本课程将介绍各领域专家所使用的学习方法，他们包括艺术家、文学家、数学家、科学家、运动员和很多其他领域专家。我们将学习如何使用两种不同的大脑模式，以及大脑如何封装（“chunks”）信息。我们还将介绍能力错觉（illusions of learning），记忆技巧，对付拖延症的方法，以及研究表明能帮助我们掌握困难科目的方法。 无论您在所学领域是专家还是菜鸟，您都可以使用这些方法，改变自己的思维模式，重塑自己的人生。如果您是所学领域的专家，通过学习大脑认知的底层知识，您可以进一步提高自己的学习能力，您将了解反直觉的考试技巧和见解，从而能够更高效地完成作业和习题。如果您在学习中遇到困难，系统有效的学习技巧将帮助您将走上正轨。无论您希望学习什么内容，这门课程都可以作为您的指南。
Terrence Sejnowski博士访谈
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來自 McMaster University 的課程
学会如何学习：帮助你掌握复杂学科的强大智力工具（Learning How to Learn）
756 個評分
從本節課中
什么是学习？
尽管活体大脑相当复杂，但此单元将利用隐喻与类比帮助简化内容。你将发现几个完全不同的思维模式，并了解能怎样利用这些模式改进自己的学习。你还将接触到一项治疗拖延症的工具，获得一些有关记忆的实用信息，并意外地挖掘到一些有关学习与睡眠的实用见解。
如果你希望作好更充分的准备，那么可以选读 《数字思维》（非必修内容，但却是此MOOC的基础教材）。该书也已有华语简体版《学习之道》和华语繁体版 《用對腦，從此不再怕數字：學會如何學習，以如何創意思考，解決(幾乎)所有的問題》，还将推出更多外语版本，敬请期待。这本书让你有机会巩固在本课程中学到的学习方法，你可以在空白处作笔记或以电子笔记的形式帮助进一步推动思维的“组块化”。
與講師見面
Dr. Barbara OakleyRamón y Cajal Distinguished Scholar of Global Digital Learning, McMaster University
Professor of Engineering, Industrial & Systems Engineering, Oakland University
Dr. Terrence SejnowskiFrancis Crick Professor at the Salk Institute for Biological Studies
Computational Neurobiology Laboratory
Hong Chee Joo
This video will be especially fun, because I have
a chance now to interview my co-instructor, Dr. Terrence Sejnowski.
Terrence's pioneering research in neural networks and computational
neural science, have made him a living legend.
Dr. Sejnowski is an investigator at Howard
Hughes medical institute, and the Francis Crick
professor at the Salk Institute for Biological
Studies where he directs the Computational Neurobiology Laboratory.
Above and beyond all of that Dr. Sejnowski is
also in the elite group of only ten living scientists.
To have been elected to all three of
the national academies, in engineering, science, and medicine.
What I think perhaps is most impressive however is that Terry
has also graduated more computational
neural scientists, than any other scientist.
In some sense then,
this makes Dr. Terrence Sinalski a leading
father figure for the modern field of neuroscience.
The ultimate goal of Dr. Sejnowski's research is to
build linking principles, from brain to behavior using computational models.
Today, I'm going to ask Terry a few questions about how he learns.
And how he thinks about learning, so that we all might
get a better sense of how to improve our own learning.
So what do you do to help yourself learn
more easily, when you're looking at something completely new?
>> Well I like to get into the thick of it.
I don't get much out of just going and reading a lot of books.
And, when I was in Graduate School, I made a transition from Physics to Biology.
And the way I did it was to get into a Biology lab.
And get involved in experiments.
And I, I'm a firm believer in learning by
doing, and learning by osmosis from people who are experts.
>> How do you keep yourself paying
attention, during something like a boring lecture?
>> I found that there isn't, a simple way to keep yourself
attending something that you're not interested in.
But I have found a little trick to waylay
the, the speaker, and that is by asking a question.
And the interruption often, gives rise to
a discussion that is a lot more interesting.
And it actually follows the general principle which is that
you learn more by active engagement rather than passive listening.
>> So, what do you do to get into and take advantage of diffuse mode thinking?
I find that when I'm jogging, or out getting exercise, that it's a wonderful
way to get the mind disengaged, from the normal train of thought.
And I find that it's very very possible to
to sort of come up with new thoughts, new ideas.
And it's almost as if your brain goes into a
new mode, you're running along, things are passing you by.
And you start thinking about what's happening.
For example, things that, that your brain has been working
on, your out of conscious thoughts bubble to the surface.
And often new ideas that are going to be then helpful to you later on.
The only problem I have is remembering all those great ideas.
Because when I get back and take a shower, then a lot of them have evaporated.
And that's why I, I like to take a little notebook along with me,
so I can take notes and remember what it is that I was thinking about.
>> So, do you multitask, or, or if you don't, how
do you resist the urge to multitask when you want to multitask?
>> Well, I wouldn't survive if I didn't multitask.
And most of my talking with students, listening to lectures,
interacting with a lot of people who are passing through, visitors.
There's just a lot things that are bombarding
you, email, texting any these are very important things
that you want to do, but if you can't
juggle them, it's hard to get through the day.
However, I, I enjoy the evenings when the hubbub of the day quiets down, and I get a
chance to go into a, a more reflective mode,
and that's when I actually get my best work done.
>> Do you do two things at the same time ever?
>> Well, you know, you can't actually do two things,
consciously, at the same time, because those will get mixed up.
It, its is possible with a lot of training, actually, to do
two things at once, is, but it's, it's, you're not doing it efficiently.
For me, multitasking is, is being able to switch
back and forth, context switching from one topic to another.
And some people are better at that than others.
In other words sometimes takes a while to get into the swing
of things if you're in, in the middle of writing a paper.
For example it may take hours before you get to the point where
you can actually be productive in
area, actually able to get something accomplished.
But if, if, if you can you know after getting lay you
know, into the middle of something switching from that to another task.
Is, is sometimes very difficult to do, if,
if you're, if, if you're middle of something.
But, I can do that very easily.
I can switch back and forth.
And I seem to be able to go back to the
original task, and, and, and take up where I left off.
So, so that's one way of, of accomplishing a lot and I get
I have, fortunately I have a lot of very good students and helpers.
And enormously productive environment that I'm working in, so
it's been, it's really a joy to be here.
>> How do you apply your knowledge of neuroscience, to your own learning?
Well, you know, I think there are many little ways that, I have applied what I've
actually learned in the lab, and let me
give you just one example to make it concrete.
One of my colleagues at the Salk
Institute, Rusty Gage, made a very important discovery.
If you read the textbooks, it will tell you that all
the neurons that you have in your brain you had a birth.
And after birth, the wiring takes place and learning,
and that changes at the, the connections between the neurons.
But the, but they're the same old neurons that you had when you were born.
Some die.
You know, so there is shrinkage of your, of your cortex.
However, Rusty discovered that, in an important part
of your brain for learning, and memory, the Hippocampus.
And which is located right in the middle here, of this model brain.
New neurons are being born, even in your adulthood.
And, this, this is very important for learning and memory.
It is obviously something that is very, very
useful to be able to have new neurons.
Now here's what we discovered together.
We discovered that.
If you have a animal, we use a, a rat as our model system.
And, if you give it an enriched environment, in which the rat
is able to move around, and do things, and interact with other rats.
That, and then look in the hippocampus, you find that the hip,
the, the strengths of the connections
between the neurons, is much stronger there.
It, it can be made by a factor of two, much stronger than in
a rat that has been kept in a cage where there is impoverished environment.
Now, and here's now the, the key, okay so having an enriched
environment is, is, is even as an adult is going to help you.
Right?
Instead of locking yourself, a monk in the room you really
want to be surrounded by other people who are stimulating you.
And events that are happening that you
can actively participate in, so, so that important.
Now here is something Rusty discovered which I think is incredibly important.
That in the absence of an enriched environment exercise will also
increase the number of new neurons that are being born and survive.
And, so I, am very, avid at running.
I've already mentioned that I get lots of good ideas when
I run, but I also, know, that my brain is,
helping me remember things, because of the fact that I
have new neurons being born, and surviving in my hippocampus.
So that's one of many examples that I can point to,
in which what we've learned
about neuroscientists, from neuroscience, has really
changed the way I think and its a pity if you
look at the way our, our new educational reforms and schools.
What do they cut out when they want to add a new, a,
session for example learning something, for example, how to pass a test, right.
Tests are being given now to help assess, how well
a student is doing and how well a school is doing.
Well, it's recess.
And what happens during a recess?
Exercise.
It's running around.
It's exactly what you need, what your brain needs.
It needs that moment of pause of, of using your muscles rather than your brain.
To be able to process that information and
to, and, and get the neurons working on it.
So I think that this is, again something that is, should be
a policy that we need to have our children out there running around.
>> Have there been any special techniques you've acquired over
the years that help you focus, learn or create more effectively.
I find that,
being in a, a creative environment,
where other people, are, are
creative is, is, is a way of, enhancing your own creativity.
I, I think that.
Although the image we have of the creative thinker as being isolated
genius may be true of some people, it's not true of me.
I really find that I have better ideas if I'm
talking to somebody, and trying to explain to them my ideas.
Often, that process can, it boosts
the creative process and the facts, I think that you know,
having other people around to bounce
your ideas off of is really for me a very, very important part of doing science.
>> How about test taking?
Any special advice there?
>> Tests are like any other skill.
You can learn them.
You can learn to be a better test taker.
And you have a lot of good ideas about that.
I've discovered that the... what you need... things to avoid, for example.
Don't get hung up if you can't answer a question.
Go on to the next, because you can always
come back and in fact, often, the answer to
the problem that was holding you back may actually
pop in to your brain later on in the test.
This is how our brains work, things work along parallel tracks.
How do you approach your creative work in science?
How do you keep yourself creative in the face
of the onslaught of more routine day by day tasks?
>> I've been very fortunate, because I have
a great lab, and my students and colleagues, keep me
young in terms of learning new things, looking at things with new perspectives.
So, I think that having youth around really
is a, a great way to keep yourself youthful.
>> If you had any advice for a young high school
or college student, about how to learn effectively, what would you say?
>> That success isn't necessarily come by being smart.
I know a lot of smart people who are not successful.
But I know a lot of people, who are very, very passionate.
And persistent.
A lot of success in life is that passion and persistence, of
really staying the course, staying working on it, and, not letting go.
Not giving up.
That's really, I think the most important, quality that I
see in students, that I work with, who are successful.
>> Terry, I cannot thank you enough, for your
great answers, that I think people will find very helpful.
>> Wonderful, now I want to, this is, give a little intro here.
I'd like to introduce you to Francis Crick's brain.
So, I first met Francis 30 years ago, and this brain was sitting in his office.
And, Francis was a close colleague of, I, moved here about
25 years ago, and got to know Francis much much better.
And one day, we were chatting, and Francis pointed out
this brain that had been sitting there for decades and
said Terry do you know that I just recently realized
that this brain is much bigger than a real brain.
And in fact you could not fit this brain in
my skull if you actually look at the relative sizes.
It's, it's, this is a teaching tool for medical students.
You know, you could take apart the different parts of the brain.
But isn't it interesting that Francis Crick didn't realize that
until much, much later, when he actually looked at it with new eyes?
And so, you know, this is something about.
Learning with fresh new eyes.
>> Isn't it extraordinary, even in a Nobel Prize winning discoverer of DNA.
>> Well, there are things to discover every
day about things around us, ordinary things, that
you just have to look at them with
a different set of eyes and a different perspective.
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