本课程将介绍各领域专家所使用的学习方法，他们包括艺术家、文学家、数学家、科学家、运动员和很多其他领域专家。我们将学习如何使用两种不同的大脑模式，以及大脑如何封装（“chunks”）信息。我们还将介绍能力错觉（illusions of learning），记忆技巧，对付拖延症的方法，以及研究表明能帮助我们掌握困难科目的方法。 无论您在所学领域是专家还是菜鸟，您都可以使用这些方法，改变自己的思维模式，重塑自己的人生。如果您是所学领域的专家，通过学习大脑认知的底层知识，您可以进一步提高自己的学习能力，您将了解反直觉的考试技巧和见解，从而能够更高效地完成作业和习题。如果您在学习中遇到困难，系统有效的学习技巧将帮助您将走上正轨。无论您希望学习什么内容，这门课程都可以作为您的指南。
可选的与获奖双语学家Robert Gamache的访谈
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Del curso dictado por McMaster University
学会如何学习：帮助你掌握复杂学科的强大智力工具（Learning How to Learn）
787 calificaciones
De la lección
拖延症与记忆
本单元我们将探讨两个有紧密联系的概念，即拖延症与记忆。在长期记忆里创建牢固的组块（短时记忆里可轻松获得的组块）比较耗时。因此学习应对拖延症相当重要。最后我们将探讨一些最佳的、进入你大脑中最强大长期记忆系统的方法。
Conoce a los instructores
Dr. Barbara OakleyRamón y Cajal Distinguished Scholar of Global Digital Learning, McMaster University
Professor of Engineering, Industrial & Systems Engineering, Oakland University
Dr. Terrence SejnowskiFrancis Crick Professor at the Salk Institute for Biological Studies
Computational Neurobiology Laboratory
Hong Chee Joo
>> Dr. Robert Gamache was named by
Thomson Reuters as one of the world's most influential scientific minds for 2014.
He's also currently the Associate Vice President of
Academic Affairs, Student Affairs, and International Relations at the
University of Massachusetts, while simultaneously serving as a professor
in the Department of Environmental Earth and Atmospheric Sciences.
Despite Dr. Gamache's long experiences in administrator, he
was also the dean of the University of Massachusetts
School of Marine Sciences for close to a decade,
Dr. Gamache is also clearly a very active researcher.
Of the list of the ten most cited
publications by the University of Massachusetts Lowell faculty
compiled in 2011, he was a coauthor on
five of the ten, including the top three papers.
Dr. Gamache's current work relates to the problem of line shapes from molecules.
Ultimately, this work is important in understanding planetary atmospheres.
In support of missions for NASA and the European Space agency.
Professor Gamache is married to Suzanne and
has two children, Justine and Peter, and a
very clever dog, Newton, who helps professor
Gamache to explain Newton's laws to his classes.
With that, let's begin our questions.
Dr. Gamache, I'm so glad to have you here.
And let's start with our first question,
which is you're bilingual in French and English.
Can you talk a little bit about that bilingual background and how
it might inform your learning in both the sciences and, and overall?
>> Sure.
There are a few interesting points of my study of French.
I've had the opportunity to work in France often,
and early on I decided I would learn the language.
I was in my late 30s at the time.
[COUGH] First, let me say that I'm dyslexic and as a child I had.
Really a lot of trouble learning English, spelling, grammar, reading.
I still have trouble reading.
I'm a little bit slower than most people,
especially with the precision needed for reading scientific articles.
But my study of French really enforced my learning of English.
And I'm really grateful for, for that.
In terms of learning, I use a bilingual as an
example of why students should study every subject every day.
When I say this to students I of, often get a very strange looks.
And I explain that no, I'm not saying study for six hours out of class every day
but, you should do the homework that's needed
and spend at least 15 minutes on every subject.
And I use being bilingual as an example.
When I go to France, my first couple of days I struggle to find words.
After a few days, it's kind of smooth.
What's interesting is when I come back to the United States, my
first few days in the United States, I do the same thing.
I'll have a colleague or a student come in my office and ask me a question.
And my mind is just racing, looking for the English word.
Thank goodness after a few days it's, it's okay.
So, why is it we can speak English without thinking?
And, you know, the answer is that we're using it all the time.
So it's just there in our brain.
So the example I used for them is if you
study chemistry every day, you, it's right there in your brain.
You don't have to search for things.
The same thing with work with physics,
or biology, or psychology, or history, any subject.
If you study it every day, it's just there in your
brain and you don't have to do a lot to recall information.
It's just there.
>> You know, sometimes I think of it as like strumming a guitar.
After you strum it, it resonates and it continues to, to resonate and send out
the sound, and I almost think that that's what we're doing with our own brains
when we're just keeping something in mind, we're keeping those neurons resonating a
little bit so they don't sort of die away and, and go off to do other things.
So, I, I think that's a vitally important piece of advice.
You observe that when you first began studying in
the Sciences, you stumbled across some particularly effective techniques.
Can you tell us a little bit about those techniques?
>> sure.
I mean, the correct word here is stumbled.
Because when I was an undergraduate, there was not a lot of research on how
we learn, and the things I did, I just stumbled upon them.
Now they are backed by research, and you, you show a number
of these things in your book and I can attest that they work.
So when I was an undergraduate I was
taking physical chemistry in my third year and I
became fascinated with the fact that you could
take equations, you could take simple rules of physics.
And with that, you could derive other equations.
And what I did is I started doing every problem in the textbook.
At first, it was a little difficult but with time, I
could do problems as fast as I could look at them.
So, I noticed that problem solving in
other courses at the same time became easier.
It was later in graduate school that I found that
there was research and this repetition actually hard-wires your brain.
So in my case, I hardwired my brain to solve problems.
>> Precisely.
I, I think it's almost like again, like learning an instrument.
By practicing continuously, you can bring those,
those parts of a melody to mind instantly, and, and play them
and fit them together in new ways more easily,
and that can be a very effective technique for learning.
Can you talk a little bit about how
some of these techniques which you applied in science?
Also can be useful in the Humanities and the Social Sciences?
>> Well, yes they are.
And, you know, the interesting point is, while I was doing
this and I was hard wiring my brain to solve problems.
And I mention problem solving in other disciplines became easier.
So it does spill over and, you now, this technique is, is not unique to science.
This, this would work with any subject matter that you would like to study.
So I, I do recommend this for my science students and also for the non-scientists.
It's a great strategy to develop to, to get knowledge in a certain area.
And again, one of the big benefits is it spills over to your other studies.
>> Exactly.
I think it's very similar to the kinds
of techniques I used when I was learning Russian.
I, I tried to do a lot of the additional practice exercises so that I could stretch
my brain a little bit and become much
more comfortable with the things that we were learning.
Let me ask you this now.
What kinds of techniques did you develop to handle matters when
you found yourself getting stuck in problem solving in your studies?
>> Again, I have to say my discovery was serendipitous.
When I started at UMass Lowell, I was entering a new field.
And the, the early, early stages of that meant I had a lot of studying to do.
So, I would come home from a full day at
work, and I would immediately sit down at my desk.
And start studying some more.
And often I would get stuck on, on
concepts or stuck on problems then I had to
take a break for dinner or a few times I had friends come over just to say hello.
And what I found was while eating dinner and conversation,
suddenly the answer would just pop up in my mind.
And at the time, I would run off and write it down
like I was going to lose it if I didn't do it immediately.
But the gears are always turning in the background.
My wife used to joke that I had two brains.
Now when I get stuck, I deliberately take a
break and try to do something just to relax, you
know, almost thoughtless, it can be as simply as bouncing
a tennis ball off the wall or something like that.
After five to ten minutes, I tend to go back to the problem with the answer.
And sometimes, I have to sleep on it.
There are many mornings when I wake up and suddenly, I have the answer in my brain.
>> Isn't that funny and, and that kind of
technique is so useful for so many different areas.
One thing, I love that you mention your family on your website.
It's clear your family is very important to you.
How do you balance your family life and your work life?
>> Well, that balance has always been important to me.
I tell my students and my post-docs that as a
scientist involved in research, you're a little like a professional athlete.
Every day you have to get up, and do something that's
going to make you a little bit better than the competition.
Young faculty members at research universities
live by the mantra publish or perish.
However, this, you know, this is tremendous pressure.
But, if you're working all the time it tends not to be productive.
And as I just explained that downtime can be very beneficial.
The gears are always turning.
So being with my wife, playing with my children, or
playing with my dogs has, has always given me a chance
to relax my mind to refresh my mind so that
when I do go back to work, I can be productive.
>> Has this balance shifted from your early student days?
Do you, do you have any particular advice for
students who are at various stages in their life's careers?
>> Well, the shift from the early days to now has been noticeable.
When I was in graduate school, I was in two programs at the same time.
So I was basically a study machine.
And that down time with my wife and my daughter, also
playing ice hockey in the winter, tennis in the summer time.
That gave me a chance to, I used to say, you know, get the steam out.
It, it refreshed me enough where I could go
back, and the time that I spent was productive.
Now I work as hard but, you know,
I have experience so things that, things happen faster.
But, I do realize that the down time is important, and now I actively seek it out.
My advice to students has been, you know, choose
a career that you can do something that you love.
When you love something, it's always easier to learn.
I've been really lucky in my 36 plus years here at
UMass, where, you know, I can't remember a single bad day.
And I'm sure I probably had one, but I can't remember it.
So, you know, the key point is do something you love, work hard at it.
But it's important to have that down time.
That down time keeps you refreshed and you don't have to worry.
The gears will turn in the background.
But working all the time you get burnt out and you
just can't accomplish what you can when you refresh yourself periodically.
>> Well, I think that's just fabulous advice.
And one thing I, I agree heartily with is do something you love, but also
realize that sometimes it takes a little longer to learn to love certain subjects.
So sometimes it's good to be patient too.
I do have a last question for you.
How does your dog Newton help your students to learn more effectively?
>> Well, I use Newton and my previous dogs to lighten up the classroom.
A picture of Newton, you know, watching a tennis ball fall.
I was actually going to do a video where I dropped
an apple on his head, but my wife wouldn't let me.
I also have a picture that I use of a previous
dog, Chaos, who was a 96 pound Irish Wolf Hound mix.
Sitting at a table with an Advanced Atmospheric Dynamics book open.
He's got glasses on, and he's punching numbers into a calculator.
And then I say to my students, you know, see, Physics
or science is so easy even a dog can do it.
Of course, the next step is to choose
examples that can give students a real feel
for the subject, and let them realize how
simple Physics, or science in general, can be.
And, and that's the real art of being a professor.
Choosing these examples that, that make it easy.
We have to remember, we're not born
and that includes us, knowing these disciplines.
science, or any other course.
so, you know, when, when we're doing this work we, we, we
have to lighten it up, but we have to choose these examples.
Science is compounded by the fact
that people are very uncomfortable with numbers.
I use an example where I, I pass tennis balls around the class.
So the student can see, and feel, hold the ball, then I ask
them, what size box could hold 10 732 balls being in the United States?
I get the answer in feet, and I make it a cube, so it's easy, easy for
them to give me one number and, you
know, I get numbers in the hundreds of thousands.
Seldom, do I get a number that's below a hundred.
You want to guess what the answer is?
>> [LAUGH] No, you go for it.
>> It's four, it's four feet.
And when I say that, you know, that just
drives home the point that we really don't know numbers.
So, using examples in the classroom where
they can really latch onto it is important.
Because that's what helps drive deep learning.
>> That is, really the ultimate example of the
kinds things that we're talking about in this course.
So Dr. Gamache, I cannot tell you how much I
appreciate your taking the time to be with us here today.
And thank you so very much.
>> You're very welcome.
Thank you.
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