During their training, medical residents learn countless techniques, surgeries, and procedures which they’ll later use to save lives. Being able to remember these skills can quite literally be a matter of life and death. With this in mind, a 2006 research study took a class of surgical residents learning to suture arteries and split them into two groups. Each received the same study materials, but one group implemented a small change in how they studied them. And when tested one month later, this group performed the surgeries significantly better than the other residents.
O’zlarining tayyorgarlik vaqtlarida, tibbiy xodimlar keyinchalik inson hayotini saqlab qolish uchun ko’p texnika, yo’l va operatsiyalarni o’rganadilar. Ushbu narsalarni eslay olish va qo’llash o’lim va hayot masalasi bo’la oladi. Buni yodda tutib 2006-yil tadqiqot haqida so’zlaylik: arteriyalar tikuvni o’qiyotgan jarroh xodimlar sinfini olib ularni ikki guruhga bo’lishgan. Har biriga bir xil o’quv materiallari berilgan. lekin ulardan biri o’rganish metodiga kichik o’zgarish kiritdi. Va 1 oydan keyin tekshirilganda, O’zgartirish kiritgan guruh operatsiyani narigi guruhga qaraganda anchagina yaxshiroq bajardi.
We’ll discuss the secret to that group’s success, along with two other highly effective study techniques which can be applied both in and out of the classroom. But to understand why these methods work, let's first unpack how the brain learns and stores information.
Yuqoridagi guruhning muvaffaqiyatini keyinroq gaplashamiz, sinfxona ichida va tashqarisida ishlatsa bo’ladigan ikkita samarali o’rganish usullari bilan. Ushbu usullar qanday ishlashini tushunishdan avval miyamiz axborotni qanday o’rganishi va saqlashini o’rganaylik.
Say you're trying to memorize the anatomy of the heart. When you’re introduced to a new concept, the memory is temporarily encoded in groups of neurons in a brain area called the hippocampus.
Tasavvur qiling, yurak anatomiyasini yodlashga urinyapsiz. Har yangi o’rganilgan ma’lumot uchun, miyaning “hippocampus” deb ataladigan qismida xotira neyronlar holida vaqtinchalik kodlanadi.
As you continue to learn about workings of the heart in class or study its chambers for an exam, you reactivate these same neurons. This repeated firing strengthens the connections between the cells, stabilizing the memory. Gradually, the knowledge of heart anatomy is stored long-term, which involves another brain area known as the neocortex. How information is transferred from short-term to long-term storage is still not completely understood, but it’s thought to happen in between study sessions and perhaps most crucially during sleep. Here the new knowledge is integrated with other related concepts you already know, such as how to measure heart rate, or the anatomy of other organs.
Siz yurakning ishlashini o’rganishingiz davomida yoki imtihonga tayyorlanayotgan vaqtingizda o’sha neyronlarni qayta ishga tushirasiz. Ushbu qayta ishga tushirishlar hujayralar o’rtasidagi ulanishni kuchaytiradi va xotirani mustahkamlaydi. Asta-sekin yurak anatomiyasi uzoq muddatli ma’lumotga aylanib, miyaning “neokorteks” deb ataladigan qismiga joylanadi. Axborotning qanday qilib qisqa muddatlidan uzoq muddatliga o’tishi haligacha to’liq o’rganilmagan. Lekin ushbu holat o’quv sessiyalari yoki uyqu davomida ro’y berishi haqida fikrlash mavjud. Ushbu joyda yangi bilim siz allaqachon bilgan boshqa ma’lumotlar bilan bog’lanadi masalan, yurak urishini o’lchash, yoki boshqa organlar anatomiyasi.
And the process doesn’t end there. Each time you recall heart anatomy, you reactivate the long-term memory, which makes it susceptible to change. The knowledge can be updated, strengthened, and reintegrated with other pieces of information. This is where our first study technique comes in.
Jarayon bu yerda tugamaydi. Har safar siz yurak anatomiyasini eslaga- ningizda siz uzoq muddatli xotirani qayta ishga tushirasiz va bu uni o’zgarishlarga ta’sirchan bo’lib qoladi. Bilim yangilanishi, kuchaytirilishi va boshqa ma’lumotlar bilan bog’lanishi mumkin. Mana shu nuqtada bizning birinchi o’quv usulimiz kirib keladi.
Testing yourself with flashcards and quizzes forces you to actively retrieve knowledge, which updates and strengthens the memory. Students often prefer other study methods, like rereading textbooks and highlighting notes. But these practices can generate a false sense of competence, since the information is right in front of you. Testing yourself, however, allows you to more accurately gauge what you actually know.
O’zingizni savollar va fleshkartalar bilan sinash sizni bilimingizni qaytarishga majbur qiladi va ushbu holat sizning xotirangizni kuchaytiradi va yangilaydi O’quvchilar odatda kitobni qayta o’qish va eslatmalarni takrorlash kabi usullarni ma’qul ko’rishadi. Ammo ushbu amaliyotlar noto’g’ri qobiliyat hissini paydo qilishi mumkin, chunki ma’lumot sizning oldingizda turadi. O’zingizni sinash esa aslida qancha bilishingizni aniqroq ko’rsatib beradi.
But what if, while doing this, you can’t remember the answers? Not to worry— making mistakes can actually improve learning in the long term. It’s theorized that as you rack your brain for the answer, you activate relevant pieces of knowledge. Then, when the correct answer is later revealed, the brain can better integrate this information with what you already know.
Ammo, shunday qilayotganingizda, javoblarni eslay olmasangizchi? Hech qisi yo’q- xatolar qilish uzoq muddatli xotirani chindan ham yaxshilaydi. Nazariyaga ko’ra javobni uchun miyangizdan qidirayotganingizda siz kerakli bilim bo’laklarini ishga tushirasiz. Javoblar keyinchalik ochilganda, miyangiz ushbu ma’lumotni o’zingiz bilgan narsalar bilan yaxshiroq bog’laydi.
Our second technique builds on the first. When using flashcards to study, it's best to mix the deck with multiple subjects. Interleaving, or mixing the concepts you focus on in a single session, can lead to better retention than practicing a single skill or topic at a time. One hypothesis of why this works is that, similar to testing, cycling through different subjects forces your brain to temporarily forget, then retrieve information, further strengthening the memory. You may also find connections across the topics, and better understand their differences.
Bizning ikkinchi usul birinchisining ustiga qurilgan. Fleshkardlar bilan o’qilganda, boshqa fanlarni ham aralashtirish eng yaxshi yo’l Aralashtirish, yoki bir darsda e’tibor beradigan narsalarni birlashtirish bitta mavzuni uzoq takrorlagandan ko’ra yaxshiroq samara beradi. Ushbu narsaning ishlashini isbotlash uchun yana bir faraz bor: Turli xil fanlarni o’rganish miyangizni ma’lumotni vaqtinchalik unutib qayta tiklashga majbur qiladi va bu o’z holida xotirani yanada mustahkamlaydi. Siz ushbu jarayonda mavzular orasidagi yangi aloqalarni topishingiz va ularning farqini yaxshiroq tushunishingiz mumkin.
Now that you know how and what to study, our final technique concerns when. Spacing your review across multiple days allows for rest and sleep between sessions. While “offline,” the brain is actively at work, storing and integrating knowledge in the neocortex. So while cramming the night before the exam may seem logical— after all, won’t the material be fresh in your mind?— the information won’t stick around for the long term. This brings us back to our medical residents. Both groups studied the surgery for the same amount of time. Yet one group’s training was crammed in a single day, while the other more successful group’s training was spread over four weeks.
Siz hozir nimani qanday o’qishni bilasiz, endi uni qachon qo’llashni o’rganish kerak Takrorlash vaqtini bir necha kunlarga ajratish darslar o’rtasida dam olish va uyquga ham imkoniyat yaratadi. “Oflayn” vaqtda, miya aktiv holda ishlayotgan bo’ladi: Olingan bilimni neokorteksga saqlash va birlashtirish bilan shug’ullanadi. Shunday qilib, imtihondan oldingi kecha o’qish mantiqli ko’rinishi mumkin- oxir oqibat, miyangizdagi ma’lumot yangi bo’lmaydimi? Yangi ma’lumotlar uzoq muddatli xotirada turmaydi. Ushbu holat bizni o’zimizning tibbiy xodimlarimizga olib boradi. Ikkala guruh ham operatsiya haqida bir xil vaqt davomida o’rgandi. Lekin bir guruhning tayyorgarligi bir kunga tiqilgan bo’lsa, muvafaqqiyatli guruhning tayyorgarligi 4 haftaga tarqalgan edi.
The reason all three of these study techniques work is because they’re designed with the brain in mind. They complement and reinforce the incredible way the brain works, sorting through and storing the abundance of information it’s fed day after day.
Uchala o’quv usullarining ishlashiga asosiy sabab shuki, ushbu usullar miyaning ishlashiga qarab tuzilgan. Ular bir-birini ma’lumotlarni tartiblash va saqlash orqali xuddi miya ishlagandek to’ldirib va kuchaytirib turadi. Ushbu holat kundan kunga ortadi.