"Micro Habits" for Language Learning

Forget “learning a language.” Focus on forming the habit.

[...]

What is a Habit?

Habits are the key to behavior change.

When you form a habit, you won’t have to get “motivated” to do something. You won’t have to use willpower or “force” yourself and get it done.

Think about how it feels to go to bed without brushing your teeth. It feels wrong. You feel like your day isn’t complete — and you’ll even drag yourself out of bed to do it, despite being tired.

Why?

Because brushing is so deeply ingrained into your daily routine that it actually requires more willpower to NOT brush than just to brush! It’s a deeply formed habit — and you rarely miss a day.

How much more progress would you make if you could retrain your brain to treat language learning the same way? How much faster could you master the basics and move on to fluency if you practiced your new language 365 days in a row without missing a day?

You’d be unstoppable. And you’d definitely be able to hold a casual conversation without grabbing the dictionary every other word.

It all starts with changing your behavior and forming new habits.

This idea of making language study a habit in my life was on my mind a lot back in Florence when I was learning Italian.

And so I’ve spent the last two years rigorously researching behavior change and figuring out how to make goals like language learning, working out or waking up earlier a natural part of my day, rather than an eternal struggle. Since then I developed Pavlok — a wearable technology to help you build new habits (and break bad ones). Pavlok currently commits you to fitness, waking up on time, and being more productive — but we are currently working on integrating Duolingo and other language learning tools so it can commit you to forming the habit of learning a language.

In this article, I’m going to distill all of our best research and teach you the step-by-step process for reprogramming your brain and making language learning so efficient that it becomes part of your everyday life, automatically.

If you’ve ever felt like learning a new language was a chore, and that you weren’t making the progress you’d like, this article is for you.

Keep reading! [...]

The rest of the article is about Demystifying the Habit Formation Process, and intentionally forming good habits that work for you. Here it is applied to language learning, but it could be adapted to many other areas also. Read the whole thing, for embedded links and more.

     

Language learning, before and after puberty

One can learn a 2nd language, before or after, but the way the brain accomplishes that may change:

Why Can't I Speak Spanish?: The Critical Period Hypothesis of Language Acquisition

"Ahhhhh!" I yell in frustration. "I've been studying Spanish for seven years, and I still can't speak it fluently."

"Well, honey, it's not your fault. You didn't start young enough," my mom says, trying to comfort me.

Although she doesn't know it, she is basing her statement on the Critical Period Hypothesis. The Critical Period Hypothesis proposes that the human brain is only malleable, in terms of language, for a limited time. This can be compared to the critical period referred to in to the imprinting seen in some species, such as geese. During a short period of time after a gosling hatches, it begins to follow the first moving object that it sees. This is its critical period for imprinting. (1) The theory of a critical period of language acquisition is influenced by this phenomenon.

This hypothetical period is thought to last from birth to puberty. During this time, the brain is receptive to language, learning rules of grammar quickly through a relatively small number of examples. After puberty, language learning becomes more difficult. The Critical Period Hypothesis attributes this difficulty to a drastic change in the way that the brain processes language after puberty. This makes reaching fluency during adulthood much more difficult than it is in childhood.

[...]

Noam Chomksy suggests that the human brain also contains a language acquisition device (LAD) that is preprogrammed to process language. He was influential in extending the science of language learning to the languages themselves. (4) (5) Chomsky noticed that children learn the rules of grammar without being explicitly told what they are. They learn these rules through examples that they hear and amazingly the brain pieces these samples together to form the rules of the grammar of the language they are learning. This all happens very quickly, much more quickly than seems logical. Chomsky's LAD contains a preexisting set of rules, perfected by evolution and passed down through genes. This system, which contains the boundaries of natural human language and gives a language learner a way to approach language before being formally taught, is known as universal grammar.

The common grammatical units of languages around the world support the existence of universal grammar: nouns, verbs, and adjectives all exist in languages that have never interacted. Chomsky would attribute this to the universal grammar. The numerous languages and infinite number of word combinations are all governed by a finite number of rules. (6) Charles Henry suggests that the material nature of the brain lends itself to universal grammar. Language, as a function of a limited structure, should also be limited. (7) Universal grammar is the brain's method for limiting and processing language.

A possible explanation for the critical period is that as the brain matures, access to the universal grammar is restricted. And the brain must use different mechanisms to process language. Some suggest that the LAD needs daily use to prevent the degenerative effects of aging. Others say that the brain filters input differently during childhood, giving the LAD a different type of input than it receives in adulthood. (8) Current research has challenged the critical period altogether. In a recent study, adults learning a second language were able to process it (as shown through event related potentials) in the same way that another group of adults processed their first language. (9)

So where does this leave me? Is my mom right, or has she been misinformed? The observation that children learn languages (especially their first) at a remarkable rate cannot be denied. But the lack of uniformity in the success rate of second language learning leads me to believe that the Critical Period Hypothesis id too rigid. The difficulty in learning a new language as an adult is likely a combination of a less accessible LAD, a brain out of practice at accessing it, a complex set of input, and the self consciousness that comes with adulthood. This final reason is very important. We interact with language differently as children, because we are not as afraid of making mistakes and others have different expectations of us, resulting in a different type of linguistic interaction. [...]

I enjoyed this, because I'm attempting to learn Spanish, and I've been reading a lot about the differences in the ways children learn a 2nd language, compared to the ways adults learn. Both can be successful, but it's important to find the right approach, particularly for adults, I think. Read the whole thing, for the many embedded footnotes and reference links.

And if you think you are too old to learn a 2nd language, you should read these links too:

Why adults are better learners than kids (So NO, you’re not too old)

The linguistic genius of adults: Research confirms we’re better learners than kids!

Breaking Down the Language Barriers

     

Esperanto as a bridge for language learners

In a previous post about Esperanto, the video below, a talk at TEDx, was referenced. I recently got around to watching it:

Published on Apr 13, 2012

Tim Morely thinks that every student should learn Esperanto. In this unexpected and persuasive talk, he makes the case that this supposedly archaic tongue can set up a kid for a lifetime of learning languages.

Previously a computer programmer, Tim Morley is now a teacher of English and French. He is pioneering an innovative programme for introducing young children to foreign language awareness using the constructed language of Esperanto. [...]

He has a lot of interesting ideas. He uses a musical analogy at one point. He says if you want to teach a child music, you wouldn't give them a Bassoon, because it's a difficult instrument to learn, and not suitable for a child just learning music.

Children learning music are given an easier instrument to learn: the recorder. It's simple, easy to handle, easy to learn, and the child can make progress quickly, which keeps their interest and builds their confidence. If the child enjoys it, THEN you can introduce them to something more complicated, more challenging, because you have already established their interest and built their confidence to the point where they want to and are inspired to keep learning.

Morely claims Esperanto can be used in the same way to teach children languages. I've also read that it can work the same for adults learning a second language for the first time, too.

I can see why. I've been looking at Esperanto at en.lernu.net. It's very logical and easy, in many of the ways that Morely describes in the video. He sites examples of studies that show language learners that start with Esperanto, do better than other students when they tackle other languages later.

Some people claim you can become fluent in Esperanto in a matter of weeks. How many languages can that be said about?

In the video below, Benny Lewis the polyglot teaches his girlfriend Esperanto in six weeks, with just an hour a day:



The whole video series is on Youtube here.
     

Esperanto, a created, living language

I thought it was a kind of dead language, like Klingon. But apparently, it's not:



The creator of Esperanto, L.L. Zamenhoff, was a very interesting fellow:

[...] Zamenhof was born on 15 December (3 December OS) 1859 in the town of Białystok in the Russian Partition (north-eastern Poland) in the age of national insurrections. His parents were of Lithuanian Jewish descent, and his wife was born in Kaunas, in one of the biggest Jewish centres of the time. He appears to have been natively bilingual in Yiddish and Russian,[3] presumably the Belorussian "dialect" of his home town, though it may have been only his father who spoke Russian with him at home. From his father, a teacher of German and French, he learned those languages and Hebrew as well. He also spoke Polish, one of the major languages of Bialystok alongside Yiddish, (Belo)Russian, and German, and it was Polish that was to become the native language of his children. In school he studied the classical languages: Latin, Greek, Hebrew, and Aramaic. He later learned some English, though in his own words not very well, had an interest in Lithuanian and Italian, and learned Volapük when it came out in 1880, though by that point his international language project was already well developed.[4][5]

In addition to the Yiddish-speaking Jewish majority, the population of Białystok was made up of Poles and Belarusians, with smaller groups of Russians, Germans, Lipka Tatars and others. Zamenhof was saddened and frustrated by the many quarrels among these groups. He supposed that the main reason for the hate and prejudice lay in the mutual misunderstanding caused by the lack of one common language. If such a language existed, Zamenhof postulated, it could play the role of a neutral communication tool between people of different ethnic and linguistic backgrounds.

As a student at secondary school in Warsaw, Zamenhof made attempts to create some kind of international language with a grammar that was very rich, but also very complex. When he later studied English, he decided that the international language must have a simpler grammar. Apart from his parents' native languages Russian and Yiddish and his adopted language Polish, his linguistics attempts were also aided by his mastering of German, a good passive understanding of Latin, Hebrew and French, and a basic knowledge of Greek, English and Italian.[6]

By 1878, his project Lingwe uniwersala was almost finished. However, Zamenhof was too young then to publish his work. Soon after graduation from school he began to study medicine, first in Moscow, and later in Warsaw. In 1885, Zamenhof graduated from a university and began his practice as a doctor in Veisiejai and after 1886 as an ophthalmologist in Płock and Vienna. While healing people there he continued to work on his project of an international language.

For two years he tried to raise funds to publish a booklet describing the language until he received the financial help from his future wife's father. In 1887, the book titled Международный язык. Предисловие и полный учебник (International language: Introduction and complete textbook) was published in Russian[7] under the pseudonym "Doktoro Esperanto" (Doctor Hopeful). Zamenhof initially called his language "Lingvo internacia" (international language), but those who learned it began to call it Esperanto after his pseudonym, and this soon became the official name for the language. For Zamenhof this language, far from being merely a communication tool, was a way of promoting the peaceful coexistence of different people and cultures.[2] [...]

What a fascinating man. Read the whole thing for embedded links and more.

I've been reading about Esperanto lately, because I've been reading a book about language learning, Fluent in 3 Months. The author, Benny Lewis, recommends learning Esperanto as your first second language, because it's easy to learn, you make progress quickly, and many studies have shown that people who learn Esperanto as their first second language, have a much easier time learning other languages successfully. Benny talks about this on his website:

http://www.fluentin3months.com/esperanto/

[...] I always encourage people to spend just two weeks learning Esperanto, for the purely pragmatic reason of it giving them a boost in their main focus language. There was a great recent TEDx talk specifically about this idea of using Esperanto as a springboard to learning other languages. But moving on from that, those you can use Esperanto with make it all the more worthwhile to learn.

At Esperanto events, I’ve made some fantastic open minded friends, and sang, laughed, argued, flirted (and more…), played, explored and eaten with them there. And while travelling, I’ve met up with other speakers who I know will share the philosophies of the community of open mindedness and friendliness, while being modern and forward thinking.

One way you can meet Esperanto speakers in many cities is via Pasporta Servo, which is kind of like Couchsurfing, only it started many decades before. I also simply use Couchsurfing itself and search for speakers of the language and Google info about the local city’s community. It turns out every city in China has an active Esperanto community, and I’ve met up with several speakers in this trip already!

Of course many of them are into language learning and travel, but we tend to talk about whatever else comes up. In many situations, the structure of the language actually lets you be more expressive than non-constructed languages. [...]

Read the whole page for embedded links, videos, and much MUCH more.
     

The UK's most multi-lingual student

He talks about how he did it. In several languages:



How do you become fluent in 11 languages?

[...] Twenty-year-old Alex Rawlings has won a national competition to find the UK's most multi-lingual student.

The Oxford University undergraduate can currently speak 11 languages - English, Greek, German, Spanish, Russian, Dutch, Afrikaans, French, Hebrew, Catalan and Italian.

Entrants in the competition run by the publishers Collins had to be aged between 16 and 22 and conversant in multiple languages.

Alex drew on all his skills to tell BBC News about his passion for learning languages and how he came to speak so many. [...]

     

Walk more, think better?

It seems the answer is "yes":

Steve Jobs, Beethoven knew walking increases creativity; Stanford study says they were right

Steve Jobs, Mark Zuckerberg and Beethoven knew walking boosted their creativity. Jobs, the late co-founder of Apple, held walking meetings. Facebook's Mark Zuckerberg keeps meetings on foot. Beethoven created sonatas and symphonies while strolling the Vienna Woods.

A new study confirms that creative thinking improves while a person is walking and shortly thereafter, according to a new study co-authored by Marily Oppezzo, a Stanford doctoral graduate in educational psychology, and Daniel Schwartz, a professor at Stanford Graduate School of Education.

The study found it didn't matter where you walk -- strolling indoors or outdoors similarly boosted creative inspiration. The act of walking itself, and not the environment, was the main factor. Across the board, creativity levels were consistently and significantly higher for those walking compared to those sitting.

"Many people anecdotally claim they do their best thinking when walking. We finally may be taking a step, or two, toward discovering why," Oppezzo and Schwartz wrote in the study published this week in the Journal of Experimental Psychology: Learning, Memory and Cognition.

See the original article for embedded links. I'm not surprised by the study. I've often found that going for a walk when I have to think over something, helps me to make better decisions and become clearer in my mind.

     

Lifelong Learning: Free Resources

I'd posted previously from this link about How and Why to Become a Lifelong Learner, and it's certainly worth reading the whole article. But I'm posting the link again, because at the end of the article is a list of resources, that I'll certainly be checking out. And I wanted to put an excerpt of the links here for quick reference:

[...]

As I mentioned above, there are countless free sources available online. Here are a few of the best:

Coursera. Coursera works with top universities from around the world to offer classes online for free. You can take classes from a variety of disciplines including computer sciences, psychology, and Spanish.

OpenStudy. OpenStudy is a social learning network that allows you to connect with individuals with the same learning goals as you.

Khan Academy. I freaking love Khan Academy. You’ll find over 4,000 videos covering topics ranging from algebra to finance to history. My favorite part of Khan Academy, though, is math exercises. You start with basic math and work your way up to calculus in an adaptive, game-like environment. I’ve been slowly going through the exercises to freshen up on my math.

Duolingo. Free website to learn foreign languages. It’s a pretty cool set up. As you progress through the lessons, you’re simultaneously helping translate websites and other documents.

Code Academy. Learn to code for free with interactive exercises. I wish Code Academy was around when I was learning how to build AoM. It would have helped a lot.

edX. Harvard University and MIT partnered together to create interactive, free online courses. The same world-renowned professors that teach at Harvard and MIT have created the courses on edX. You can find courses for just about any subject. I’ve signed up for a class called The Ancient Greek Hero. Class started last week, but you can still sign up. Join me!

Udacity. Udacity is similar to edX and Coursera. College level classes taught online for free.

CreativeLive. I discovered CreativeLive a few weeks ago. It’s an interesting concept. You can watch the live stream of the course being taught for free, but if you want to view the course later and at your own pace you have to pay for it. The courses focus on more creative and business subjects like videography and online marketing. I’ve sat in on a few of the free courses and was impressed with the curriculum.

TED. TED compiles speeches and lectures not only by professors but interesting people from many different walks of life. TED talks are lighter than academic lectures, often quite funny, and concentrate on interesting ideas and concepts. And most are 20 minutes or less, so they’re great for those with a short attention span.

iTunes U. Download thousands of free podcast lectures taught by the best professors from around the world and learn while in your car.

YouTube EDU. Instead of watching a bunch of auto-tuned cats, enrich your mind by browsing through YouTube EDU. They have thousands of videos that cover a variety of topics.

For more ideas on free learning resources, check out this post: How to Become a Renaissance Man Without Spending a Dime.

[...]

Also see:

No Excuse List
"The best place on the web to learn anything, free." It has many links to a wide variety of topics.

   

How to Get a College Degree without the massive, crushing debt inflicted on us by the “Student Loan Industrial Complex.”

Testing Out: How to “Moneyball” Your Way to a Debt-Free College Degree

I don’t know about you, but I’m fed up with the ancient “college savings tips” so-called experts keep force-feeding us:

“Fill out the FAFSA before senior year to maximize aid eligibility!”
“Buy used textbooks, you’ll save hundreds!”
“Apply for scholarships. Try FastWeb.com!”

If you follow this advice, you will be thoroughly and totally prepared for college…in 1995. (You know, just in case that year ever comes back.) But in 2013, these strategies will get you slaughtered by the “Student Loan Industrial Complex.”

[...]

Why You Should Look at College Like an Investment

If this post makes it sound like you’re “Frankensteining” your education, cobbling various exams and credit sources together to form a degree…you’re right. That’s exactly what I’m advocating.

This might seem strange at first, but I encourage you to look at it differently.

Why do we see college as this magical guarantee of financial success? It’s because of these oft-cited studies on how much more graduates earn over their lifetimes than non-grads. We hear sweeping statements (“people with bachelor’s degrees earn $1 million more!”) and assume that it MUST be a great investment, no matter what it costs.

Actually, we don’t just assume it — we’re explicitly told that it’s true:

“Over a lifetime, the gap in earning potential between a high-school diploma and a bachelor of arts is more than $800,000. In other words, whatever sacrifices you and your child make for [a] college education in the short term are more than repaid in the long term.”

That’s from CollegeBoard, the organization that makes the SATs. They’re basically telling you to just pay whatever a degree costs.

It’s horrible advice.

You don’t make huge financial decisions with simplistic rules like “whatever sacrifices you make are worth it in the long-term.” How is that any different than telling you to shoot first and ask questions later? No — you make huge financial decisions is by running the numbers.

Which brings us back to these studies on college graduate earnings. They aren’t “wrong,” but they are misleading.

Here’s why: earning a higher income doesn’t automatically mean you’re getting ahead. You can earn $20,000/year before college, get a $60,000/year job afterwards, and still be no better off. If you spend $100,000 for a degree (and take four years off of work to do it) you have incurred a huge financial and opportunity cost.

You took out a loan against your future earnings which must now be repaid over five, ten, maybe even fifteen or twenty years. Even then, once all the loans are repaid and you’ve earned back all the income you lost by not working, guess what? All you have done is break even!

You’re back at square one. Finally, after years of repaying loans and interest, you can start actually benefiting from the higher income you earned your degree for. Most college students don’t realize that this is what they’ve agreed to until after they graduate. They just see college as a magical guarantee of financial success. Yet whether they realize it or not, their student loans often chain them to a life of indentured servitude.

The return on an investment is inversely proportional to the time and money invested. In plain English: the longer it takes you to graduate, and the more you pay, the less valuable your degree ultimately is. [...]

This is a fascinating article, not only for pointing out the pitfalls of going into debt for an education, but also for the heaps of practical advice for avoiding that debt and still getting your degree.

The comments after the article are just as interesting. The author is criticized for his advice, and he answers his critics. A very lively, informative discussion.

And this isn't theoretical; people are actually doing it:

The DIY Degree: Using Self-Education to Earn a Bachelor’s Degree in 1 Year

“What’s the point of learning, if you don’t get a degree after?”

This has been the biggest criticism of my MIT Challenge, and honestly, it’s not an easy one to avoid. Even if weirdos like me are willing to learn a degree outside of school, the truth is the world still values that piece of paper. Unfortunately, until recently I’ve had little answer to this complaint–it seems if you want the degree, you have to suffer through an often slow and expensive process.

That was before I met Jay Cross. Jay in many ways did a project similar to mine–he completed a bachelor’s degree in less time, mostly through self-study. The only difference? Jay got a real degree for his efforts.

I asked Jay to write a guest post to share his method with you. Not only does it work, but it gets results in the real world as well. Jay has already had career opportunities that would be the envy of a lot of college grads, having staff writing positions for major publications and entrepreneurial ventures. Jay demonstrates that not only can self-education work, it can be a true alternative for many students hesitant about college.

The DIY Degree, by Jay Cross

Today, I’m going to show you a totally new twist on self-education.

We’ve long been told that learning is an “either/or” decision. You can either spend four years in college and earn a degree…OR study on your own with no degree to show for it. But what if you could have the best of both: the credential employers crave, with the speed, personalization and low cost of self-study?

You can.

Using the “degree-by-examination” approach, you can earn a bachelor’s degree by taking tests instead of classes. It works no matter where you live, lets you graduate in one year instead of four, and costs roughly 1/20th the price of a regular degree…with the exact same legitimacy and earning power.

The problem: society DOES still value degrees

Some jobs require degrees no matter how smart you are. Even in more flexible professions (like programming) there’s always one or two “By-The-Book Bob” types who reject non-grads on principle.

This concerned me, even with all I had accomplished already. If there was any way to graduate for minimal time and cost—and eliminate this potential obstacle—it seemed worthwhile to try. Of all the different approaches I researched and read about, degree-by-examination was the college shortcut that actually worked.

Before I explain, allow me to share the struggles that led me to this discovery in the first place. [...]

See how he did it. This is must reading for anyone who is considering going into deep debt for a college education. There ARE alternatives. I wish I had known this back in the day, when I dropped out of college because it was so enormously expensive. These are alternatives that can really work.


Also see:

Graduate faster and spend less money with DIY Degree’s “Cost-Per-Credit” Calculator
     

Lifelong Learning, and Resiliency

Two topics I've been interested in, and two articles about them on one of my favorite websites:



How and Why to Become a Lifelong Learner

For the first twenty-two years or so of our lives, our main “job” is learning. The bulk of our time is spent in classrooms acquiring new knowledge. And then, once we graduate, we feel like the education phase of our lives is done and now it’s time to go out into the world. Have you ever thought about how odd that idea is? That only a quarter of our lives should be devoted to learning, and then we should simply rest on our laurels for the remaining three-quarters of it?

It’s an erroneous idea – but one many have absorbed, at least subconsciously. But school need not be your exclusive provider of learning. Just because you’ve finished your formal education, doesn’t mean that your education is over!

Many, perhaps most, of history’s greatest men were autodidacts – those who devote themselves to self-education, either in addition to or as a substitute to formal schooling. [...]

It goes on to give examples, and more. Lots of good links, I thoroughly enjoyed it. One of the links was this:

Building Your Resiliency: Part V – Recognizing and Utilizing Your Signature Strengths

This is the fifth part in a series designed to help you boost your resiliency. For the previous entries, see Part I, Part II, Part III, and Part IV.

When we first introduced the topic of resiliency, we discussed how it is both a reactive and an active quality, a skill that helps you bounce back and reach out.

Today’s discussion will center on the active aspect of resiliency and the path to gaining the confidence to take risks and embrace change.

Anchoring Your Resiliency in Your Authentic Self

When your self-esteem and sense of self-worth is tied to other people, your job, or any other external factors, your confidence is subject to every wind of change and lacks real stability. Any time these external factors change, your happiness and confidence go with it. Your emotional fortitude goes up and down like a roller coaster.

Tying your self-concept to external factors also keeps you from embracing adventure and approaching the world like a courageous explorer. If you base your self-concept on external things, any changes in those things will throw you for a loop, create anxiety, and compel you to cling as tightly as you can to the status quo. You become desperate to keep your life just the way it is and can’t handle change. You avoid traveling, moving, changing jobs, and getting into relationships because these steps alter the environment on which you’ve based your self-concept, leaving you feeling lost and out of control

The key to active resiliency is to build your self-concept not on a constructed self, but on an authentic self, not on external things, but on the inner, personal strengths that make you unique as a man. Your unique strengths are your special tools that will allow you to build a happy and fulfilling life. Understanding what tools you possess can give you the confidence that you’ll be able to face any challenge that comes your way. While we can’t predict the future, we can have confidence in our ability to deal with whatever happens. [...]

Again, it's full of interesting links. And this article is part of a series, so I can look forward to reading them all.
     

The best ways to study, and the worst ways

I've been taking on line courses, which have final exams at the end. So I found this article interesting:

Highlighting Is a Waste of Time: The Best and Worst Learning Techniques

In a world as fast-changing and full of information as our own, every one of us — from schoolchildren to college students to working adults — needs to know how to learn well. Yet evidence suggests that most of us don’t use the learning techniques that science has proved most effective. Worse, research finds that learning strategies we do commonly employ, like rereading and highlighting, are among the least effective.

The scientific literature evaluating these techniques stretches back decades and across thousands of articles. It’s far too extensive and complex for the average parent, teacher or employer to sift through. Fortunately, a team of five leading psychologists have now done the job for us. In a comprehensive report released on Jan. 9 by the Association for Psychological Science, the authors, led by Kent State University professor John Dunlosky, closely examine 10 learning tactics and rate each from high to low utility on the basis of the evidence they’ve amassed. Here is a quick guide to the report’s conclusions:

The Worst
Highlighting and underlining led the authors’ list of ineffective learning strategies. Although they are common practices, studies show they offer no benefit beyond simply reading the text. Some research even indicates that highlighting can get in the way of learning; because it draws attention to individual facts, it may hamper the process of making connections and drawing inferences. Nearly as bad is the practice of rereading, a common exercise that is much less effective than some of the better techniques you can use. Lastly, summarizing, or writing down the main points contained in a text, can be helpful for those who are skilled at it, but again, there are far better ways to spend your study time. Highlighting, underlining, rereading and summarizing were all rated by the authors as being of “low utility.”

The Best
In contrast to familiar practices like highlighting and rereading, the learning strategies with the most evidence to support them aren’t well known outside the psych lab. Take distributed practice, for example. This tactic involves spreading out your study sessions, rather than engaging in one marathon. Cramming information at the last minute may allow you to get through that test or meeting, but the material will quickly disappear from memory. It’s much more effective to dip into the material at intervals over time. And the longer you want to remember the information, whether it’s two weeks or two years, the longer the intervals should be. [...]

It goes on to mention other effective techniques too, like "practice testing". I used that technique extensively when I was studying for my Ham radio exams, and it was really helpful. Studying is so much more productive when you study smart, by using techniques that are proven to work.


Also see:

The Benefits of a "non-credit" Education