How to enhance your learning ability?

The essence of improving learning ability is to learn to think.

First, let’s distinguish between two types of learning. One is called "knowledge-centered learning" and the other is called "self-centered learning".

"Knowledge-centered" learning is also called academic learning. It is aimed at passing exams or scientific research and mainly emphasizes the understanding, memory, induction and problem solving of knowledge. "Self-centered learning" is also called adult learning, which mainly emphasizes solving one's own problems and improving one's abilities.

The main contradiction we want to solve is "how to improve learning ability", which belongs to the second category of learning.

"Self-centered learning" mainly includes three dimensions:

If you want to improve your learning ability, you must improve your internalization and application of knowledge Start with the three dimensions of ability, ability to analyze and organize information, and ability to question and reflect on experience, and learn to build your own knowledge system to achieve the unity of knowledge and action.

When you master this method, your ability to learn professional knowledge or learn certain skills and use them to solve specific problems in life will be improved accordingly. .

This article explains the three dimensions of "self-centered learning" learning and gives specific executable action plans.

1

Internalizing and applying knowledge

In the book "Reading This Way Is Enough", the author gives a way to pass 3 steps during the reading process. Zhang Shi signed to help realize the method of "internalization and application knowledge":

## This a few days ago I received a private message from a child, full of grievances: "Miss, I listened to your suggestion and read "The Way of Learning," but I didn't think it was anything special. I already knew the principles in it, but I still couldn't study well."

"XXX I have known it for a long time" Does this sentence sound familiar?

When people are exposed to new information, they will always involuntarily match it with what they already know, and use "known" to attach "new knowledge", so they think they See through and understand.

This way of thinking is not innate. In fact, it comes from the habit taught to us by teachers when we were studying in school: always summarizing the main idea of ​​the paragraph and the central idea of ​​the article. , use methods learned in the past to solve new problems.

There is nothing wrong with this way of thinking. For example, by connecting new courses with old courses, integrating them, building a knowledge network, and using already mastered formulas to derive new formulas given in textbooks, you can deepen your understanding. Helps memory. This derivation process itself is an arrow pointing from old knowledge to new knowledge.

Attachment itself is not a problem, the biggest problem is stopping at attachment. Finding the similarities between new knowledge and old knowledge is easy and everyone can do it; finding the differences requires you to think.

Good learners will ask, what is the difference between this information and the details of the content I knew before? Are there any differences in applicable conditions? How keen you are on subtle knowledge reflects how strong your learning ability is.

Common best-selling books on the market that improve interpersonal relationships and execution capabilities include Carnegie's "Human Weaknesses" and Covey's "Seven Habits of Highly Effective People." Some people say that the former "improves interpersonal relationships." Bible", some people say that it "teaches principles that everyone understands, but the people who make mistakes don't realize it at all, so it is useless"; some people say that the latter "changed the trajectory of their lives", while others say that it " It’s a cliché, but it doesn’t live up to its name.”

Why are there two completely opposite comments? Apart from the factors of different personal understanding abilities, the second type of people obviously rely more on old knowledge.

There are very few people who propose new theories, but a very important reason why they are the best among similar books is that they give a "vivid interpretation" of "clichés" ——You have heard of the truth but never know how to practice it. It tells you how to apply these truths in your life. This is a very remarkable ability, and it is worth spending money and time on this book.

One of the manifestations of internalizing and applying knowledge is to upgrade the instinctive reaction of attachment into a rational reaction that defines the boundary between new and old knowledge, so that it can be deeper, sharper, and better. Clearly understand new knowledge while also deepening understanding of old knowledge.

Let’s look back at the “sticky note method” above. In the step of "restating information" (I note), many people will stop at echoing old knowledge, or simply excerpt the content of the original text. Even if you memorize this paragraph in the book, it is not your own.

The meaning of "restatement" lies in "understanding". If you cannot fully understand the content of the article, it will be difficult to express it in your own words. In order to achieve the purpose of "internalization and application", the original knowledge can be summarized or processed into clear and specific operating methods or suggested steps during specific operations.

In the step of "Recalling Experiences" (A1 Note), avoid speaking in general terms. Those who do not have a specific time or specific event are talking in general terms, talking about cognition rather than specific experience.

To make this step more executable, you can refer to these elements:

The recorded events must be personally experienced, seen with your own eyes, and heard with your own ears;

The narrative reflects the cause, process, and result;

There is a clear correspondence between many elements of the original text or I note.

The most important thing about A1 notes is that through the stimulation of new knowledge points, we can better understand and reflect on our own experiences, so as to combine our own knowledge and experience to achieve personal growth.

When you want to plan A2, first ask yourself: "How important is this matter to me?" If it is important in the original book, but not important to myself, you might as well stop here So far, let’s read the content behind.

When you really decide to use the knowledge in the book in practice, first set a goal. Planned actions must be actions that you can implement, rather than excerpts from the original text. Even if the original book's suggestions are very specific, they cannot be counted as your own knowledge.

We are always used to "expressing our resolutions" when the New Year comes: "In the new year, I want to read 100 books, I want to lose 20 pounds, I want... "; I always like to swear after the exam, "I can't be so decadent next semester, I will study hard." Usually the goal I vowed to set is never touched again after three minutes of enthusiasm.

Because these goals are too ambitious, so big that you don’t even know how to work hard to accomplish them. When you plan to implement the "Planning Application" (A2 Note) step, follow the SMART principle of goals:

First set yourself a specific (Specific) and measurable goal (Measurable), achievable (Attainable), relevant to other goals (Relevant), and with a clear deadline (Time-bound).

Then ask yourself: What are the specific action steps? who? Where? When does it start? Are you using the original message or I-note method? Is it all what you can do or push others to do? Can the degree of achievement be measured?

Only by being clear about the questions in the "planning and application" step can we improve our ability to discern determination or emotion. Being able to identify which determinations may look beautiful but cannot be implemented; which ones are practical and down-to-earth suggestions - this is a very important learning ability.

##2

##Analyze and organize information

The ability to analyze and organize information is an important part of learning ability. In an era where there is far more information than knowledge, people are exposed to a large amount of information flow every day.

If you don’t have this ability, you may see “Interpersonal relationships are bad because you don’t know these points” today, and think that interpersonal relationships are the most important, but tomorrow you may find “You don’t know how to manage time.” , you have already lost at the starting point." The day after tomorrow, you discovered that "emotional intelligence is your biggest weakness."

Some self-media people and writers will deliberately be extreme, exaggerated, sensational and even misleading in order to gain readers.

Not all information is knowledge. The main difference between the two is that the context of knowledge mainly reveals the causes and consequences and the applicable boundaries. How to avoid blind obedience and credulity and identify the information that is beneficial to you? You can try to start from the following 8 aspects:

The key to analyzing information is to ask about the causes and consequences:

Previous (lessons from the past): Why is this Things that matter to me? How did he elicit this information?

Cause (cause and effect): What assumptions does the author make about causes? How were these hypotheses verified or ruled out? Are there any other possibilities?

After (to observe the aftereffects): What will happen if you follow the information? What is the benefit (utility) to me?

Fruit (reap the consequences): What are the consequences of not doing this? How serious is the problem of not changing?

The key to organizing information is the boundary of applicability:

Suitable (counterproductive): Is there an opposite point of view? Are there any instances where this is not supported?

Use (conditions of use): To do this, what specific conditions must be met (considering costs and benefits, considering attitude and ability...) Under what circumstances does it not work?

Bian (simplification): Is there any similar (or seemingly similar) information in the past? How do other fields/industries/authors view similar issues?

Jie (Chuhe-Hanjie): Whether it is opposite or similar information, what is the real difference from this information? Where is the junction?

Below I will start with the topic "Mimeng: Why do I support interns taking a leave of absence from school?" which has caused a heated discussion on Zhihu. 》For example, let’s try to use the above 8 aspects to analyze and organize the content of this article. (The gray text is an example. If you don’t want to read it, you can skip to the next part)

Consider the causes and consequences first:

——Why is this Things that matter to me?

——Well, I am currently studying in college, but Mi Meng supports suspension of study, which has something to do with me.

Note that if this section determines "not important to me", you can close this article directly. If you think it's not important and continue reading, every minute you spend next will not do you any good except becoming a sunk cost.

——How did the author elicit this information?

——Her intern studied a major that she didn’t like and took a break from school for her own “like”. The author supports it but Mi Meng thinks that “you should take a break from school in order to study.”

——What hypotheses does the author propose about the cause?

——The author believes: ①Many courses in universities now are too unsatisfactory, a waste of time and a waste of life. ②The most difficult thing in life is to find what you like. If you find it, just do it, regardless of any bullshit secular standards. ③In the Internet era, those wild talents are often the most explosive.

——How are these hypotheses verified or eliminated?

——As for hypothesis 1, she gave some examples to support her point of view.

Please note here that her samples were presented to support her own point of view. She did not mention how many teachers in the crowd were "extremely careless", but only vaguely said "many teachers". Not supported by any data from authoritative agencies. As far as I know, among the dozens of courses I have taken in the past four years, there are less than 3 people as she said.

For hypothesis 2, the author has no proof. What do you like? How to tell if you really like it? Is there a standard to refer to? What does it mean to "find it?" This is an unfounded argument.

Regarding hypothesis 3, some knowledgeable friends pointed out that the words spoken by the “Peking University professor” in the argument were actually said by an educationist from Harvard, and this educator attached great importance to basic education. The author's arguments contradict his argument.

——Are there any other possibilities?

——I may be able to find my "favorite career" after graduation, obtain a diploma and realize my wish; or I may be able to "fulfill my wish" while studying in college; or I may be able to "fulfill my wish" while studying in college; You may never find your "like" in your life; you may drop out of school, your "like" career will fail, and you will never become a "successful person" in your life; you may also work hard to become a top student from tomorrow on.

——What will happen if you follow the information? What is the benefit (utility) to me?

——According to the author's opinion, I should take a break from school. The possible good outcome is that I have reached the pinnacle of my life by practicing in society. The bad outcome is that I may not be able to get a degree certificate and still achieve nothing.

——What are the consequences of not doing this? How serious is the problem of not changing?

——I may maintain the status quo and live a good four years. It doesn't seem to be anything serious if you don't change.

Consider the applicable boundaries again:

——Are there any opposite views? Are there any examples that do not support this view?

--have. The author herself is an example that does not support her point of view. The author is a Master of Arts from Shandong University. She allows her children to go to the best schools, but supports interns to take a leave of absence.

——In order to do this, what are the specific conditions (considering costs and benefits, considering attitude and ability...)? Under what circumstances does it not work?

——The author did not give any specific conditions. If I want to do this, I must first consider the cost of taking a leave of absence.

If you fail the "thing you like", you may have to retake the college entrance examination, which is a bit expensive. I make money by writing to support myself. What if I run out of inspiration? What if readers don’t like what I write? What if I don’t make enough money to spend? What should I do if the first threshold for the media company I want to go to is academic qualifications? These are all factors I want to consider.

——Has there been similar (or at first glance similar) information? How do other fields/industries/authors view similar issues?

——There is, "the theory that reading is useless". There are two types of them: one is that highly educated people work for people with less than highly educated people; the other is that people who read a lot of books end up forgetting them.

The first point of view focuses on the "single cause" leading to the "only result". In fact, the reasons for this result are complicated; the second point of view does not take into account "the results are diverse", that is, "if you don't read , social status, economic income" may all be different, but only the aspect of "forgetting" is seen.

- Whether it is the opposite or similar information, what is the real difference from this information? Where is the junction?

——The angle is different. This article focuses on "ideal", the two above focus on "cause and effect". The opposite information is like the first few answers to the Zhihu question "What do you think of "Mimeng: Why do I support interns taking a leave of absence from school"", focusing on different aspects such as ethics, marketing strategies, and economic levels.

What is important is not where the information comes from. What is important is that no matter what information we get, we can judge and process the quality of the information and add context to it. The more you can ask these 8 questions to the point, the more you can reflect your learning ability.

If you want to improve your learning ability, you must turn to yourself in all matters related to learning.

The "learning" here is learning in a broad sense, including both "knowledge-centered" and "self-centered". Many times we are always used to thinking that "it's all other people's fault":

The reason why we didn't develop good study habits since childhood is because our parents didn't care;

The reason for poor grades is because the teacher is not good enough and the lectures are not good;

I have a bad relationship with my girlfriend and keep quarreling because she is too pretentious;

I have a bad relationship with my boyfriend and keep having cold wars because of him Not loving yourself enough;

I had a dispute with my boss because he was too perverted...

Maybe the reasons you mentioned are all right, but you still don’t study well; you still don’t have a good intimate relationship; Work relationships are also in shambles.

And "seeking others instead" means to start changing from yourself - Even if it is not my fault, it is very important to me, and I should do something about it. Makes it better doesn't it?

Why do we all look the same when we are in school, but are completely different after a few years after leaving school? In fact, everyone's characteristics and abilities are very different. It's just that when you were in school, you only saw the academic performance and mistakenly thought you knew everything about him:

One year after graduation , the impact of communication skills and the ability to learn from mistakes will appear;

Three years after graduation, the gap will widen in problem-solving abilities, emotional abilities, and relationship abilities;

After 5 years of graduation, what we strive for is self-management ability, logical ability and influence;

After 10 years of graduation, what we strive for is achievement and happiness, and these mainly come from continuous growth in marriage. The ability to educate children, the ability to manage and motivate others.

Knowledge cannot change destiny, but ability can change destiny. For young people with few assets, the best investment is to invest in their own abilities. Among all the controllable factors, only the growth of ability can bring about exponential growth in self-appreciation.

And learning ability is the meta-ability of all abilities.

##3

##Questioning and Reflecting on Experience

Socrates said that an unreflective life is not worth living.

Not all experiences are experiences, and not all experiences are wisdom. If we do not observe clearly, reflect and summarize, it is impossible for experience to turn into wisdom.

David Kolb believes that the experiential learning process is a circular structure composed of four adaptive learning stages, including specific experience, reflective observation, abstract conceptualization, and active practice.

Specific experience allows learners to fully immerse themselves in a new experience;

Reflective observation is when learners think about the experience they have experienced when they stop. ;

Abstract conceptualization is when learners must reach the point where they can understand the observed contents and absorb them into logical concepts;

At the active practice stage, learners must verify these concepts and apply them to formulate strategies and solve problems.

In the "Internalization and Application of Knowledge Part" we introduced the sticky note method, let's review this part:

After improving it, we get "questioning and reflection", Implement the Cooper Learning Circle:

Check information in real actions, then discover new problems and then reflect on them, thus forming a cycle.

The key points of questioning and reflecting on experiences and learning from experiences are as follows:

Part A1 is used to describe your own relevant experiences.

It must be a problem that you have personally encountered. It cannot be an imaginary problem, a theoretical problem, or a problem that may occur in the future. It is best for the questions to be urgent and important, because solving irrelevant problems rarely leads to real learning. Be as brief as possible. There is no need to go into too much analysis, just a brief description in a few sentences.

Part I is used to restate the information, clarify the problem, understand the problem, find the root cause, and thus redefine the problem.

When writing questions in A1 notes, be sure not to rush to find answers or take action. Be sure not to jump directly from A1 to A2. Because it is also my own experience, there is a fundamental difference between what I think of when reading and what I write down when solving problems. Experience without reflection is unreliable, and questions without asking are not real questions.

Upon reflection, the underlying assumptions, premises or standards are often vague, one-sided or completely wrong.

Similar to the second part "Analyzing and Organizing Information", Question the causes and consequences of your own questions:

Previous (Lessons from the Past): Why is this Things that matter to me? How did this problem occur?

Cause (cause and effect): What are the assumptions about causes? How are these hypotheses verified or eliminated? Can anyone else help me think through this and give more options or possibilities?

After (to observe the aftereffects): If this problem is solved, what is the best result? Is that what I expected?

Fruit (reap the consequences): What will happen if I do nothing?

Then the hypothesis about the cause of the problem is asked about the applicable boundaries:

Suitable (counterproductive): Will anyone disagree with my hypothesis about the cause? Are there any instances where this assumption does not fit?

Use (conditions of use): What conditions are needed to solve this problem (consider costs and benefits, consider attitudes and abilities...)? In what other ways could this be done?

Bian (simplification): Is there any situation that we can learn from? How do other fields/industries/people solve similar problems?

Jie (Chuhe-Hanjie): Whether it is different opinions or similar issues, what is the real difference between my thinking and mine? Where is the junction?

When writing A2, pay attention to purpose, action, relevance, and controllability.

Still give priority to the goal. You will be satisfied to the extent that the problem is solved and the effect is achieved. In this case, the actions or applications you write down in A2 are all intended to shorten the distance between the current situation and the target state.

In addition, try to ask yourself to write down more than one action plan on the A2 note. Because having multiple alternatives greatly increases the likelihood of finding a better outcome. At the end of the day, the reality, executability, cost and benefits of each plan are comprehensively considered, and specific actions are targeted based on controllability requirements.

You will be surprised to find that most of the problems that you usually think need to be solved and that have been troubling you recently will be redefined after reflection and questioning.

The most difficult thing about learning through experience is the different perspectives of questioning.

Experience can be precipitated into information through reflection and questioning. Information can be sublimated into knowledge through analysis and organization. Knowledge can be internalized into abilities through connection and action. Action brings new experience, and reading brings New information, reflection brings new knowledge. In this continuous cycle of experience and reflection, the unity of knowledge and action is achieved, and the way of learning is produced.

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