تدريب Shadowing: How to Remember Everything You Read - تعلم التحدث بالإنجليزية عبر الفيديو
جارٍ إنشاء الدرس...
1
In this video, I'll teach you a system for remembering everything you read, study, or learn.
2
I've been using this system for the last seven years, starting from learning disease pathophysiology in medical school through to reading research articles on learning science
3
or reading books on productivity or business.
4
And the reason the system works so consistently and so well is
5
because it breaks down that process of reading into two distinct stages.
6
The first stage is the consumption period.
7
And the second stage is the digestion period.
8
Most people think that by focusing on the first stage and consuming more information, they'll be able to therefore remember and apply more information.
9
So they focus on trying to read faster
10
or watching lectures at triple speed or binge listening to audio books
11
or watching hours of YouTube tutorials but that is not how learning works.
12
And once we understand how learning does work, you'll see why my system is so effective.
13
You see, when it comes to remembering and applying information, it's much less about what comes in to your brain,
14
and it's much more about how much stays in your brain.
15
And that is what the second stage, the digestion period is all about.
16
And it's the part that is often neglected.
17
So I'll teach you a system for mastering both of these stages
18
which in turn increases your raw retention as well as your ability to actually use the knowledge in the way
19
that you need to.
20
But first we need to ask ourselves is it even possible to remember everything you read?
21
And the short answer is no. But here's the secret.
22
Trying to remember everything we read should not be the goal in the first place
23
and we know this because of a man who actually could remember everything.
24
This man's name is Kim Peek and his story is so crazy that Hollywood made an entire movie about him.
25
Kim Peek was a mega genius and his memory was ridiculous.
26
He was able to memorize a book with such perfect recall
27
that after reading a book one time he would be able
28
to write it out word for word with every comma and full stop back to front.
29
He memorized so many maps and atlases
30
that he could give you driving directions between any two cities in the world
31
and the path that he gave you was mentally calculated to be the shortest distance.
32
Now the reason Kim Peek had such supernatural abilities is because of a very rare medical condition he had called FG syndrome.
33
He was born with macrocephaly, which means he had a larger brain, and he had no corpus callosum,
34
which is basically the bundle of neurons that connect both hemispheres of the brain together.
35
And scientists believe that because he didn't have the normal pattern of neurons, his brain adapted and developed new connections to compensate,
36
which I guess gave him like superhuman memory.
37
Now, I want you to imagine that both you and Kim Peek were about to sit the same exam.
38
Who do you think would do better?
39
And the answer is that it actually depends on the exam.
40
You see, despite his superhuman memory, Kim Peek struggled with reasoning and problem solving,
41
which means that if the exam was at the junior levels of schooling, which often tests on the lower levels of learning, which involve a lot of memorization and recall,
42
then Kim Peek would definitely win.
43
But if the exam was at a higher level, like university or postgraduate, it where the reasoning and problem-solving,
44
the higher orders of learning are examined as a higher priority, then you may actually have the edge.
45
Now, for most of you listening, probably using the knowledge you've consumed to reason
46
and problem-solve is kind of the whole point of why you're trying to read and remember in the first place.
47
Which basically means that it is not enough to remember everything.
48
It's good because for most people that's not possible anyway,
49
but it is possible to remember everything you need to remember in such a way
50
that we can use that knowledge in the way we need to.
51
And that is what the system that I'll teach you helps you to achieve.
52
So to start using the system we have to understand that not all information is equal.
53
In fact, I break down the information that I read into five different categories using the acronym PACER.
54
And it's important to be able to identify
55
which category the information you're reading to belongs to
56
because for each category there are specific targeted processes that then help you to deal with and manage that information more effectively.
57
And when we use the wrong process for the specific category of information,
58
it makes remembering and understanding what you read much harder,
59
much more time consuming and much less effective and that you're more likely to forget what you read.
60
It also increases the chance of you entering the passive mode of reading
61
which is where you get to the bottom of a page and you can't even remember what you just read.
62
So the system goes like this.
63
In the first part where we are consuming information we want to identify
64
which category what we are consuming belongs to using the PACER acronym.
65
Then during stage two we digest what we have read using the targeted process for
66
that category which takes the information and stores it in our long-term memory through the process called encoding.
67
So let's go through PACER together so that you can accurately identify the category of information you're trying to remember.
68
The P in PACER stands for procedural.
69
And procedural information is any information that tells you how something should be executed.
70
For example, this is a book that I used during medical school
71
that taught me about how to do a clinical examination like listen to a heartbeat or take someone's blood pressure.
72
And a lot of the information in this book is about the correct technique to perform the examination.
73
And some subjects and domains have a lot of procedural information.
74
Some great examples of this would be coding and languages.
75
The targeted process for working with and mastering this type of procedural information is practice.
76
The key is that you want to apply procedural information in real life as early as possible.
77
A lot of people will spend time to read it and memorize it and write lots of notes about it, and then a week or two later they'll try to practice it.
78
But by then it's too late, we've already forgotten a lot of it, and a lot of that time is just wasted.
79
Instead, as soon as you take that procedural information into your brain, try to apply it and practice it as early as you can.
80
Now, straight away we run into a problem with using this approach.
81
What if we're reading something and we don't have time to practice it right now?
82
The answer is you either move on to something else
83
or you stop consuming anything and you wait until you have time to practice it.
84
But you do not waste your time trying to just memorise it on the spot.
85
Because here is the crucial part about learning that everyone overlooks.
86
The two stages of consuming and digesting must always be balanced.
87
Everything you consume must be digested in order for you to retain and use it.
88
when stage one is followed by stage two does learning actually occur.
89
If we're reading something
90
and we don't have time to use the right process like
91
practice then most people will say oh well I don't have
92
time right now I'm just gonna get through as much of it as I can
93
and they spend more time reading and reading and essentially just consuming more
94
and more but this is the learning equivalent of over eating they haven't had a chance to digest it
95
so they're just gonna end up vomiting it all up again through the mental vomiting process we call forgetting.
96
Which is why for most people the amount
97
that they forget after reading is extremely high with some studies suggesting
98
that up to 90% of what is consumed is forgotten despite hours of consuming.
99
And if we're forgetting 90% of what we read, rather than consuming more and taking time away from the digesting,
100
it actually makes more sense to spend less time consuming and more time on the digesting and processing.
101
This increases your retention, which therefore increases the amount of working knowledge you're able to build.
102
So earlier I said what goes into your brain is less important than what stays in your brain.
103
And this principle of balancing stage one consuming with stage two digesting is important not just for procedural information
104
but for every other category of PESA.
105
Unfortunately, stage 2 digesting is almost completely neglected for the second category of information,
106
the A of PESA, which stands for analogous.
107
Analogous information is actually one of the easiest types of information to work with
108
and remember and apply because analogous information is the information that is related to something you already have prior knowledge about.
109
And even if we don't have direct prior knowledge about it, it may remind us indirectly of something that we do have knowledge about.
110
For example, let's say that we are an avid swimmer and we're learning about the physiology of a muscle contraction.
111
When we look at that muscle contraction cycle we might think hey
112
that reminds me a lot about the swimming technique I use.
113
And by connecting the new information about muscle contraction physiology with
114
what we already know our swimming technique we have created an analogy.
115
And so that is analogous information.
116
And analogies can form with any prior knowledge including knowledge within a topic itself.
117
In most fields of study there are concepts or patterns of concepts
118
and relationships that tend to repeat and recur throughout that field.
119
You might have learned about how to solve a particular type of problem last semester
120
and now this semester this new problem-solving approach
121
that you're learning for the first time reminds you a lot of
122
that old problem-solving process and relating those two approaches is also an analogy.
123
So when we're engaging in stage one, the consumption period of reading,
124
we want to actively be thinking about whether what we are reading is related to something that we already have knowledge about.
125
And once we identify it as potentially analogous information, the targeted process we want to use here is critique.
126
This is the part I said everyone misses.
127
Once we create an analogy, critiquing it means we examine critically how good that analogy actually is.
128
For example with the analogy of muscle contraction and swimming technique critiquing
129
that analogy means asking ourselves in what way specifically are these two things similar or related to each other?
130
In what ways are they different?
131
In what situation does this analogy not make sense anymore?
132
And if there are a lot of differences or a lot of conditions
133
and situations where the analogy breaks apart then is there a better analogy
134
or can we extend or modify that analogy to make it more comprehensive and more accurate?
135
This critiquing process massively drives up our attention and depth of understanding of this new information.
136
And the reason this works is because instead of new information just being new information
137
that your brain doesn't know what to do with, we're actually extending it from what we already know.
138
We're taking our existing network and connecting it to the new information straight away,
139
which is the reason why creating analogies has been shown in studies repeatedly to be so powerful for our attention and understanding.
140
Now at this point, you might be looking at the system and thinking, this seems a little forced, it doesn't feel natural.
141
And you're right.
142
In fact, it's crucial that you understand that this is not natural, and that's why it works.
143
If you have no time pressure and it doesn't matter how well you learn something, then you can learn and read however you want.
144
But unfortunately, what research has shown is
145
that there are clear biological limitations of the human brain to how much it can consume
146
and store into our memory in one go.
147
And in the modern day when there is so much we have to learn, it is very, very easy to exceed that biological limit and then get overwhelmed.
148
Learning is extremely complicated.
149
So to be able to learn a lot in a short amount of time, reach a high level of knowledge, a lot of processes need to go right.
150
And this is why most people will plateau on their learning ability and after a point, not really improve for the rest of their lives.
151
For me, figuring out what processes to care about
152
and therefore what to improve on and then how to even execute on those correctly
153
took me at least 7 or 8 years of almost constant experimentation
154
and reading of research and coaching people to see what works for them.
155
And honestly I got lucky because 10-15 years ago a lot of the research didn't even exist.
156
Which is why to make it easier for you, I've started a free weekly newsletter.
157
I take everything that I've learned that helps you become a more efficient learner, The things that have the highest chance of giving you success in a short amount of time.
158
I package them in a way that you can take and implement into your own learning in less than 10-15 minutes.
159
If you want to sign up for the newsletter, it's completely free.
160
I'll leave a link in the description for you.
161
Now getting back to PACER, you might notice that the way that I've written the A in PACER is like this.
162
It's this kind of strange shape there.
163
reason is
164
because a the analogous information can exist within as a subset
165
of procedural information for example you could create an analogy on a set of instructions to make it simpler
166
and easier for you to understand and then later you go
167
and practice it but analogous information also exists as a subset within the next category of information
168
which is the c of pacer and this stands for conceptual.
169
If procedural information is the how to do something, then conceptual information is the what.
170
And for most science subjects, the majority of what you need to learn is conceptual.
171
Conceptual information includes facts and explanations, theories and principles, relationships between concepts,
172
and ways that that concept can be applied.
173
And in most cases, we need both the procedural and the conceptual knowledge to solve a problem and apply our knowledge properly.
174
For example, although this book goes through how to listen to someone's heart,
175
I still need to have the conceptual knowledge about what I'm listening to to be able to analyze
176
that and make a conclusion on the diagnosis.
177
So when we identify that a piece of text we're reading is conceptual type information, the process we want to use straight away is mapping.
178
Non-linear network-based note-taking such as mind mapping is an efficient way of increasing your attention
179
and mastery of conceptual knowledge because conceptual knowledge inherently exists in a network.
180
Although a textbook or a lecture might be delivered word after word in a linear format
181
if we look at the mind and knowledge of the person
182
that wrote that textbook it doesn't exist in a linear sentence by sentence structure their knowledge
183
and expertise exist in a highly connected
184
network of information there is no innate sequence of information an expert can start at any point
185
and navigate to any other point this is what allows an expert to do complex problem solving
186
because they can look at a problem, understand what concepts are related, and see how those concepts connect together to solve the problem.
187
Whereas a beginner who's only learnt it at a surface level just sees individual separated concepts
188
and they don't understand how they link together.
189
As a learner, our job is not to remember the sequence word for word.
190
Our job is to try to recreate that network of knowledge that the expert had.
191
And mapping is such a great technique because it forces us to not only think about each fact and concept,
192
but also how they connect to each other to form a bigger picture.
193
So when you are reading and consuming, take some time to get out a piece of paper
194
or a tablet and make a map of the things
195
that you're learning and as you read more you add more to your map, you move things around, you reorganize things.
196
As you read more you also digest more and your map grows.
197
Remember analogous information can also exist within conceptual information
198
so you might find opportunities within conceptual information to create some analogies
199
and you might want to add those into your map as well.
200
Even if the analogy doesn't make its way into the map, it could give you an idea in terms of how you want to structure your ideas on your map.
201
Now here's that same problem again.
202
Let's say you're reading, but you don't have time to draw a map
203
or maybe you don't have anything to map on while you're reading.
204
Then again, we need to slow down and consume less so that consumption and digestion can stay balanced.
205
And if you don't, you'll just end up overwhelmed again and wasting time because
206
not only are you going to forget a lot of what you are consuming, but now you've given the future version of you more work to do by having to go
207
and figure out what you've forgotten and then re-consume it again anyway.
208
Now the good news is that the digesting of procedural, analogous, and conceptual information is easily the most time consuming.
209
The E and R of PESA are much faster and easier to deal with.
210
I talk about E and R together because they're both very similar to each other,
211
But pay close attention because the two are actually so similar to each other that most people never distinguish between the two.
212
And that can lead directly to hours of wasted time per week.
213
The E in PACER stands for evidence.
214
Evidence type information is the information that helps make conceptual information more concrete.
215
They're often very detailed, sometimes very technical pieces of information,
216
but they're useful because we can use these facts or statistics or cases as examples to prove a conceptual point.
217
For example, we could understand conceptually how World War I started,
218
but we also need to know the evidence information of date certain specific events occurred between
219
which specific people at which specific location to make that concept more concrete.
220
And the key process for evidence type information is to store and rehearse.
221
Store means that you just collect that information and note it down somewhere.
222
You could add it to your conceptual map, or you could add it to a second brain system using something like Notion,
223
or Roam, or Obsidian, or you could put it onto flashcards.
224
You could even just write them down on a document somewhere with all the other things that you are storing.
225
This should happen as soon as you identify it.
226
So as you are consuming the information and you identify that this piece of information is an evidence type,
227
we go ahead and straight away store it.
228
The rehearsing part of it comes a little later.
229
We put aside time to do the rehearsal
230
and rehearsing the information is the key to improving our retention of evidence type information.
231
Rehearsing means that we think about how we will need to use this piece of information.
232
How are we going to apply it?
233
What type of conceptual information is this an example of?
234
We then challenge ourselves by using and applying that information in the way that we will need to use it.
235
This means solving problems or writing detailed answers to questions or creating explanations, teaching it to other people, or maybe writing essays that use
236
that piece of evidence as a supporting example for a wider concept
237
and so while we store the information
238
while we consume it the rehearsing happens later maybe at the end of the day
239
or at the end of the week but do not waste time
240
while you are consuming trying to just memorize and read
241
and reread and writing copious notes on
242
that piece of information otherwise you are not going to have enough time for the p a
243
and c the first three types of information
244
which is what forms the foundation of knowledge that the evidence type needs to build off of in the first place.
245
Now evidence type information is very similar to the final type
246
which is the R of PACER and this stands for reference type information.
247
Reference information is the easiest to deal with.
248
It is all of the nitty-gritty very specific detailed bits of information that don't really change your conceptual understanding,
249
they're not particularly that important, they're not analogous and they're not procedural.
250
But for whatever reason we might need to know this later.
251
This might be something like the exact value of a mathematical constant
252
or a specific gene involved in a particular mutation
253
or the name of a very specific molecule of a disease
254
or maybe a list of attributes used to define a variable for coding.
255
And the process we use to deal with this type of information is the same as for evidence, almost.
256
It's store and rehearse, the same things.
257
The storing part, exactly the same.
258
You chuck it in a second brain and your flashcards, wherever it makes sense for you.
259
But if you need to be able to record this information from memory
260
and you can't like refer back to your notes when you need to use it, then you probably want to use something like flashcards because the rehearse part is a little different.
261
Because reference type information is by definition not very conceptually important anyway,
262
it's quite hard to use this for problem solving or as part of like an extended discussion or answer.
263
The way we are probably going to use this information is just direct fact recall, which is why something like flashcards using a spaced repetition active
264
recall strategy like an app like Anki is going to be the best way to handle reference type information.
265
So as you're reading
266
and you're thinking hey this might be a reference type information you dump it into your flashcards
267
and you put aside like 30 minutes every day or whatever to just go through your flashcards to do your rehearsal.
268
But please again absolutely
269
do not waste time while you're reading trying to just read
270
and reread and write notes and just memorize this information at the time.
271
You need to use that time for the first three which forms the bulk of your knowledge.
272
As I said earlier there are a lot of things
273
that need to go right to be able to learn a lot of information in a short period of time
274
and wasting time on trying to memorize reference information
275
while you are reading it instead of spending
276
that time on the first three types is one of the worst offenders
277
and as soon as you get into that mind frame of reading something
278
and then rereading it again trying to get it into your head you can say goodbye to your learning efficiency
279
so now you know the five types of information for you
280
to try to identify as you consume in stage one
281
and the appropriate targeted process that will help you to digest that information in stage two.
282
And the key to being able to retain a lot
283
and have a good high level of knowledge for what you have consumed is to keep
284
that stage one and stage two balanced.
285
However, when it comes to learning efficiently, this just scratches the surface.
286
In fact, if you look at this
287
map of learning that outlines the major processes
288
that you need to be a consistently high-performing efficient learner what
289
we talked about today is like barely a few percent of it so
290
if you want to start unpacking what those other processes look
291
like without having to dedicate a decade of your life to
292
learning about it like I did then make sure to check
293
out my free newsletter the link is in the description thank you
294
so much for watching and I will see you in in the next one.
📺 نفس القناة
B21
The SIMPLEST Way to Become Good at Learning
Business EnglishUniversity StudentsWorking Adults
B21
How To Learn Any Skill So Fast It Feels Illegal
Business EnglishUniversity StudentsWorking Adults
B2How To Learn Any New Skill So Fast It’s Unfair
Business EnglishUniversity StudentsWorking Adults
B22
How to Learn So Fast People Assume You're Naturally Gifted
Business EnglishUniversity StudentsWorking Adults
C14
The Psychology of Deep Thinkers
Business EnglishUniversity StudentsWorking Adults
C12
How to Think So Clearly People Assume You’re A Genius
University StudentsWorking Adults
B21
How to Build Systems to Actually Achieve Your Goals
Business EnglishDaily ConversationUniversity Students
C11
How to Learn Anything Once and Remember Forever
Business EnglishUniversity StudentsWorking Adults
B22
Watch This For 18 Minutes, and You’ll Outlearn 99.9% Of People
Business EnglishUniversity StudentsWorking Adults
B2How to Learn ANYTHING Faster Than Everyone
Business EnglishUniversity StudentsWorking Adults
✨ فيديو موصى به
B228
87 جمل
Memorize Anything So Fast It's Almost Unfair
Business EnglishUniversity StudentsWorking Adults
B21
198 جمل
Kim Jung Gi - How to Become a Master
Business EnglishUniversity StudentsWorking Adults
B21
344 جمل
How to become a Better Reader & remember what you read
Business EnglishUniversity StudentsWorking Adults
B21
723 جمل
How to Remember Everything || Graded Reader || Improve Your English || Listen And Practice
Business EnglishDaily ConversationUniversity Students
B21
75 جمل
Video
Business EnglishDaily ConversationUniversity Students
B267 جمل
How I Ranked 1st at Cambridge University - My Secret
British AccentBusiness EnglishUniversity StudentsWorking Adults
B21
128 جمل
Repeat This 6 Times — And Your Subconscious Starts Working for You | José Silva
Business EnglishUniversity StudentsWorking Adults
B22
118 جمل
How I Trained My Brain to Think in English (and Stop Translating)
Business EnglishDaily ConversationUniversity Students
B21
183 جمل
This Book Changed How I Read
Business EnglishUniversity StudentsWorking Adults
B27
83 جمل
How I Memorized 57 Pages of Notes in 1 Day
Business EnglishUniversity StudentsWorking Adults
B21
199 جمل
How to memorize so easily it feels ILLEGAL
Business EnglishUniversity StudentsWorking Adults
المفردات وملاحظات التحدث لهذا الدرس
يحتوي هذا الفيديو على 294 جملة و4154 كلمة للتدرب على الترديد. مدة الكلام 26:11. يتكلم المتحدث بسرعة طبيعية، نحو 159 كلمة في الدقيقة، قريبة من المحادثة اليومية. 86% من الكلمات ضمن أكثر 3,000 كلمة شيوعًا في الإنجليزية، ويُستحسن مراجعة الباقي قبل البدء.
أهم المفردات في هذا الفيديو
15 كلمة من الفيديو تستحق التعلّم، مع النطق والمعنى:
| الكلمة | النطق | المعنى |
|---|---|---|
| analogy اسم | /əˈnæləd͡ʒi/ | قِيَاس |
| solve فعل | /sɒlv/ | ذَابَ, حَلَّ |
| digest فعل | /daɪˈd͡ʒɛst/ | هَضَمَ |
| examination اسم | /ɪɡˌzæm.ɪˈneɪ.ʃən/ | اِخْتِبَار, اِمْتِحَان |
| technique اسم | /tɛkˈniːk/ | أُسْلُوب, تِقْنِيَة |
| connect فعل | /kəˈnɛkt/ | رَبَطَ |
| muscle اسم | /ˈmʌs.əl/ | عَضَلَة |
| recall فعل | /ɹɪˈkɔl/ | ٱسْتَدْعى |
| efficient صفة | /ɪˈfɪʃənt/ | فَعَّال |
| remind فعل | /ɹəˈmaɪnd/ | ذَكَّرَ |
| consumption اسم | /kənˈsʌmp.ʃən/ | اِسْتِهْلَاك |
| swim فعل | /swɪm/ | سَبَحَ |
| retention اسم | /ɹɪˈtɛnʃən/ | حِفْظ |
| concrete صفة | /ˌkɑnˈkɹit/ | مَادِّيّ |
| explanation اسم | /ˌɛkspləˈneɪʃən/ | تَفْسِير, شَرْح |
نطق يحتاج إلى انتباه
يستخدم المتحدث 67 من الصيغ المختصرة، مثل you're, don't, we're. انطقها بصيغتها القصيرة كما تسمعها.
- أصوات “sh” و“zh”: examination /ɪɡˌzæm.ɪˈneɪ.ʃən/, efficient /ɪˈfɪʃənt/, consumption /kənˈsʌmp.ʃən/, retention /ɹɪˈtɛnʃən/, explanation /ˌɛkspləˈneɪʃən/
- الكلمات الطويلة — انتبه لموضع النبر: analogy /əˈnæləd͡ʒi/, procedural /pɹəˈsiːd͡ʒ(ə)ɹəl/, examination /ɪɡˌzæm.ɪˈneɪ.ʃən/, explanation /ˌɛkspləˈneɪʃən/, biological /ˌbaɪ.əˈlɑ.d͡ʒɪ.kəl/
كيف تتدرب بهذا الفيديو
- استمع إلى الفيديو كاملًا مرة واحدة دون أن تتكلم، ودوّن الكلمات التي لا تعرفها.
- ابدأ بسرعة 0.75×، وردّد جملة جملة، ثم عُد إلى السرعة العادية عندما يصبح الأمر سهلًا.
- سجّل صوتك وقارنه بالأصل، مع الانتباه إلى كلمات مثل analogy, solve, digest.
القواعد في هذا الفيديو
أكثر التراكيب التي يستخدمها المتحدث، مع العبارات نفسها من الفيديو:
| التركيب | في الفيديو |
|---|---|
| المضارع التام have/has + اسم المفعول — حدث ماضٍ ما زال له أثر الآن | you've consumed · have read · we've already forgotten |
| المبني للمجهول be + اسم المفعول — التركيز على ما يحدث لا على من يفعله | is often neglected · was born · are examined |
| جمل الوصل who / which + جملة — معلومة إضافية عن شخص أو شيء | man who actually · macrocephaly, which means · recall, which is |
ما هي تقنية التظليل الصوتي؟
التظليل الصوتي (Shadowing) تقنية تعلم لغة مدعومة علمياً، طُورت أصلاً لتدريب المترجمين الفوريين المحترفين. الطريقة بسيطة لكنها قوية: تستمع لصوت إنجليزي أصلي وتكرره فوراً بصوت عالٍ — كظل يتبع المتحدث بتأخير 1-2 ثانية. تُظهر الأبحاث تحسناً كبيراً في دقة النطق والتنغيم والإيقاع وربط الأصوات والاستماع والطلاقة.