3个高效学习技巧
共 3 集
剧集目录
| 集 | 标题 | 时长 |
|---|---|---|
| P1 | 3个高效学习技巧 8月17日 -3个高效学习技巧-中英文 | 5:08 |
| P2 | 3个高效学习技巧 8月17日-3个高效学习技巧-英文 | 5:08 |
| P3 | 3个高效学习技巧 3 tips on how to stud | 5:08 |
P1 · 3个高效学习技巧 p01 8月17日 -3个高效学习技巧-中英文 (P1)
字幕摘录
| 时间 | 英文 | 中文 |
|---|---|---|
| 0:03 | INTRO | 印度 |
| 0:07 | During their training, medical residents learn countless techniques, surgeries, | 在训练期间,医护人员学会了无数的技术,手术, |
| 0:12 | and procedures which they'll later use to save lives. | 以及日后用来拯救生命的程序 |
| 0:15 | Being able to remember these skills can quite literally be a matter of life and death. | 能够记住这些技能 可以说是生死攸关的事 |
| 0:21 | With this in mind, a 2006 research study took a class of surgical residents | 考虑到这一点,2006年的一项研究对外科病人进行了研究。 |
| 0:26 | learning to suture arteries and split them into two groups. | 学习缝合动脉,将其分成两组. |
| 0:30 | Each received the same study materials, | 每个人收到同样的研究材料, |
| 0:33 | but one group implemented a small change in how they studied them. | 但有一个团体在研究方法上做了小改变。 |
| 0:37 | And when tested one month later, | 一个月后测试时 |
| 0:39 | this group performed the surgeries significantly better than the other residents. | 与其他居民相比,这批人做的手术要好得多。 |
展开字幕全文（91 条）
| 序号 | 英文 | 中文 |
|---|---|---|
| 1 | INTRO | 印度 |
| 2 | During their training, medical residents learn countless techniques, surgeries, | 在训练期间,医护人员学会了无数的技术,手术, |
| 3 | and procedures which they'll later use to save lives. | 以及日后用来拯救生命的程序 |
| 4 | Being able to remember these skills can quite literally be a matter of life and death. | 能够记住这些技能 可以说是生死攸关的事 |
| 5 | With this in mind, a 2006 research study took a class of surgical residents | 考虑到这一点,2006年的一项研究对外科病人进行了研究。 |
| 6 | learning to suture arteries and split them into two groups. | 学习缝合动脉,将其分成两组. |
| 7 | Each received the same study materials, | 每个人收到同样的研究材料, |
| 8 | but one group implemented a small change in how they studied them. | 但有一个团体在研究方法上做了小改变。 |
| 9 | And when tested one month later, | 一个月后测试时 |
| 10 | this group performed the surgeries significantly better than the other residents. | 与其他居民相比,这批人做的手术要好得多。 |
| 11 | We'll discuss the secret to that group's success, | 我们来讨论这个团体成功的秘密 |
| 12 | along with two other highly effective study techniques | 连同另外两种非常有效的研究技术 |
| 13 | which can be applied both in and out of the classroom. | 可在教室内外应用。 |
| 14 | But to understand why these methods work, | 但为了理解这些方法为什么有效 |
| 15 | let's first unpack how the brain learns and stores information. | 让我们首先解开 大脑如何学习和存储信息。 |
| 16 | Say you're trying to memorize the anatomy of the heart. | 说欲记心解剖. |
| 17 | When you're introduced to a new concept, | 当你被介绍到一个新的概念, |
| 18 | the memory is temporarily encoded in groups of neurons | 内存暂时编码为神经元组 |
| 19 | in a brain area called the hippocampus. | 在一个叫做河马的大脑区域 |
| 20 | As you continue to learn about workings of the heart in class | 当你在课堂上继续学习心术 |
| 21 | or study its chambers for an exam, | 或为考试而学习其会场, |
| 22 | you reactivate these same neurons. | 你激活了同样的神经元 |
| 23 | This repeated firing strengthens the connections between the cells, | 这种反复射击加强了细胞之间的联系, |
| 24 | stabilizing the memory. | 稳定记忆 |
| 25 | Gradually, the knowledge of heart anatomy is stored long-term, | 逐渐地,心脏解剖学的知识 被长期存储, |
| 26 | which involves another brain area known as the neocortex. | 这涉及到另一个大脑区域 被称为新科特克斯。 |
| 27 | How information is transferred from short-term to long-term storage | 信息如何从短期储存转移到长期储存 |
| 28 | is still not completely understood, | 还没有完全理解, |
| 29 | but it's thought to happen in between study sessions | 但它被认为发生在学习课之间 |
| 30 | and perhaps most crucially during sleep. | 也许最关键的是在睡觉的时候 |
| 31 | Here, the new knowledge is integrated with other related concepts | 在这里,新知识与其他相关概念相结合 |
| 32 | you already know, such as how to measure heart rate | 你已经知道了,比如如何测量心率 |
| 33 | or the anatomy of other organs. | 或其他器官的解剖。 |
| 34 | And the process doesn't end there. | 这一过程并没有就此结束。 |
| 35 | Each time you recall heart anatomy, you reactivate the long-term memory, | 每次你记得心脏解剖学, 你激活长期记忆, |
| 36 | which makes it susceptible to change. | 这使得它容易改变。 |
| 37 | The knowledge can be updated, strengthened, | 知识可以更新、加强、 |
| 38 | and reintegrated with other pieces of information. | 并与其他信息汇合在一起。 |
| 39 | This is where our first study technique comes in. | 这是我们第一种学习技术 |
| 40 | Testing yourself with flashcards and quizzes | 用闪卡和测验测试自己 |
| 41 | forces you to actively retrieve knowledge, | 迫使你积极获取知识, |
| 42 | which updates and strengthens the memory. | 用于更新和加强内存。 |
| 43 | Students often prefer other study methods, | 学生往往更喜欢其他的学习方法, |
| 44 | like rereading textbooks and highlighting notes, | 就像重读教科书,突出音符, |
| 45 | but these practices can generate a false sense of competence, | 但是,这些做法会产生虚假的能力感, |
| 46 | since the information is right in front of you. | 因为信息就在你们面前 |
| 47 | Testing yourself, however, | 不过,测试一下自己 |
| 48 | allows you to more accurately gauge what you actually know. | 让你能更准确地判断自己所了解的 |
| 49 | But what if, while doing this, you can't remember the answers? | 但是,如果,在这样做的时候,你不记得答案呢? |
| 50 | Not to worry. | 别担心 |
| 51 | Making mistakes can actually improve learning in the long term. | 犯错误实际上可以改善长期学习。 |
| 52 | It's theorized that as you rack your brain for the answer, | 这是理论,当你打碎你的大脑 对于答案, |
| 53 | you activate relevant pieces of knowledge. | 激活相关知识。 |
| 54 | Then, when the correct answer is later revealed, | 当真理被揭示的时候, |
| 55 | the brain can better integrate this information with what you already know. | 大脑可以更好地整合这些信息 与你已经知道的。 |
| 56 | Our second technique builds on the first. | 我们的第二个技术是建立在第一个技术之上的。 |
| 57 | When using flashcards to study, | 当使用闪卡学习时, |
| 58 | it's best to mix the deck with multiple subjects. | 最好把甲板和多个主体混合 |
| 59 | Interleaving, or mixing the concepts you focus on in a single session, | 分离,或混合您在单个会话中关注的概念, |
| 60 | can lead to better retention | 能够导致更好的保留 |
| 61 | than practicing a single skill or topic at a time. | 而不是一次练习一种技能或话题。 |
| 62 | One hypothesis of why this works is that similar to testing, | 一个假设,为什么这样做是 类似测试, |
| 63 | cycling through different subjects | 不同学科的循环 |
| 64 | forces your brain to temporarily forget, then retrieve information, | 迫使你的大脑 暂时忘记,然后检索信息, |
| 65 | further strengthening the memory. | 进一步加强记忆。 |
| 66 | You may also find connections across the topics, | 您也可以找到跨主题的联系, |
| 67 | and better understand their differences. | 并更好地理解他们的分歧。 |
| 68 | Now that you know how and what to study, | 现在你知道如何学习了 |
| 69 | our final technique concerns when. | 我们最后的技巧是什么时候 |
| 70 | Spacing your review across multiple days | 检查间隔数天 |
| 71 | allows for rest and sleep between sessions. | 允许在会话间休息和睡眠。 |
| 72 | While offline, the brain is actively at work, | 在离线时,大脑正在积极工作 |
| 73 | storing and integrating knowledge in the neocortex. | 将知识存储和整合于新科特克斯。 |
| 74 | So, while cramming the night before the exam may seem logical— | 所以,虽然挤在考试前的晚上 可能看起来合乎逻辑... |
| 75 | after all, won't the material be fresh in your mind?— | 毕竟你脑子里不会有新鲜的东西吗? |
| 76 | the information won't stick around for the long term. | 信息不会长期存在。 |
| 77 | This brings us back to our medical residence. | 这让我们回到我们的医疗住所。 |
| 78 | Both groups studied the surgery for the same amount of time, | 两个小组研究手术的时间都相同, |
| 79 | yet one group's training was crammed in a single day, | 然而,一个团体的训练 被挤在一天, |
| 80 | while the other more successful group's training was spread over four weeks. | 而另一个比较成功的团体的训练则分四周进行. |
| 81 | The reason all three of these study techniques work | 这些研究技术都起作用的原因 |
| 82 | is because they're designed with the brain in mind. | 因为他们是用大脑设计的 |
| 83 | They complement and reinforce the incredible way the brain works, | 它们补充和强化了 不可思议的大脑工作方式, |
| 84 | sorting through and storing the abundance of information | 整理和储存丰富的信息 |
| 85 | it's fed day after day. | 日复一日地吃东西 |
| 86 | If you find it difficult to reach a state of flow while you're studying, | 如果你在学习时觉得很难达到流动状态 |
| 87 | maybe we can help. | 也许我们可以帮忙 |
| 88 | Watch this video to learn more about this unique mental state | 看这段视频 来了解这个独特的精神状态 |
| 89 | of effortless engagement, | 即无力的交往, |
| 90 | or get more actionable, science-based advice | 或获得更多可采取行动的基于科学的建议 |
| 91 | 如何在 ed.ted.com 上构建字符。 |
该视频共有字幕 91 条。解锁更多字幕为会员功能，请移动到 价格
P2 · 3个高效学习技巧 p02 8月17日-3个高效学习技巧-英文 (P2)
字幕摘录
| 时间 | 英文 | 中文 |
|---|---|---|
| 0:03 | INTRO | 印度 |
| 0:07 | During their training, medical residents learn countless techniques, surgeries, | 在训练期间,医护人员学会了无数的技术,手术, |
| 0:12 | and procedures which they'll later use to save lives. | 以及日后用来拯救生命的程序 |
| 0:15 | Being able to remember these skills can quite literally be a matter of life and death. | 能够记住这些技能 可以说是生死攸关的事 |
| 0:21 | With this in mind, a 2006 research study took a class of surgical residents | 考虑到这一点,2006年的一项研究对外科病人进行了研究。 |
| 0:26 | learning to suture arteries and split them into two groups. | 学习缝合动脉,将其分成两组. |
| 0:30 | Each received the same study materials, | 每个人收到同样的研究材料, |
| 0:33 | but one group implemented a small change in how they studied them. | 但有一个团体在研究方法上做了小改变。 |
| 0:37 | And when tested one month later, | 一个月后测试时 |
| 0:39 | this group performed the surgeries significantly better than the other residents. | 与其他居民相比,这批人做的手术要好得多。 |
展开字幕全文（91 条）
| 序号 | 英文 | 中文 |
|---|---|---|
| 1 | INTRO | 印度 |
| 2 | During their training, medical residents learn countless techniques, surgeries, | 在训练期间,医护人员学会了无数的技术,手术, |
| 3 | and procedures which they'll later use to save lives. | 以及日后用来拯救生命的程序 |
| 4 | Being able to remember these skills can quite literally be a matter of life and death. | 能够记住这些技能 可以说是生死攸关的事 |
| 5 | With this in mind, a 2006 research study took a class of surgical residents | 考虑到这一点,2006年的一项研究对外科病人进行了研究。 |
| 6 | learning to suture arteries and split them into two groups. | 学习缝合动脉,将其分成两组. |
| 7 | Each received the same study materials, | 每个人收到同样的研究材料, |
| 8 | but one group implemented a small change in how they studied them. | 但有一个团体在研究方法上做了小改变。 |
| 9 | And when tested one month later, | 一个月后测试时 |
| 10 | this group performed the surgeries significantly better than the other residents. | 与其他居民相比,这批人做的手术要好得多。 |
| 11 | We'll discuss the secret to that group's success, | 我们来讨论这个团体成功的秘密 |
| 12 | along with two other highly effective study techniques | 连同另外两种非常有效的研究技术 |
| 13 | which can be applied both in and out of the classroom. | 可在教室内外应用。 |
| 14 | But to understand why these methods work, | 但为了理解这些方法为什么有效 |
| 15 | let's first unpack how the brain learns and stores information. | 让我们首先解开 大脑如何学习和存储信息。 |
| 16 | Say you're trying to memorize the anatomy of the heart. | 说欲记心解剖. |
| 17 | When you're introduced to a new concept, | 当你被介绍到一个新的概念, |
| 18 | the memory is temporarily encoded in groups of neurons | 内存暂时编码为神经元组 |
| 19 | in a brain area called the hippocampus. | 在一个叫做河马的大脑区域 |
| 20 | As you continue to learn about workings of the heart in class | 当你在课堂上继续学习心术 |
| 21 | or study its chambers for an exam, | 或为考试而学习其会场, |
| 22 | you reactivate these same neurons. | 你激活了同样的神经元 |
| 23 | This repeated firing strengthens the connections between the cells, | 这种反复射击加强了细胞之间的联系, |
| 24 | stabilizing the memory. | 稳定记忆 |
| 25 | Gradually, the knowledge of heart anatomy is stored long-term, | 逐渐地,心脏解剖学的知识 被长期存储, |
| 26 | which involves another brain area known as the neocortex. | 这涉及到另一个大脑区域 被称为新科特克斯。 |
| 27 | How information is transferred from short-term to long-term storage | 信息如何从短期储存转移到长期储存 |
| 28 | is still not completely understood, | 还没有完全理解, |
| 29 | but it's thought to happen in between study sessions | 但它被认为发生在学习课之间 |
| 30 | and perhaps most crucially during sleep. | 也许最关键的是在睡觉的时候 |
| 31 | Here, the new knowledge is integrated with other related concepts | 在这里,新知识与其他相关概念相结合 |
| 32 | you already know, such as how to measure heart rate | 你已经知道了,比如如何测量心率 |
| 33 | or the anatomy of other organs. | 或其他器官的解剖。 |
| 34 | And the process doesn't end there. | 这一过程并没有就此结束。 |
| 35 | Each time you recall heart anatomy, you reactivate the long-term memory, | 每次你记得心脏解剖学, 你激活长期记忆, |
| 36 | which makes it susceptible to change. | 这使得它容易改变。 |
| 37 | The knowledge can be updated, strengthened, | 知识可以更新、加强、 |
| 38 | and reintegrated with other pieces of information. | 并与其他信息汇合在一起。 |
| 39 | This is where our first study technique comes in. | 这是我们第一种学习技术 |
| 40 | Testing yourself with flashcards and quizzes | 用闪卡和测验测试自己 |
| 41 | forces you to actively retrieve knowledge, | 迫使你积极获取知识, |
| 42 | which updates and strengthens the memory. | 用于更新和加强内存。 |
| 43 | Students often prefer other study methods, | 学生往往更喜欢其他的学习方法, |
| 44 | like rereading textbooks and highlighting notes, | 就像重读教科书,突出音符, |
| 45 | but these practices can generate a false sense of competence, | 但是,这些做法会产生虚假的能力感, |
| 46 | since the information is right in front of you. | 因为信息就在你们面前 |
| 47 | Testing yourself, however, | 不过,测试一下自己 |
| 48 | allows you to more accurately gauge what you actually know. | 让你能更准确地判断自己所了解的 |
| 49 | But what if, while doing this, you can't remember the answers? | 但是,如果,在这样做的时候,你不记得答案呢? |
| 50 | Not to worry. | 别担心 |
| 51 | Making mistakes can actually improve learning in the long term. | 犯错误实际上可以改善长期学习。 |
| 52 | It's theorized that as you rack your brain for the answer, | 这是理论,当你打碎你的大脑 对于答案, |
| 53 | you activate relevant pieces of knowledge. | 激活相关知识。 |
| 54 | Then, when the correct answer is later revealed, | 当真理被揭示的时候, |
| 55 | the brain can better integrate this information with what you already know. | 大脑可以更好地整合这些信息 与你已经知道的。 |
| 56 | Our second technique builds on the first. | 我们的第二个技术是建立在第一个技术之上的。 |
| 57 | When using flashcards to study, | 当使用闪卡学习时, |
| 58 | it's best to mix the deck with multiple subjects. | 最好把甲板和多个主体混合 |
| 59 | Interleaving, or mixing the concepts you focus on in a single session, | 分离,或混合您在单个会话中关注的概念, |
| 60 | can lead to better retention | 能够导致更好的保留 |
| 61 | than practicing a single skill or topic at a time. | 而不是一次练习一种技能或话题。 |
| 62 | One hypothesis of why this works is that similar to testing, | 一个假设,为什么这样做是 类似测试, |
| 63 | cycling through different subjects | 不同学科的循环 |
| 64 | forces your brain to temporarily forget, then retrieve information, | 迫使你的大脑 暂时忘记,然后检索信息, |
| 65 | further strengthening the memory. | 进一步加强记忆。 |
| 66 | You may also find connections across the topics, | 您也可以找到跨主题的联系, |
| 67 | and better understand their differences. | 并更好地理解他们的分歧。 |
| 68 | Now that you know how and what to study, | 现在你知道如何学习了 |
| 69 | our final technique concerns when. | 我们最后的技巧是什么时候 |
| 70 | Spacing your review across multiple days | 检查间隔数天 |
| 71 | allows for rest and sleep between sessions. | 允许在会话间休息和睡眠。 |
| 72 | While offline, the brain is actively at work, | 在离线时,大脑正在积极工作 |
| 73 | storing and integrating knowledge in the neocortex. | 将知识存储和整合于新科特克斯。 |
| 74 | So, while cramming the night before the exam may seem logical— | 所以,虽然挤在考试前的晚上 可能看起来合乎逻辑... |
| 75 | after all, won't the material be fresh in your mind?— | 毕竟你脑子里不会有新鲜的东西吗? |
| 76 | the information won't stick around for the long term. | 信息不会长期存在。 |
| 77 | This brings us back to our medical residence. | 这让我们回到我们的医疗住所。 |
| 78 | Both groups studied the surgery for the same amount of time, | 两个小组研究手术的时间都相同, |
| 79 | yet one group's training was crammed in a single day, | 然而,一个团体的训练 被挤在一天, |
| 80 | while the other more successful group's training was spread over four weeks. | 而另一个比较成功的团体的训练则分四周进行. |
| 81 | The reason all three of these study techniques work | 这些研究技术都起作用的原因 |
| 82 | is because they're designed with the brain in mind. | 因为他们是用大脑设计的 |
| 83 | They complement and reinforce the incredible way the brain works, | 它们补充和强化了 不可思议的大脑工作方式, |
| 84 | sorting through and storing the abundance of information | 整理和储存丰富的信息 |
| 85 | it's fed day after day. | 日复一日地吃东西 |
| 86 | If you find it difficult to reach a state of flow while you're studying, | 如果你在学习时觉得很难达到流动状态 |
| 87 | maybe we can help. | 也许我们可以帮忙 |
| 88 | Watch this video to learn more about this unique mental state | 看这段视频 来了解这个独特的精神状态 |
| 89 | of effortless engagement, | 即无力的交往, |
| 90 | or get more actionable, science-based advice | 或获得更多可采取行动的基于科学的建议 |
| 91 | 如何在 ed.ted.com 上构建字符。 |
该视频共有字幕 91 条。解锁更多字幕为会员功能，请移动到 价格
P3 · 3个高效学习技巧 p03 3 tips on how to study effectively (P3)
字幕摘录
| 时间 | 英文 | 中文 |
|---|---|---|
| 0:04 | INTRO | 印度 |
| 0:07 | During their training, medical residents learn countless techniques, surgeries, | 在训练期间,医护人员学会了无数的技术,手术, |
| 0:12 | and procedures which they'll later use to save lives. | 以及日后用来拯救生命的程序 |
| 0:15 | Being able to remember these skills can quite literally be a matter of life and death. | 能够记住这些技能 可以说是生死攸关的事 |
| 0:21 | With this in mind, a 2006 research study took a class of surgical residents | 考虑到这一点,2006年的一项研究对外科病人进行了研究。 |
| 0:26 | learning to suture arteries and split them into two groups. | 学习缝合动脉,将其分成两组. |
| 0:30 | Each received the same study materials, | 每个人收到同样的研究材料, |
| 0:33 | but one group implemented a small change in how they studied them. | 但有一个团体在研究方法上做了小改变。 |
| 0:37 | And when tested one month later, | 一个月后测试时 |
| 0:39 | this group performed the surgeries significantly better than the other residents. | 与其他居民相比,这批人做的手术要好得多。 |
展开字幕全文（84 条）
| 序号 | 英文 | 中文 |
|---|---|---|
| 1 | INTRO | 印度 |
| 2 | During their training, medical residents learn countless techniques, surgeries, | 在训练期间,医护人员学会了无数的技术,手术, |
| 3 | and procedures which they'll later use to save lives. | 以及日后用来拯救生命的程序 |
| 4 | Being able to remember these skills can quite literally be a matter of life and death. | 能够记住这些技能 可以说是生死攸关的事 |
| 5 | With this in mind, a 2006 research study took a class of surgical residents | 考虑到这一点,2006年的一项研究对外科病人进行了研究。 |
| 6 | learning to suture arteries and split them into two groups. | 学习缝合动脉,将其分成两组. |
| 7 | Each received the same study materials, | 每个人收到同样的研究材料, |
| 8 | but one group implemented a small change in how they studied them. | 但有一个团体在研究方法上做了小改变。 |
| 9 | And when tested one month later, | 一个月后测试时 |
| 10 | this group performed the surgeries significantly better than the other residents. | 与其他居民相比,这批人做的手术要好得多。 |
| 11 | We'll discuss the secret to that group's success, | 我们来讨论这个团体成功的秘密 |
| 12 | along with two other highly effective study techniques | 连同另外两种非常有效的研究技术 |
| 13 | which can be applied both in and out of the classroom. | 可在教室内外应用。 |
| 14 | But to understand why these methods work, | 但为了理解这些方法为什么有效 |
| 15 | let's first unpack how the brain learns and stores information. | 让我们首先解开 大脑如何学习和存储信息。 |
| 16 | Say you're trying to memorize the anatomy of the heart. | 说欲记心解剖. |
| 17 | When you're introduced to a new concept, | 当你被介绍到一个新的概念, |
| 18 | the memory is temporarily encoded in groups of neurons | 内存暂时编码为神经元组 |
| 19 | in a brain area called the hippocampus. | 在一个叫做河马的大脑区域 |
| 20 | As you continue to learn about workings of the heart in class | 当你在课堂上继续学习心术 |
| 21 | or study its chambers for an exam, you reactivate these same neurons. | 或研究其室进行考试, 你激活这些相同的神经元。 |
| 22 | This repeated firing strengthens the connections between the cells, | 这种反复射击加强了细胞之间的联系, |
| 23 | stabilizing the memory. | 稳定记忆 |
| 24 | Gradually, the knowledge of heart anatomy is stored long-term, | 逐渐地,心脏解剖学的知识 被长期存储, |
| 25 | which involves another brain area known as the neocortex. | 这涉及到另一个大脑区域 被称为新科特克斯。 |
| 26 | How information is transferred from short-term to long-term storage | 信息如何从短期储存转移到长期储存 |
| 27 | is still not completely understood, | 还没有完全理解, |
| 28 | but it's thought to happen in between study sessions, | 但它被认为发生在 两次学习, |
| 29 | and perhaps most crucially, during sleep. | 也许最重要的是 在睡觉的时候 |
| 30 | Here, the new knowledge is integrated with other related concepts you already know, | 在这里,新知识与你已经知道的其他相关概念相结合, |
| 31 | such as how to measure heart rate or the anatomy of other organs. | 例如如何测量心率或其他器官的解剖. |
| 32 | And the process doesn't end there. | 这一过程并没有就此结束。 |
| 33 | Each time you recall heart anatomy, you reactivate the long-term memory, | 每次你记得心脏解剖学, 你激活长期记忆, |
| 34 | which makes it susceptible to change. | 这使得它容易改变。 |
| 35 | The knowledge can be updated, strengthened, | 知识可以更新、加强、 |
| 36 | and reintegrated with other pieces of information. | 并与其他信息汇合在一起。 |
| 37 | This is where our first study technique comes in. | 这是我们第一种学习技术 |
| 38 | Testing yourself with flashcards and quizzes | 用闪卡和测验测试自己 |
| 39 | forces you to actively retrieve knowledge, | 迫使你积极获取知识, |
| 40 | which updates and strengthens the memory. | 用于更新和加强内存。 |
| 41 | Students often prefer other study methods, | 学生往往更喜欢其他的学习方法, |
| 42 | like rereading textbooks and highlighting notes, | 就像重读教科书,突出音符, |
| 43 | but these practices can generate a false sense of competence, | 但是,这些做法会产生虚假的能力感, |
| 44 | since the information is right in front of you. | 因为信息就在你们面前 |
| 45 | Testing yourself, however, | 不过,测试一下自己 |
| 46 | allows you to more accurately gauge what you actually know. | 让你能更准确地判断自己所了解的 |
| 47 | But what if, while doing this, you can't remember the answers? | 但是,如果,在这样做的时候,你不记得答案呢? |
| 48 | Not to worry. | 别担心 |
| 49 | Making mistakes can actually improve learning in the long term. | 犯错误实际上可以改善长期学习。 |
| 50 | It's theorized that as you rack your brain for the answer, | 这是理论,当你打碎你的大脑 对于答案, |
| 51 | you activate relevant pieces of knowledge. | 激活相关知识。 |
| 52 | Then, when the correct answer is later revealed, | 当真理被揭示的时候, |
| 53 | the brain can better integrate this information with what you already know. | 大脑可以更好地整合这些信息 与你已经知道的。 |
| 54 | Our second technique builds on the first. | 我们的第二个技术是建立在第一个技术之上的。 |
| 55 | When using flashcards to study, | 当使用闪卡学习时, |
| 56 | it's best to mix the deck with multiple subjects. | 最好把甲板和多个主体混合 |
| 57 | Interleaving, or mixing the concepts you focus on in a single session, | 分离,或混合您在单个会话中关注的概念, |
| 58 | can lead to better retention than practicing a single skill or topic at a time. | 与一次练习单一技能或话题相比,可以导致更好的保留. |
| 59 | One hypothesis of why this works is that similar to testing, | 一个假设,为什么这样做是 类似测试, |
| 60 | cycling through different subjects forces your brain to temporarily forget, | 通过不同的学科循环 迫使你的大脑 暂时忘记, |
| 61 | then retrieve information, further strengthening the memory. | 然后检索信息,进一步加强记忆。 |
| 62 | You may also find connections across the topics, | 您也可以找到跨主题的联系, |
| 63 | and better understand their differences. | 并更好地理解他们的分歧。 |
| 64 | Now that you know how and what to study, our final technique concerns when. | 现在你知道怎么研究了 我们最后的技巧是什么时候 |
| 65 | Spacing your review across multiple days allows for rest and sleep between sessions. | 您的审查间隔了多天, 可以在会间休息和睡觉。 |
| 66 | While offline, the brain is actively at work, | 在离线时,大脑正在积极工作 |
| 67 | storing and integrating knowledge in the neocortex. | 将知识存储和整合于新科特克斯。 |
| 68 | So, while cramming the night before the exam may seem logical— | 所以,虽然挤在考试前的晚上 可能看起来合乎逻辑... |
| 69 | after all, won't the material be fresh in your mind?— | 毕竟你脑子里不会有新鲜的东西吗? |
| 70 | the information won't stick around for the long term. | 信息不会长期存在。 |
| 71 | This brings us back to our medical residence. | 这让我们回到我们的医疗住所。 |
| 72 | Both groups studied the surgery for the same amount of time, | 两个小组研究手术的时间都相同, |
| 73 | yet one group's training was crammed in a single day, | 然而,一个团体的训练 被挤在一天, |
| 74 | while the other more successful group's training was spread over four weeks. | 而另一个比较成功的团体的训练则分四周进行. |
| 75 | The reason all three of these study techniques work | 这些研究技术都起作用的原因 |
| 76 | is because they're designed with the brain in mind. | 因为他们是用大脑设计的 |
| 77 | They complement and reinforce the incredible way the brain works, | 它们补充和强化了 不可思议的大脑工作方式, |
| 78 | sorting through and storing the abundance of information. | 整理和存储丰富的信息。 |
| 79 | It's fed day after day. | 每日供养. |
| 80 | If you find it difficult to reach a state of flow while you're studying, | 如果你在学习时觉得很难达到流动状态 |
| 81 | maybe we can help. | 也许我们可以帮忙 |
| 82 | Watch this video to learn more about this unique mental state of effortless engagement, | 观看这段视频 以了解这个独特的精神状态 无心接触, |
| 83 | or get more actionable, science-based advice on how to build character | 或获得更多可操作的、基于科学的关于如何建立性格的建议 |
| 84 | at ed.ted.com slash buildingCharracter. 互联网档案馆的存檔,存档日期2013-12-02. |
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