[Book Sip] The Secret to Enhancing Learning Effectiveness... The Key Is 'Removing' Not 'Adding'

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The authors say that differences in learning ability are not due to innate intelligence but differences in how the brain is used. They emphasize that the key to effective learning is storing new knowledge in the brain's 'long-term memory.' Students who excel at cramming tend to have a naturally large 'working memory' capacity, but if the information is not stored in 'long-term memory,' it cannot be retained for long. The authors stress that the key to effective learning is not the process of 'putting in' knowledge but 'retrieving' it. They paradoxically argue that combining different topics ('interleaving') and gradually increasing study intervals ('spaced repetition') together is even more effective. Three world-renowned scholars, including Barbara Oakley, who went from a math dropout to an engineering professor, introduce brain science-based learning methods.

People often think that the storage capacity of long-term memory is limited, but this is not true. The brain's information storage capacity is about 1,000 trillion bytes (1,000 trillion is a number with 15 zeros. Imagine combining the wealth of one million billionaires). This means the brain can store far more information than all the grains of sand on every beach and desert worldwide. The issue is not how much can be stored, but how information is remembered, retrieved, and utilized. It's similar to having a real-time music streaming app that can play every song. The key is finding the song you want. There are one billion seconds in a lifetime, and the brain has 100 trillion synapses. This means there is capacity to use 100,000 synapses per second.

Students often question study methods. They frequently hear advice not to listen to music while studying, but some students achieve good grades while enjoying music. Why do some do well studying with music, while others must avoid it? Recent research has solved this mystery. The effect of music on studying depends on working memory capacity. People with small working memory capacity should avoid music while studying. Conversely, those with large working memory capacity can study well even while listening to music because they can concentrate more easily. However, no student should listen to music while studying math because the brain areas used for math and music overlap. Incidentally, white noise or music seems to help students with ADHD.

Looking at the relationship between the neocortex and hippocampus, short 'brain rest periods' during class, when the mind can relax, are important. During these quiet mental breaks, the hippocampus whispers newly learned content to the neocortex. When the hippocampus whispers to the neocortex, the content can be repeatedly reinforced, and the hippocampus can slowly remove indexing links. How long should brain rest periods be? The brain rests for eight hours during sleep at night, during which memories are consolidated. However, most preparation happens during brief rest periods throughout the day. One study found that resting with eyes closed for 15 minutes after learning helped students remember the material much better than moving on to the next task without rest.

The fundamental reason for procrastination is that thinking about tasks one dislikes or does not want to do activates painful emotions in the insular cortex, the brain area that processes pain signals. People who are habitual procrastinators cope by avoiding these uncomfortable feelings, often by thinking about something else. Avoidance magically removes momentary pain, but the task does not disappear. As a result, they suffer stress all night and pay the price by dozing off during exams.

Babies acquire their native language quickly and naturally. A baby's small brain easily absorbs native language words without effort. Around one year old, vocabulary learning accelerates through a mapping process where words are understood after hearing them only a few times. Between 20 and 24 months, the vocabulary used is estimated to triple. During this time, sentence structures are also learned! Recognizing faces and speaking the native language are called 'biological primary data.' Our brains learn this information naturally. It is a skill honed through thousands of generations of evolutionary selection, as if neurons magically connect with each other. Only babies with neural networks capable of recognizing people and communicating survived the evolutionary process. In contrast, 'biological secondary data' are abilities not developed through evolution. Skills like reading the news or performing mathematical calculations are essential in modern society, but our brains are not naturally designed to process them. Therefore, acquiring complex skills such as geography, politics, economics, history, reading, writing, and math requires long education.

Recent research shows that procedural systems are important when learning complex concepts and movements, from tying shoelaces to understanding complex math patterns and speaking languages quickly and naturally. We observe and learn everyday things through procedural systems, just like learning letters in childhood. The mathematical pattern formulas used to quickly solve a Rubik's Cube are similar. When solving a Rubik's Cube, one does not consciously deliberate each step but moves the cube according to a set sequence. This information does not need to pass through working memory (because this thinking happens unconsciously), allowing faster solving. However, knowing how to solve the cube (procedural system) does not necessarily mean one can easily explain it (declarative system).

Students' brains constantly predict what rewards they might receive. Rewards mean anything positively perceived, whether objects, actions, or internal feelings. Most of students' daily lives proceed predictably. So unless something like chocolate or a roller coaster magically appears, the brain idles and functions as usual. However, when unexpected rewards are given, dopamine is released in various brain areas related to learning. This dopamine not only improves mood but also makes it easier to strengthen connections between neurons.

The reason students focus more efficiently when studying for exams under tension than when studying leisurely is due to neurochemicals secreted by temporary stress. The reason information studied for a presentation in front of the entire school can remain in the mind for years is also temporary stress. Temporary stress causes the brain to secrete hormones like adrenaline and cortisol. When secreted in moderate amounts, these hormones help neurons connect well. This is similar to how oil in a frying pan prevents potatoes from sticking. However, if stress is excessive even temporarily, glucocorticoids?the 'oil'?behave differently. Excessive stress causes neuron connections to burn and stick.

Before diving into the main topic, let's briefly look at multimedia learning theory. The basic concept is simple. Explaining verbally while showing pictures helps grasp concepts faster than showing pictures alone or explaining verbally alone. This is because working memory has both auditory and visual components (the dual-channel aspect of multimedia theory). Using visual and verbal explanations simultaneously allows students to better utilize their limited working memory.

Efficient use of engagement elements allows teachers to connect what students already know to the core content they want to teach. To make students interested in physics lessons based on math, focus on space travel themes involving time, distance, and sending astronauts to Mars. Presenting attractive real-world problems makes students more excited (especially those who dream of becoming astronauts).

Educational Neuroscience | Barbara Oakley et al. | Hyundae Jiseong | 384 pages | 19,900 KRW

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