“Premature optimization is the root of all evil.”Donald Knuth (1938 – )
Check out the first and second parts! This is part 3 of my buffet of study techniques. Be sure to check out my post on Active Recall and Spaced Repetition to learn the main principles which efficient and effective studying is based. Applying methods without understanding the principles is a great way to waste time and energy, but once we understand the principles then we can mix and match the different strategies to develop our own personalized study system.
Scope the Subject
I first brought up the idea of Scoping the Subject in my post on Note-Taking. Scoping the subject is most effective when we do it at the beginning of a study session or when we are learning something new. It is simply asking yourself how much you already know about a subject before diving in.
Scoping the subject has many forms. One of them is through a mind map, which I also talk about in my Note-Taking post. Through creating a mind map, we can easily visualize the information we know and how they are related to each other.
Another way to scope the subject is to skim through the chapter of a textbook and noting any recurring words, phrases, or topics that you are not familiar with. These little holes of unknown are going to be landmarks, so to speak, that our minds will be on the lookout for when we actually learn the material. This is gives our minds an aim. Without an aim, it is extremely difficult to know what to pay attention to. The idea of people needing aims and direction can be taken much further than studying and I talk a lot about it here. People need purpose and purpose only exists in relation to something else. Scoping the subject gives us that reference point necessary to relate to something.
One more extremely helpful aspect of scoping the subject is having a ready made list of the concepts that we need to know. This list can be prioritized which is key to scheduling and timetables.
Build Knowledge Frames
I brought this up in my note-taking post a little while ago. Knowledge Frames work fantastic with mind maps. In a sense, mind maps are a type of knowledge frame. Knowledge Frames can be thought of as a generalized representation of a concept which smaller details can easily be attached.
I originally head of this idea from Dr. Andre Pinesett, a Stanford trained medical doctor who is an expert in student success. He says that students should build a simple understanding of a concept, then expand on that simple frame by adding details to it later on. In one of this long-form videos, he brings up learning the flow through the heart, a concept which most people find difficult to commit to memory.
The best part about knowledge frames is being able to learn these complicated ideas easily and simply. I used knowledge frames to help me memorize blood flow through the heart during EMT school. I’ll show you how I did it here –
One could simply memorize the flow of blood through the heart:
Vena cava → right atrium → tricuspid valve → right ventricle → pulmonic valve → pulmonary artery → lungs → pulmonary veins → left atrium → bicuspid valve → left ventricle → aorta → the rest of the body…
….but that’s not intuitive if you aren’t familiar with anatomy. The best way to memorize the flow isn’t through brute force memorization, but through knowledge frames.
First, we have to create a simple and generalized conceptualization of blood flow through the heart:
This is the heart, or at least an extremely simplified version of it. This box will be our initial knowledge frame. As long as we think about the heart like this, it will be easier to learn the smaller details. Now that we’ve build the foundational structure, let’s hang some details on it.
Blood only comes into the heart through the atriums, from the top. It starts a the right atrium.
There are 3 valves between each opening so the blood doesn’t flow backwards. The names are tricuspid, bicuspid, and pulmonic. The tricuspid and bicuspid valves are between the atrium and ventricles and the pulmonic valve is between the right ventricle and the lungs.
I remember this through the classic mnemonic “Try it before you buy it.” The pulmonic valve is named such because it leads to the lungs and things related to the lungs are known as pulmonary.
Veins carry blood towards the heart and arteries carry blood away from the heart so the blood leaves the right ventricle through the pulmonary artery and enters the heart through the pulmonary veins.
The blood enters through the superior and inferior vena cava and exists through the aorta.
And there you have it! The entire flow of the heart in 4 steps. We can always memorize complex systems and ideas, but chances are there’s a way to understand these things that are less burdensome. Now that we’ve created a knowledge frame, I recommend drawing out the frame in its entirety for active recall.
I’ve also used this idea (before I knew it had a name) in my chemistry classes to learn VSEPR theory in a simple and intuitive way. I’ve also used it to understand cellular respiration and all its’ little details. It’s difficult and time consuming to create knowledge frames but once they are made, they are invaluable, our understanding becomes solidified, and our retention skyrockets.
Find ways to simply concepts, then hang the smaller details on your frame.
Clearly Articulate Failure and Success
“When things cannot be defined, they are outside the sphere of wisdom; for wisdom knows the proper limits of things.”Seneca (Letters from a Stoic XCIV – On the Value of Advice)
This is an applied idea from the lessons in my posts about drifters and definitive purpose, the reality-possibility exchange, tracking and loss aversion, and the power of failure. We are purpose driven creatures and we need to strive towards something. Having something to specific to strive for does us a lot ot good not just because we experience dopamine releases observing ourselves move towards goals, but because it can help us stay on track.
Always set an intention with every study session, set clear boundaries for failure and success. This is so we know when we’ve finished studying and when we’re behind. I don’t mean using time as a measurement. Have concrete goals that you can measure yourself up against.
This can look many different ways depending on the situation. When I’m working with my students, my goal is usually to do practice questions that cover the topics they will be tested on until they are able to complete the problems without mistakes. Sometimes, I’ll have less qualitative specifications for a study session. If time is short, I may say that the student has to do at least 20 practice problems.
My girlfriend is currently studying for the MCAT and she has the goal of finishing 1 chapter of new information per day. This way, she’ll know when she will actually be done studying. Rather than aimlessly trying to “study as much as we can,” we know exactly when we are done for the day.
As with most of the things I like to share, this lesson can be taken much further than simply studying. Articulation is the highest level of understanding and paying attention to how well articulated our goals and boundaries are will change our lives for the better.
Apply this to any endeavor you choose and watch your accomplishments slowly grow.
Past Papers, Exams, and Essay Plans are Crucial
I mean this with my heart and soul. Textbooks, the internet, fantastic tutors, friends are all great resources but nothing compares to old exams and thorough plans.
When we study for an exam, we want to be able to answer the questions that come up on the test and the best way to do that is to practice recalling the concepts that will be covered on that test. When many students, including myself, try to create active recall questions they inevitably wonder if the questions they’re using are sufficient for the exam.
How do we know we’re studying the right questions?
I can’t tell you how many times I’ve heard and thought “I didn’t study any of the stuff that was actually on the test.” There are few things that suck more than preparing for the wrong situation, especially if the stakes are high. Studying the wrong material sucks so bad. We put in the work, only to discover that we’ve sacrificed the wrong thing.
Nothing is better than studying old exams or past papers, especially if those tests were administered by the same professor! This way we’ll already know what their tests are like. We will know what types of questions to expect, the wording of the questions, the length of the exam, and so many other things. By reviewing an old test, we remove a lot of the uncertainty surrounding it, which gives us more confidence and lowers our need for anxiety. Anxiety is our response to preparing for unknown variables and studying past exams takes out many unknowns.
If old exams aren’t accessible, practice tests are usually supplied at the end of a chapter which cover the 80/20 of the need-to-know for most STEM classes.
If you have to write an essay, examine the structures and characteristics of past essays can provide a stronger structure to work with especially in timed constraints. Read over an old essay and ask:
- How did they structure this paper?
- Why did they structure it that way?
- What are weakness of this paper? Avoid those.
- What are strengths of this paper? Mimic those.
Plagiarism is a terrible thing, but finding inspiration from others is totally fair game. In Austin Kleon’s Steal Like an Artist, he talks about the uniqueness of each individual how that affects our ability to imitate. Kleon suggests that if one were to try to make a copy of another’s work, individualism would influence the work enough to create something new. I believe this is so true! By allowing ourselves to be influenced by our surroundings, we are naturally influencing the world around us. When we look over old papers, I suggest mimicking as much as possible. Allow your own voice to shine through, but steal the concepts, plans, and ideas and make them your own.
Once the ideas for the essay are gathered, write out an outline over and over and over and over and over until you can write that essay in your sleep.
Be Mindful of Diminishing Returns
“The last 10 percent of performance generates one-third of the cost and two-thirds of the problems.”Norman R. Augustine (1935 – )
The idea of unproportional output to input is found in so many places and has been given many different names from many different people. The 80/20 rule is a fantastic example. I think everyone should spend a little time learning about these different observations and natural phenomena because the knowledge of these ideas changes how we would approach situations in a more powerful way. These ideas are powerful because they are based on the assumption that diminishing returns are something to pay attention to.
The Point of Diminishing Return is a phenomena of systems and it is the point when the ratio of output/input has decreased to a point where it’s no longer reasonable to continue. In terms of studying, this is the point when you would have to put in MORE effort to be able to learn LESS information. The point of diminishing returns eventually turns into Negative Returns, which should be avoided at all costs.
Derek Sivers has a fantastic story about him biking which illustrates this idea perfectly, I write about it in my post Another 5 More Tips for Better Scheduling. 45 instead of 43 is the preferred method of doing things.
Ramit Sethi also preaches his idea of “getting the big wins” and moving on with his life, which also is predicated on the idea of calling it quits at the point of diminishing return. Ramit calls it The 85% Solution – get 85% of it right and move on! I love this because it allows us the freedom to leave if something takes too much of our precious and nonrenewable attention. I do this all the time with my students, if we come across a problem that takes 20 minutes for us to complete I would either try to break down the concepts into smaller chunks or just leave it. I will literally say “don’t worry about this and plan to get it wrong on the test.” This idea shocks people, but it gives us the freedom to move on and cover other material. When it comes to studying rather than use the 85% solution, I say do the 90% solution – get 90% of it right and move on.
One thing to consider is where the point of diminishing returns actually is. One person’s point of diminishing return can look different from another’s. So the question is –
What determines our own point of diminishing returns?
I believe it’s a few different things, but the biggest factor lies in our trajectory. Our future plans decide where our point of diminishing returns are. This is another reason why Clearly Articulating Failure and Success is critical to being a better student. Where we are going decides what our present circumstances mean to us and through clearly defining where we are headed, we can more easily determine if our efforts are worth it.
We don’t have the energy to fight every battle. We must pick and choose. Know when it’s time to back away and know when it’s time to push.
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