Tags: [[🌲️/(]] - [[Productivity]] - [[Spaced Repetition]] - [[Knowledge Economy]] - [[Knowledge Formation]] - [[Learning]] - [[Memory]] - [[Memorizaton]] - [[Neurology]] URL: <https://www.supermemo.com/en/archives1990-2015/articles/20rules> Reference: [[@Piotr Wozniak]] Publish Date: 1999-02 Reviewed Date: [[2020-09-09]] --- - R1 + [[Learning without comprehension is a poor foundation to build spaced repetition on top of]]. Learn the material first and internalize it before expanding and initiating [[Spaced Repetition]]. - R2 + [[Learning is not atomized]]. You need to read the whole chapter to understand it’s connections and intricacies before you take it apart to memorize atomized pieces of that information for active recall. - R3 + [[Basics are the foundation and the subset of material most commonly utilized]]. It is not useless to expend effort memorizing basics as a lapse on them can cost dearly. - R4 + Atomize complexity. Better a lot of small facts about a question than a large question needing a large answer. The smaller facts are easy to recall and less burden to pull from memory and recall. - R5 + Cloze deletion is great for generating a lot of atomized cards for incremental reading. - R6 + Where ever possible use imagery as our visual processing is far superior to our verbal. There is a cost/benefit ratio to the investment - R7 + Mnemonics to help memorize info, acronyms, songs, chunking, etc. - R8 + Graphic deletion works like cloze deletion but instead of removing text it removes pieces of an image such as an element or label - R9 + Retaining sets in memory is costly as are enumerations but because enumerations are ordered, this can work. You want your brain repeating the same ordered pattern over and over to solidify the neural pathway - R10 + Cloze deletion > enums > sets + As implementation of sets to learn. Atomize as much as possible - R11 + [[Memory interference is when similar terms cross paths in the synapses]]. To correct this make items as unambiguous as possible - R12 + Reduce verbiage. Succinct and specific text that switches on the light bulb for recall. Not a block of text for cloze deletion but several sentences. - R13 + [[Refer to other understood concepts and memories to tie in new info with correct semantic usage]] - R14 + [[Relate personal information to the memorization target this can prevent interference and is easier to recall]] - R15 + Relying on emotional states such as a term of “Despair” being holding Camilla as they put her down. If for private consumption the more bizarre, violent and lizard brained the connection the strong the tie-in. - R16 + Context clues: “Pie = ?” HINT: Math [[Context clues help short circuit the jump to recall and reduces neuron activity for recall in a wrong direction which can cause interference]]. + EX: Q1: What does GRE stand for in …… biochem + Starts on different path firing wrong synapses as soon as you see GRE you’re wondering “in regards to what context” + EX: Q2: BIOCH: GRE + Immediate context label and direction + Short and succinct - R17 + [[Redundancy may not always be duplicative if items are still atomic and improve upon the acquisition of data]] like: + “Pi = ?” passive and active recall + “3.14 = ?” know that pi = 3.14 (active) but maybe not immediately that 3.14 = Pi so use both cards to solidify passive recognition of 3.14 as Pi + Deviation Steps + If doing complex math problems, [[cloze deletion improves memorization with context rich active recall]] + Multiple semantic representation re-enforces the long term storage of information with multiple anchor points i.e. Memorize from difference angles if the information is of high value as multiple paths can solidify that knowledge in your mind + For an example word in Norwegian: * Dog = ? * Hund = ? * (picture of a dog) = ? + Flexible repetition + If in Norwegian trying to say someone is ‘rude’, you can accept and say ‘rude’ is the answer instead of ‘crass, impetuous, boorish’ etc. This doesn’t make sense in context of language learning, be okay with one answer - R18 + Having sources for your knowledge is wise, practical, and reliable between your choices of what to memorize. The sources themselves are not key to being memorized just handy unless you need to know the sources on call. - R19 + [[Time stamping transient information in your material is useful to indicate the degree of obsolescence]]. + Statistics figures with the year they were collected + Software apps/languages what versions were used + When new info arises these tags will allow you to update your information + These tags/stamps themselves are not important to memorize unless the goal was to monitor the temporal change of something in which now the stamps are the desired input data - R20 + Knowledge prioritization key points + Sources, pick quality inputs: Journals, books, internet, etc. Figure out what is best for you and which are more of a drain than a boon + Extract useful knowledge. You don’t need to memorize a whole book. Get the key insights that will expand your knowledge. + Formulate ideas by adding more background information in optional components of the cards in parens so they can be looked at afterwards to strengthen memory while the main effort is upon the more pertinent information