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10 Rules of Good StudyingExcerpted fromA Mind for Numbers: How to Excel in Math and Science (Even if You Flunked Algebra), by

Barbara Oakley, Penguin, July, 2014

1. Use recall.After you read a page, look away and recall the main ideas. Highlight very little, and never

highlight anything you havent put in your mind first by recalling. Try recalling main ideas when you are

walking to class or in a different room from where you originally learned it. An ability to recallto generate

the ideas from inside yourselfis one of the key indicators of good learning.

2. Test yourself.On everything. All the time. Flash cards are your friend.

3. Chunk your problems.Chunking is understanding and practicing with a problem solution so that it

can all come to mind in a flash. After you solve a problem, rehearse it. Make sure you can solve it cold

every step. Pretend its a song and learn to play it over and over again in your mind, so the information

combines into one smooth chunk you can pull up whenever you want.

4. Space your repetition.Spread out your learning in any subject a little every day, just like an athlete.

Your brain is like a muscleit can handle only a limited amount of exercise on one subject at a time.

5. Alternate different problem-solving techniques during your practice.Never practice too long at

any one session using only one problem-solving techniqueafter a while, you are just mimicking what

you did on the previous problem. Mix it up and work on different types of problems. This teaches you

bothhowandwhento use a technique. (Books generally are not set up this way, so youll need to do this

on your own.) After every assignment and test, go over your errors, make sure you understand why you

made them, and then rework your solutions. To study most effectively, handwrite (dont type) a problem

on one side of a flash card and the solution on the other. (Handwriting builds stronger neural structures in

memory than typing.) You might also photograph the card if you want to load it into a study app on your

smartphone. Quiz yourself randomly on different types of problems. Another way to do this is to randomly

flip through your book, pick out a problem, and see whether you can solve it cold.

6. Take breaks.It is common to be unable to solve problems or figure out concepts in math or science

the first time you encounter them. This is why a little study every day is much better than a lot of studying

all at once. When you get frustrated with a math or science problem, take a break so that another part of

your mind can take over and work in the background.

7. Use explanatory questioning and simple analogies.Whenever you are struggling with a concept,

think to yourself,How can I explain this so that a ten-year-old could understand it?Using an analogy

really helps, like saying that the flow of electricity is like the flow of water. Dont just think your explanation

say it out loud or put it in writing. The additional effort of speaking and writing allows you to more

deeply encode (that is, convert into neural memory structures) what you are learning.

8. Focus.Turn off all interrupting beeps and alarms on your phone and computer, and then turn on a

timer for twenty-five minutes. Focus intently for those twenty-five minutes and try to work as diligently as

you can. After the timer goes off, give yourself a small, fun reward. A few of these sessions in a day can

really move your studies forward. Try to set up times and places where studyingnot glancing at your

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are used to lost students coming in for guidanceits our job to help you. The students we worry about

are the ones who dont come in. Dont be one of those students.

9. Thinking you can learn deeply when you are being constantly distracted.Every tiny pull toward

an instant message or conversation means you have less brain power to devote to learning. Every tug of

interrupted attention pulls out tiny neural roots before they can grow.

10. Not getting enough sleep.Your brain pieces together problem-solving techniques when you sleep,

and it also practices and repeats whatever you put in mind before you go to sleep. Prolonged fatigue

allows toxins to build up in the brain that disrupt the neural connections you need to think quickly and

well. If you dont get a good sleep before a test, NOTHING ELSE YOU HAVE DONE WILL MATTER.

Week 1 Reading (NOTE: All these readings areoptional)

Chapters 1-3 ofA Mind for Numbersare especiall helpf!l in pro"iding helpf!l

infor#ation and additional e$ercises related to the #aterials of Week 1%

Worth&hile Additional 'op!lar Articles:

John Hamilton. (October 17, 2013). "Brains Swee !hemseles #lean o$ !o%ins &'rin

Slee."NPR All Things Considered.

nne !ra$ton. (J'l* 21, 201+), "!r*, tr* aain St'-* sa*s no !r*in har-er ma/es it more

-ic'lt to learn some asects o$ lan'ae, ne'roscientists n-."Science Daily.

ichar- #. ohs. "How H'man emor* 4or/s." How Stuf Works. 5otice that what &r.

ohs calls "short term memor*" in his e%cellent article is almost the same as "wor/in

memor*." lso, &r. ohs retains the "seen slots" theor* o$ wor/in memor*66researchers

still -ier in their ersecties abo't this.

James orehea- (J'ne 18, 2012). "Stan$or- 9niersit*:s #arol &wec/ on the ;rowth

in-set an-

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Brii- Sch'lte, (a* 1=, 201+). ">or a more ro-'ctie li$e, -a*-ream."CNN O#inion.

S'mathi e--*, (J'l* 21, 201+). "4h* Seen Ho'rs o$ Slee iht Be Better than

'nctional #onnectiit* an- #reatiit*." Cereral

Corte*22, no. 12 (Jan 10 2012) 2821628.

1-3A What is learning/

ichael &. >o% an- ichael ;reici's, #linical alications o$ restin state $'nctional

connectiit* , +ront. Syst. Neurosci., 1= J'ne 2010.

>o%, . &., #orbetta, ., Sn*-er, . L., Gincent, J. ., an- aichle, .

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aric/e, Jere* &. "etrieal6Base- earnin ctie etrieal ?romotes eanin$'l

earnin." Current Directions in Psychological Science 21, no. 3 (2012) 1F76=3.

aric/e, Jere* &, an- ?hilli J ;rimal-i. "etrieal6Base- earnin ?ersectie $or

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Nu"ers, Barbara Oa/le*, ?en'in, 201+.

1-2 *ntrod!ction to #e#or

Ba--ele*, .,

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oss, . The Secret History o$ Drea"ing. 5oato, # 5ew 4orl- ibrar*, 200E.

Sc'llin, . ., an- . . c&aniel. "ememberin to eb 1E,

201+, The Hu>ngton Post. !his is act'all* a won-er$'l article on ch'n/inA

ichar- 4iseman, "Be l'c/* 6 it@s an eas* s/ill to learn," The Telegra#h, Jan 8, 2003. Ces,

a-* 'c/ &Oebr'ar* 2E, 2010, The Chronicle o$ Higher &ducation.

Ste'e 0ensing/ "&'nnin6r'er a-es," J'ne 2, 201+, The New !ork Ti"es.

#arl Limmer, "!his is Co'r Brain on 4ritin," J'ne 20, 201+, The New !ork Ti"es. nice

-isc'ssion o$ the ca'-ate n'cle's, which is inole- in habit'al, ch'n/in t*e actiities in

all sorts o$ areas, incl'-in sorts, an- its role in writin e%ertise.

Johns Ho/ins e-icine, "emories o$ errors $oster $aster learnin," ''st 1+,

201+, Science Daily. Ces, mista/es reall* -o hel *o' learnA

http://www.huffingtonpost.com/robyn-scott/the-30-second-habit-that-_b_4808632.htmlhttp://www.telegraph.co.uk/technology/3304496/Be-lucky-its-an-easy-skill-to-learn.htmlhttp://chronicle.com/article/Scholars-Turn-Their-Attention/63746/http://rowanfreepress.com/2013/11/26/dunning-kruger-effect-when-distorted-self-perception-and-illusions-of-superiority-trick-entertainers-politicians-and-cities/http://rowanfreepress.com/2013/11/26/dunning-kruger-effect-when-distorted-self-perception-and-illusions-of-superiority-trick-entertainers-politicians-and-cities/http://opinionator.blogs.nytimes.com/2010/06/20/the-anosognosics-dilemma-1/http://opinionator.blogs.nytimes.com/2010/06/20/the-anosognosics-dilemma-1/http://www.nytimes.com/2014/06/03/science/whats-lost-as-handwriting-fades.html?_r=2http://newsle.com/article/0/161082386/http://www.sciencedaily.com/releases/2014/08/140814191352.htmhttp://www.huffingtonpost.com/robyn-scott/the-30-second-habit-that-_b_4808632.htmlhttp://www.telegraph.co.uk/technology/3304496/Be-lucky-its-an-easy-skill-to-learn.htmlhttp://chronicle.com/article/Scholars-Turn-Their-Attention/63746/http://rowanfreepress.com/2013/11/26/dunning-kruger-effect-when-distorted-self-perception-and-illusions-of-superiority-trick-entertainers-politicians-and-cities/http://rowanfreepress.com/2013/11/26/dunning-kruger-effect-when-distorted-self-perception-and-illusions-of-superiority-trick-entertainers-politicians-and-cities/http://opinionator.blogs.nytimes.com/2010/06/20/the-anosognosics-dilemma-1/http://opinionator.blogs.nytimes.com/2010/06/20/the-anosognosics-dilemma-1/http://www.nytimes.com/2014/06/03/science/whats-lost-as-handwriting-fades.html?_r=2http://newsle.com/article/0/161082386/http://www.sciencedaily.com/releases/2014/08/140814191352.htm

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ea"ier !t References

4-1 What is a ch!nk/

Beiloc/, S. (2010). Choke. 5C >ree ?ress.

act etrieal."1ournal o$ Cogniti'e Neuroscience 45/ no. 9

?4:74@2 759B.

#ooer, ;raham, an- John Sweller. "

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#harness, ?a'l >eltoich an- obert . Homan, #ambri-e Han-boo/ on 'nctional ole o$ ;amma an- !heta Oscillations in

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., an- ;. #lar/son. "#h'n/s in ., ?.#.. ane, S. #ro/er, ?.#.H. #hen, ;. Jones, D. Olier, an- J.. ?ine. "#h'n/in

echanisms in H'man earnin." Trends in Cogniti'e Sciences F, no. = (2001) 23=6+3.

;obet, >ernan-. "#h'n/in o-els o$

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oe-ier, H. ., T ?*c, . . (2012). Dne%ensie techniR'es to imroe e-'cation

l*in conitie s*cholo* to enhance e-'cational ractice.1ournal o$ A##lied

Research in 0e"ory and Cognition/ 7(+), 2+262+E. -oi 10.101=K.Karmac.2012.08.002

ohrer, &., T ?ashler, H. (2010). ecent research on h'man learnin challenes

conentional instr'ctional strateies. &ducational Researcher/ eltoich an- obert . Homan, #ambri-e Han-boo/ on

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emor* ?rocesses."A"erican Scientist =1, no. + (1873) 38+6+03.

Simonton, &ean eith. Scienti=c )enius. 5C #ambri-e 9niersit* ?ress, 2008.

Solomon, Dnes. "naloical !rans$er an- @>'nctional >i%e-ness@ in the Science

#lassroom."1ournal o$ &ducational Research E7, no. = (188+) 371677.

4-2 O"erlearning, Choking, the Einstell!ng E+ect, and *nterlea"ing

Beiloc/, S. (2010). Choke. 5C >ree ?ress.

Bilalic, ., ceo-, ?., T ;obet, >. (200E). DnWe%ibilit* o$ e%erts66realit* or m*th

Q'anti$*in the . (200E). 4h* oo- tho'hts bloc/ better ones !he

mechanism o$ the ernicio's e*nman, . (18EF). FSurely !ouEre 1oking/ 0r. +eyn"anF. 5C 4. 4. 5orton.

;ear*, &. #. (2011). ?rimal brain in the mo-ern classroom. Scienti=c A"erican 0ind/

44(+), ++6+8.

'hn, !. (18=2). The Structure o$ Scienti=c Re'olutions(2n- (1870) e-.). #hicao, D

9niersit* o$ #hicao ?ress.

'chins, . S. (18+2). echaniNation in roblem solin !he eect o$ &instellung. Psychol

0onogr/ 65(=), 168F.

?achman, ., Sweller, J., T al*'a, S. (2013). eels o$ /nowle-e an- -eliberate

ractice.1ournal o$ e*#eri"ental #sychology/ 79(2), 10E6118.

oe-ier, H. ., T ?*c, . . (2012). Dne%ensie techniR'es to imroe e-'cation

l*in conitie s*cholo* to enhance e-'cational ractice.1ournal o$ A##lied

Research in 0e"ory and Cognition/ 7(+), 2+262+E. -oi 10.101=K.Karmac.2012.08.002

ohrer, &., &e-ric/, ., T B'ress, . (201+). !he benet o$ interleae- mathematics

ractice is not limite- to s'erciall* similar /in-s o$ roblems.Psychono"ic -ulletin ;

Re'iew, 16E. -oi 10.37FEs13+23601+60FEE63

ohrer, &., T ?ashler, H. (2007). Dncreasin retention witho't increasin st'-*

time. Current directions in #sychological science/ 7(+), 1E361E=.

ohrer, &., T ?ashler, H. (2010). ecent research on h'man learnin challenes

conentional instr'ctional strateies. &ducational researcher/

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Schoen$el-, . H. (1882). earnin to thin/ mathematicall* ?roblem solin,

metaconition, an- sense6ma/in in mathematics. Dn &. ;ro'ws (

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. The Procrastination &uation. 5C an-om Ho'se, 2010.

4an, U., H. 5a/atani, . 9eno, !. samiN'*a, . #hen, an- . !ana/a. "!he 5e'ral Basis

o$ Dnt'itie Best 5e%t6oe ;eneration in Boar- ;ame

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c#lain, &*lan oeb. "Harnessin the Brain@s iht Hemishere to #at're an*

ins." New !ork Ti"es, Jan 2+ 2011.

Steel, ?iers. "!he 5at're o$ ?rocrastination eta6nal*tic an- !heoretical eiew o$

Q'intessential Sel$6e'lator* >ail're." Psychological -ulletin 133, no. 1 (Jan 2007) =F68+.

. The Procrastination &uation. 5C an-om Ho'se, 2010.

4an, U., H. 5a/atani, . 9eno, !. samiN'*a, . #hen, an- . !ana/a. "!he 5e'ral Basis

o$ Dnt'itie Best 5e%t6oe ;eneration in Boar- ;ame ail're." Psychological -ulletin 133, no. 1 (Jan 2007) =F68+.

. The Procrastination &uation. 5C an-om Ho'se, 2010.

4an, U., H. 5a/atani, . 9eno, !. samiN'*a, . #hen, an- . !ana/a. "!he 5e'ral Basis

o$ Dnt'itie Best 5e%t6oe ;eneration in Boar- ;ame

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Q'intessential Sel$6e'lator* >ail're." Psychological -ulletin 133, no. 1 (Jan 2007) =F68+.

. The Procrastination &uation. 5C an-om Ho'se, 2010.

4an, U., H. 5a/atani, . 9eno, !. samiN'*a, . #hen, an- . !ana/a. "!he 5e'ral Basis

o$ Dnt'itie Best 5e%t6oe ;eneration in Boar- ;ame 'll* Dnterate- sect o$ S/ille- an-

'nctional Dmain

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"Strateies $or earnin ?roer 5ames or/el, . Simmons, >. Gerani, &. ;. 'rh*,

an- . #atani. " ateraliNe- Brain 5etwor/ $or Gis'osatial ttention." Nat Neurosci 1+,

no. 10 (Oct 2011) 12+F6=.

3- Creating #eaningf!l gro!ps and the #e#or palace techniB!e

Ba--ele*, lan, ichael 4. 'll* Dnterate- sect o$ S/ille- an-

rith. "5aiation6elate- Str'ct'ral #hane in the Hiocami o$ !a%i

&riers." Proceedings o$ the National Acade"y o$ Sciences 87, no. E (2000) +38E6+03.

a'ire,

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Week 0 Reading (NOTE: All these readings areoptional)Chapters 11 - 18 ofA Mind for Numbersare especially helpful in providing helpful information and

additional exercises related to the materials of Week 4.

What are o!r class#ates saing a8o!t these 8ooks and articles/ Check it o!t

in the Week 0 Reading or!#

Worth&hile 'op!lar Articles and ooks

#arlin >lora, +riendGuence2 The Sur#rising Ways +riends 0ake ,s Who We Are, nchor,

2013.

?am Bell'c/, (Jan'ar* 20, 2011). !o eall* earn, Q'it St'-*in an- !a/e a !est." The

New !ork Ti"es.

Harar- Health ?'blications/ ?0ay 4::9@ F!a/e a &ee Breath/F Harar- e-ical School.

J'stin eich, (arch 30, 201+). "Bi &ata OO# esearch Brea/thro'h earnin

ctiities ea- to chieement," &d Tech Researcher.

9niersit* o$ 9tah Health #are Oce o$ ?'blic airs. "esearchers &eb'n/ *th o$

@iht6Brain@ an- @e$t6Brain@ ?ersonalit* !raits." Science Daily(2013).

>el-er, ichar- . "emo to St'-ents 4ho Hae Been &isaointe- with !heir !est

;ra-es." Che"ical &ngineering &ducation33, no. 2 (1888) 13=637.

S'e Barr*, +i*ing 0y )ae, Basic Boo/s, 2008.

aic

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0-1 Create a li"el "is!al #etaphor or analog

Ba--ele*, lan, ichael 4. 'nctional >i%e-ness@ in the Science

#lassroom."1ournal o$ &ducational ResearchE7, no. = (188+) 371677.

0-4 No need for geni!s en" the i#poster sndro#e

mi-Nic, OnKen, Hartm't J. iehle, an- !homas ernan- ;obet. "&oes #hess 5ee- Dntellience a

St'-* with Co'n #hess ?la*ers." Dntellience 3F, no. F (2007) +F7670.

#arson, Shelle* H, Jor-an B ?eterson, an- &aniel Hiins. "&ecrease- atent Dnhibition

Ds ssociate- with Dncrease- #reatie chieement in Hih6>'nctionin Dn-ii-'als."

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Jo'rnal o$ ?ersonalit* an- Social ?s*cholo* EF, no. 3 (2003) +886F0=.

#hase, 4.;., an- H.. Simon. "?ercetion in #hess." #onitie ?s*cholo* +, no. 1 (1873)

FF6E1.

eltoich an- obert . Homan, #ambri-e Han-boo/ on ., ?.#.. ane, S. #ro/er, ?.#.H. #hen, ;. Jones, D. Olier, an- J.. ?ine. "#h'n/in

echanisms in H'man earnin." !ren-s in #onitie Sciences F, no. = (2001) 23=6+3.

;obet, >ernan-. "#h'n/in o-els o$ . ;obet, H. !ar-ie', an- S. 5icolas. "How #h'n/s, on6!erm 4or/in emor*

an- !emlates Oer a #onitie ramewor/." Brain an- #onition 78, no. 3 (' 2012) 2216++.

lein, ;. So'rces o$ ?ower. #ambri-e, D! ?ress, 1888.

lein, H, an- ; lein. "?ercet'al#onitie nal*sis o$ ?rocient #ar-io6?'lmonar*es'scitation (#r) ?er$ormance." ?aer resente- at the i-western ?s*choloical

ssociation #on$erence, &etroit, D, 18E1.

inhares, le%an-re, an- nna reitas. "Q'estionin #hase an- Simon@s

(1873) ?ercetion in #hessI !he

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=73677.

4-3Change o!r tho!ghts, change o!r life

rmstron, J Scott. "5at'ral earnin in Hiher elie, Jaier. "Brain ?lasticit* an- ental ?rocesses #aKal ain." Nature Re'iews

Neuroscience7, no. 10 (200=) E11617.

. "SesR'icentenar* o$ the Birth-a* o$ Santiao am]n C #aKal, the >ather o$

o-ern 5e'roscience." Trends in Neurosciences2F, no. 8 (2002) +E16E+.

&e>elie, Jaier. CaIalEs -utterGies o$ the Soul2 Science and Art 5C O%$or- 9niersit*

?ress, 2010.

&oi-e, 5. The -rain That Changes %tsel$. 5C ?en'in, 2007.

>iel-s, &o'las. "4hite atter in earnin, #onition an- ?s*chiatric &isor-ers." Trends

in Neurosciences31, no. 7 (200E) 3=1670.

c#or-, Joan. " !hirt*6Cear >ollow6' o$ !reatment 'nctional #onnectiit* ?re-icts Dm'lsiit* in J'enile Oen-ers." PNAS10E,

no. 27 (J'l F 2011) 112+16F.

Shaw, #hristoher ., an- Jill #. c

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!homas, #., an- #. D. Ba/er. "!eachin an -'lt Brain 5ew !ric/s #ritical eiew o$

ort*6>ie Cears o$ Slit6Brain esearch an- Still ;oin Stron." Nature

Re'iews Neuroscience =, no. E (200F) =F36F8.

;ranoetter, ar/. "!he Strenth o$ 4ea/ !ies 5etwor/ !heor* eisite-." Sociological

Theory1, no. 1 (18E3) 201633.

;ranoetter, ar/ S. "!he Strenth o$ 4ea/ !ies."A"erican 1ournal o$ Sociology (1873)

13=06E0.

Ho'-Y, Oliier. "#onscio'sness an- 9nconscio'sness o$ oical easonin er'son, Janet el-er, ebecca Brent, an- Dma-

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