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Jordan Peterson_s Viral Study Techniques_ A Students Love It_ · Motivation study

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  Speaker 1: I would like to say that you should all be smarter,
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  Speaker 1: but I don't know how you could be smarter. We
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  Speaker 1: don't know anything about how to improve intelligence, and I
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  Speaker 1: suppose we don't really know anything about how to improve
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  Speaker 1: industriousness either, but I can tell you that people who
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  Speaker 1: are industrious come up with a strategy for solving the
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  Speaker 1: problem that's ahead of them. If you want to know
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  Speaker 1: something about yourself, sit on your bed one night and
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  Speaker 1: say to yourself, you got to mean this, like you
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  Speaker 1: got to be desperate.
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  Speaker 2: This is no game, this.
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  Speaker 1: What's one thing I'm doing wrong? that I know I'm
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  Speaker 1: doing wrong, that I could fix, that I would fix.
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  Speaker 1: You meditate on that, you'll get an answer. And it
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  Speaker 1: won't be one you want, but it'll be the necessary one.
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  Speaker 3: In this video, we'll explore some of his best-kept secrets
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  Speaker 3: for maximizing focus and achieving long-term success so that you
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  Speaker 3: can study smarter, not harder.
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  Speaker 1: Now, I often tell people to fix the things you
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  Speaker 1: repeat every day because people tend to think of those
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  Speaker 1: as trivial, right? You get up, you brush your teeth,
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  Speaker 1: you have your breakfast, you know, you have your routines
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  Speaker 1: that you go through every day. Well, those probably constitute
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  Speaker 1: 50% of your life. And people think, well, they're mundane.
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  Speaker 1: I don't need to pay attention to them. It's like, no, no,
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  Speaker 1: that's exactly wrong. The things you do every day, those
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  Speaker 1: are the most important things you do.
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  Speaker 2: Hands down. All you have to do is do the arithmetic.
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  Speaker 3: We make an average of 35,000 decisions every single day,
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  Speaker 3: which can eventually lead to decision fatigue, a state of
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  Speaker 3: mental overload that can impede a person's ability to continue
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  Speaker 3: making decisions. As psychiatrist Dr. Lisa McClain explains, the more
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  Speaker 3: decisions you have to make, the more fatigue you develop
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  Speaker 3: and the more difficult it can become. This mental exhaustion
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  Speaker 3: can lead to poor choices, procrastination, or even a tendency
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  Speaker 3: to avoid decisions altogether. One effective way to reduce decision
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  Speaker 3: fatigue is by simplifying daily routines such as planning meals
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  Speaker 3: in advance, maintaining a consistent wardrobe, or establishing structured habits. Additionally,
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  Speaker 3: breaking down complex choices into smaller, manageable steps can make
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  Speaker 3: decision-making feel less overwhelming, helping individuals conserve mental energy for
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  Speaker 3: more important tasks.
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  Speaker 1: I can tell you that people who are industrious come
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  Speaker 1: up with a strategy for solving the problem that's ahead
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  Speaker 1: of them, and then they do whatever they can to
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  Speaker 1: stick to the strategy. And so, for example, if you
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  Speaker 1: sat down today or tomorrow for a couple of hours,
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  Speaker 1: three hours, and you filled in a Google calendar, whatever
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  Speaker 1: you happen to use with a strategy for studying and
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  Speaker 1: a list of when all your assignments are due and
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  Speaker 1: all of that, and when you're going to sit down
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  Speaker 1: and study, then you won't be in a position where
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  Speaker 1: you have to cram for 10 hours a day, hopelessly,
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  Speaker 1: right before, you know, an important exam. It's also a
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  Speaker 1: very ineffective way of studying, by the way. I mean,
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  Speaker 1: first of all, people who cram for 10 hours say
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  Speaker 1: they're studying for 10 hours, but they rarely are because
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  Speaker 1: I can't study for 10 hours. I don't have the
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  Speaker 1: power of concentration that would enable me to do that
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  Speaker 1: for that prolonged period of time. I can manage about
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  Speaker 1: three hours of intense intellectual activity before I'm pretty done.
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  Speaker 3: A study published in Frontiers in Human Neuroscience found that
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  Speaker 3: spaced learning, where study sessions are spread out over time,
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  Speaker 3: can be twice as effective as masked learning. This approach
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  Speaker 3: enhances memory retention and recall by encoding information into long-term memory.
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  Speaker 3: Research consistently shows that students who space out their studying
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  Speaker 3: perform better on assessments taken weeks later compared to those
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  Speaker 3: who cram. In addition to spaced learning... Getting enough sleep
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  Speaker 3: plays a crucial role in learning and memory. According to
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  Speaker 3: the Sleep Foundation, sleep deprivation hinders the brain's ability to
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  Speaker 3: create new pathways for recently learned information, making it harder
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  Speaker 3: to retain knowledge.
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  Speaker 1: And it's also the case that if you study and
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  Speaker 1: then sleep and then study and then sleep and then
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  Speaker 1: study and then sleep, you space it out, then you're
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  Speaker 1: much more likely to remember. It's also much more likely
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  Speaker 1: that you're much more likely to remember if you try
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  Speaker 1: to recall the material. And so highlighting in that sort
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  Speaker 1: of thing.
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  Speaker 2: Isn't very useful.
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  Speaker 1: But reading, closing the book, summarizing what you've read without
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  Speaker 1: opening the damn book, that's useful. And the reason for
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  Speaker 1: that is that you're practicing remembering. And that's what you
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  Speaker 1: have to practice. If you're practicing memorization, you have to
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  Speaker 1: practice remembering. You don't just go over the thing over
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  Speaker 1: and over. That'll help you with recognition memory, but... Some,
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  Speaker 1: but it won't help you with recall memory. The best
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  Speaker 1: thing you can do is read and write every day,
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  Speaker 1: a couple of hours every day, write about things you
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  Speaker 1: find important and see if you can see if you
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  Speaker 1: can discover what you believe to be true.
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  Speaker 2: And that'll build you a foundation. And it's unbelievably practical.
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  Speaker 3: Research published by Jackson V. Wagstaff of Brigham Young University
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  Speaker 3: explores how reading literary fiction enhances a person's ability to
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  Speaker 3: understand others, a skill known as the theory of mind.
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  Speaker 3: This refers to the human capacity to recognize that others
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  Speaker 3: have beliefs and desires different from their own. In the study,
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  Speaker 3: participants were divided into groups and assigned different reading materials. Afterward,
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  Speaker 3: they took a test measuring their ability to perceive others' emotions.
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  Speaker 3: The results showed that those who read literary fiction scored
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  Speaker 3: significantly higher than those who did not read at all.
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  Speaker 2: So what seems to happen in stories is that they distill.
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  Speaker 2: They distill. So they watch people. People watch people.
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  Speaker 1: And then they tell stories about what they see, but
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  Speaker 1: they leave a lot out of those stories.
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  Speaker 2: Everything that's boring, hopefully. And then more and more stories.
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  Speaker 1: About exciting things get Sort of aggregated and then maybe
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  Speaker 1: a great writer comes along and writes something really, really interesting.
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  Speaker 1: Profound character transformations. And then you say, well, that's fiction.
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  Speaker 1: And then you say, well, that's not true. Because it's fiction.
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  Speaker 1: But then maybe that's not right. Maybe it's more than true.
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  Speaker 1: Because who wants the truth? The truth is mundane reality.
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  Speaker 1: And you've already got that mastered. What you want is
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  Speaker 1: the distillation of interesting experience. And you might think, well,
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  Speaker 1: why is it interesting? Well, the answer is you don't know.
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  Speaker 1: That's the thing that's so cool. When you think about behavior,
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  Speaker 1: you tend to think about voluntary behavior, but a motivational
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  Speaker 1: state will disinhibit or activate, depending on the situation, autonomic responses. So,
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  Speaker 1: for example, when you are food deprived and you start
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  Speaker 1: to think about food and start to organize your behavior
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  Speaker 1: towards food as an end and to perceive the world
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  Speaker 1: that way, Your body also prepares for food. And so
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  Speaker 1: it's useful to think about a motivated state as a micro-personality.
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  Speaker 3: According to an article from Cognition Today titled The Scientific
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  Speaker 3: Truth Behind Fake It Till You Make It, mental imagery
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  Speaker 3: and actual perception share common neural circuits, though they have
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  Speaker 3: different firing dynamics. This phenomenon is explained by Hebb's Law,
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  Speaker 3: which states that neurons that fire together wire together. In
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  Speaker 3: other words, If you do something in association with something else,
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  Speaker 3: the two things will get interlinked at a neural level.
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  Speaker 3: This principle highlights the brain's ability to strengthen neural connections
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  Speaker 3: through repetition and association. For example, if someone repeatedly visualizes
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  Speaker 3: themselves speaking confidently in public, their brain starts to reinforce
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  Speaker 3: the same neural pathways used in actual public speaking, potentially
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  Speaker 3: improving their real-life performance.
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  Speaker 1: Even when you're just walking to where you want to go,
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  Speaker 1: if you're successfully walking there, your brain tracks what you're doing.
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  Speaker 2: There's circuits that are activated while you're doing it.
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  Speaker 1: And if what you're doing results in the result you desired,
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  Speaker 1: then the dopamine floods those little neurons that are active
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  Speaker 1: and it makes them grow. and flourish and so as
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  Speaker 1: you practice something that's working the circuit that is activated
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  Speaker 1: as you're practicing is bathed in dopamine and that that
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  Speaker 1: makes it stronger and that feels good it's growth it's
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  Speaker 1: part of positive emotion and so the positive emotion moves
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  Speaker 1: you forward but also Encourage you to develop a habit
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  Speaker 1: of that practice. And so one of the things I
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  Speaker 1: would bloody well say is don't make a habit of
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  Speaker 1: pursuing things that aren't good for you. Because you build
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  Speaker 1: that into you. That's what happens if you become addicted
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  Speaker 1: to something, you know. You build a little.
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  Speaker 2: Monster inside you that's grown. It's there.
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  Speaker 1: It's after one goal despite everything else. Not a good outcome.
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  Speaker 1: You know, in order to withstand suffering, let's say, your
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  Speaker 1: life has to have some meaning.
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  Speaker 2: Okay, well, that means a bunch of things.
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  Speaker 1: It means that part of the way that you overcome
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  Speaker 1: suffering is by making the suffering into something meaningful.
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  Speaker 2: And I don't mean that metaphysically, I mean it technically.
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  Speaker 1: You made a mistake, it causes you suffering, you learn
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  Speaker 1: something about it, you don't make that mistake again.
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  Speaker 3: In a study on expressive writing with 258 participants, researchers
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  Speaker 3: found that those encouraged to embrace discomfort felt a greater
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  Speaker 3: sense of achievement and were more likely to incorporate expressive
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  Speaker 3: journaling into their daily lives compared to those who were
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  Speaker 3: simply instructed to focus on the task. Perceiving negative experiences
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  Speaker 3: as a sign of progress is particularly motivating when positive
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  Speaker 3: experiences are delayed and discomfort is immediate.
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  Speaker 2: This is a life is suffering idea. It's like, why
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  Speaker 2: learn something? Because you're wrong. Who cares? It makes you suffer.
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  Speaker 2: You care.
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  Speaker 1: So, you know, if you run out a little scheme
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  Speaker 1: in the world, a little action pattern, you don't get
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  Speaker 1: what you want. Especially if you're two years old, you
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  Speaker 1: burst into tears and cry. And why is that? It's
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  Speaker 1: because you don't know where you are and you don't
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  Speaker 1: know what you're doing. It's like time for some negative emotion.
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  Speaker 1: It indicates that you're wrong. And that's terrible in some
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  Speaker 1: sense because it almost always means that To learn.
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  Speaker 2: Requires. Pain.
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  Speaker 1: Now.
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  Speaker 2: I don't believe that exactly. Because. People are curious. You know.
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  Speaker 1: And. To go out and be curious and to learn
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  Speaker 1: new things can be very exciting. And so what it
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  Speaker 1: seems to be is that there's a rate of learning
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  Speaker 1: that's too fast, and that hurts you.
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  Speaker 2: That's what makes you cry. But if you get the
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  Speaker 2: rate just right, you're.
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  Speaker 1: Just opening up enough novelty so that you can benefit
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  Speaker 1: from the possibilities.
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  Speaker 2: That gives you a dopamine kick fundamentally.
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  Speaker 1: You can benefit from the possibilities without being overwhelmed by
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  Speaker 1: the unexpected element of it. And you can tell when
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  Speaker 1: that's happening. And this is one of the coolest things
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  Speaker 1: as far as I'm concerned.