Showing posts with label learning. Show all posts
Showing posts with label learning. Show all posts

Monday, 19 July 2021

Pioneers of deep learning think its future is gonna be lit

Deep Learning 

 

Deep neural networks will move past their shortcomings without help from symbolic artificial intelligence, three pioneers of deep learning argue in a paper published in the July issue of the Communications of the ACM journal.

In their paper, Yoshua Bengio, Geoffrey Hinton, and Yann LeCun, recipients of the 2018 Turing Award, explain the current challenges of deep learning and how it differs from learning in humans and animals. They also explore recent advances in the field that might provide blueprints for the future directions for research in deep learning.

Titled “Deep Learning for AI,” the paper envisions a future in which deep learning models can learn with little or no help from humans, are flexible to changes in their environment, and can solve a wide range of reflexive and cognitive problems.

The challenges of deep learning

Deep learning is often compared to the brains of humans and animals. However, the past years have proven that artificial neural networks, the main component used in deep learning models, lack the efficiency, flexibility, and versatility of their biological counterparts.

In their paper, Bengio, Hinton, and LeCun acknowledge these shortcomings. “Supervised learning, while successful in a wide variety of tasks, typically requires a large amount of human-labeled data. Similarly, when reinforcement learning is based only on rewards, it requires a very large number of interactions,” they write.

Supervised learning is a popular subset of machine learning algorithms, in which a model is presented with labeled examples, such as a list of images and their corresponding content. The model is trained to find recurring patterns in examples that have similar labels. It then uses the learned patterns to associate new examples with the right labels. Supervised learning is especially useful for problems where labeled examples are abundantly available.

Reinforcement learning is another branch of machine learning, in which an “agent” learns to maximize “rewards” in an environment. An environment can be as simple as a tic-tac-toe board in which an AI player is rewarded for lining up three Xs or Os, or as complex as an urban setting in which a self-driving car is rewarded for avoiding collisions, obeying traffic rules, and reaching its destination. The agent starts by taking random actions. As it receives feedback from its environment, it finds sequences of actions that provide better rewards.

In both cases, as the scientists acknowledge, machine learning models require huge labor. Labeled datasets are hard to come by, especially in specialized fields that don’t have public, open-source datasets, which means they need the hard and expensive labor of human annotators. And complicated reinforcement learning models require massive computational resources to run a vast number of training episodes, which makes them available to a few, very wealthy AI labs and tech companies.

Bengio, Hinton, and LeCun also acknowledge that current deep learning systems are still limited in the scope of problems they can solve. They perform well on specialized tasks but “are often brittle outside of the narrow domain they have been trained on.” Often, slight changes such as a few modified pixels in an image or a very slight alteration of rules in the environment can cause deep learning systems to go astray.

The brittleness of deep learning systems is largely due to machine learning models being based on the “independent and identically distributed” (i.i.d.) assumption, which supposes that real-world data has the same distribution as the training data. i.i.d also assumes that observations do not affect each other (e.g., coin or die tosses are independent of each other).

“From the early days, theoreticians of machine learning have focused on the iid assumption… Unfortunately, this is not a realistic assumption in the real world,” the scientists write.

Real-world settings are constantly changing due to different factors, many of which are virtually impossible to represent without causal models. Intelligent agents must constantly observe and learn from their environment and other agents, and they must adapt their behavior to changes.

“[T]he performance of today’s best AI systems tends to take a hit when they go from the lab to the field,” the scientists write.

The i.i.d. assumption becomes even more fragile when applied to fields such as computer vision and natural language processing, where the agent must deal with high-entropy environments. Currently, many researchers and companies try to overcome the limits of deep learning by training neural networks on more data, hoping that larger datasets will cover a wider distribution and reduce the chances of failure in the real world.

Deep learning vs hybrid AI


The ultimate goal of AI scientists is to replicate the kind of general intelligence humans have. And we know that humans don’t suffer from the problems of current deep learning systems.

“Humans and animals seem to be able to learn massive amounts of background knowledge about the world, largely by observation, in a task-independent manner,” Bengio, Hinton, and LeCun write in their paper. “This knowledge underpins common sense and allows humans to learn complex tasks, such as driving, with just a few hours of practice.”

Elsewhere in the paper, the scientists note, “[H]umans can generalize in a way that is different and more powerful than ordinary iid generalization: we can correctly interpret novel combinations of existing concepts, even if those combinations are extremely unlikely under our training distribution, so long as they respect high-level syntactic and semantic patterns we have already learned.”

Scientists provide various solutions to close the gap between AI and human intelligence. One approach that has been widely discussed in the past few years is hybrid artificial intelligence that combines neural networks with classical symbolic systems. Symbol manipulation is a very important part of humans’ ability to reason about the world. It is also one of the great challenges of deep learning systems.

Bengio, Hinton, and LeCun do not believe in mixing neural networks and symbolic AI. In a video that accompanies the ACM paper, Bengio says, “There are some who believe that there are problems that neural networks just cannot resolve and that we have to resort to the classical AI, symbolic approach. But our work suggests otherwise.”

The deep learning pioneers believe that better neural network architectures will eventually lead to all aspects of human and animal intelligence, including symbol manipulation, reasoning, causal inference, and common sense.

Promising advances in deep learning

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In their paper, Bengio, Hinton, and LeCun highlight recent advances in deep learning that have helped make progress in some of the fields where deep learning struggles.

One example is the Transformer, a neural network architecture that has been at the heart of language models such as OpenAI’s GPT-3 and Google’s Meena. One of the benefits of Transformers is their capability to learn without the need for labeled data. Transformers can develop representations through unsupervised learning, and then they can apply those representations to fill in the blanks on incomplete sentences or generate coherent text after receiving a prompt.

More recently, researchers have shown that Transformers can be applied to computer vision tasks as well. When combined with convolutional neural networks, transformers can predict the content of masked regions.

A more promising technique is contrastive learning, which tries to find vector representations of missing regions instead of predicting exact pixel values. This is an intriguing approach and seems to be much closer to what the human mind does. When we see an image such as the one below, we might not be able to visualize a photo-realistic depiction of the missing parts, but our mind can come up with a high-level representation of what might go in those masked regions (e.g., doors, windows, etc.). (My own observation: This can tie in well with other research in the field aiming to align vector representations in neural networks with real-world concepts.)

The push for making neural networks less reliant on human-labeled data fits in the discussion of self-supervised learning, a concept that LeCun is working on.

Can you guess what is behind the grey boxes in the above image?

The paper also touches upon “system 2 deep learning,” a term borrowed from Nobel laureate psychologist Daniel Kahneman. System 2 accounts for the functions of the brain that require conscious thinking, which include symbol manipulation, reasoning, multi-step planning, and solving complex mathematical problems. System 2 deep learning is still in its early stages, but if it becomes a reality, it can solve some of the key problems of neural networks, including out-of-distribution generalization, causal inference, robust transfer learning, and symbol manipulation.

The scientists also support work on “Neural networks that assign intrinsic frames of reference to objects and their parts and recognize objects by using the geometric relationships.” This is a reference to “capsule networks,” an area of research Hinton has focused on in the past few years. Capsule networks aim to upgrade neural networks from detecting features in images to detecting objects, their physical properties, and their hierarchical relations with each other. Capsule networks can provide deep learning with “intuitive physics,” a capability that allows humans and animals to understand three-dimensional environments.

“There’s still a long way to go in terms of our understanding of how to make neural networks really effective. And we expect there to be radically new ideas,” Hinton told ACM.

This article was originally published by Ben Dickson on TechTalks, a publication that examines trends in technology, how they affect the way we live and do business, and the problems they solve. But we also discuss the evil side of technology, the darker implications of new tech, and what we need to look out for. You can read the original article here.


Thursday, 20 May 2021

Why we remember more by reading – especially print – than from audio or video

Retaining Information 

 


 Photo by Susan Q Yin on Unsplash

During the pandemic, many college professors abandoned assignments from printed textbooks and turned instead to digital texts or multimedia coursework.

As a professor of linguistics, I have been studying how electronic communication compares to traditional print when it comes to learning. Is comprehension the same whether a person reads a text onscreen or on paper? And are listening and viewing content as effective as reading the written word when covering the same material?

The answers to both questions are often “no,” as I discuss in my book “How We Read Now,” released in March 2021. The reasons relate to a variety of factors, including diminished concentration, an entertainment mindset and a tendency to multitask while consuming digital content.

Print versus digital reading

When reading texts of several hundred words or more, learning is generally more successful when it’s on paper than onscreen. A cascade of research confirms this finding.

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The benefits of print particularly shine through when experimenters move from posing simple tasks – like identifying the main idea in a reading passage – to ones that require mental abstraction – such as drawing inferences from a text. Print reading also improves the likelihood of recalling details – like “What was the color of the actor’s hair?” – and remembering where in a story events occurred – “Did the accident happen before or after the political coup?”

Studies show that both grade school students and college students assume they’ll get higher scores on a comprehension test if they have done the reading digitally. And yet, they actually score higher when they have read the material in print before being tested.

Educators need to be aware that the method used for standardized testing can affect results. Studies of Norwegian tenth graders and U.S. third through eighth graders report higher scores when standardized tests were administered using paper. In the U.S. study, the negative effects of digital testing were strongest among students with low reading achievement scores, English language learners and special education students.

My own research and that of colleagues approached the question differently. Rather than having students read and take a test, we asked how they perceived their overall learning when they used print or digital reading materials. Both high school and college students overwhelmingly judged reading on paper as better for concentration, learning and remembering than reading digitally.

The discrepancies between print and digital results are partly related to paper’s physical properties. With paper, there is a literal laying on of hands, along with the visual geography of distinct pages. People often link their memory of what they’ve read to how far into the book it was or where it was on the page.

But equally important is mental perspective, and what reading researchers call a “shallowing hypothesis.” According to this theory, people approach digital texts with a mindset suited to casual social media, and devote less mental effort than when they are reading print.

Students work on laptops in high school library
Students are more prone to multitasking and distraction when studying on screens. Erin Clark/The Boston Globe via Getty Images

Podcasts and online video

Given increased use of flipped classrooms – where students listen to or view lecture content before coming to class – along with more publicly available podcasts and online video content, many school assignments that previously entailed reading have been replaced with listening or viewing. These substitutions have accelerated during the pandemic and move to virtual learning.

Surveying U.S. and Norwegian university faculty in 2019, University of Stavanger Professor Anne Mangen and I found that 32% of U.S. faculty were now replacing texts with video materials, and 15% reported doing so with audio. The numbers were somewhat lower in Norway. But in both countries, 40% of respondents who had changed their course requirements over the past five to 10 years reported assigning less reading today.

A primary reason for the shift to audio and video is students refusing to do assigned reading. While the problem is hardly new, a 2015 study of more than 18,000 college seniors found only 21% usually completed all their assigned course reading.

Audio and video can feel more engaging than text, and so faculty increasingly resort to these technologies – say, assigning a TED talk instead of an article by the same person.

Maximizing mental focus

Psychologists have demonstrated that when adults read news stories or transcripts of fiction, they remember more of the content than if they listen to identical pieces.

Researchers found similar results with university students reading an article versus listening to a podcast of the text. A related study confirms that students do more mind-wandering when listening to audio than when reading.

Results with younger students are similar, but with a twist. A study in Cyprus concluded that the relationship between listening and reading skills flips as children become more fluent readers. While second graders had better comprehension with listening, eighth graders showed better comprehension when reading.

Research on learning from video versus text echoes what we see with audio. For example, researchers in Spain found that fourth through sixth graders who read texts showed far more mental integration of the material than those watching videos. The authors suspect that students “read” the videos more superficially because they associate video with entertainment, not learning.

The collective research shows that digital media have common features and user practices that can constrain learning. These include diminished concentration, an entertainment mindset, a propensity to multitask, lack of a fixed physical reference point, reduced use of annotation and less frequent reviewing of what has been read, heard or viewed.

Digital texts, audio and video all have educational roles, especially when providing resources not available in print. However, for maximizing learning where mental focus and reflection are called for, educators – and parents – shouldn’t assume all media are the same, even when they contain identical words.

[You’re smart and curious about the world. So are The Conversation’s authors and editors. You can read us daily by subscribing to our newsletter.]


Monday, 26 April 2021

I Became a Fast Learner at Everything by Applying These Simple Techniques

Learning 

 

In the summer of 2019, I had this craze to learn something cool — something that could give my resume an edge. I wanted to learn to code so badly.

So I started taking classes at a tech company nearby. The first week went awesome. I met good people with mutual understanding, and I had high-quality lecture sessions.

After about 3 weeks of lectures, and presentations, it was time for the first test of the semester. I was looking all worked out that morning. Probably because I had spent all night reading course materials and practicing all that I’ve been thought for the past 3 weeks.

Long story short, the test was all done and the results were in. I felt so happy and confident after the test because I knew I put in all my efforts into making sure that I get a good grade. But, as they say, “only the results will determine how hard you prepared.” I kept my fingers crossed.

As I anxiously searched my name, my smile slowly tightened up, heart rate spiked. It was an E in all subjects (including basic MS Word usage).

“How was I able to fail all subjects, including basic MS Word usage?” Different questions clouded my mind.

Head down in sadness, I went home and took a long nap. I was embarrassed among my peers about failing a simple test which 90% of the class passed. The results of the test weakened me mentally, emotionally, and physically — I was afraid to try again. Depression gradually set in.

After reading The First 20 Hours: How to Learn Anything … Fast by Josh Kaufman. I began to reconsider. Through Kaufman’s book, I was convinced:

  • That I could get over my fear
  • My self-doubt needs some sprinkle of confidence
  • Constant worrying doesn’t solve anything
  • Embarrassments are nothing if you want to learn
  • If you want to learn, do it in your 20s

In a movie I watched: The Matrix, I was fascinated with the ability that Neo and his friends possessed to learn new skills in a matter of seconds. With the unbelievable upsurge in levels of technology today, the rapid learning displayed in the movie is becoming much more of a reality than you can ever imagine.

Luckily, I have well developed myself over the years, by studying and learning a lot more about various techniques that are well proven to work for learning new skills. Therefore I have successfully applied them into areas of my life. To name a few, Website development, Advanced Software engineering, Video editing (took me 3 hours), freelance writing, and running a Startup.

Why do we need to learn faster?

We are constantly learning new things, from the moment we entered this world all through to the moment we leave. All aspects of life entail learning, from your first day on the job, first time driving, that new activity, or even grilling a barbecue. Learning is a process that continues throughout life.

Learning new things is a huge and inevitable step in life, we should always be ready to grow in all spheres of life. Meanwhile, we can well agree that learning new things take time, right? For most of us, time is something we don’t have on our hands — the everyday cycle sucks out all the time.

The ability to learn and grasp new things under limited time is what an individual must possess.

As humans, we constantly involve ourselves in various works of life. Our time is limited, which makes it very important to spend most of your time on getting the most value. But we have to grow, and the only way we can grow is by expanding our knowledge, therefore learning new skills. The speed of learning is an important factor.

As Anthony Robbins describes, swift learning is a skill, one can easily develop and can be continuously improved:

One skill you want to master in this day and age we live in, if you want to have an extraordinary life, is the ability to learn rapidly.

In this present day dispensation, there is more and easy access to numerous knowledge and information than ever before. The internet is the place to get all your mind’s bothering questions answered with a single click.

Getting smarter has never been easier, but to attain smartness the ability to learn faster is very paramount.

Let us hear what the experts have to say

Mastering new skills is not optional in today’s business environment. “In a fast-moving, competitive world, being able to learn new skills is one of the keys to success.

It’s not enough to be smart — you need to always be getting smarter,” says Heidi Grant Halvorson, a motivational psychologist and author of the Havard Business Review Single Nine Things Successful People Do Differently.

“The night before a biochemistry class, I read the last year’s lecture notes. I look at the pictures in the book. Now, I’ve got a general concept. Sure…There’s a couple of details to fill in and a few things to memorize. But that’s no big deal. I’ve got the big picture, and that’s all I need.

Bring it on professor, I’m ready.

That’s right.

The next day, I’m a goalie sitting in the front row.

“Nothing gets past me.”

My ability to comprehend a biochemistry lecture just went from 30% to 95%.

I went on to score 780 out of a possible 800 on the medical school boards exam in biochemistry. Given that the 99th percentile began around 690, this was one of the highest scores in the USA, perhaps the highest.”

― Peter Rogers MD

Joseph Weintraub, a professor of management and organizational behavior at Babson College and co-author of the book, The Coaching Manager: Developing Top Talent in Business, agrees:

We need to constantly look for opportunities to stretch ourselves in ways that may not always feel comfortable at first. Continual improvement is necessary to get ahead.

The effectiveness of speed learning goes a long way in our daily activities. Whether you’re working towards a new job, need something to do during your spare time, or probably beef up your resume.

Find the right purpose for learning

When we have a passion for learning something, it’s much easy to pour out all our energy to make sure we attain that thing. Leading to faster retention of the information we learn.

By having that drive to accomplish your target you are less likely to be distracted therefore focus becomes your hidden backbone.

“Successful people do what unsuccessful people are not willing to do. Don’t wish it were easier; wish you were better.” — Jim Rohn

Focus on one thing until you get success! Of course, bad days will come, discouragements will cloud your mind, thoughts of quitting will fill rain on you.

Having that unique passion will constantly remind you why you started, therefore, keeping you going through those challenging times until you complete it.

Michael Jordan’s story always cheers me up, when he got rejected by his coach and cut from his high school basketball team, he didn’t wake up every morning to shoot thousands of free throws so that he could make next year’s basketball team. His goal was to become the best player in the world.

Passion + efforts = Great impact.

Understand your learning formation

Another great strategy for improving your learning efficiency is to recognize your learning habits and styles.

Everyone is unique, the way we do things, differ from the next person. However, our learning style also follows different patterns. Here is what I mean — what worked for ‘Billy’ might backfire for ‘James.’ — It’s just the weird beauty of life.

When I was in code camp, there was this guy who never took notes, who never asked questions but always scored 100% in examinations — I always thought he had some kind of weird powers or something; now trying to imitate this guy might sure lead you to failure. But how did he do it? The truth is he had well mastered how his brain works, reaction rate, and levels of concentration.

When learning something new, you don’t need to start envying and comparing yourself to other people. Ditch the way the other person does things. Self-discovery is very important. Find out what works for you, what you’re comfortable with, and what makes you unique.

Howard Gardner’s theory of multiple intelligences describes eight different types of intelligence that can help reveal your strengths.

Some learn best with the use of graphics or flashcards, some learn best through attentive listening, while some learn best via demonstrations and hands-on experience.

Heidi Grant Halvorson says you can figure out your ideal learning style by looking back. “Reflect on some of your past learning experiences, and make a list of good ones and another list of bad ones”

She further says,

What did good effective experiences have in common? How about the bad ones? Identifying common strands can help you determine the learning environment that works best for you.

Go old school note-taking

With the unimaginable rise in technology, there are now countless devices to take notes, ranging from laptops, tablets, even watches — all these are meant to make our lives easier.

Though taking your notes using a laptop might seem accurate to the eyes, it doesn’t to the brain. To speed up the learning process ditch the laptop and take your notes the old school way — pen and paper.

Well, as for me I prefer to stick with my pen and paper, because of the numerous benefits I enjoyed.

An experiment tested both groups of note-takers (pen and laptop users) exactly half an hour after the lecture, which left them without the opportunity to review.

The psychological scientists decided to explore this concept further and conducted a second experiment in which these students would be given a week to review for the exam.

Even after a week of review, the students who took notes in longhand were found to do significantly better than the other students in the experiment, including the fleet typists — those who transcribed the lectures.

Overall, it seems those who type their notes may potentially be at risk for “mindless processing.” The old-fashioned note-taking method of pen and paper boosts memory and the ability to understand concepts and facts.

Although taking notes with the hands is slow and burdensome compared to the laptop, the act of writing supports easy readability and comprehension.

Practice what you’ve learned

“The best way of learning about anything is by doing.” — Richard Branson

One of the easiest ways to learn and practice (in real-time) a new skill effectively is teaching it to others. It might be incredibly scary to teach something you’ve not perfected to other people — experts or beginners. But it is a sure way to derive improvement.

My second time learning coding, I begged my 7-year-old sister for her to sit down and let me teach her what I learned during the day’s class. Even though she didn’t understand any of the things I was saying, I learned a lot from hearing myself saying it over and over again.

Why does this method work so well?

When we learn with the mindset that we are going to teach it to others, we are left with the only option of simplifying it and breaking it down into bits to aid easy explanation and understanding.

Do you remember your seventh-grade presentation on Costa Rica? By teaching to the rest of the class, your teacher hoped you would gain even more from the assignment, forcing us to look at the topic critically to help us understand it better.

As research shows, it turns out that people retain:

  • 5% of what they learn when they’ve learned from a lecture.
  • 10% of what they learn when they’ve learned from reading.
  • 20% of what they learn from audio-visual.
  • 30% of what they learn when they see a demonstration
  • 50% of what they learn when engaged in a group discussion.
  • 75% of what they learn when they practice what they learned.
  • 90% of what they learn when they teach someone else/use immediately.

When you’re teaching somebody something new, make use of slides, flashcards, audio narrations while breaking all down into small chunks of information.

Be Patient

After all the hard work, patience is paramount in making sure that you learn that skill swiftly.

Failing a series of subjects on coding undoubtedly made me feel discouraged and bad about myself, although patience kept me going and played a huge role in making sure that I mastered it.

Every good thing takes time, even though you want to learn that skill on time; throwing in the towel will only end you up achieving nothing.

“It’s not going to happen overnight. It usually takes six months or more to develop a new skill,” says Weintraub. And it may take longer for others to see and appreciate it. “People around you will only notice 10% of every 100% change you make,” he says.

Takeaways

Learning a new skill or developing a new habit might take some time but focus, practice, and determination will always hasten the process. Let’s go over the core principles:

Find the right purpose for learning — picture yourself at the destination you want to be and use that as a stepping stone for greatness. Keep your goal in your mind as often as possible.

Go old school note-taking — while learning something new you must take notes at every means possible, and try as much as possible to use a pen and paper for effective comprehension

Teach what you’ve learned — when learning new things you must spread the word about it while it is still fresh in your memory because people retain a higher percentage of what they teach.

Understand your learning mechanism — your uniqueness cannot be compared to anyone else. Learning at your own pace, and being comfortable will increase your ability to understand and retain knowledge faster.

Be patient — all though we might fall, flop at certain simple areas, maybe fail at achieving your goals. But bear in mind that every good thing takes

 

 

Monday, 23 November 2020

The Feynman Technique: The Best Way to Learn Anything

Learning 

 

 

There are two types of knowledge and most of us focus on the wrong one.

Farnam Street

 


There are four simple steps to the Feynman Technique, which I’ll explain below:

  1. Choose a Concept
  2. Teach it to a Toddler
  3. Identify Gaps and Go Back to The Source Material
  4. Review and Simplify (optional)

***

If you’re not learning you’re standing still. So what’s the best way to learn new subjects and identify gaps in our existing knowledge?

Two Types of Knowledge

There are two types of knowledge and most of us focus on the wrong one. The first type of knowledge focuses on knowing the name of something. The second focuses on knowing something. These are not the same thing. The famous Nobel winning physicist Richard Feynman understood the difference between knowing something and knowing the name of something and it’s one of the most important reasons for his success. In fact, he created a formula for learning that ensured he understood something better than everyone else.

It’s called the Feynman Technique and it will help you learn anything faster and with greater understanding. Best of all, it’s incredibly easy to implement.

“The person who says he knows what he thinks but cannot express it usually does not know what he thinks.”

— Mortimer Adler

There are four steps to the Feynman Technique.

Step 1: Teach it to a child

Take out a blank sheet of paper and write the subject you want to learn at the top. Write out what you know about the subject as if you were teaching it to a child. Not your smart adult friend but rather an 8-year-old who has just enough vocabulary and attention span to understand basic concepts and relationships.

A lot of people tend to use complicated vocabulary and jargon to mask when they don’t understand something. The problem is we only fool ourselves because we don’t know that we don’t understand. In addition, using jargon conceals our misunderstanding from those around us.

When you write out an idea from start to finish in simple language that a child can understand (tip: use only the most common words), you force yourself to understand the concept at a deeper level and simplify relationships and connections between ideas. If you struggle, you have a clear understanding of where you have some gaps. That tension is good –it heralds an opportunity to learn.

Step 2: Review

In step one, you will inevitably encounter gaps in your knowledge where you’re forgetting something important, are not able to explain it, or simply have trouble connecting an important concept.
This is invaluable feedback because you’ve discovered the edge of your knowledge. Competence is knowing the limit of your abilities, and you’ve just identified one!
This is where the learning starts. Now you know where you got stuck, go back to the source material and re-learn it until you can explain it in basic terms.
Identifying the boundaries of your understanding also limits the mistakes you’re liable to make and increases your chance of success when applying knowledge.

Step 3: Organize and Simplify

Now you have a set of hand-crafted notes. Review them to make sure you didn’t mistakenly borrow any of the jargon from the source material. Organize them into a simple story that flows.
Read them out loud. If the explanation isn’t simple or sounds confusing that’s a good indication that your understanding in that area still needs some work.

Step 4 (optional): Transmit

If you really want to be sure of your understanding, run it past someone (ideally who knows little of the subject –or find that 8-year-old!). The ultimate test of your knowledge is your capacity to convey it to another.

***

Not only is this a wonderful recipe for learning but it’s also a window into a different way of thinking that allows you to tear ideas apart and reconstruct them from the ground up. (Elon Musk calls this thinking from first principles.) This leads to a much deeper understanding of the ideas and concepts. Importantly, approaching problems in this way allows you to understand when others don’t know what they are talking about.

Feynman’s approach intuitively believes that intelligence is a process of growth, which dovetails nicely with the work of Carol Dweck, who beautifully describes the difference between a fixed and growth mindset.


Friday, 24 April 2020

How to Train Your Brain to Remember Almost Anything

Remembering





Success is largely based on what you know — everything you know informs the choices you make. And those choices are either getting you closer to what you want or increasing the distance between you and your ultimate goals in life.
Many people want to learn better and faster, retain more information, and be able to apply that knowledge at the right time.
But the reality is that we forget a lot of what we learn. Human forgetting follows a pattern. In fact, research shows that within just one hour, if nothing is done with new information, most people will have forgotten about 50% of what they learned. After 24 hours, this amount increases to 70%, and if a week passes without that information being used, up to 90% of it could be lost.
To improve knowledge acquisition and retention, new information must be consolidated and securely stored in long-term memory.
According to Elizabeth Bjork, PhD, a professor of cognitive psychology at UCLA who worked on a theory of forgetting along with Piotr Wozniak, a Polish researcher best known for his work on SuperMemo (a learning system based on spaced repetition), long-term memory can be characterized by two components: retrieval strength and storage strength. Retrieval strength measures how likely you are to recall something right now, or how close it is to the surface of your mind. Storage strength measures how deeply the memory is rooted.
Research shows that within just one hour, if nothing is done with new information, most people will have forgotten about 50% of what they learned.
If we want our learning to stick, we have to do more than just aim to read a book every week or passively listen to an audiobook or podcast. Instead, reread chapters you didn’t comprehend the first time, write down or practice what you learned the previous week before continuing to the next chapter or lesson, or take notes, if that works for you. If you are struggling to remember, refer to the information. By forcing yourself to remember past information, you’re cementing the new knowledge in your mind.
Research indicates that when a memory is first recorded in the brain—specifically in the hippocampus—it’s still “fragile” and easily forgotten.
Our brains are constantly recording information on a temporary basis to separate vital information from the clutter — scraps of conversations you hear on your way to work, things you see, what the person in front of you was wearing, discussions at work, etc. The brain dumps everything that doesn’t come up again in the recent future as soon as possible to make way for new information. If you want to remember or use new information in the future, you have to deliberately work on storing it in your long-term memory.
This process is called encoding — imprinting information into the brain. Without proper encoding, there is nothing to store, and attempts to retrieve the memory later will fail.
In the late 19th century, Herman Ebbinghaus, a psychologist, was the first to systematically tackle the analysis of memory. His forgetting curve, which explains the decline of memory retention in time, contributed to the field of memory science by recording how the brain stores information.
Ebbinghaus once said, “With any considerable number of repetitions, a suitable distribution of them over a space of time is decidedly more advantageous than the massing of them at a single time.”
In a University of Waterloo report that looks at how we forget, the authors argue that when you deliberately remember something you’ve learned or seen not long ago, you send a big signal to your brain to hold onto that information. They explain,When the same thing is repeated, your brain says, ‘Oh — there it is again, I better keep that.’ When you are exposed to the same information repeatedly, it takes less and less time to ‘activate’ the information in your long-term memory and it becomes easier for you to retrieve the information when you need it.”
Most lifelong learning will inevitably involve some reading and listening, but by using a variety of techniques to commit new knowledge to memory, you will cement new information quicker and better.

Spaced repetition

One method is spaced repetition — repeating intake of what you are trying to retain over a period of time. For example, when you read a book and really enjoy it, instead of putting it away, reread it again after a month, then again after three months, then again after six months, and then again after a year. Spaced repetition leverages the spacing effect, a memory phenomenon that describes how our brains learn better when we separate out information over time. Learning something new drives out old information if you don’t allow sufficient time for new neural connection to solidify.

The 50/50 rule

Dedicate 50% of your time to learning anything new and the rest of your time to sharing or explaining what you have learned to someone or your audience.
Research shows that explaining a concept to someone else is the best way to learn it yourself. The 50/50 rule is a better way to learn, process, retain, and remember information.
For example, instead of completing a book, aim to read half, and try recalling, sharing, or writing down the key ideas you have learned before proceeding. Or better still, share that new knowledge with your audience.
You could even apply the 50/50 rule to individual chapters instead of the whole book. This learning method works really well if you aim to retain most of what are learning. The ultimate test of your knowledge is your capacity to transfer it to another person.
“The best way to learn something truly is to teach it — not just because explaining it helps you understand it, but also because retrieving it helps you remember it,” says Adam Grant.

Topic demonstrations

Another valuable method is to make the most of topic demonstrations to understand a topic inside out. Unlike simply reading or listening to an explanation, demonstrations show you how something works and help you visualize the concept. When learning photography, design, public speaking, negotiation, or a useful new technology, watching instructional videos that demonstrate what you’re trying to learn can improve your retention rate.

Sleep

Finally, use sleep as a powerful aid between learning sessions. Sleep after learning is a critical part of the memory-creation process, and sleep before learning strengthens your capacity.
Evidence shows that short naps help reinforce learned material. The authors explain, “We suggest that the mere onset of sleep may initiate active processes of consolidation which — once triggered — remain effective even if sleep is terminated shortly after.” The results show that even a period of sleep is enough to help you remember what you’ve learned. Longer naps (60-plus minutes) are also great for storing new information into our permanent memory. A good night’s sleep is even better for memory recall and clear thinking.
The more the mind is used, the more robust memory can become. Taking control of information storage will not only help you retain new bits of information but also reinforce and refine the knowledge you already have.

Written by

Founder @AllTopStartups | Featured at Business Insider,

Forbes, etc. I share practical tools for wealth, health, and happiness at https://postanly.substack.com


Tuesday, 21 April 2020

2 Secrets to Learning Anything Faster: Lessons From Albert Einstein and Richard Feynman

Learning Effectively and Efficiently




Albert Einstein: Learn to Enjoy the Learning Process


Richard Feynman Technique: Teach Others


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Mind Cafe

Relaxed, inspiring essays about happiness.

Written by

Founder @AllTopStartups | Featured at Business Insider, Forbes, etc. I share practical tools for wealth, health, and happiness at https://postanly.substack.com

Relaxed, inspiring essays about happiness.