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Best Learner/Mnemonist Possible (Meta 1.0) - Coggle Diagram
Best Learner/Mnemonist Possible
(Meta 1.0)
Current Learning/Memorization knowledge (Learning Science)
Psychology
Learning
*U4: Learning (limited)
Cognitive Map
Conditioning
Reinforcement
Latent Learning
Observational Learning
Requirements
Attention
Retention
Reproduce
Motivation
U5: Cognitive
Meta cognition
Processing
Effortful
Automatic
Deep
Shallow
Biological
Sleep
NREM-3
less after 3:30hr of sleep
Wake up during REM = Alert
Brain practices & Problem solves repeatedly asleep
Prolonged fatigue = decr thinking & learning effectiveness
Emotion
Long term potentiation
Anatomy
Pre-frontal Cortex = STM
Hippocampus = STM>LTM
Neurotransmitters = Strength
Synapse
Memory
Physical Neural pathways
Strengthening = Structural improvement by BDNF + Neurotransmitters
Forgetting
time
over learning
Ebbinghaus curve
Interference
Retroactive
Proactive
Forget to learn theory
Retriving
Retrieval clues
Serial position effect
Recency effect
Primacy effect
Strategies
Mnemonic devices
Method of loci
Peg word Mnemonics
Enhance
Spacing effect
Leitner System
Testing effect
Priming
Context dependent memory
State dependent memory
Mood congruent memory
Storing
Process/System Interaction
Chunking
Schema
Concept
Prototype
Hierarchy
Encoding
Types
Visual
Auditory
Semantic
Enhancement
Rehearsal
Maintaince
Elaborative
Visual images help
Self reference effect
Strength
Repetition and Emotional Intensity = determine strength
Importance
Tangibility, Visual Ability, Intensity/Novelty (NOT: abstract/Mundane
Associations
Memory
Systems
Sensory
Echonic
Iconic
Short-term
Long-term
Types
Explicit
Semantic
Episodic
Implicit
Perspective
Flashbulb
Information Type
Structural
Phonemic
Attention
Selective
Divided
Situational Factors
Exercise & Learning
(~17%) Improvement rate avg.
Exercise
Optimizes Neurotransmitters levels
BDNF
Serotonin
Norepinephrine
Dopamine
Promotes Neurogensis
Neuroplasticity incr
Attention & Motivation incr
Don't multi-task learning and exercise
Do skill based exercise > non-skill
U3: Perception
Context effect
U9: Developmental
Group think
Social Loafing
Bias
Mere-exposure effect
Skills
Other skills
Researching
Philosophy / theory of knowledge
Critical thinking / Interpreting new information and USEING it well for understanding and application
How to be a Scientist
Scientific research, conducting, testing, and understanding
How to find good information
determine if it's reliable
Be able to read and understand information forms (studies, case studies, etc.)
Productivity & Organizational/Planning Skills
Planning & Organization
Organizational System
Format
Parts
Ideas
Notes
Handouts
Other Outputs
Systems
Task Manager
Calendar
Note-taking
Physical Storage
Maintenance
Scheme
Planning
Weekly
Daily
Review
Entropy
Use/Organizing
Quick Capture
Batching
Tree Hierarchy
Color Coding
Focus & Concentration
Attention
Top-Down/Voluntary Attention
Inhibitory mechanism
Directed Attention Fatigue
Environment
Tendcy to seek novelty when bored
Interest in task
Current state
Time spent focusing
Strengthening
Don't Multi-task
Cognitive switching Penalty
Attention Residue
Tailor environment
Anticipation/Planning
Bottom-Up/Stimulus-Driven Attention
Strengthening Focus
Train to resist Novelty
Take care of Biological needs
Circadian Rhythm
Work/Rest Cycles
Short Breaks
Don't Switch to other task
Get into something distracting
Long Breaks
Can Switch/Distract if plan in advance
Procrastination
Motivation
Temporal Motivation Theory
Motivation = (Expectancy
Value)/(Impulsiveness
Delay)
Raising/Decreasing Factors
Expectancy
Ask for help
Chunk problems into subtasks (specify)
Value
Improve reward and experience
Add additional rewards for doing subtasks
Low/High Density Fun
2 more items...
Impulsiveness
Attention/Focus
Delay
Pomodoro techique
(value techiques)
Will power
Eat your frogs first
Ego depletion
U7: Motivation
Learned helplessness
Self esteem
Self-efficacy
High
Low
Motivations
Intrinsic
Extrinsic
Theories
Drive reduction
Push
Pull
Tips
Mental contrast
Remind self
Student skills
Writing
Pre-Writing Process
Brain Dump
Recall everything (brain makes connections while focused)
Research Process
Research Reclusion Syndrome
Know resources
Annoate Material
2 Sources for each main point in T, 1 for non-crucial
Write Drunk, Edit Sober
Editing
Tips
Edit in intended media
Dont rewrite while reviewing
Read aloud
Review with others
(Read only once)
(Ask for type of feedback)
Content Edit
Goal = Communication
Technical Edit
Goal = fix errors writing
Test anxiety
Henry Fonda Tale
3 Big Fears
Repeating past failures
Negativity Bias
Mending Mindset from failure
The Unknown
The Stakes
Mend mindset from now or never to +
General Application = Record/Understand Fears
(similar to cognitive therapy techniques (AP Psych NB)
Studying for exams
Study Sechedule
Build into main Calendar
Find exact Dates & Location
3-4 Weeks for Finals, 2 Weeks if smaller
Studying
Replicate Testing Conditions
Memory = Context-based
Quiz Self
Make own tests
Cheat Sheet Excerise
Asking for Help
Rubber Duck Debugging
Specify what you don't get
Record trails of solutions
Learner Skills
Notes
Methods
Out-line
Cornell
Mind mapping
Immediately reflect on notes
Specialize to class
Record Import info only
Knowing what's important
Where to look for/ spot important
Work/interpret info
meaning
put into own words
Reading
Unique to each subject
Active Reading
SQ3R
Summary = Big Ideas. Notes = Facts.
Recall > Recognition
Morse code Method
Speed
Pseudo skimming
Slow down for comprehension
Cant speed up reading mechanics
Do only necessary
Favored source (textbook)
Supplemental
priority
Arguments
Describing
Context
How we read
Recognition
Saccade
Fixation
Regression
85/35
Comprehension
one chunk at a time (pause frequently!)
Misc.
Experiment actively and form own systems that work for you
Mind map Format
(E) Experience
(A/T) Application/Technique
(T) Theoretical
Inter/multi-disciplinary studies (Things that contribute / to look into)
Cognitive science
Psychology fields
https://www.apa.org/education-career/guide/careers
Neurosciences
Anthropology
Information sciences
Educational Field/Sciences
Learning science as a whole
https://www.google.com/books/edition/The_Cambridge_Handbook_of_the_Learning_S/zsLOBAAAQBAJ?hl=en&gbpv=1&printsec=frontcover
Memory Science
How to be professional Mnemonist
memocamp training site
Neuroscience impact
artofmemory.com
memory league
Courses on Coursera to look into!!!
Crash course psych: how memory works