If it often happens to you that you focus only on your own name when introducing yourself and completely ignore the other person's name, read carefully now, because we are going to reveal the trick. And do not blame yourself, because processing information requires resources from the brain, but if the gray matter is saturated, it will not be able to absorb more elements. Brain researchers Cognitive overload This point is called. We can reduce overhead by using the quantitative method, that is, we present less new information, so that what needs to be learned is deepened before new information arrives. Or with the qualitative method, when the method of presentation changes, it becomes easier and less oppressive.
This is also important because learning is affected by many things, such as emotions till then It affects how we perceive information, how we pay attention to and remember it, and how we solve problems.
The most effective methods
As for learning, the worst emotional states are anxiety, stress, shame, or fear, because they activate the limbic system, causing confusion. Frustration also complicates the learning process. If we are too enthusiastic about memorizing, we will not succeed. This is why failure must be taken into account, and the pressure of striving for perfection must be eliminated.
In ideal learning conditions, errors are normal, but efficiency is best aided by novelty. A new, little-known method can release dopamine, which plays a key role in motivation to learn.
Social learning and collaboration with peers also lead to better results.
A recent study conducted by psychologists at Temple and the University of Pittsburgh has revealed new approaches to learning and remembering techniques. Proceedings of the National Academy of Sciences ( With people ) described in the journal research according to
The time devoted to immersion significantly increases memory storage more comprehensively. If we prepare for the test and study the night before the test, we may do well on the test, but we will quickly forget the material because there is no time to settle down. However, if we return to text and data that will be memorized over several days, long-term memory will store the information. The material to be memorized always remains the same, no matter when we access it, but our circumstances may change, and how does this affect learning if the circumstances surrounding us change?
Emily Cowan, the study's lead author, said combining two experiments allowed them to examine the effects of time differences on learning. They also analyzed the effects of text variables and time spent memorizing.
Variations on the theme
Their big question was whether it is easier to learn material that has variable factors (e.g., external conditions). It turns out that repeated learning over a longer period of time has a good effect on memory, but it helps memorization more if the items to be memorized are combined with various other factors, so the circumstances change somewhat. For example, if we want to remember a stranger's name, repeating the name can be useful, but associating it with different information about the person is even better.
Associative memory — the thing to be memorized and the other thing it's associated with — benefits from stability, says study co-author Benjamin Rotman.
A longer learning process favors writing down repetitive information accurately.
For example, if we want to store the name and age of a new acquaintance, it is more efficient to always repeat these two things in the same way over a longer period of time.
The Cowan brothers' study demonstrated that more comprehensive and long-term learning is not a sure success, because the result depends largely on the content and time between learning periods. For example, does the information content change and how many gaps occur between learning stages. Learning methodology also affects how much we write.
The more active the memorizer is, the more effective is the learning and note-taking. In the case of an interactive process, a deeper understanding can develop. In school situations, memorization that includes reasoning, criticism, and forming opinions is useful, and problem solving is well established in the brain if students come up with it themselves. Critical thinking and reasoning skills predict better learning. Structure is better than activity when it comes to learning, but it is said that it is better to have someone teach what you want to deeply store. To paraphrase Woody Allen, those who can't do it, teach it (and then, according to research, master it immediately). Anyone who can't even teach becomes a gym teacher.
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