Скачать с ютуб 5 Ways to Train Yourself to Be a Genius (3 Short-term, 2 Long-term) в хорошем качестве

5 Ways to Train Yourself to Be a Genius (3 Short-term, 2 Long-term)

A comprehensive discussion about Learning Science used by Geniuses. Join my Learning Drops newsletter (free): https://bit.ly/4e0pjMC Every week, I distil what really works for improving results, memory, depth of understanding, and knowledge application from over a decade of coaching into bite-sized emails. Learner Type Quiz (free) - Figure out your learning strengths and weaknesses: https://bit.ly/4dTKXlA Learning System Diagnostic Quiz (free) - See how the way you learn compares to top learners: https://bit.ly/3R70xAw Research summary on learning (free): https://icanstudy.com/report-on-learning Watch my TEDx talk on learning to learn (top 1% viewed in 2022):    • Stop Studying. Start Learning | Justi...   === Paid Training Program === My guided, step-by-step training program to become an ultra learner: https://bit.ly/3wuqYsx (Contains personalised feedback from coaches and 100+ lessons with demonstrations, activities and challenges. Learn alongside a community of over 10,000 learners like you!) === References === Adams, N. E. (2015). Bloom’s taxonomy of cognitive learning objectives. Journal of the Medical Library Association: JMLA, 103(3), 152. Biggs, J. B., & Collis, K. F. (2014). Evaluating the quality of learning: The SOLO taxonomy (Structure of the Observed Learning Outcome). Academic Press. Borkowski, J. G., Nicholson, J., & Turner, L. A. (2004). Executive Functioning: Toward a Research Agenda on Higher-Level Cognitive Skills. Journal of Cognitive Education and Psychology, 4(2), 188-198. Conklin, J. (2005). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives complete edition. Corney, M., Lister, R., & Teague, D. (2011). Early relational reasoning and the novice programmer: swapping as the'hello world'of relational reasoning. In Proceedings of the Thirteenth Australiasian Computing Education Conference (pp. 95-104). Australian Computer Society. Crysmann, B., Frank, A., Kiefer, B., Müller, S., Neumann, G., Piskorski, J., & Krieger, H. U. (2002, July). An integrated archictecture for shallow and deep processing. In Proceedings of the 40th Annual Meeting of the Association for Computational Linguistics (pp. 441-448). DeLeeuw, K. E., & Mayer, R. E. (2008). A comparison of three measures of cognitive load: Evidence for separable measures of intrinsic, extraneous, and germane load. Journal of educational psychology, 100(1), 223. Hasler, B. S., Kersten, B., & Sweller, J. (2007). Learner control, cognitive load and instructional animation. Applied Cognitive Psychology: The Official Journal of the Society for Applied Research in Memory and Cognition, 21(6), 713-729. Paas, F., Tuovinen, J. E., Tabbers, H., & Van Gerven, P. W. (2003). Cognitive load measurement as a means to advance cognitive load theory. Educational psychologist, 38(1), 63-71. Paas, F., & Van Gog, T. (2006). Optimising worked example instruction: Different ways to increase germane cognitive load. Learning and instruction, 16(2), 87-91. Phan, H. P. (2011). Deep processing strategies and critical thinking: Developmental trajectories using latent growth analyses. The Journal of Educational Research, 104(4), 283-294. Phan, H. P. (2009). Exploring students’ reflective thinking practice, deep processing strategies, effort, and achievement goal orientations. Educational Psychology, 29(3), 297-313. Phan, H. P. (2009). Relations between goals, self‐efficacy, critical thinking and deep processing strategies: a path analysis. Educational Psychology, 29(7), 777-799. Phan, H. P. (2014). Self-efficacy, reflection, and achievement: A short-term longitudinal examination. The Journal of Educational Research, 107(2), 90-102. Pollock, E., Chandler, P., & Sweller, J. (2002). Assimilating complex information. Learning and instruction, 12(1), 61-86. Schnotz, W., & Kürschner, C. (2007). A reconsideration of cognitive load theory. Educational psychology review, 19(4), 469-508. Starr, C. W., Manaris, B., & Stalvey, R. H. (2008). Bloom's taxonomy revisited: specifying assessable learning objectives in computer science. ACM SIGCSE Bulletin, 40(1), 261-265. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive science, 12(2), 257-285. Sweller, J. (2011). Cognitive load theory. In Psychology of learning and motivation (Vol. 55, pp. 37-76). Academic Press. === About Dr Justin Sung === Justin is a former medical doctor, full-time learning coach, and research author. Over the past decade, he has worked with over 10,000 learners from 120+ countries. He is the Co-Founder and Head of Learning at iCanStudy, an international training organisation for self-regulated higher-order learning. Instagram:   / drjustinsung   TikTok:   / drjustinsung   Facebook:   / drjustinsung   LinkedIn:   / justin-sung   X: https://x.com/drjustinsung