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How I Was Able to Ace Exams Without Studying

Editors note: This is a guest post from Scott Young ofScottYoung.com.

In high school, I rarely studied. Despite that, I graduated second in my class. In university, I

generally studied less than an hour or two before major exams. However, over four years, myGPA always sat between an A and an A+.

Recently I had to write a law exam worth 100% of my final grade. Unfortunately, I was out ofthe country and didnt get back by plane until late Sunday night. I had to write the test at 9 am

Monday morning. I got an A after just one hour of review on the plane.

Right now, Im guessing most of you think Im just an arrogant jerk. And, if the story ended

there, you would probably be right.

Why do Some People Learn Quickly?

The fact is most of my feats are relatively mundane. Ive had a chance to meet polyglots whospeak 8 languages, people who have mastered triple course loads and students who went from C

or B averages to straight A+ grades while studying less than before.

The story isnt about how great I am (Im certainly not) or even about the fantastic

accomplishments of other learners. The story is about an insight: that smart people dont just

learn better, they also learn differently.

Its this different strategy, not just blind luck and arrogance, that separates rapid learners from

those who struggle.

Most sources say that the difference in IQ scores across a group is roughly half genes and half

environment. I definitely wont discount that. Some people got a larger sip of the geneticcocktail. Some peoples parents read their kids Chaucer and tutored them in quantum mechanics.

However, despite those gifts, if rapid learners had a different strategy for learning than ordinary

students, wouldnt you want to know what it was?

The Strategy that Separates Rapid Learners

The best way to understand the strategy of rapid learners is to look at its opposite, the approach

most people take: rote memorization.

Rote memorization is based on the theory that if you look at information enough times it will

magically be stored inside your head.

This wouldnt be a terrible theory if your brain were like a computer. Computers just need oneattempt to store information perfectly. However, in practice rote memorization means reading

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information over and over again. If you had to save a file 10 times in a computer to ensure it was

stored, youd probably throw it in the garbage.

The strategy of rapid learners is different. Instead of memorizing by rote, rapid learners store

information by linking ideas together. Instead of repetition, they find connections. These

connections create a web of knowledge that can succeed even when you forget one part.

When you think about it, the idea that successful learners create a web has intuitive appeal. The

brain isnt a computer hard drive, with millions of bits and bytes in a linear sequence. It is aninterwoven network of trillions of neurons.

Why not adopt the strategy that makes sense with the way your brain actually works?

Not a New Idea, But an Incredibly Underused Idea

This isnt a new idea, and I certainly didnt invent it.

Polymath, cognitive scientist and AI researcher Marvin Minsky once said:

If you understand something in only one way, then you dont really understand it at all. The

secret of what anything means to us depends on how weve connected it to all other things

we know.Well-connected representations let you turn ideas around in your mind, to envision

things from many perspectives until you find one that works for you. And thats what we meanby thinking! [emphasis mine]

Benny Lewis, polyglot and speaker of 8 languages, recently took up the task of learning Thai intwo months. One of his first jobs was tomemorize a phonetic script(Thai has a different

alphabet than English). How did he do it?

I saw [a Thai symbol] and needed to associate it with t, I thought of a number of common

words starting with t. None of the first few looked anything like it, but then I got to toe! The

symbol looks pretty much like your big toe, with the circle representing the nail of the second toe(if looking at your left foot). Its very easy to remember and very hard to forget! Now I think of t

instantly when I see that symbol.

It took time, but Ive come up with such an association for all [75] symbols. Some are funny, or

nerdy, or related to sex, or something childish. Some require a ridiculous stretch of the

imagination to make it work. Whatever did the job best to help me remember.

The famous British savant Daniel Tammet has the ability to multiply 5 digit numbers in his head.

He explains that he can do this because each number, to him, has a color and texture, he doesntjust do the straight calculation, he feels it.

All of these people believe in the power of connecting ideas. Connecting ideas together, asMinsky describes. Linking ideas with familiar pictures, like Lewis. Or even blending familiar

shapes and sensations with the abstract to make it more tangible as Tammet can do.

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How Can You Become a Rapid Learner?

So all this sounds great, but how do you actually doit?

Im not going to suggest you can become a Tammet, Lewis or Minsky overnight. They have

spent years working on their method. And no doubt, some of their success is owed to theirgenetic or environmental quirks early in life.

However, after writing about these ideas for a couple years I have seen people make drastic

improvements in their learning method. It takes practice, but students have contacted me letting

me know they are now getting better grades with less stress, one person even credited the methodfor allowing him to get an exam exemption for a major test.

Some Techniques for Learning by Connections

Here are the some of the most popular tactics Ive experimented with and suggested to other

students:

1. Metaphors and Analogy

Create your own metaphors for different ideas. Differential calculus doesnt need to just be an

equation, but the odometer and speedometer on a car. Functions in computer programming can

be like pencil sharpeners. The balance sheet for a corporation can be like the circulatory system.

Shakespeare used metaphor prolifically to create vivid imagery for his audience. Your professor

might not be the bard, but you can step in and try them yourself.

2. Visceralization

Visceralization is a portmanteau between visceral and visualization. The goal here is to envision

an abstract idea as something more tangible. Not just by imagining a picture, but by integratingsounds, textures and feelings (like Tammet does).

When learning how to find the determinant of a matrix, I visualized my hands scooping throughone axis of the matrix and dropping through the other, to represent the addition and subtraction

of the elements.

Realize you already do this, just maybe not to the same degree. Whenever you see a graph or pie

chart for an idea, you are taking something abstract and making it more tangible. Just be creativein pushing that a step further.

3. The 5-Year Old Method

Imagine you had to explain your toughest subject to a 5-year old. Now practice that.

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It may be impossible to explain thermodynamics to a first grader, but the process of explanation

forces you to link ideas. How would you explain the broader concepts in simpler terms a child

would understand?

4. Diagramming

Mind-mapping is becoming increasingly popular as a way of retaining information. Thats the

process of starting with a central idea and brainstorming adjacent connections. But mindmapping

is just the skin of the onion.

Creating diagrams or pictures can allow you to connect ideas together on paper. Instead ofhaving linear notes, organized in a hierarchy, what if you had notes that showed the relationships

between all the ideas you were learning?

5. Storytelling to Remember Numbers and Facts

Pegging is a method people have been using for years to memorize large amounts of numbers orfacts. What makes it unique isnt just that it allows people to perform amazing mental feats(although it can), but the way it allows people to remember informationby connecting the

numbers to a story.

Pegging is a bit outside the scope of this article, but the basic idea is that each digit is represented

by the sound of a consonant (for example: 0=c, 3=t, 4=d). This allows you to convert anynumber into a string of consonants (4304 = d-t-c-d).

The system allows you to add any number of vowels in between the consonants to make nouns

(d-t-c-d = dot code). You can then turn this list of nouns into a story (The dot was a code that the

snake used). Then all you need to do is remember the order of the story to get the nouns,consonants and back to the numbers.

The Way We Were Taught to Learn is Broken

Children are imaginative, creative and, in many ways, the epitome of this rapid learning strategy.

Maybe its the current school system, or maybe its just a consequence of growing up, but most

people eventually suppress this instinct.

The sad truth is that the formal style of learning, makes learning less enjoyable. Chemistry,

mathematics, computer science or classic literature should spawn new ideas, connections in the

mind, exciting possibilities. Not only the right answers for a standardized test.

The irony is that maybe if that childlike, informal way of learning came back, even just in part,perhaps more people would succeed on those very tests. Or at least enjoyed the process of

learning.