Pratique du Shadowing: How to Remember Everything You Read - Apprendre l'anglais à l'oral avec la vidéo
Création de la leçon...
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In this video, I'll teach you a system for remembering everything you read, study, or learn.
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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
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or reading books on productivity or business.
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And the reason the system works so consistently and so well is
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because it breaks down that process of reading into two distinct stages.
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The first stage is the consumption period.
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And the second stage is the digestion period.
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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.
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So they focus on trying to read faster
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or watching lectures at triple speed or binge listening to audio books
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or watching hours of YouTube tutorials but that is not how learning works.
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And once we understand how learning does work, you'll see why my system is so effective.
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You see, when it comes to remembering and applying information, it's much less about what comes in to your brain,
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and it's much more about how much stays in your brain.
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And that is what the second stage, the digestion period is all about.
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And it's the part that is often neglected.
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So I'll teach you a system for mastering both of these stages
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which in turn increases your raw retention as well as your ability to actually use the knowledge in the way
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that you need to.
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But first we need to ask ourselves is it even possible to remember everything you read?
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And the short answer is no. But here's the secret.
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Trying to remember everything we read should not be the goal in the first place
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and we know this because of a man who actually could remember everything.
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This man's name is Kim Peek and his story is so crazy that Hollywood made an entire movie about him.
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Kim Peek was a mega genius and his memory was ridiculous.
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He was able to memorize a book with such perfect recall
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that after reading a book one time he would be able
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to write it out word for word with every comma and full stop back to front.
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He memorized so many maps and atlases
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that he could give you driving directions between any two cities in the world
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and the path that he gave you was mentally calculated to be the shortest distance.
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Now the reason Kim Peek had such supernatural abilities is because of a very rare medical condition he had called FG syndrome.
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He was born with macrocephaly, which means he had a larger brain, and he had no corpus callosum,
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which is basically the bundle of neurons that connect both hemispheres of the brain together.
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And scientists believe that because he didn't have the normal pattern of neurons, his brain adapted and developed new connections to compensate,
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which I guess gave him like superhuman memory.
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Now, I want you to imagine that both you and Kim Peek were about to sit the same exam.
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Who do you think would do better?
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And the answer is that it actually depends on the exam.
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You see, despite his superhuman memory, Kim Peek struggled with reasoning and problem solving,
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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,
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then Kim Peek would definitely win.
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But if the exam was at a higher level, like university or postgraduate, it where the reasoning and problem-solving,
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the higher orders of learning are examined as a higher priority, then you may actually have the edge.
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Now, for most of you listening, probably using the knowledge you've consumed to reason
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and problem-solve is kind of the whole point of why you're trying to read and remember in the first place.
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Which basically means that it is not enough to remember everything.
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It's good because for most people that's not possible anyway,
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but it is possible to remember everything you need to remember in such a way
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that we can use that knowledge in the way we need to.
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And that is what the system that I'll teach you helps you to achieve.
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So to start using the system we have to understand that not all information is equal.
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In fact, I break down the information that I read into five different categories using the acronym PACER.
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And it's important to be able to identify
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which category the information you're reading to belongs to
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because for each category there are specific targeted processes that then help you to deal with and manage that information more effectively.
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And when we use the wrong process for the specific category of information,
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it makes remembering and understanding what you read much harder,
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much more time consuming and much less effective and that you're more likely to forget what you read.
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It also increases the chance of you entering the passive mode of reading
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which is where you get to the bottom of a page and you can't even remember what you just read.
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So the system goes like this.
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In the first part where we are consuming information we want to identify
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which category what we are consuming belongs to using the PACER acronym.
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Then during stage two we digest what we have read using the targeted process for
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that category which takes the information and stores it in our long-term memory through the process called encoding.
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So let's go through PACER together so that you can accurately identify the category of information you're trying to remember.
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The P in PACER stands for procedural.
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And procedural information is any information that tells you how something should be executed.
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For example, this is a book that I used during medical school
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that taught me about how to do a clinical examination like listen to a heartbeat or take someone's blood pressure.
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And a lot of the information in this book is about the correct technique to perform the examination.
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And some subjects and domains have a lot of procedural information.
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Some great examples of this would be coding and languages.
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The targeted process for working with and mastering this type of procedural information is practice.
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The key is that you want to apply procedural information in real life as early as possible.
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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.
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But by then it's too late, we've already forgotten a lot of it, and a lot of that time is just wasted.
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Instead, as soon as you take that procedural information into your brain, try to apply it and practice it as early as you can.
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Now, straight away we run into a problem with using this approach.
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What if we're reading something and we don't have time to practice it right now?
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The answer is you either move on to something else
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or you stop consuming anything and you wait until you have time to practice it.
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But you do not waste your time trying to just memorise it on the spot.
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Because here is the crucial part about learning that everyone overlooks.
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The two stages of consuming and digesting must always be balanced.
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Everything you consume must be digested in order for you to retain and use it.
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when stage one is followed by stage two does learning actually occur.
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If we're reading something
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and we don't have time to use the right process like
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practice then most people will say oh well I don't have
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time right now I'm just gonna get through as much of it as I can
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and they spend more time reading and reading and essentially just consuming more
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and more but this is the learning equivalent of over eating they haven't had a chance to digest it
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so they're just gonna end up vomiting it all up again through the mental vomiting process we call forgetting.
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Which is why for most people the amount
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that they forget after reading is extremely high with some studies suggesting
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that up to 90% of what is consumed is forgotten despite hours of consuming.
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And if we're forgetting 90% of what we read, rather than consuming more and taking time away from the digesting,
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it actually makes more sense to spend less time consuming and more time on the digesting and processing.
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This increases your retention, which therefore increases the amount of working knowledge you're able to build.
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So earlier I said what goes into your brain is less important than what stays in your brain.
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And this principle of balancing stage one consuming with stage two digesting is important not just for procedural information
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but for every other category of PESA.
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Unfortunately, stage 2 digesting is almost completely neglected for the second category of information,
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the A of PESA, which stands for analogous.
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Analogous information is actually one of the easiest types of information to work with
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and remember and apply because analogous information is the information that is related to something you already have prior knowledge about.
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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.
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For example, let's say that we are an avid swimmer and we're learning about the physiology of a muscle contraction.
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When we look at that muscle contraction cycle we might think hey
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that reminds me a lot about the swimming technique I use.
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And by connecting the new information about muscle contraction physiology with
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what we already know our swimming technique we have created an analogy.
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And so that is analogous information.
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And analogies can form with any prior knowledge including knowledge within a topic itself.
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In most fields of study there are concepts or patterns of concepts
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and relationships that tend to repeat and recur throughout that field.
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You might have learned about how to solve a particular type of problem last semester
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and now this semester this new problem-solving approach
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that you're learning for the first time reminds you a lot of
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that old problem-solving process and relating those two approaches is also an analogy.
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So when we're engaging in stage one, the consumption period of reading,
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we want to actively be thinking about whether what we are reading is related to something that we already have knowledge about.
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And once we identify it as potentially analogous information, the targeted process we want to use here is critique.
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This is the part I said everyone misses.
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Once we create an analogy, critiquing it means we examine critically how good that analogy actually is.
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For example with the analogy of muscle contraction and swimming technique critiquing
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that analogy means asking ourselves in what way specifically are these two things similar or related to each other?
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In what ways are they different?
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In what situation does this analogy not make sense anymore?
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And if there are a lot of differences or a lot of conditions
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and situations where the analogy breaks apart then is there a better analogy
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or can we extend or modify that analogy to make it more comprehensive and more accurate?
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This critiquing process massively drives up our attention and depth of understanding of this new information.
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And the reason this works is because instead of new information just being new information
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that your brain doesn't know what to do with, we're actually extending it from what we already know.
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We're taking our existing network and connecting it to the new information straight away,
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which is the reason why creating analogies has been shown in studies repeatedly to be so powerful for our attention and understanding.
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Now at this point, you might be looking at the system and thinking, this seems a little forced, it doesn't feel natural.
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And you're right.
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In fact, it's crucial that you understand that this is not natural, and that's why it works.
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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.
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But unfortunately, what research has shown is
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that there are clear biological limitations of the human brain to how much it can consume
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and store into our memory in one go.
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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.
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Learning is extremely complicated.
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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.
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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.
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For me, figuring out what processes to care about
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and therefore what to improve on and then how to even execute on those correctly
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took me at least 7 or 8 years of almost constant experimentation
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and reading of research and coaching people to see what works for them.
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And honestly I got lucky because 10-15 years ago a lot of the research didn't even exist.
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Which is why to make it easier for you, I've started a free weekly newsletter.
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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.
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I package them in a way that you can take and implement into your own learning in less than 10-15 minutes.
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If you want to sign up for the newsletter, it's completely free.
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I'll leave a link in the description for you.
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Now getting back to PACER, you might notice that the way that I've written the A in PACER is like this.
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It's this kind of strange shape there.
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reason is
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because a the analogous information can exist within as a subset
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of procedural information for example you could create an analogy on a set of instructions to make it simpler
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and easier for you to understand and then later you go
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and practice it but analogous information also exists as a subset within the next category of information
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which is the c of pacer and this stands for conceptual.
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If procedural information is the how to do something, then conceptual information is the what.
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And for most science subjects, the majority of what you need to learn is conceptual.
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Conceptual information includes facts and explanations, theories and principles, relationships between concepts,
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and ways that that concept can be applied.
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And in most cases, we need both the procedural and the conceptual knowledge to solve a problem and apply our knowledge properly.
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For example, although this book goes through how to listen to someone's heart,
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I still need to have the conceptual knowledge about what I'm listening to to be able to analyze
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that and make a conclusion on the diagnosis.
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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.
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Non-linear network-based note-taking such as mind mapping is an efficient way of increasing your attention
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and mastery of conceptual knowledge because conceptual knowledge inherently exists in a network.
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Although a textbook or a lecture might be delivered word after word in a linear format
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if we look at the mind and knowledge of the person
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that wrote that textbook it doesn't exist in a linear sentence by sentence structure their knowledge
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and expertise exist in a highly connected
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network of information there is no innate sequence of information an expert can start at any point
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and navigate to any other point this is what allows an expert to do complex problem solving
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because they can look at a problem, understand what concepts are related, and see how those concepts connect together to solve the problem.
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Whereas a beginner who's only learnt it at a surface level just sees individual separated concepts
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and they don't understand how they link together.
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As a learner, our job is not to remember the sequence word for word.
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Our job is to try to recreate that network of knowledge that the expert had.
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And mapping is such a great technique because it forces us to not only think about each fact and concept,
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but also how they connect to each other to form a bigger picture.
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So when you are reading and consuming, take some time to get out a piece of paper
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or a tablet and make a map of the things
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that you're learning and as you read more you add more to your map, you move things around, you reorganize things.
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As you read more you also digest more and your map grows.
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Remember analogous information can also exist within conceptual information
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so you might find opportunities within conceptual information to create some analogies
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and you might want to add those into your map as well.
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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.
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Now here's that same problem again.
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Let's say you're reading, but you don't have time to draw a map
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or maybe you don't have anything to map on while you're reading.
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Then again, we need to slow down and consume less so that consumption and digestion can stay balanced.
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And if you don't, you'll just end up overwhelmed again and wasting time because
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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
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and figure out what you've forgotten and then re-consume it again anyway.
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Now the good news is that the digesting of procedural, analogous, and conceptual information is easily the most time consuming.
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The E and R of PESA are much faster and easier to deal with.
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I talk about E and R together because they're both very similar to each other,
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But pay close attention because the two are actually so similar to each other that most people never distinguish between the two.
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And that can lead directly to hours of wasted time per week.
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The E in PACER stands for evidence.
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Evidence type information is the information that helps make conceptual information more concrete.
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They're often very detailed, sometimes very technical pieces of information,
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but they're useful because we can use these facts or statistics or cases as examples to prove a conceptual point.
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For example, we could understand conceptually how World War I started,
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but we also need to know the evidence information of date certain specific events occurred between
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which specific people at which specific location to make that concept more concrete.
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And the key process for evidence type information is to store and rehearse.
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Store means that you just collect that information and note it down somewhere.
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You could add it to your conceptual map, or you could add it to a second brain system using something like Notion,
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or Roam, or Obsidian, or you could put it onto flashcards.
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You could even just write them down on a document somewhere with all the other things that you are storing.
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This should happen as soon as you identify it.
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So as you are consuming the information and you identify that this piece of information is an evidence type,
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we go ahead and straight away store it.
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The rehearsing part of it comes a little later.
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We put aside time to do the rehearsal
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and rehearsing the information is the key to improving our retention of evidence type information.
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Rehearsing means that we think about how we will need to use this piece of information.
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How are we going to apply it?
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What type of conceptual information is this an example of?
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We then challenge ourselves by using and applying that information in the way that we will need to use it.
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This means solving problems or writing detailed answers to questions or creating explanations, teaching it to other people, or maybe writing essays that use
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that piece of evidence as a supporting example for a wider concept
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and so while we store the information
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while we consume it the rehearsing happens later maybe at the end of the day
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or at the end of the week but do not waste time
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while you are consuming trying to just memorize and read
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and reread and writing copious notes on
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that piece of information otherwise you are not going to have enough time for the p a
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and c the first three types of information
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which is what forms the foundation of knowledge that the evidence type needs to build off of in the first place.
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Now evidence type information is very similar to the final type
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which is the R of PACER and this stands for reference type information.
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Reference information is the easiest to deal with.
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It is all of the nitty-gritty very specific detailed bits of information that don't really change your conceptual understanding,
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they're not particularly that important, they're not analogous and they're not procedural.
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But for whatever reason we might need to know this later.
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This might be something like the exact value of a mathematical constant
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or a specific gene involved in a particular mutation
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or the name of a very specific molecule of a disease
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or maybe a list of attributes used to define a variable for coding.
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And the process we use to deal with this type of information is the same as for evidence, almost.
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It's store and rehearse, the same things.
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The storing part, exactly the same.
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You chuck it in a second brain and your flashcards, wherever it makes sense for you.
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But if you need to be able to record this information from memory
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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.
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Because reference type information is by definition not very conceptually important anyway,
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it's quite hard to use this for problem solving or as part of like an extended discussion or answer.
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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
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recall strategy like an app like Anki is going to be the best way to handle reference type information.
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So as you're reading
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and you're thinking hey this might be a reference type information you dump it into your flashcards
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and you put aside like 30 minutes every day or whatever to just go through your flashcards to do your rehearsal.
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But please again absolutely
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do not waste time while you're reading trying to just read
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and reread and write notes and just memorize this information at the time.
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You need to use that time for the first three which forms the bulk of your knowledge.
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As I said earlier there are a lot of things
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that need to go right to be able to learn a lot of information in a short period of time
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and wasting time on trying to memorize reference information
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while you are reading it instead of spending
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that time on the first three types is one of the worst offenders
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and as soon as you get into that mind frame of reading something
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and then rereading it again trying to get it into your head you can say goodbye to your learning efficiency
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so now you know the five types of information for you
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to try to identify as you consume in stage one
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and the appropriate targeted process that will help you to digest that information in stage two.
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And the key to being able to retain a lot
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and have a good high level of knowledge for what you have consumed is to keep
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that stage one and stage two balanced.
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However, when it comes to learning efficiently, this just scratches the surface.
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In fact, if you look at this
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map of learning that outlines the major processes
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that you need to be a consistently high-performing efficient learner what
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we talked about today is like barely a few percent of it so
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if you want to start unpacking what those other processes look
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like without having to dedicate a decade of your life to
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learning about it like I did then make sure to check
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out my free newsletter the link is in the description thank you
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so much for watching and I will see you in in the next one.
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Vocabulaire et conseils d’expression pour cette leçon
Cette vidéo contient 294 phrases et 4154 mots à répéter en shadowing. La partie parlée dure 26:11. Le locuteur parle à un rythme naturel d’environ 159 mots par minute, proche d’une conversation courante. 86 % des mots font partie des 3 000 mots les plus courants en anglais ; le reste mérite d’être vu avant de commencer.
Vocabulaire clé de cette vidéo
15 mots de la vidéo à retenir, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| consume verbe | /kənˈsum/ | consommer |
| conceptual adjectif | /kənˈsɛp.tjʊəl/ | conceptuel |
| analogy nom | /əˈnæləd͡ʒi/ | analogie |
| procedural adjectif | /pɹəˈsiːd͡ʒ(ə)ɹəl/ | procédural |
| solve verbe | /sɒlv/ | résoudre, régler |
| digest verbe | /daɪˈd͡ʒɛst/ | digérer |
| examination nom | /ɪɡˌzæm.ɪˈneɪ.ʃən/ | examen |
| technique nom | /tɛkˈniːk/ | technique |
| connect verbe | /kəˈnɛkt/ | accoupler, connecter |
| muscle nom | /ˈmʌs.əl/ | muscle |
| recall verbe | /ɹɪˈkɔl/ | rappeler |
| efficient adjectif | /ɪˈfɪʃənt/ | efficace |
| remind verbe | /ɹəˈmaɪnd/ | rappeler à |
| consumption nom | /kənˈsʌmp.ʃən/ | consommation |
| swim verbe | /swɪm/ | nager |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| go through verbe | traverser | |
| break down verbe | tomber en panne | |
| end up verbe | se terminer, se finir | |
| figure out verbe | cerner | |
| get out verbe | sortir | |
| get through verbe | /ɡɛt ˈθɹu/ | franchir |
| go ahead verbe | /ˌɡoʊ əˈhɛd/ | vas-y, allez-y |
| slow down verbe | ralentir, décélérer |
Prononciation à surveiller
Le locuteur utilise 67 contractions et formes réduites, comme you're, don't, we're. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: examination /ɪɡˌzæm.ɪˈneɪ.ʃən/, efficient /ɪˈfɪʃənt/, consumption /kənˈsʌmp.ʃən/, retention /ɹɪˈtɛnʃən/, explanation /ˌɛkspləˈneɪʃən/
- Mots longs — placez bien l’accent: analogy /əˈnæləd͡ʒi/, procedural /pɹəˈsiːd͡ʒ(ə)ɹəl/, examination /ɪɡˌzæm.ɪˈneɪ.ʃən/, explanation /ˌɛkspləˈneɪʃən/, biological /ˌbaɪ.əˈlɑ.d͡ʒɪ.kəl/
Comment s’entraîner avec cette vidéo
- Écoutez la vidéo en entier une fois sans parler et notez les mots que vous ne connaissez pas.
- Commencez à la vitesse 0,75×, répétez phrase par phrase, puis revenez à la vitesse normale quand cela devient facile.
- Enregistrez-vous et comparez avec l’original, en faisant attention à des mots comme consume, conceptual, analogy.
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | you've consumed · have read · we've already forgotten |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | is often neglected · was born · are examined |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | man who actually · macrocephaly, which means · recall, which is |
Qu'est-ce que la technique du Shadowing ?
Le Shadowing est une technique d'apprentissage des langues fondée sur la science, développée à l'origine pour la formation des interprètes professionnels. Le principe est simple mais puissant : vous écoutez de l'anglais natif et le répétez immédiatement à voix haute — comme une ombre suivant le locuteur avec un décalage de 1 à 2 secondes. Les recherches montrent une amélioration significative de la précision de la prononciation, de l'intonation, du rythme, des liaisons, de la compréhension orale et de la fluidité.