Psych 111 NOTES.pdf

Psych 111 lecture 2 notes Reminders: -Look at subject pool email IT IS NECESSARY -syllabus and subject pool test coming up -next week there are a couple of articles that need to be read before lecture and discussion. They will send out an announcement if there is an important section in the book th...

Psych 111 lecture 2 notes Reminders: -Look at subject pool email IT IS NECESSARY -syllabus and subject pool test coming up -next week there are a couple of articles that need to be read before lecture and discussion. They will send out an announcement if there is an important section in the book that needs to be read before the discussion section. Psychology defined Chapter one section 1 What is psych? -the scientific investigation of mental processes (the mind) and behavior -reflects the influences of - biological processes -individual differences -time and culture -getting at the idea the knowledge about the mind is discovered through observation -having to observe something that's actually happening The roots of psych -roots “psyche” + ”logos” Psyche: “breathe, spirit and soul” Logos: “study” or “knowledge” -early thought in psych: -philosophers asked a lot of questions about the mind -physiologists detailed the anatomy of the brain psych=philosophy and psychology 7 organizing themes for psychology -empirical: knowledge should be acquired through observation -theoretically diverse: no single theory can be explained about theory -theory: links unrelated observations and tries to explain them -sociohistorical context- impacts theory and practice Ex: soldiers returning from WWII had many psychological problems and needed help so the profession of clinical psychology become more popular EX: psychologists theorize about the best way to raise children, which affects how children of certain generations are brought up 7 organizing themes for psychology -Determined by multiple causes: behavior is complex, affected by many interacting factors Ex: a student fails out of college after 1st semester why? -shaped by cultural heritage: culture impacts our thoughts, feelings and behavior Culture: widely shared costumes, beliefs, values, etc. of a community transmitted socially across generations -Experiences are subjective: we often see what we want to, or expect to see, scientific method is used to avoid this subjectivity American psychological association (APA)- student learning outcomes for introductory psychology SLO 1. Psychology content: identify basic concepts and research findings. 1.1 define and explain basic psychological concepts 1.2 interpret research findings related to psychological concepts 1.3 apply psychological principles to personal growth and other aspects of everyday life SLO 2. Scientific thinking: solve problems using psychological methods 2.1 describe the advantages and limitations of research strategies 2.2 evaluate, design or conduct psychological research 2.3 draw logical and objective conclusions about behavior and mental processes from empirical evidence American psychological association (APA)- Student learning outcomes for introductory psychology SLO 3. Key themes: provide examples of psychology’s integrative themes A. Psychological science relies on empirical evidence and adapts as new data develops B. Psychology explains general principles that govern behavior while recognizing individual differences C. psychological , biological, social, and cultural factors influence behavior and mental processes D. Psychology values diversity, promotes equity, and fosters inclusion in pursuit of a more just society  E. Our perceptions and biases filter our experiences of the world through an imperfect personal lens F. Applyinbg psychological principles can change our lives, organization and communities in positive ways G. Ethical principles guide psychology research and practice Psychology and its relevance to your everyday life as a student (preview for next weeks topic) Studying -good study habits= general cognitive ability in predicting college success Note taking -importance of attention, active listening, using your own words, and asking questions during class -hand written notes have been showen to improve memory/learning Test taking - read questions carefully -Memory strategies A sample of psychological perspectives -structuralism (1879 - early 1900s) - studies structure of the mind through introspection - break down cousiness into elementary parts - studied how the parts combine to form complex psychological experiences Important people: wilhelm wundt (founder of psychology as an experimental science), edward titchener, G. stanley hall A sample of psychological perspectives -functionilsm (1880s- early 1900s How behavior helps people adapt to demands from environment Interested in function of mental processes rather than components Examined why we do what we do Important people: william james (the father of american psychology), charles darwin A sample of psychological perspectives -behaviorist perspective (1913-present) Focus on observable behavioral responses -the environment impact on a person's actions  -classical conditioning -operant conditioning `-social learning theory Important people watson, pavlov, skinner -Watson thought he could modify an environment to be what he wants (behaviorism) Psychodynamic perspective (1900-present) Sigmund freud -first major movement in clinical psychology: identified the role of unconscious forces which determine behavior Sociocultural Perspective (1930s - present) Lev Vygotsky (1896-1934) -how behavior, attitudes, and cognitive development are shaped by social and cultural influences A Sample of Psychological Perspectives -biological/neuroscience perspective (1950s-present) -understand the mind and behavior through biological processes in the brain -electrical and chemical processes of neurons -localization of function -phineas gage Important people: sperry, Olds, Hubel and Weisel A sample of psychological perspectives -cognitive perspectives/revolution (1950s-present) Reintroduced that how one thinks-cognition-affects behavior and responses (what was called Consciousness in 19th century): shift away from behaviorism - the mental processes involved in “knowing” -how one understands and then thinks about solving problems  -behaviorism couldn't explain complex cognition (i.e. language) Influenced by advent of technology -mind is like a computer -focus on storage, processing, and retrieval of information Important People: piaget, chomsky, Simon A sample of psychological perspectives -Humanism and positive psychology (2000-present) Focus on the adaptive, creative and positive aspects of the human experience -reaction to freud’s pessimistic view of human nature -look at subjective experiences of positive emotions: happiness, optimism, love, and hope -intentify positive traits such as kindness, tolerance, courage, integrity, and capacity for Change -explore social elements of adaptive and positive institutions and communities: strong Families, neighborhoods, work environments, civil discourse Areas of Specialization Putnam et al. (2011) Notes 📚 Optimizing Learning in College 📚 Time Management Techniques 🕒 Effective time management is crucial for academic success. Here are some strategies to help you stay organized: Create a calendar: Enter exam dates, assignment due dates, and other important events into your calendar. Review your calendar weekly to stay on track. Set reminders: Set reminders for upcoming deadlines and tasks to avoid last-minute cramming. Prioritize tasks: Break down large tasks into smaller, manageable chunks, and prioritize them based on importance and urgency. Use a time-management system: Explore different systems, such as the One Minute To-Do List, to find what works best for you. Ineffective Study Strategies 🚫 Many students use ineffective study strategies, which can lead to poor learning outcomes. Be aware of these common pitfalls: Ineffective Strategy Why it's Ineffective Rereading notes and textbooks Consumes time without leading to durable learning Highlighting and underlining Does not enhance retention or understanding Cramming Bodes poorly for long-term retention and recall Effective Study Strategies 💡 Research-backed strategies can help you learn more effectively: Effective Strategy Why it's Effective Spaced repetition Enhances retention and recall by reviewing material at increasingly longer intervals Active recall Strengthens memory by actively recalling information rather than simply re-reading Quiz yourself Identifies knowledge gaps and promotes deeper understanding Reading Comprehension Strategies 📖 Improve your reading comprehension with these research-supported tactics: Answer comprehension questions before reading: Encourages active thinking and promotes deeper understanding  Use the read-recite-review method: Enhances retention by actively recalling information and reviewing material Avoid highlighting and underlining: Instead, focus on comprehending the material and identifying key concepts Creating a Productive Study Environment 📚 Minimize distractions and maximize focus with these tips: Find a quiet study space: Eliminate distractions and create a conducive learning environment Turn off social media and technology: Avoid multitasking and minimize digital distractions Use music and ambient noise wisely: Experiment with 😊 music and ambient noise to find what works best for you## Quiz Yourself and Engage Actively When you read, don't just passively absorb the information. Quiz yourself after reading to directly enhance your memory for what you just read. This gives you a clear picture of the concepts on which you might need to spend more time. Answering questions beforehand activates any related knowledge you have about the topic and makes it easier to connect new information to what you already know. Generating questions makes you think hard about the material and fosters comprehension. Answering questions such as "Why is this true?" or "What parts of this page are new to me?" will help you learn because it connects what you are learning to what you already know (an approach called elaboration). Attend All Your Lectures 🙋‍♀️  Class attendance is highly correlated with success in that class. Professors are experts in their fields, and you can learn from them. Even if you've read the textbook, attending lectures can help you understand the material better. Read, Recite, and Review 📚 Summarizing the chapter after reading it can be helpful, but research findings have been mixed regarding its effectiveness. Instead, try recalling the big ideas from memory. Once you've done that, review the chapter, noting any places where you didn't understand something. Write your notes instead of typing them to process the material more thoughtfully and decide what to put in your own words. Leave Your Laptop at Home 📵 Avoid distractions by leaving your laptop at home or turning off your Wi-Fi. Multitasking with a laptop not only hampers your own learning but also can harm the learning of those around you. Obtain Slides Before Class 📊 Professors often use PowerPoint or Keynote slides and other visual aids in class.  Ask to receive copies of the slides to print out before class, so you can take notes directly on the slides and not worry about copying the text that appears on the slides. After Class 📝 Flesh out your lecture notes: Add any information you didn't write down initially, and note any places where you didn't understand something. Write your notes from memory: Rewriting your notes from memory can broaden your understanding of the material and allow you to see how different ideas relate to one another. Answer any questions you wrote: If you can't answer a question, go back to the book and find the answer. Preparing for Tests 📚 Practice testing: Start by answering the questions you wrote while reading the text or reviewing your notes from class. Retrieve information: By answering questions, you are literally practicing recalling that information, just as you will need to do on the test. Check your answers: Be sure to check your answers and look up anything that you got wrong. Study Technique Description Quizzing yourself Directly enhances memory for what you just read Answering questions beforehand Activates related knowledge and makes it easier to connect new information Generating questions Fosters comprehension and makes you think hard about the material Elaboration Connects what you are learning to what you already know Recalling big ideas from Processes material more thoughtfully and decides what to put in your own memory words Practice testing Literally practices recalling information, just as you will need to do on the test Spaced Practice Study for a little bit every day, rather than cramming in one long session. Start studying early, and touch on each topic during each study session. Space out your learning to allow for better retention and recall. Retrieval Practice  Test yourself: instead of writing a chapter summary as you read, write down what you remember after you read, recalling the details from memory. Use the read-recite-review method: answer the end-of-chapter questions both before and after you read a chapter. Use flashcards to learn key vocabulary: Retrieve the idea from memory (before looking at the answer) Use a larger (rather than a smaller) stack of cards Put answers in your own words, don't just memorize Quiz Yourself Practice testing is one of the best study strategies you can use to prepare for an upcoming test. Research has shown that answering a question correctly makes it easier to answer that question in the future. Identify concepts that you need to review further by using tests or quizzes as a learning tool. Mnemonics Mnemonics are specific memory improvement strategies that can help you to recall detailed sets of information. Examples of mnemonics include: Acronyms: forming a word or phrase from the first letters of a series of words (e.g. HOMES for the Great Lakes) Method of Loci: associating new information with a familiar place or mental image Sleep and Exercise Get enough sleep: sleep affects learning and memory by organizing and consolidating memories from the day. Exercise regularly: exercise has been shown to improve cognitive functioning and boost creativity. Study Tips Make a schedule: plan out your study sessions and stick to it. Review regularly: go over material regularly, even if it's just a quick review. Teach someone else: teaching someone else what you've learned is a great way to learn and retain the information yourself. Table 1. Summary of Strategies for Optimizing Learning in College Strategy Description Spaced Study for a little bit every day, rather than cramming in one long session. Practice Retrieval Test yourself by recalling information from memory, and use flashcards to learn key vocabulary. Practice Quiz Practice testing is a great way to prepare for an upcoming test and identify areas where you need to Yourself focus your studying.  Use specific memory improvement strategies, such as acronyms and the method of loci, to help you Mnemonics recall detailed sets of information. Sleep and Get enough sleep and exercise regularly to improve cognitive functioning and boost creativity. Exercise Make a schedule, review regularly, and teach someone else what you've learned to help retain the Study Tips information.## 📚 Effective Learning Strategies 📚 Active Recall and Spaced Repetition Active recall: actively recalling information from memory rather than simply re-reading it Spaced repetition: reviewing material at increasingly longer intervals to solidify it in long-term memory Optimizing Study Sessions Get organized: plan out study sessions and set reminders to stay on track Use active learning techniques: engage with material through summarizing, self-quizzing, and elaboration Mix up your environment: switch up study locations to keep your brain engaged The Power of Sleep and Exercise Sleep: crucial for memory consolidation and learning retention Exercise: improves focus and concentration, and can even enhance learning abilities Effective Note-Taking and Review Take notes by hand: improves retention and understanding of material Review regularly: review notes regularly, rather than trying to cram all at once Use flashcards: a helpful tool for active recall and spaced repetition Minimizing Distractions and Staying Focused Put away your laptop: minimize distractions during class and study sessions Avoid multitasking: focus on one task at a time to avoid divided attention Take breaks: take regular breaks to recharge and refocus Additional Resources Recommended reading: "What the Best College Students Do" by Bain, "Make It Stick" by Brown, Roediger, and McDaniel, and more 🛋️ Research articles: a list of articles and studies on effective learning strategies## Sleep and Memory The Role of Sleep in Memory Consolidation Research by Rasch, B., & Born, J. (2013) suggests that sleep plays an essential role in memory consolidation. During sleep, the brain processes and strengthens memories, transferring them from short-term to long-term storage. The Diary Method: Tracking Study Habits  The diary method is a research technique used to track students' study habits. This method was used in a study by Rawson, K. A., Dunlosky, J., & Sciartelli, S. M. (2013) to investigate how students study and retain information. The Power of Successive Relearning Successive relearning is a learning strategy that involves re-exposing oneself to material at increasingly longer intervals. Research by Rawson, K. A., Dunlosky, J., & Sciartelli, S. M. (2013) shows that this strategy can improve performance on course exams and long-term retention. Multitasking and Learning Research by Willingham, D. T. (2010a) suggests that technology and multitasking may not be as effective for learning as previously thought. Multitasking can decrease productivity and reduce learning outcomes. Reading and Comprehension Research by Rayner, K., Schotter, E. R., Masson, M. E. J., Potter, M. C., & Treiman, R. (2016) investigates how people read and process information. The study found that people tendreadcr and book summaries to quickly understand material. The Pretesting Effect  The pretesting effect refers to the phenomenon where unsuccessful retrieval attempts enhance learning. Research by Richland, L. E., Kornell, N., & Kao, S. L. (2009) demonstrates the effectiveness of this strategy in improving learning outcomes. Test-Enhanced Learning Test-enhanced learning is a learning strategy that involves testing oneself on material to improve retention. Research by Roediger, H. L., & Karpicke, J. D. (2006) shows that this strategy can be an effective way to improve learning outcomes. Self-Questioning and Problem-Solving Self-questioning is a learning strategy that involves asking oneself questions to clarify understanding. Research by Wong, B. (1985) suggests that this strategy can improve problem-solving skills. The Effect of Instructor-Provided Slides on Student Learning Research by Worthington, D. L., & Levasseur, D. G. (2015) investigates the impact of instructor-provided slides on student attendance and performance. The study found that providing slides can have a negative impact on student attendance and performance. Nevid (pp. 241-244) E-Textbook: Ch. 6, Section called “Psychology of Daily Life: Powering Up Your Memory” NOTES Mnemonics-techniques aimed at making memory better Mnemonic example: -Acronyms are a mnemonic technique EX: (The acronym HOMES can help you remember the names of the Great Lakes (Huron, Ontario, Michigan, Erie, and Superior) -An acrostic is a verse or saying in which a letter of each word, typically the first letter, stands for something else. EX( Generations of musicians have learned the lines of the treble clef staff (E, G, B, D, and F) by committing to memory the acrostic “Every Good Boy Does Fine.”) -Popular Sayings and Rhymes -Visual Cues and Visual Imagery -Close Your Eyes to Boost Recall -Chunking- to use it, break down a number series into more easily remembered bits. For example, the number 7362928739 may be difficult to remember as one long series. The task becomes easier when the digits are chunked like a telephone number into three bits: 736-292-8739. -The word mnemonic is derived from the name of the Greek goddess of memory, Mnemosyne -best way to make memory better is to take care of your health and to adopt more effective methods of studying Other good methods for memory rather than Mnemonics: -Pay Attention -Practice, Practice, Practice -Use External Memory Aids ex: flashcards, sticky notes -Link Time-Based Tasks to External Cues -Mentally Rehearse What You Intend to Do -Control Stress -adopt healthy habits like sleep or exercise Roediger, McDermott, & McDaniel (2015) Notes Testing to Improve Learning and Memory 📚 How Testing Can Enhance Learning Testing has a powerful impact on long-term retention, even more so than repeated studying. This is because successful retrieval during testing strengthens memory and promotes long-term retention. Common Study Strategies Most students use strategies such as: Highlighting or underlining important information Rereading critical points Reviewing class notes However, research shows that these strategies are not particularly effective and often have little impact on long-term retention. Effective Strategies for Learning Research has identified several strategies that require more effort but are more effective in improving learning, including: Elaboration: connecting new information to what you already know, making the material more meaningful and memorable Self-testing: actively recalling information from memory rather than simply re-reading it  Spaced repetition: spacing out study sessions to aid long-term retention Active generation: actively generating information in your own words, such as outlining or note-taking Test-Enhanced Learning Testing can be a powerful tool for learning, especially when feedback is provided. Research has shown that: Taking a test on material can improve retention even more than re-reading the material The act of taking a test can increase the recall of information The Importance of Feedback Feedback is a crucial component of test-enhanced learning. When feedback is provided, it can: Improve performance on future tests Increase the effectiveness of self-testing How to Study Effectively Here are some tips for using the information above to craft effective study strategies: PQ4R Technique Preview: skim through the chapter, looking at headings and summaries Question: turn headings into questions Read: read with an inquiring mind, looking for answers to your questions Reflect: reflect on what you've read, making connections to what you already know Recite: recite the information in your own words  Review: review regularly, using self-testing and spaced repetition Note-Taking Take notes by hand, as it leads to greater comprehension and memory than typing on a computer Review notes carefully after class, fleshing out any incomplete information Active Generation Outline chapters as you read, forcing yourself to understand and organize the information 📚 Create concept maps or diagrams to visualize relationships between ideas## Active Recall and the Testing Effect The concept of active recall is the process of actively remembering information from memory rather than simply re-reading it. This idea is closely related to the testing effect, which suggests that testing oneself on material is a more effective way to learn than simply restudying. Why is testing more effective? Testing forces learners to engage with the material more actively, which helps to solidify it in long-term memory. Testing allows learners to identify areas where they need to focus their studying, making it a more efficient use of time. The Importance of Retrieval "In learning (by heart, for example), when we almost know the piece, it pays better to wait and recollect by an effort from within than to look at the book again. If we recover the words in the former way, we shall probably know them the next time; if in the latter way, we shall very likely need the book once more." Henri Roediger, Kathleen McDermott, and Mark McDaniel have shown that testing and retesting is a more effective way to learn than studying and restudying. Benefits of Testing Improved retention: Testing helps to solidify information in long-term memory. Identifying areas for focus: Testing helps learners to identify areas where they need to focus their studying. Efficient use of time: Testing is a more efficient use of time than restudying. Examples of Applying the Testing Effect Asking instructors for more tests Creating flashcards to test oneself on key terms Taking practice quizzes or exams to test knowledge Bjork & Bjork (2015) Notes Learning versus Performance 📚 The distinction between learning and performance is a fundamental concept in psychology. Performance refers to what we can observe and measure during instruction or training, while learning refers to the more or less permanent change in knowledge or understanding that is the target of instruction. Storage Strength versus Retrieval Strength Storage strength refers to the durability of information or skills stored in memory, whereas retrieval strength reflects the ease with which information can be accessed from memory. Storage strength is built through practice and repetition, but it's retrieval strength that determines whether the information can be recalled when needed. 💡 Introducing Desirable Difficulties to Enhance Learning and Instruction Desirable difficulties are conditions of learning that, while appearing to create challenges, actually lead to more durable and flexible learning. These difficulties include: Varying the conditions of learning, rather than keeping them constant and predictable Interleaving instruction on separate topics, rather than grouping instruction by topic (called blocking) Spacing, rather than massing, study sessions on a given topic Using tests, rather than presentations, as study events The Benefits of Variation in Learning Condition Benefit Varying conditions of learning Encourages encoding and retrieval processes that support learning and comprehension Interleaving instruction Fosters learning of differences as well as similarities among topics Spacing study sessions Supports long-term retention and transfer of knowledge Using tests as study events Enhances learning and recall of information The Effects of Distributed Practice on Learning  Practice Schedule Effect on Learning Massing practice (cramming) Supports short-term performance, but not long-term retention Spacing practice (distributing study sessions) Supports long-term retention and transfer of knowledge The Benefits of Interleaving Instruction Instruction Method Benefit Blocking (grouping instruction Appears to support rapid learning, but may not lead to long-term retention by topic) Interleaving (instruction on Fosters learning of differences as well as similarities among topics, leading to better separate topics) long-term retention and transfer Psych 111 Lecture 3 Notes Study Skills and Memory Strategies Dr. Chew’s “how to study” videos - His “Beliefs that make you stupid” idea -learning is fast -knowledge is composed of isolated fast -being good at a subject is mere talent (you have commit hard work to get better it's not just talent) -im really good at multitasking because we do it all the time (but we never compare our results of multitasking with when we don't multitask)  -metacognition- a student awareness of their level of understanding a topic (most students do worse than their level of understanding of what they did) -weakest students are most confident and have poor metacognition “How students should understand about how people learn” - what is the most important factor in successful learning -the intention and desire to learn -paying close attention to the material as you study -learning in a way that matches your own learning style -the time you spend studying -what you think about while studying -levels of processing -Shallow processing focus on meaningless aspects of information -memorizing definitions or mindlessly re reading notes -deep processes focus subjective meaning -relating new information to prior knowledge or making information personally meaningful -orienting tasks cause you to think in deep or shallow ways regardless of intention Things that do not help learning -motivation to learn -amount of time studied through shallow processing -memorization of isolated facts -learning styles -multitasking Things that do help learning -minimizing distractions ; maximizing focus -developing accurate metacognition -deep, appropriate processing of critical concepts -practicing retrieval and application How to Study Long and Hard and Still Fail... Or How to Get the Most Out of Studying Video 3: "Cognitive Principles For Optimizing Learning" Principles for Achieving Deep Processing 1. Elaboration: How does this concept relate to other concepts? 2. Distinctiveness: How is this concept different from other concepts? 3. Personal: How can I relate this concept to my personal experience? 4. Appropriate to Retrieval and Application: How am I expected to use or apply this concept? TESTING IN THIS CLASS WILL BE MORE APPLIED RATHER THAN JUST SEARCHING TO FIND AN ANSWER. THEY WILL GIVE A STORY AND THEN ASK A QUESTION SO ITS MORE ABOUT APPLICATION. DON'T SPEND A TON OF TIME ON VOCAB BECAUSE ITS APPLYING DIFFERENT PIECES OF KNOWLEDGE -multiple choice -short answer (5 sentences) -matching questions Automaticity -a process so highly practiced that it occurs without any effort at all. Optimizing learning recap 1. Elaboration 2. Distinctiveness 3. Personal 4. Appropriate to Retrieval and Application 5. Automaticity 6. Overlearning How to Study Long and Hard and Still Fail... Or How to Get the Most Out of Studying Video 4: "Putting The Principles For Optimizing Learning Into Practice" -Optimizing Learning Recap Principles For Achieving Deep Level Processing 1. Elaboration: How does this concept relate to other concepts? 2. Distinctiveness: How is this concept different from other concepts? 3. Personal: How can I relate this concept to my personal experience? 4. Appropriate to Retrieval and Application: How am I expected to use or apply this concept? Strategies For Achieving Deep Processing 1. Question Generation -Question Generation 1. What is metacognition? 2. In the video, how did the teacher test for metacognition? 3. How does poor metacognition hurt academic success? 4. Why would metacognition that was good in high school be bad in college? 5. What are the critical differences between deep and shallow processing? 6. Name a task you already do where you automatically use deep processing. 2. Concept map 3. Practice Retrieving Information In Way Teacher Expects -a. Practice recalling without referring to notes -b. Practice using the information Taking notes in class 1. provide s a key summary 2. Creates a set of memory cues 3. Engages you in the class More on taking notes in class 1. Get missed information right away 2. Consider recording the lecture  3. Borrowing notes is poor substitute 4. Notes are only good if you constantly re look at them regularly Rules for effective study group 1. Set a goal and agenda 2. Set criteria for participation 3. Keep ultimate goal of learning in mind 4. Everyone can ask/answer questions 5. Any member can express the group understanding Lecture 4 notes Drew Chew continued… “I blew the exam now what video” - Do’s and don'ts - Don't panic - Don't go into denial - Do Examine how you prepared - Be honest with yourself - Do review the exam - Compare errors with notes taken - Do talk with your professor - Do examine your study strategies - Do develop a plan Helpful Strategies To Raise Your Grade 1. Commit time and effort  2. Minimize distractions 3. Attend class 4. Set realistic goals 5. Don't begin to slide Don't be the student who… -Keeps studying the same way, hoping to improve. -Waits until the end of the semester to ask for help. -Skips class to focus on other classes. -Falls further behind waiting to find time to catch up. -Crams at the last minute. -Doesn't do assignments because they are small or late. -Panics and gives up. Study strategies for success in psychology 111 and beyond metacognition: an awareness of what we know--knowing and thinking about what we know Problem:people overestimate their knowledge of what and how well they know something Common study habits that don’t work as well -Looking over the chapter and your notes -Highlighting and underlining full sentences/bolded words -Making note cards copied directly from lecture or the book -These activities are ineffective because they don’t focus on meaning -All these activities make the material seem familiar, leading to a level of (false) comfort with knowing/learning -BUT, that knowledge is often inaccurate or is easily forgotten -You may Recognize a term on a multiple-choice item on the test, but it’s less likely you’d be able to Recall that term if you had to answer a short answer question about it. Study habits that DO Work -Be an active learner in class. Be PRESENT AND ENGAGED while listening and reading! -Take notes (handwriting if possible, as research shows the laptop is not always the best strategy!) -When we encode information in different modes (listening, writing, etc.), we make more connections in our brain, and the more the connections we have the more likely we are to remember something -I recommend taking notes when you’re reading through the textbook and slides; write down answers to the questions in the Module Review questions in the textbook, and give thought to the questions I pose in class What Works, continued -Read (or skim main points from the Nevid chapter) Before attending lecture and read the chapter again afterwards -Taking notes while reading the textbook is a good idea! pay attention to the content in the Concept Charts and ‘Visual overviews’ and use the ‘Module Reviews’ and ‘Thinking Critically about Psychology’ sections to test yourself -Hint: Review your notes and then compare to the Concept Charts and Visual Overviews—what is new content in those sections that you should attend to? -Hint: In MindTap/e-book, the sections at the end of each chapter are a great place to test your knowledge! There are fill in the blank questions, and you can reveal answers by clicking on the blanks. These sections are called ‘Recite It’, ‘Recall It’, and ‘Think About It’. Then What? -After you have been exposed to the material in the readings and lectures, strategies to successfully study and learn the material Include: -Strive for deep, meaningful processing -Make connections to previous course content! -Think of examples that are relevant to you and add them to your notes! -Compare and contrast concepts -Put things in your own words – Teach the concepts to your cat/dog/plant! Better yet, your roommate! -Think about the context in which a concept appears -Chunk items together in meaningful ways  -If you use notecards-use them well (your own words, include examples and explanations – NOT just definitions) Desirable Difficulties -Things you can do that make learning seem more difficult and unpleasant, but that lead to better learning (Bjork and Bjork, 2011, 2015). -Three key ways to introduce desirable difficulties 1. Create study material yourself 2. Test yourself 3. Distribute or space out study or practice sessions The Generation Effect -(Re)Create the information whenever possible -Rewrite your PowerPoint slides from memory- in your own words -Look at chapter headings and see if you can remember the specific points -Teach concepts to others (or practice saying them aloud!) -Testing yourself gives you practice with what you need to do during the exam. -Testing yourself helps you figure out what you know already and what you still need to learn. -Testing prevents you from just being familiar as opposed to knowing -Use materials like the end of section/chapter questions and concept charts -Try to answer those questions before doing the reading and then come back afterwards also. -Frequent testing is more effective for learning Distribute/space your study sessions -Cramming is inefficient, spacing study sessions is Better. -Studying 1 hour on 4 separate days is better than studying 4 hours in one day -Reviewing material within 24 hours of being taught can also help -Attention is also important—multitasking is difficult for our brains—and can lead to less efficiency -Turn off other distractors (e.g. phones) -Try not to study in bed! Self Care Skills that enhance learning -Make a schedule—time management skills can be key! -Make sure to schedule in breaks, meals, and relaxation/play! -Make sure to SLEEP! Memory consolidation takes place then. -Focus on efficiency—not MORE study hours but more effective studying -Exercise -Practice relaxation methods, like meditation and mindfulness Practice Good Test Taking Strategies -Read instructions fully & carefully -ASK questions if it is allowed - even online -Consider the time you choose to take the test -For multiple choice questions, think of what the right answer should be and then read all the choices. -Pay attention to key words (always, except,…) -Always “show what you know”— don’t leave short answer items blank Other Memory Strategies Ch. 6 preview Organization of LTM Effective Encoding -How do we best learn information? -Maintenance Rehearsal: Retain in STM, repeat phone # -Elaborative Rehearsal: Know it, review, practice, give meanings Models of Memory -Level of Processing Model -Different levels of processing impact encoding Effective Encoding Visual Imagery: Create visual images to represent words/concepts to remember --->>> Method of Loci: Match up existing visual images (the street you live on) with concepts you’re trying to learn/remember Method of Loci Effective Encoding -Mnemonics: systematic strategies for remembering information; memory tricks or useful tools to aid memory, ROY G BIV -Dual-Coding Theory: memory is enhanced by using both semantic and visual codes since either can lead to recall -Self-Referent Encoding: When information is personally relevant, we have improved recall Campus Resources for Academic Success -Reach out to your Instructors and GSIs for support -Create study groups—remember teaching a concept is a great way to make sure you know a concept! -Attend a Test Anxiety Workshop -Join a Mindfulness Group -Practice Relaxation techniques -Academic Advising is a great resource https://lsa.umich.edu/advising/stay-on-track/study- tools-academic-resources.html -Take care of your mental health and wellbeing CAPS: 734-764-8312 College success is a process! -Don’t get disheartened if you aren’t as successful early on. -Evaluate what you have done and how to learn from your experiences. -College requires adaptation to new expectations and more independence in your learning. -Sometimes what we learn is much more than a score or a grade -Learning takes TIME! -Don’t forget to find the pleasure in what you are learning. -Communicate early and often! If you need help, ask for it! -Don’t wait until the last minute.