How To Study Efficiently And Remember Well What You Read

Picture of Mary Vasser

Mary Vasser

If you do not like to interrupt your reading flow by stopping every time you complete a sentence, paragraph or chapter, I recommend the questionnaire method. It turns your book into a questionnaire, so that it becomes more of a personal question and answer material. Use one that’s not about being in the mood, taking notes, asking questions.

You should read books according to the four rules that help you understand the context and understanding of the book. If you take the time to read, you will understand more about what you are reading at a deeper level.

Peter Doolittle, an educational psychologist, spoke in 2013 at TEDGlobal in a lecture that detailed the meaning and limitations of your working memory, the part of your brain that makes us think about what is happening.

Reading and hearing large amounts of information can make it difficult for the brain to recognize key points. If you remember information from your content, you save time in the end. You don’t need to go back and look up so many facts and ideas – be it rubbing elbows at a big conference or explaining to your team your reasons for beginning a new process – you can immediately apply the information.

Knowing how to read a textbook is one of the most important ways to learn more effectively and with less effort. Active reading requires concentration and the ability to deal with the words on the page. From this point of view, reading is worth the few minutes it takes to increase reflection and efficiency.

The steps we will take during the reading process will little save you hours of learning time, but what you read will be stored in your long-term memory. For an introduction to effective memorization techniques that will help you become more efficient at school, read on. This guide teaches you how to read a textbook, so that you can keep and integrate what you have learned.

In addition to visual and spatial memory techniques there are many other tricks that you can use to help your brain remember information. Watch this video from the Learning Center for a quick explanation of many of these techniques. If you find that you do not understand the material, spend some time understanding it before trying to memorize it.

There are many simple and creative ways to get more information from a text. For example, skimming off the text before delving into the material is a way to familiarize oneself with the important topics of a book and to know where to concentrate. In this article, Bill Klemm, Professor of Neuroscience, highlights this as a key strategy for storing information.

If you have never taken notes, which can be very effective, Sonke and Ahren’s book is a great start. Before you start, you can create your own system, depending on what you are working on and what you like to read. The authors suggest ways to make notes and make the books you read the last part of your thinking.

I am sure we all agree that it is much easier to read a book distilled down to 10 chapters in two minutes. Shane Parrish, of the blog Farnam Street, has read 14 books since March, and he spends huge sums of money every month. The way in which the information is provided, which is designed to look great and be usable on mobile devices, and what you learn from it is unique.

A 2012 Pew Research Center study found that adults read an average of 17 books a year. The extremes end with reading much more or reading far below zero. The same Pew study found that 19 percent of Americans read no books at all.

Think about how the content connects with your personal preferences, personalities and experiences. If you give yourself some time to rest and think about how you take each page, you will allow your brain to connect the new information with what you are doing and understand why.

The brain is wired to respond to emotions and associate them with memory formation and interpretation of facts by rational thinking. So, if you allow yourself to recognize and react to how you feel while reading and reflecting, you have a better chance of making new memories more powerful and retrievable. Our long-term memory is not based on any kind of acquired knowledge, but on knowledge from experience. When we bring memories and thoughts from different experiences together – reading a book, talking to someone about it, meeting a friend with a different perspective – these experiences are stored in our neocortex, the part of the brain that is easier for us to remember.

In his book How to Read a Book in 1940, famous psychologist Charles Darwin explained that the first stage of reading and remembering is what he calls the structural stage. Leafing through the first page, one begins with a general understanding of what the book is about. As soon as one enters the book, the work becomes the transformation of information into experience.

Every time I read a great book, I feel like reading a kind of treasure map, but the map is away from the actual facts around me. Just as a map is incomplete until I can figure out where to direct the treasure, reading a book is a process of finding my best self, which is an endless quest.

It is ironic to read more and more books about productivity and learning because there is something magical in the present. In fact, when I wrote my blog post about productivity, I wrote down all my notes. When I started writing productivity books, they had a lot of actionable advice, and I noticed that I became more productive by recalling the advice I had learned.

The majority of students learn by re-reading notes from textbooks, but their research and laboratory experiments with actual students in class have shown that this is a terrible way to learn the stuff.

From much research we know that this type of repeated recycling of information is not a good way to learn or make lasting memories. Our study of students at Washington University has shown, for example, that they have no improvement in learning when they reread a textbook chapter through rereading. Using active learning strategies such as flashcards, diagrams and quizzes to create an effective learning space can confuse different topics.

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