Cognitive Load Just KILLED Active Recall (How I Used ENCODING At Medical School)
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- เผยแพร่เมื่อ 3 พ.ค. 2024
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So if you search TH-cam for evidence-based study techniques you'll be presented with loads and loads of videos on #activerecall and #spacedrepetition from students and experts and it makes it seem as though these are the only learning techniques that you need and if you use them you'll definitely ace your exams or learn effectively.
The problem is that the sheer volume of videos and opinions means it can be super confusing to actually know how to apply these learning techniques to your own studies and to actually understand when to use them.
I dive into why #encoding and cognitive load theory (CLT) are as important if not more important to efficient learning than active recall and spacing and how you can apply these less-hyped learning theories to study smarter, not harder, get better grades and make learning stick.
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// CHAPTERS
0:00 - Intro
1:44 - A Quick Story About Learning
3:40 - What Is Learning?
4:47 - How We Learn
8:29 - Cognitive Load Theory (CLT)
11:24 - Intrinsic Cognitive Load
13:19 - Extraneous Cognitive Load
16:01 - Germane Cognitive Load
17:16 - Optimizing CLT and Encoding
18:00 - Tip 1
18:49 - Tip 2
19:31 - Tip 3
21:17 - Tip 4
21:58 - Tip 5
23:22 - BONUS Tip
//WHO I AM
👨⚕️ Alex Young
Hey I'm Alex, I'm a surgeon and the founder and CEO of Virti and am obsessed with human performance, learning and productivity. I also write for Entrepreneur and Forbes and invest in early stage companies with a focus on education technology and health technology sectors.
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// SOURCES
Wenger, S.K., Thompson, P. and Bartling, C.A. (1980). Recall facilitates subsequent recognition. Journal of Experimental Psychology: Human Learning and Memory, 6 (2), p.135-144.
Sweller, J. (1988). Cognitive Load during Problem Solving: Effects on Learning. Cognitive Science, 12, p.257-285.
Chandler, P. and Sweller, J. (1991). Cognitive Load Theory and the Format of Instruction. Cognition and Instruction, 8 (4), p. 293-332.
Chandler, P. and Sweller, J. (1992). The split-attention effect as a factor in the design of instruction. British Journal of Educational Psychology, 62 (2), p.233-246.
Clark, R.C., Nguyen, F. and Sweller, J. (2006). Efficiency in learning: evidence-based guidelines to manage cognitive load. San Francisco: Pfeiffer.
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1. Make concepts seem easier and simpler + smaller chunks
2. Remove unnecessary information
3. Focus on relationship building, organizing, and application while processing information
4. Connect knowledge
How to know unnecessary information .i spend alot of time in detail
@@sarasaif8414 This is where the concept of scaffolding is key. Techniques like "speed reading" are not effective because you can you can read a book in an hour and remember every detail (you can't). They are effective because you can see what the key ideas are and how they relate to other ideas that come later. Once you are comfortable with what the big ideas are, you come back and focus on more detail around how an idea relates to other ideas that are important to a topic.
Thanks for saving me 20 minutes of largely unnecessary padding. (point nr. 2)
write down useless thoughts
no better way to unload districtions
he didn't tell about all library of things that distract us from actually noticing thing to learn
Preciate u
I love this. I have ADHD and I struggle with issues with cognitive load. As part of our executive functioning deficiencies, we have significantly less working memory capacity. I call it my "three things" rule. AKA, I know I can typically only hold three chunks at a time. Far less than the average 7-9.
So a lot of these strategies are things I've figured out naturally over the years because I have an absolute need to get things into long-term memory as efficiently and quickly as possible. Even just to be able to carry on a simple conversation for more than a few minutes.
12:41, 14:26 …, 16:53 } all - 17:20
5 tips
1. Activate Prior Knowledge
2. Organize things in a meaningful way
3. 20:20 Deep Processing
4. Space out and distribute your learning
5. Scaffolding (an expert working you through the steps and worked examples)
Bonus Tip: 23:25 (integrate audio (try catching music/beats) and visual learning)
Thanks a lot for putting all together 🙏
I still didnt understand 5th point. Wha is scanfolding ? . Please do share some example , so can understand better. Appreciate your time and help.
@@RameshKumar-ng3nf From what I got scaffolding is about gradually introducing your brain to more complex topics. Going step by step, having each one explained and understood thoroughly. Think about it like building something with a steady foundation, going up little by little as your understanding grows and deepens. If you're into calisthenics like me you can think about it like slowly building up the fundamental movements/strength and developing the more advanced skills/progressions over time as you improve/master the previous.
TLDR: Work your way up step by step, building a solid understanding of each step and how it relates to the previous. Increasing complexity over time.
Hope this helps, Cheers👍
@@meldealba-ruiz9900 Very Helpful ❤️👌🙏🏻. Brilliantly explained 👌👌🙏🏻.
Thanks millions for sharing this & appreciate your time writing in detail ❤️❤️🙏🏻🙏🏻🙏🏻.
I used to read this In dictionary & goggle, but never understood what is it exactly. Understood today after your superb example 👌👌👌🙏🏻.
Made my day today. Loved it ❤️.
Thanks again ❤️🤗
This is how I understood the 6 items:
1. Activate Prior Knowledge: Review related information already known.
2. Organize the information: Group and link information.
3. Deep Processing:
- Try to understand the concepts
- Think about meaning and connection to related information
- Think of information and apply to past experience
4. Distribute Practice: Learn in small chunks.
5. Scaffolding: Start with basic information before moving to more complex.
Bonus. Modality Effect: Mix different sensory learning types.
I feel like #3 is a very large and complex item that could be broken up. And I feel that Alex skips over #5, not explaining it well.
But over all I thought this was great.
I worked out a way to use active recall in my studies as a math student. we have a lot of definitions, properties and theorems with proofs to learn, on top of that there is problem solving of course, but the starting point is learning the theory. when I finish studying a topic from a book (reading, asking myself questions, analyzing, etc.) I open a new empty page and try to write down as much as I remember, taking into account how the pieces of information are related. I find it extremely effective when I kinda learned the topic, but need a refresher for an exam. it also helps with structuring information and really seeing what needs the most work. while doing this, I can very clearly see at which parts of the topic I am fluent, reorganizing the information comes easy and there is a natural flow. on the other hand there are parts for which I rely on the order of recalling the details, this is an obvious sign that this part requires more work
This is what I have been looking for.. I now understand why I have been having a trouble remembering what I have just learned.. Thank you so much!💛💛💛
Finally someone that explains with examples and has the most important things in one video. Amazing!
For me, deep focus means not taking breaks that disrupt concentration. Once I get fully focused 4 hours can go by without me noticing. That focused feeling is very enjoyable. Having said that what works for one person might not work for another. I have a programmer nephew who takes a break every 20 mins and that seems to work for him.
THIS VIDEO HAS BEEN AMAZING!!!! Thank you so much Dr. Alex young, i'll be sure to watch the rest of the series! this has helped a ton for my learning in medical school
I really loved how well the presented topics were researched and presented. I think you should create more videos surrounding learning and maybe more very simple relatable examples.
🎯 Key Takeaways for quick navigation:
00:00 📚 Active recall and spaced repetition may not be as effective as commonly believed.
01:12 🧠 To understand their effectiveness, it's important to grasp how learning and cognitive load work.
08:13 📖 Cognitive Load Theory explains how our short-term memory processes information and why overloading it hinders learning.
12:56 📊 To optimize learning, reduce intrinsic cognitive load by simplifying complex topics, minimize extraneous cognitive load by focusing on relevant information, and maximize germane cognitive load by connecting new knowledge to existing concepts.
17:28 💡 Strategies for effective learning include activating prior knowledge, organizing information, and deep processing through elaborative rehearsal and real-life examples.
20:57 🧠 Surface-level processing of information results in non-durable learning, emphasizing the importance of meaningful engagement with new content.
21:10 📚 Distributing your learning over time, rather than cramming, is essential for effective learning and memory retention.
21:52 💤 Taking breaks, exercising, and getting a good night's sleep aid memory consolidation, a biological process for creating memories.
22:06 🚴 Scaffolding, like using worked examples, reduces cognitive load when learning complex topics and helps in understanding their application.
23:30 👁️ Mixing audio and visual learning can optimize cognitive load and memory retention.
Made with HARPA AI
was this AI made? how exactly?
@@AngelosGeorgopoulos Prolly used the auto-generated script and then some sort of LLM to summarise it. These days, LLM's that can do are abundant.
Thank you for a clear and concise explanation of how we can learn more efficiently. Absolutely brilliant! I'm an EFL teacher and although I was aware of most of this information, your video has helped me understand it all much better. Brilliant work! I'm actually publishing a video on learning vocabulary in a fireign language on my channel soon, but I'll be revising my script to make sure I haven't left anything out! I'm looking forward to watching more of your videos. Every teacher needs to watch this video! 👏👏
Thanks. Great video. Right to the point, with detailed explanation and practical tips 👌
You are a live saver Dr. for students❤
What i dislike about active recall is that i am somewhat dependent on the question format (best verbatim) and had some problems integrating it into more abstract questions, where some higher level was asked. sometimes i was thrown off if the answer options where somewhat similar to other things i learned ->then my prof would just start mixing pieces of correct answers until i couldnt tell what was what. so he was was priming me to recall wrong connections
Alex, that was brilliant. As you spoke,I noticed you putting into practice exactly what you were talking about : building a schema, small chunks, worked examples,,,etc.
I attend a lot of IT seminars...and I realise (now), just how poorly most of the speakers present ...and its NOT me failing to understand (one usually goes to talks about what one DOESN'T [yet] understand, rather than things you DO). I often take notes of what presenters do wrong... one thing they rarely do, is to build up a coplex diagram gradually, rather they just present the whole graphic of the system in toto...very high CL going on there - plus there's a lag in simply processing the image visually.
AWS Summit in JHB coming up next week (whole day of lectures), so viewing this very apposite in time. Thanks.
ps: you really explain very well.
Here we have 40 to 50 textbook pages a day, five days a week (plus some added classes here and there the afternoons), for 3 and a half month then we get an exam (multiple answers) that covers those 3,5 months. Rince and repeat next semester. No extra time to study in between (they give us like 4 days between the last lesson and the first day of exams... so dumb...)
We just don't have enough time to craft anything fancy in such a short amount of time.
What do you mean by "chunking info" ? I have those 50 pages a day that I have to gulp down, and actually there isn't a lot of irrelevant info so most of it has to get drilled. What's the point of chunking if I still have to get this content done (I can't take 15 naps a day or take to much time to chop the lessons of the day, as I have all the previous lessons that I have to keep fresh, as I must stay sharp 3+ month later on whatever topic and no amount of technique will allow that with a single study session).
Just to clarify, I always begin by deeply understanding the topic at hand, taking my time the first time I read it (even if I will surely understand it even deeper by reviewing it).
Highlighting / erasing stuff just to cut as much fat as possible to allow for faster reviews (so highlighting only for subsequent speed, not in a deluded way hoping to learn from it)
Basically, my schedule consists in reading and understanding those 50 pages during the first 4 hours of the day. The actual learning will mostly take place the following day when I perform the first review whilst active recalling / Feynman's technique on the fly until it's good. (So just after midday workout + lunch).
Then I proceed to review the previous weeks content (classic spaced repetition) to avoid forgetting it. It's stressful to be studying that much having to also hurry up. Really frustrating.
We dont have much training material, only the previous years exam, which isn't that much questions but above all isnt guaranteed to be relevant as teacher can have changed or the content be outdated. They also dont give us corrections...
It takes me all day (I have a small part time job on the side, so I have to keep everything tight).
I'm managing somewhat good grades, like 15,5/20 but that doesnt feel really satisfying for rushing so much. (Taking into account that I was too lazy the first half of the semester, I gotta fix that, but even then my method always seems to ask for a goal greater than what can be humanly done which fosters a stressful vibe).
I'll try to think more about "how is this knwoledge supposed to serve me in an IRL situation, in a real clinical case" to cut the fluff and to emulate what would be "practicing a skill" (which seems to be the pinnacle of memorisation : actually "doing")
However, I can't allocate anymore time to "tailor" the material further (like mindmaps or any stuff along those lines).
Also, I don't have any audio source. Should I read aloud, or speak outloud while free recalling ?
Could you or anyone point me toward an example of how to really implement all those advice in my context, knowing that I must keep previous knowledge sharp along the way ?
(Medschool as well).
Thank you so much 🙏
Very informative video, however, the background music is a perfect illustration of an extraneous cognitive load. To maximize learning, ditch the background music. The music has nothing whatsoever to do with the message you are trying to get across and only increases the amount of auditory information that the viewer needs to process.
Often times background music is better than random daily noises
That was very clear.. thank you!
Thank You for tons of useful information.
🎯 Key Takeaways for quick navigation:
00:00 📚 Challenging Active Recall and Spaced Repetition
- Active recall and spaced repetition are popular study techniques but can be misunderstood.
- The video aims to explain the science behind why these techniques may not always work as expected.
- The importance of understanding cognitive load theory is introduced.
03:18 🧠 Understanding Learning, Memory, and Encoding
- Distinguishing between studying, learning, and memory.
- Explanation of sensory memory, short-term memory, and long-term memory.
- The process of encoding information into long-term memory.
06:47 🧩 Cognitive Load Theory and Its Types
- Introduction to cognitive load theory and its significance.
- Explanation of intrinsic, extraneous,and germane cognitive load.
- The impact of cognitive load on learning and memory.
11:00 🔄 Strategies to Optimize Cognitive Load
- Strategies to minimize intrinsic cognitive load by simplifying complex topics.
- Reducing extraneous cognitive load by focusing on relevant information.
- Maximizing germane cognitive load by organizing and linking new information to existing knowledge.
17:28 🚀 Enhancing Learning Efficiency
- Five strategies to enhance learning efficiency, including activating prior knowledge and deep processing.
- Importance of understanding content and organizing study materials.
- A focus on quality learning over the quantity of study time.
20:15 🤯 The Importance of Deep Processing
- Deep processing involves understanding the meaning of information and connecting it to existing knowledge.
- Strategies for deep processing, such as summarizing in your own words and using real-life examples.
- The inefficiency of surface-level learning through rote memorization.
24:12 🕰️ Optimizing Learning Efficiency
- The significance of distributing learning over time and avoiding cramming.
- The importance of taking breaks, engaging in physical activity, and getting proper sleep for memory consolidation.
- Scaffolding as a method to gradually introduce complex topics and avoid cognitive overload.
- The modality effect, which suggests that mixing audio and visual learning can prevent cognitive overload.
Made with HARPA AI
Thank you Dr. Alex Young!
This is one of the channels that gave me the courage to start my TH-cam channel 6 months ago about self development. Now I have 445 subs and > 100 hours of watch time. I know it’s not comparable with others but I’m still proud I started because I’ve been learning so many lessons that I could haven’t learned without getting started in the 1st place.
So well explained I mma try your methods to learn programming
For some things like learning 100 kanji per day, it's necessary to use spaced repetition organized in a comprehensive way, combined with writing, scaffolding and sentences that only introduce one new word at a time with audio and pictures. Getting feedback where your comprehension is falling short and automatically scheduling reviews is invaluable when learning such extreme amounts of information and keeping it retained for life.
For understanding and applying knowledge though, the Feynman technique is much more effective, especially when you can explain why something is important.
Ultimately, there is no one size fits all approach to learning. All these techniques have their advantages and weaknesses and must be applied accordingly. Nails require hammers and screws require screwdrivers. The structure being built in the mind must be engineered accordingly, taking into account its functionality, strength/robustness required and the constraints to build it, such access to learning resources, mentors and time.
Brilliant! Thank you so much
Mindmaps would be a great topic to discuss. Not sure if you've covered it in previous videos. New sub.
study the way you will be tested,,,means on paper and with questions is really all anybody needs to know
Thank you for this I'll keep it in mind
Facts, im doing this now, its the only way.
My exams aren’t on paper, but I get your point…I think
@@IAMCHIDERA yeah so in your case just adjust it to the way you will be tested. They drilled this into our minds in the military, that we had to train the way we would fight, it was indeed the only real and proven way.
FACTS
Hi this was super helpful, thanks for all your help!
Thank you very much sir! i appreciate it.
masterpiece, thank youuuu
thanks, very helpful
10:00
small pieces
easier pieces, simple topics
start with simpler elements
chunk concepts
practice words into sentences
Reduce unnecessary, focus in what matters most
Split attention effect must be avoided
17:00
Organize
18:00
Best learning is honestly learning the way you will use it in real life. Memorisation is one thing, but knowing how to apply knowledge is where you get a payoff for what you know.
I didn't understood what is a encoding and cognitive load please explain in simple language.
And how to use encoding practically
Just link what you need to leran to what you already know during your studying
Simplify the content, identify what is most important, organize intuitively, relate to preexisting knowledge, practice from time to time, apply what you have learned. You might think of putting yourself in the shoes of a teacher, as if you had to teach someone else.
keep going!!!
🚀Hope you enjoyed the video. 🙏Let me know what you're currently learning in the comments below and as always any topics for future videos (some practical deep dives coming up in the next few as well as some medicine/surgery-specific ones)
this was so useful
I wonder if this will apply the same for a cybersecurity major
When you gave the example about the lakes I think you're actually reducing Intrinsic cognitive load with that mnemonic (you're reducing the complexity of the materials that have to be learned: instead of learning about the geographical location of the lakes + their names, you're only learning about their names). I'd really love to talk about it (I'm just learning about this theory and I may be wrong)
brain remembers images differently than words and ideas
you don't increase load, you add more connections with different channels you don't use otherwise
acronyms are only as good as your ability to recall what each letter ment and ease level of getting this acronym from brain
its only organising information you know just can't piece together in one box or order
imagining a story with each word or word similar to it will be faster less effortful and will add natural order that will stay in brain with very minimal repeat
people just don't get the power of imagination
and can't get inner child and emotion onto surface often feeling silly to do silly things that work better
school conditions as so badly our brain is rusty whole life and refuses to operate more naturally
you can walk in forest every few steps looking around and remembering new words (better running) and you will remember it well because that's what your brain evolved to do primarily
One of the things you are not taking into account is that most of the information involved in a university course is not required after you complete the course. A lot of the knowledge is only required to pass an exam and should be forgotten once it is no longer required.
Not in engineering, math or natural sciences.
@@IchGukNurZu I've got qualifications in Medicine, laboratory science, policing and management. I've yet to find a case for remembering everything.
@@peterlarsen4809But it wouldn‘t hurt to remember most of it you never know when you need some knowledge but if you forgot you can look it up. There are stages of forgetting you might at least remember that you have once learns about something that might be relevant and than look it up and the mean to store it there is making you to learn for the test it was‘t meant to be forgotten even if forgetting most of it doesn‘t void you qualification.
what books would you recommend to learn abt the materials discussed in this video?
"Cognitive load just killed active recall".
Please weigh in if I got something very wrong here.
Tip 1: Activate prior knowledge - Are you meaning use active recall as a primer? I get that passive recall is also present here but it would seem some of the argument is for active recall right here. Maybe recall isnt dead lol especially if its literally the first part of the pipeline.
Tip 2: its all about organization - well there is some argument I think for organising to help with schema/germane load but doesnt this argument kinda mimic the storage issues with note taking? Benjamin Keep (PhD) has a video about some of the issues around note taking and ultimately external storage instead of retrieval seems to be weaker for learning. Organising for the chunking effect is nice (who doesnt like germane load when you have the space for it?) , however who is deciding the chunking process? Novices could chunk inappropriately (errors) or in ineffective methods (for example is this a good conceptual model, or are you trying to chunk too much information?). Tip 2 could also turn into a "reliance on storage problem" wherein organising is done but because there isnt good recall opportunity....its done but poorly remembered/retrievable.
Tip 3 Elaborative learning is deeper than fact/surface/rote - but isnt elaborative learning less about relating to yourself and moreso about being able to use defined characteristics over different contexts? These could be over areas such as why, how, where, when which relate back to analytical, evaluative, and other functional information.
Tip 5 Scaffolding. No doubt is it helpful. But dont most people think of scaffolding as a step breakdown and introduction of more steps? (for example riding a bike in steps) Its not necessarily the same as worked examples (which is a top down view to a task). Tip 5 is true but unclear also because depending on the task and the level of complexity, scaffolding would look very different. Tip 5, while it is supported in evidence, scaffolding may have alot of possible interpretations of it (i think). I havent looked too much at your other videos - but hopefully there is something there about scaffolding (task simplification or task decomposition, ironically this cant be done solo for studying with ease in my opinion, its usually more of a facilitated learning technique)
Bonus Tip - maybe best to just call it what it is, Dual coding. You are correct it is a form of memory management, but in reality understanding what is good dual coding is probably going to be most helpful.
In another video, he mentions how uses both active recall and encoding to better his learning
@@neilrichardson7454 Thats good to hear - because you would have to. Retrieval strength is generally a bigger problem for learning than whether or not something has "landed" (encoded).
Its important that anyone who describes cognitive load:
1) Describe it as a sequence and where its placement is in the science of learning - otherwise people are going to be very very misled. They may think, lets focus on part 3 when part 1 (attention) is nonexistent.
2) Describe good and bad parts/examples to cognitive load. This means describing how to tell if its too excessive, how to use strategies to reduce.
3) optional - but helpful - the interplay between cognitive load and the other sequential parts of HIP (Human information processing). This is because often a strategy will actually impact more than 1 part of the HIP. For example reducing how much information someone has to look at is likely to both increase attentional resources on something (the first process of HIP) as well as cognitive load (visual information and element interactivity may be lower by comparison to another condition of not doing it- the opportunity cost). Its almost a fallacy to discuss some changes as only occurring at one level when it is a multi-level or multi-causal event.
Thanks!
Any idea how to learn emotions in emotion-theories? I basically have 8 or 9 emotion theories with sometimes 10 emotions each(yet same emotions are called differently in variing theories) and i am supposed to know which belongs to which and should ideally be able to recall that on the go to compare some of the theories
abstract and varying categories are so annoying... it's like keeping a library in few languages, each similar colliding
you don't want to mix them for sure, better build different context for each and don't learn it one after another but space it to divide it in brain space
how does it help us to learn English as foreign language?
20:00 connect the concepts practically
such a great video bruh
Memory:
Encoding
Storage
Retrieval
Practice and repetition makes you better.
Chunking and relating
Life saver
3:49 Thanks for the video My mind is percolating so far 3:49
Scaffolding 22:00
You should find out about a subject from many sources. The new vocabulary you hear is instinctively rejected as foreign and possibly a threat. First of all new information has to be normalised then after that you can learn it.
What will you do, if the information is completely new, when there is information to be connected to
Do you have any advice on time management? Like making active recall questions and answers + digging deep into a topic can take me hours. Like finishing 1 topic can take me up to 3 hours, is there a solution for this?
Yep great question. I’m recording a time management series at the moment.
In essence whatever you’re doing tends to fill up time allocated (due to something called Parkinson’s Law).
There are some steps and mindset changes (like reducing perfectionism) that can really speed things up together with your technique.
Should be out in a few weeks with a practical guide on how I managed my time when studying around a full time job and building a business
@@AlexanderFYoungcan you link me to your time management series?
This should be a college class for a year
How can the "long-term" memory even in theory be infinite? Information must be stored by changing the states of something, whatever those may be, in your brain, and the matter in your brain is finite. You can't express an infinite amount of information using finite matter. My question has been, how much information we can remember until trying to remember more information would erase some of the existing information in the brain (overwriting).
it's not actually infinite, but given the limited lifespan of a human which is a couple of decades you simply dont have enough time to fill it up
The bg music is quite distracting. Please tone it down in the next one.
This video told me to stop listening to music while I study lol
Impossible to listen with hx of ADHD when there is music background
So mute the video and turn on captions...
@@YTviewer118 lmao. Nah, I rely on scientific peer reviewed articles
@@bhgirlhello3819 So why are you here?
@@YTviewer118 who said that I am there? TH-cam suggested a video on ADHD, and I provided feedback to the content created. I didn’t write to you, did I?
The video has nothing to do with adhd.
After I found out that money is only a tool to exchange for values, I stopped saving and started investing.... Invest your money to make more money, By saving your money you only lose its value and it gets depreciated.... a fellow creator ^=^..
Don't pretending You're already know to build the brain.. and tell people should use the brain in Your hypothesis working..
Please explain the where the code memory storing on and how it withdraw..
I can tell you're going to be a great doctor because that handwriting is terrible.
Quit with the stories and deviations, stop selling and teach instead... Thanks for starting with telling me I'm wrong by the way, great start, if you're a pushy salesman who is trying to alienate people...
Why are your examples all non-medical? You use examples of maths, geography and language learning. Why not use examples of things learned in med school (or basic biology if you want to keep them simple)?
edit: woops i commented early. You used an example from a surgery. Cool!
My brother in christ, please practice your handwriting or find an alternative.