Prior to reading the introduction an assumption I had was that to learn and retain knowledge, I had to put in multiple continuous hours of repetitious memorization of study per subject. This perception has been engraved into my educational foundation by my peers, teachers through primary school as well as some professors in college, my parents and other role models that I look to. In effort to maintain and keep up with educational standards this was the way I learned to keep up opposed to learning more efficient styles of learning. Which I anticipate will change as I explore new possibilities presented to me in the chapters ahead. I hope to learn from Chapter 1 and Chapter 7, a basic foundation on which I can build a stable and efficient structure that symbolizes my learning techniques. By establishing a base, I would be able to branch out from a large perspective into smaller subcategories that allow further understanding on how my brain functions when studying; as well as discovering my most efficient studying techniques.
After reading Chapter 1, it has become evident that there are multiple variables that contribute to effective learning. Many caught my eye, but two in particular are things that I do not typically do as much as I think I should. One new way of looking at learning that I have learned about, is long-term potentiation. This concept describes when the nerve cell connections in the brain grow stronger due to continuous practice with the subject, resulting
After reading Chapter 1, it has become evident that there are multiple variables that contribute to effective learning. Many caught my eye, but two in particular are things that I do not typically do as much as I think I should. One new way of looking at learning that I have learned about, is long-term potentiation. This concept describes when the nerve cell connections in the brain grow stronger due to continuous practice with the subject, resulting