,180 Stories encourage us creatively and stimulate our imagination, and our brain is much more 377 00:27:49,180 --> 00:27:55,860 likely to remember a tale than a statistic. 378 00:27:55,860 --> 00:28:01,140 Deep Processing The more we engage with the subject, the better 379 00:28:01,140 --> 00:28:02,140 we learn it. 380 00:28:02,680 --> 00:28:05,560 It's not enough to just read it and be done with it. 381 00:28:05,560 --> 00:28:11,200 We might need to go deeper and allow our brains more interaction with the material. 382 00:28:11,200 --> 00:28:14,520 This is called deep processing. 383 00:28:14,520 --> 00:28:18,840 How do you ensure that you're learning in depth and not superficially? 384 00:28:18,840 --> 00:28:27,840 First, do the things proven to help your brain remember and avoid the strategies proven ineffective. 385 00:28:28,420 --> 00:28:33,620 Second, we've discussed how it's good for you to engage with different materials, from 386 00:28:33,620 --> 00:28:36,620 texts to videos, on what you're learning. 387 00:28:36,620 --> 00:28:42,780 Besides more associations and neural connections, this also helps us promote deep processing 388 00:28:42,780 --> 00:28:49,580 as we continuously engage with the subject and reinforce what we know as we also make 389 00:28:49,580 --> 00:28:51,580 progress. 390 00:28:51,580 --> 00:28:55,220 What other strategies are there? 391 00:28:55,800 --> 00:29:01,960 Effective Study Methods First, let's mention the techniques that do 392 00:29:01,960 --> 00:29:08,800 not work for studying and don't lead to deep processing. 393 00:29:08,800 --> 00:29:11,440 Rereading is not a good strategy. 394 00:29:11,440 --> 00:29:16,680 It makes us think we know something when we might not know it. 395 00:29:16,680 --> 00:29:21,400 Reread to understand better, but not to study better. 396 00:29:21,400 --> 00:29:24,000 The same applies to highlighting and underlining. 397 00:29:24,000 --> 00:29:30,380 It can help you find the information later, but does not affect retention or recall. 398 00:29:30,380 --> 00:29:32,900 Then what does work? 399 00:29:32,900 --> 00:29:37,060 The first strategy that is very helpful is testing yourself. 400 00:29:37,060 --> 00:29:42,980 Close the text or put away your notes and try to answer a few questions or solve problems. 401 00:29:42,980 --> 00:29:50,380 This active form of engagement guarantees you'll remember things much better later on. 402 00:29:50,380 --> 00:29:53,980 How does this connect with the brain? 403 00:29:53,980 --> 00:29:59,520 Active Study Strategies help reinforce our neural networks and build powerful connections 404 00:29:59,520 --> 00:30:04,660 between neurons that can endure even if time goes on. 405 00:30:04,660 --> 00:30:10,080 Try to explain to or teach someone else what you've just learned. 406 00:30:10,080 --> 00:30:14,680 Animated and interested students are best, however, you can do with your reflection in 407 00:30:14,680 --> 00:30:18,120 the mirror, a pet, or any other person. 408 00:30:18,120 --> 00:30:23,340 This technique is great at revealing what you understand and don't understand and promotes 409 00:30:23,340 --> 00:30:25,060 better learning. 410 00:30:25,060 --> 00:30:30,520 It helps to explain it as simply as you can rather than reproduce the information from 411 00:30:30,520 --> 00:30:31,520 memory. 412 00:30:31,520 --> 00:30:36,220 Use your own words and style. 413 00:30:36,220 --> 00:30:39,180 Space Your Study Lessons 414 00:30:39,180 --> 00:30:44,560 Cramming is another ineffective approach, whether it's for a test or any other purpose. 415 00:30:44,560 --> 00:30:50,860 Our brains need time to strengthen the neural associations between concepts and ideas, which 416 00:30:50,860 --> 00:30:56,160 only happens with various repetitions over several days. 417 00:30:56,160 --> 00:31:03,100 To remember things for longer, you should space your repetition over a longer while. 418 00:31:03,100 --> 00:31:07,340 Engaging with learning on a deep level also means being more active. 419 00:31:07,340 --> 00:31:13,420 Try creating your own ideas, projects, or applications, even if they stay as concepts. 420 00:31:13,420 --> 00:31:19,460 Being proactive forces your brain to take the matter seriously and make it more memorable 421 00:31:19,460 --> 00:31:22,220 overall. 422 00:31:22,220 --> 00:31:25,980 Learning is a basic process for our brains, but this doesn't mean we can't make it 423 00:31:25,980 --> 00:31:27,220 more effective. 424 00:31:27,220 --> 00:31:33,020 By applying the right strategies and knowing how our brain operates, we can boost our results 425 00:31:33,020 --> 00:31:36,160 and teach ourselves whatever we want. 426 00:31:36,160 --> 00:31:41,580 It just takes time and repeated effort. 427 00:31:41,580 --> 00:31:46,620 Takeaways We can improve our capacity to learn and memorize 428 00:31:46,620 --> 00:31:50,900 by working with our brains' innate abilities. 429 00:31:50,900 --> 00:31:56,580 Learning is possible for everyone, which need to use the right strategies. 430 00:31:56,580 --> 00:32:01,660 Help your brain to have a better recall by weaving a strong neural network that makes 431 00:32:01,660 --> 00:32:06,100 as many neural connections between ideas as possible. 432 00:32:06,100 --> 00:32:10,760 Connect new pieces of information to as many other pieces of information as you can to 433 00:32:10,760 --> 00:32:14,500 cement it in your memory. 434 00:32:14,500 --> 00:32:18,220 There are two thinking modes, diffuse and focused. 435 00:32:18,220 --> 00:32:24,300 We naturally switch between these as our brain alternates effort and rest. 436 00:32:24,300 --> 00:32:33,420 Plan for and support these switches by scheduling breaks according to your own biological rhythms. 437 00:32:33,420 --> 00:32:39,460 The brain can only remember so much information, but it can effectively remember more if you 438 00:32:39,460 --> 00:32:41,820 chunk that information. 439 00:32:41,820 --> 00:32:47,460 You can chunk by finding narratives, making mind maps, or looking for meaningful connections 440 00:32:47,460 --> 00:32:53,340 and associations to organize data into simpler units. 441 00:32:53,340 --> 00:32:57,460 Pavlov famously trained as dogs using classical conditioning. 442 00:32:57,460 --> 00:33:03,700 We can do the same when we deliberately plant cues for ourselves and build associations between 443 00:33:03,700 --> 00:33:08,500 stimuli and desired behaviors. 444 00:33:08,500 --> 00:33:12,580 And associations from early schooling can undermine our learning. 445 00:33:12,580 --> 00:33:18,180 We can undo these by thinking creatively and finding novel ways to bring fun to our 446 00:33:18,180 --> 00:33:23,740 own processes, whether we study formally or on our own. 447 00:33:23,740 --> 00:33:29,820 Finally, deep processing is about the rich understanding we have of a topic rather than 448 00:33:29,820 --> 00:33:31,980 a superficial grasp. 449 00:33:31,980 --> 00:33:38,140 We need to learn to read for deep comprehension and understanding, which we can test by explaining 450 00:33:38,140 --> 00:33:39,780 concepts to others. 451 00:33:39,780 --> 00:33:54,300 We're far more likely to retain content if we process content deeply. 452 00:33:54,300 --> 00:33:58,140 That brings us to the end of this episode on how the brain learns. 453 00:33:58,140 --> 00:34:02,780 I hope you've gained some valuable insights and strategies to boost your learning power. 454 00:34:02,780 --> 00:34:10,260 Remember, the key is to work with your brain's natural abilities, not against them. 455 00:34:10,260 --> 00:34:16,060 For more information, you can check out Peter Holland's book, Super Brain, on Audible, Amazon, 456 00:34:16,060 --> 00:34:18,300 and iTunes. 457 00:34:18,300 --> 00:34:23,580 Check out Peter's website and sign up for his newsletter at bit.ly slash Peter Holland's.