How to learn and retain the informationTips for turning information into deep learning:

Good to keep in mind when taking any training such as the NLP Practitioner. Learning is a dynamic process and the rewards can be wonderful.

Magic Number Seven The immediate memory span of an adult is fixed at seven plus or minus two “chunks” of information. To remember more than seven items combine several together into chunks to help with learning.

Primacy and Recency ‑ You remember items you learn first and ones you learn last better than those in the middle. Splitting up a lesson into many parts with breaks in between will increase the overall level of recall.

Von Restorff Effect You tend to remember material that is outstanding in some way‑colorful, bizarre, funny, vulgar. Put outstanding items in the middle.

Zeigarnick Effect You tend to remember uncompleted tasks better than completed tasks. Interrupting tasks can lead to a higher recall.

Specificness ‑ The easiest words to remember are always nouns and adjectives because they can be visualized. Abstractions are the most difficult words to remember.

Principles ‑ It is easier to remember principles than specifics. Rules need not even be explicit; they may be learned from inference and example.

Learning by Examples ‑ One learns better through examples than by mere definitions. The more general the explanations the better.

Review Schedule ‑ For a learning period of up to 45 minutes the following review schedule is optimum:

  • Learn the material with immediate rehearsal.
  • Review after 10 minutes for 5 minutes.
  • Review after 1 day for 5 minutes.
  • Review after 1 week for 3 minutes.
  • Review after 1 month for 3 minutes.
  • Review after 6 months for 3 minutes.

This will give a 400% to 500% boost over no review.

Multiple Encoding ‑ The stronger the encoding, the more durable the memory and the easier the recall. Store the information in words, pictures, feelings and movements.

Context ‑ In memorizing anything it is vital to get an overview so that you understand the broad principles involved before you begin. Overviewing and mapping out a subject provide context and meaning and can lead to visualization.

Recitation ‑ recitation and rehearsal with involvement are critical to moving material from short-term to long-term memory. Say aloud or internally in your own words the ideas you want to remember.  When you can say it, then you know it.  Whether new information is stored or dumped depends on reciting it out loud and your interest in the information.  Repetition without involvement is useless.  To retain technical material, spend 80% of your time reciting and only 20% reading.

Consolidation ‑ Information must resonate in the brain from 5 seconds to about 15 minutes to consolidate. When you write or recite you hold each idea in the mind for the four or five seconds necessary to consolidate the temporary memory to a permanent one.  Review immediately after class or reading.

Sleep ‑ There is much more evidence that REM sleep may act as a period when the brain sorts and files new information and experiences and decides how to adapt them. Depriving people of sleep can have a catastrophic effect on their mental ability.  Sleep learning is unsuccessful because learning is an activity when fresh data is taken in, and sleep is a period when old information is reviewed.

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