Optimal Protocols for Studying & Learning

Welcome to the Huberman Lab podcast, where we discuss science and science-based tools for everyday life.

欢迎来到休伯曼实验室播客，我们在这里讨论科学和基于科学的日常生活工具。

I'm Andrew Huberman, and I'm a professor of neurobiology and ophthalmology at Stanford School of Medicine.

我是安德鲁·胡伯曼，斯坦福大学医学院神经生物学和眼科教授。

Today, we are discussing how to study and learn.

今天我们讨论的是如何学习、如何学习。

That is, what the scientific data say is the best way to study in order to remember information and to be able to use that information effectively in different areas of your life.

也就是说，科学数据表明，为了记住信息并能够在生活的不同领域有效地使用这些信息，最好的学习方式是。

So, for those of you that are still in school, this could be any stage of school, today's discussion will be very useful for you.

所以，对于那些还在学校的人来说，这可能是学校的任何阶段，今天的讨论对你们来说都是非常有用的。

However, even if you are not formally enrolled in any kind of school at the moment, today's discussion will also be extremely effective for you to be able to study and learn better information from, say, the internet, or podcasts, or any area of your life where you are seeking to learn and use new knowledge.

然而，即使您目前尚未正式就读任何类型的学校，今天的讨论也将非常有效，让您能够从互联网、播客或生活中您寻求学习和使用新知识的任何领域学习和学习更好的信息。

Now, one of the most important things that you're going to learn today is that learning, that is, the best learning practices, are not intuitive.

现在，你今天要学到的最重要的事情之一是，学习，即最好的学习实践，不是直观的。

So, before we dive in, keep in mind that whatever you believe about how best to learn for you is probably incorrect.

因此，在我们深入探讨之前，请记住，无论您认为如何最好地学习，都可能是错误的。

And I confess this was humbling for me as well when I started to dive into this literature, because as somebody who was a student for many years, and in some sense, still considers himself a student of science and health information because of this podcast, and certainly as somebody who still teaches university courses, both to medical students and graduate students and to undergraduate students at Stanford, I thought I understood the whole teaching and learning process.

我承认，当我开始深入研究这些文献时，这也让我感到羞愧，因为作为一个多年的学生，在某种意义上，由于这个播客，仍然认为自己是科学和健康信息的学生，当然，作为一个仍在斯坦福大学向医学生、研究生和本科生教授大学课程的人，我认为我了解整个教学和学习过程。

But I too learned that it is anything but intuitive.

但我也了解到这绝不是直观的。

In fact, most of what we believe about the best ways to study are absolutely false.

事实上，我们对最佳学习方法的大部分看法都是绝对错误的。

Fortunately, today you will learn the best ways to study.

幸运的是，今天您将学习最好的学习方法。

Turns out there's a rich literature on this dating back well over 100 years, and the data are absolutely fascinating and incredibly actionable.

事实证明，这方面的文献可以追溯到 100 多年前，而且这些数据绝对令人着迷且具有令人难以置信的可操作性。

It's incredibly interesting how the fields of education, the fields of psychology, and the fields of neuroscience have now come together to define the optimal strategies to study and learn.

教育领域、心理学领域和神经科学领域现在如何聚集在一起来定义学习和学习的最佳策略，这是非常有趣的。

Before we begin, I'd like to emphasize that this podcast is separate from my teaching and research roles at Stanford.

在开始之前，我想强调一下，这个播客与我在斯坦福大学的教学和研究角色是分开的。

It is, however, part of my desire and effort to bring zero cost to consumer information about science and science-related tools to the general public.

然而，我的愿望和努力的一部分是向公众提供有关科学和科学相关工具的零成本消费者信息。

In keeping with that theme, I'd like to thank the sponsors of today's podcast.

为了与这个主题保持一致，我要感谢今天播客的赞助商。

Our first sponsor is Eight Sleep.

我们的第一个赞助商是八睡。

Eight Sleep makes smart mattress covers with cooling, heating, and sleep tracking capacity.

August Sleep 生产具有冷却、加热和睡眠跟踪功能的智能床垫套。

I've spoken many times before on this podcast about the critical need to get sleep, both enough sleep and enough quality sleep.

我之前在这个播客上多次谈到过睡眠的迫切需要，包括充足的睡眠和足够的高质量睡眠。

Now, one of the key things to getting a great night's sleep is that your body temperature actually has to drop by about one to three degrees in order for you to fall and stay deeply asleep.

现在，获得良好睡眠的关键之一是，您的体温实际上必须下降约一到三度，才能让您入睡并保持深度睡眠。

And to wake up feeling refreshed, your body temperature actually has to increase by about one to three degrees.

为了醒来时感觉神清气爽，您的体温实际上必须升高约一到三度。

One of the best ways to ensure all of that happens is to control the temperature of your sleeping environment.

确保这一切发生的最佳方法之一是控制睡眠环境的温度。

And with Eight Sleep, it's very easy to do that.

而有了八睡眠，做到这一点非常容易。

You program the temperature that you want at the beginning, middle, and the end of the night, and that's the temperature that you're going to sleep at.

您可以设定晚上开始、中间和结束时所需的温度，这就是您睡觉时的温度。

And it will track your sleep.

它会追踪你的睡眠。

It tells you how much slow-wave sleep you're getting, how much rapid eye movement sleep you're getting, which is critical, and all of that also helps you dial in the exact parameters you need in order to get the best possible night's sleep for you.

它会告诉您您获得了多少慢波睡眠，您获得了多少快速眼动睡眠，这一点至关重要，所有这些还可以帮助您输入所需的准确参数，以便为您获得最佳的夜间睡眠。

I've been sleeping on an Eight Sleep mattress cover for well over three years now, and it has completely transformed my sleep for the better.

我已经睡在八睡眠床垫罩上三年多了，它彻底改变了我的睡眠质量。

Eight Sleep recently launched their newest generation pod cover, the Pod 4 Ultra.

八睡眠最近推出了他们最新一代的 Pod 4 Ultra。

The Pod 4 Ultra cover has improved cooling and heating capacity, higher fidelity sleep tracking technology, and the Pod 4 cover has snoring detection that will automatically lift your head a few degrees to improve airflow and stop your snoring.

Pod 4 Ultra 保护套具有改进的冷却和加热能力、更高保真度的睡眠跟踪技术，Pod 4 保护套具有打鼾检测功能，可自动将您的头部抬起几度，以改善气流并停止打鼾。

If you'd like to try an Eight Sleep mattress cover, you can go to eightsleep.com/huberman to save $350 off their Pod 4 Ultra.

如果您想尝试八睡眠床垫套，您可以访问八睡眠.com/huberman，在 Pod 4 Ultra 上可节省 350 美元。

Eight Sleep currently ships to the USA, Canada, UK, select countries in the EU, and Australia.

八睡眠目前运往美国、加拿大、英国、欧盟部分国家和澳大利亚。

Again, that's eightsleep.com/huberman.

再说一遍，这是八睡眠.com/huberman。

Today's episode is also brought to us by BetterHelp.

今天的节目也是由 BetterHelp 为我们带来的。

BetterHelp offers professional therapy with a licensed therapist carried out entirely online.

BetterHelp 提供由持证治疗师完全在线进行的专业治疗。

I've been doing weekly therapy for well over 30 years.

三十多年来我每周进行一次治疗。

Initially, I didn't have a choice.

最初，我别无选择。

It was a condition of being allowed to stay in school.

这是被允许留在学校的一个条件。

But pretty soon, I realized that therapy is an extremely important component to overall health.

但很快，我意识到治疗对于整体健康来说是极其重要的组成部分。

In fact, I consider doing regular therapy just as important as getting regular exercise.

事实上，我认为定期治疗和定期锻炼一样重要。

Now, there are essentially three things that great therapy provides.

现在，伟大的治疗基本上可以提供三件事。

First of all, it provides good rapport with somebody that you can trust and talk to about the issues that are most critical to you.

首先，它与您可以信任的人建立了良好的融洽关系，并可以与您谈论对您来说最重要的问题。

Second of all, it can provide support in the form of emotional support or directed guidance.

其次，它可以以情感支持或定向指导的形式提供支持。

And third, expert therapy should provide insights.

第三，专家治疗应该提供见解。

With BetterHelp, they make it very easy for you to find an expert therapist with whom you have these critical components of therapy.

通过 BetterHelp，您可以轻松找到专业治疗师，与您一起进行这些关键的治疗。

Also, because BetterHelp allows for therapy to be done entirely online, it's very time efficient and easy to fit into your busy schedule with no commuting to a therapist's office or looking for parking or sitting in a waiting room.

此外，由于 BetterHelp 允许治疗完全在线完成，因此非常省时，并且可以轻松适应您繁忙的日程，而无需通勤到治疗师办公室或寻找停车位或坐在候诊室。

If you'd like to try BetterHelp, go to betterhelp.com/huberman to get 10% off your first month.

如果您想尝试 BetterHelp，请访问 betterhelp.com/huberman，第一个月可享受 10% 的折扣。

Again, that's betterhelp.com/huberman.

再说一次，这是 betterhelp.com/huberman。

Today's episode is also brought to us by Waking Up.

今天的节目也是由Wakeing Up为我们带来的。

Waking Up is a meditation app that offers hundreds of guided meditation programs, mindfulness trainings, yoga nidra sessions, and more.

Waking Up 是一款冥想应用程序，提供数百个引导冥想计划、正念训练、瑜伽休息课程等。

I started practicing meditation when I was about 15 years old, and it made a profound impact on my life.

我大约15岁的时候开始练习冥想，它对我的​​生活产生了深远的影响。

And by now, there are thousands of quality peer-reviewed studies that emphasize how useful mindfulness meditation can be for improving our focus, managing stress and anxiety, improving our mood, and much more.

到目前为止，已有数以千计的高质量同行评审研究强调正念冥想对于提高我们的注意力、管理压力和焦虑、改善我们的情绪等等有多么有用。

In recent years, I started using the Waking Up app for my meditations because I find it to be a terrific resource for allowing me to really be consistent with my meditation practice.

近年来，我开始使用“Waking Up”应用程序进行冥想，因为我发现它是一个很棒的资源，可以让我真正坚持我的冥想练习。

Many people start a meditation practice and experience some benefits, but many people also have challenges keeping up with that practice.

许多人开始冥想练习并体验到一些好处，但许多人也面临着跟上练习的挑战。

What I and so many other people love about the Waking Up app is that it has a lot of different meditations to choose from, and those meditations are of different durations.

我和许多其他人喜欢“醒来”应用程序的原因是它有很多不同的冥想可供选择，而且这些冥想的持续时间也不同。

So it makes it very easy to keep up with your meditation practice, both from the perspective of novelty.

因此，从新奇的角度来看，它让你很容易跟上你的冥想练习。

You never get tired of those meditations.

你永远不会厌倦这些冥想。

There's always something new to explore and to learn about yourself and about the effectiveness of meditation.

总有一些新的东西值得探索和了解你自己以及冥想的有效性。

And you can always fit meditation into your schedule, even if you only have two or three minutes per day in which to meditate.

即使您每天只有两到三分钟的时间进行冥想，您也可以随时将冥想纳入您的日程安排中。

I also really like doing yoga nidra or what is sometimes called non-sleep deep rest for about 10 or 20 minutes because it is a great way to restore mental and physical vigor without the tiredness that some people experience when they wake up from a conventional nap.

我也非常喜欢做瑜伽放松术，或者有时被称为非睡眠深度休息的大约 10 或 20 分钟，因为这是恢复精神和身体活力的好方法，而且不会像某些人从传统午睡中醒来时所经历的那样感到疲劳。

If you'd like to try the Waking Up app, please go to wakingup.com/huberman where you can access a free 30-day trial.

如果您想尝试 Waking Up 应用程序，请访问 wakingup.com/huberman，在那里您可以免费试用 30 天。

Again, that's wakingup.com/huberman to access a free 30-day trial.

同样，访问 wakingup.com/huberman 即可获得 30 天免费试用。

Okay, let's talk about how best to study and learn.

好吧，我们来谈谈如何最好地学习和学习。

And of course, people have different learning styles.

当然，人们有不同的学习方式。

Some people prefer to learn by reading.

有些人喜欢通过阅读来学习。

Some people prefer to study in a group.

有些人喜欢在小组中学习。

Some people prefer to highlight.

有些人喜欢突出显示。

Some people call themselves auditory learners.

有些人称自己为听觉学习者。

Other people consider themselves visual learners.

其他人则认为自己是视觉学习者。

But guess what?

但你猜怎么着？

When one looks at the research on preferred learning styles, pretty much all of that melts away.

当人们看到有关首选学习方式的研究时，几乎所有这些都消失了。

It turns out that the best way to study and learn is defined not by the medium in which that material arrives, whether or not it's auditory or visual or combined, whether or not you review slides or a textbook, or you watch small videos.

事实证明，学习和学习的最佳方式并不取决于材料到达的媒介，无论是听觉的、视觉的还是组合的，无论你是否复习幻灯片或教科书，或者你是否观看小视频。

It turns out that the best way to study and learn is to access components of your memory systems that offset forgetting.

事实证明，学习和学习的最佳方法是访问记忆系统中抵消遗忘的组件。

This is a theme I'm going to return to over and over again throughout today's episode.

这是我将在今天的节目中反复讨论的主题。

Rather than think about studying to learn and retain information, I want you to think about studying to offset the natural process of forgetting that everybody experiences when they are exposed to new material of any kind, cognitive or motor learning, musical learning, math, etc. Okay, so keep this in mind throughout today's episode.

我希望你们不要考虑学习是为了学习和保留信息，而是考虑学习是为了抵消每个人在接触任何类型的新材料时都会经历的遗忘的自然过程，认知或运动学习、音乐学习、数学等。好吧，所以在今天的节目中请记住这一点。

The best way to learn is to think about offsetting the natural forgetting of new information.

最好的学习方法是考虑抵消新信息的自然遗忘。

You're trying to inoculate against forgetting.

你正试图预防遗忘。

That is the way to remember things.

这就是记住事情的方法。

That is the way to gain mastery over them, and I'm going to teach you how to best do that using the data gleaned from the peer-reviewed literature.

这就是掌握它们的方法，我将教您如何使用从同行评审文献中收集的数据最好地做到这一点。

Now, before I do that, I want to talk about what learning is.

现在，在此之前，我想先谈谈什么是学习。

I promise to make this fairly brief because I've covered learning and so-called neuroplasticity before on this podcast.

我保证说得相当简短，因为我之前在这个播客上介绍过学习和所谓的神经可塑性。

For those of you that have heard those discussions, this will serve as a refresher.

对于那些听过这些讨论的人来说，这将有助于复习。

For those of you that have not heard those discussions, this will be thorough enough for you to be able to digest all the rest of today's information.

对于那些没有听过这些讨论的人来说，这将足够彻底，让您能够消化今天其余的所有信息。

Neuroplasticity is this incredible feature of your nervous system, which of course includes your brain and your spinal cord, which is the ability for your nervous system to change in response to experience.

神经可塑性是神经系统的这一令人难以置信的特征，当然包括你的大脑和脊髓，它是你的神经系统响应经历而改变的能力。

So any form of learning involves neuroplasticity.

因此任何形式的学习都涉及神经可塑性。

Neuroplasticity, we sometimes hear as neural plasticity, two words, or neuroplasticity.

神经可塑性，我们有时听到的就是神经可塑性，两个词，或者神经可塑性。

Those are the same thing, essentially.

从本质上讲，这些是同一件事。

The change that underlies neuroplasticity at the level of cells, which we call neurons or nerve cells, generally involves three different mechanisms.

细胞（我们称之为神经元或神经细胞）水平上神经可塑性的变化通常涉及三种不同的机制。

One is the strengthening of certain connections, what we call synaptic connections.

一是加强某些连接，我们称之为突触连接。

Synapses are the location between neurons where they communicate with one another.

突触是神经元之间相互交流的位置。

It's actually a gap between the neurons.

它实际上是神经元之间的间隙。

It is technically called the synaptic cleft.

它在技术上被称为突触间隙。

It's a gap.

这是一个差距。

And within that gap, chemicals are passed across that gap that allow one neuron to activate other neurons, or many neurons to activate many other neurons, or to inhibit the activity of other neurons.

在该间隙内，化学物质穿过该间隙，允许一个神经元激活其他神经元，或许多神经元激活许多其他神经元，或抑制其他神经元的活动。

Okay?

好的？

So one form of neuroplasticity is the strengthening of connections between neurons.

因此，神经可塑性的一种形式是加强神经元之间的连接。

Another form of neuroplasticity is the weakening of connections between neurons.

神经可塑性的另一种形式是神经元之间连接的减弱。

And yet a third form of plasticity, which is often discussed in the media but is very rare, actually, in the nervous system, especially the adult nervous system of humans, is neurogenesis, or the addition of new neurons.

然而，可塑性的第三种形式经常在媒体中讨论，但实际上在神经系统，尤其是人类的成人神经系统中非常罕见，是神经发生，或新神经元的添加。

Let's just get this out of the way up front because the addition of new neurons, again, grabs so much attention in media articles, but it's responsible for a near trivial amount of the sort of neuroplasticity that is important for today's discussion, or frankly, for most all discussions.

让我们先把这个问题先解决掉，因为新神经元的添加再次在媒体文章中引起了如此多的关注，但它对神经可塑性的影响几乎微不足道，而这种神经可塑性对今天的讨论很重要，或者坦率地说，对大多数讨论都很重要。

It is true you have a specialized set of neurons in your olfactory bulb that are responsible for smell, as well as a specialized set of neurons in the so-called dentate gyrus of your hippocampus, an area of the brain that's important for memory, in which new neurons appear to be added throughout the lifespan.

确实，你的嗅球中有一组专门的神经元负责嗅觉，海马体的齿状回也有一组专门的神经元，海马体是大脑中对记忆很重要的区域，在整个生命周期中，新的神经元似乎都会在其中添加。

But this is not the major mechanism by which learning and memory occurs in humans.

但这并不是人类学习和记忆发生的主要机制。

Rather, the major mechanism by which learning and memory occurs in humans is the strengthening of existing connections and the weakening of existing connections or the formation of new connections between already existing neurons, not new neurons.

相反，人类学习和记忆发生的主要机制是加强现有连接和削弱现有连接，或者在现有神经元（而不是新神经元）之间形成新连接。

Okay?

好的？

Now, the removal or weakening of connections between neurons being an important component of neuroplasticity is very important for sake of today's discussion.

现在，神经元之间连接的去除或削弱是神经可塑性的重要组成部分，对于今天的讨论来说非常重要。

I want to emphasize that when we hear about weakening of connections, we often think, well, that means forgetting, or that means the brain is getting less good.

我想强调的是，当我们听到连接减弱时，我们常常会想，这意味着遗忘，或者意味着大脑变得不太好。

However, so much of the neuroplasticity that underlies, for instance, the acquisition of a new motor skill Is actually the reflection of removal of connections.

然而，例如，获得新的运动技能等背后的神经可塑性实际上是消除连接的反映。

So we don't want to project any kind of value onto a discussion about adding new connections or removing new connections.

因此，我们不想将任何类型的价值投射到有关添加新连接或删除新连接的讨论上。

Let's just leave it at this level mechanistically.

让我们机械地将其保留在这个级别。

When you hear about neuroplasticity, just know that it could be the consequence of strengthening of connections as well as weakening of connections, and that neither strengthening of connections in the nervous system nor weakening of connections can map directly to the formation or removal of, say, memories or information.

当您听说神经可塑性时，只需知道它可能是连接加强和连接减弱的结果，并且神经系统中连接的加强或连接的减弱都不能直接映射到记忆或信息的形成或消除。

Just know that these are the important mechanisms.

只要知道这些是重要的机制即可。

In fact, if you look at a baby that is, let's say, I don't know, nine months old, their motor skills are not terrific, typically, compared to the motor skills that that child will have when they are six or seven years old.

事实上，如果你观察一个九个月大的婴儿，与六七岁时的运动技能相比，他们的运动技能通常并不出色。

Just look at a kid trying to eat spaghetti or something of that sort, or eat anything when they're a small baby versus a toddler versus a young child versus an adolescent or teen.

只要看看一个孩子试图吃意大利面或类似的东西，或者当他们是小婴儿、幼儿、幼儿、青少年或青少年时，他们就想吃任何东西。

Despite the poor table manners of some adolescents and teens and some adults for that matter, they are still exhibiting far more precise motor movements than they did as an infant, of course.

当然，尽管一些青少年和一些成年人的餐桌礼仪很差，但他们仍然表现出比婴儿时期更加精确的运动动作。

And believe it or not, the improvement in motor coordination that one observes in humans and other species, for that matter, from birth until the adolescence and teen years and adult years is largely the reflection of the removal, that's right, the removal of neural connections as opposed to the formation of neural connections.

不管你相信与否，我们在人类和其他物种中观察到的运动协调的改善，从出生到青春期、青少年时期和成年时期，很大程度上反映了神经连接的消除，没错，神经连接的消除而不是神经连接的形成。

However, the neural connections that remain become much more robust.

然而，保留下来的神经连接变得更加强大。

They become much more reliable.

他们变得更加可靠。

Okay?

好的？

So that's the mechanistic backdrop for everything that we're going to talk about today, which is how to study and learn.

这就是我们今天要讨论的一切的机械背景，即如何学习和学习。

And as I mentioned earlier in my introduction, most of learning and remembering new material is about offsetting the forgetting process that naturally occurs any time we hear new information.

正如我在前面的介绍中提到的，学习和记住新材料的大部分都是为了抵消每当我们听到新信息时自然发生的遗忘过程。

So in keeping with what will ultimately reveal itself to be the dominant theme of today's discussion, right now and for reasons that will become clear later, I want you to take a brief quiz.

因此，为了与最终将成为今天讨论的主导主题保持一致，出于稍后将清楚的原因，我希望你们做一个简短的测验。

Now, the moment people hear quiz or test, typically it spikes their adrenaline.

现在，当人们听到测验或测试时，通常会刺激他们的肾上腺素。

They start feeling stressed.

他们开始感到压力。

But don't worry, you're going to keep your answers to yourself, and you're doing this for a very specific purpose.

但别担心，您将保留自己的答案，并且您这样做是为了一个非常具体的目的。

Here's my question.

这是我的问题。

This is a two-question quiz.

这是一个有两个问题的测验。

How many different ways, mechanistically speaking, does neuroplasticity occur?

从机制上来说，神经可塑性有多少种不同的方式发生？

Is it one mechanism, two mechanisms, or three mechanisms?

是一种机制、两种机制还是三种机制？

Or is it four or five?

或者是四五个？

Okay.

好的。

Can you name in your head two of the three major changes that the nervous system can undergo which are reflective of neuroplasticity?

您能在脑海中说出神经系统可能经历的反映神经可塑性的三个主要变化中的两个吗？

Okay.

好的。

So the answer to the question was, is that there are three different modes of neuroplasticity, as you recall, or as you may not have been able to recall.

所以问题的答案是，正如你所记得的，或者你可能无法回忆起的，神经可塑性有三种不同的模式。

And by the way, if you were not able to recall the three different modes of neuroplasticity or mechanisms underlying neuroplasticity, that is fine.

顺便说一句，如果您无法回忆起神经可塑性的三种不同模式或神经可塑性背后的机制，那也没关系。

As you'll soon realize, recognizing the errors in your information retention is another critical and very useful way to retain more information, even if you got the answer wrong or you didn't know.

您很快就会意识到，识别信息保留中的错误是保留更多信息的另一种重要且非常有用的方法，即使您的答案错误或您不知道。

In fact, especially if you got the answer wrong or you didn't know.

事实上，尤其是当你回答错误或者你不知道的时候。

So the three ways are the strengthening of neural connections, second, the weakening of neural connections, and third, through neurogenesis, the addition of new neurons.

所以这三种方式是加强神经连接，第二是削弱神经连接，第三是通过神经发生，增加新的神经元。

Why did I provide this quiz?

我为什么提供这个测验？

Why did I test you?

我为什么要考验你？

Well, as you'll soon learn, if you look across the total body of research on how best to study and learn, it involves doing exactly what we just did, which is to periodically stop and test yourself on the material that you learned.

好吧，你很快就会了解到，如果你浏览一下关于如何最好地学习和学习的整个研究，你会发现它涉及到我们刚才所做的事情，即定期停下来，用你学到的材料来测试自己。

Testing is not just a way of evaluating what knowledge you've acquired and which knowledge you have not managed to acquire.

测试不仅仅是评估您已获得哪些知识以及您尚未获得哪些知识的一种方式。

It also turns out to be the best tool for offsetting forgetting of any kind, and I'll go into the data that supports that statement in a moment.

事实证明，它也是抵消任何类型遗忘的最佳工具，稍后我将研究支持该说法的数据。

So yes, today we're going to get a little bit meta in the sense that we're going to be learning about optimal studying strategies and applying those as we go through this podcast.

所以，是的，今天我们将获得一些元数据，即我们将学习最佳学习策略并在浏览此播客时应用这些策略。

And no, there will not be a test at the end, although you're welcome to give yourself a test at the end.

不，最后不会有测试，尽管欢迎您在最后给自己一个测试。

I'm going to provide you with an excellent, zero-cost, very fast tool that you can use to evaluate your knowledge and your ability to study and learn better as a consequence of having listened to this podcast versus had you not listened to this podcast.

我将为您提供一个优秀的、零成本的、非常快速的工具，您可以用它来评估您的知识以及您听过这个播客和没有听过这个播客后更好地学习和学习的能力。

So if ever there was an incentive to listen to the end, there it is.

所以，如果有动力去听最后的话，那就是了。

Okay.

好的。

Let's talk about some of the other practical aspects of studying and learning.

我们来谈谈学习和学习的其他一些实际方面。

I know a lot of you out there who want to learn and want to come up with the best studying strategies are trying to think about how to structure your day or how much to study or when to study.

我知道你们中很多想要学习并想要制定最佳学习策略的人都在尝试思考如何安排自己的一天，或者学习多少或何时学习。

Let's get the most important things out of the way first.

让我们首先解决最重要的事情。

Neuroplasticity and learning, that is converting your studying efforts into retention of knowledge, is a two-step process.

神经可塑性和学习，即将你的学习努力转化为知识的保留，是一个两步过程。

You've probably heard about active engagement.

您可能听说过积极参与。

That's just a fancy set of words for focus, for really attending to the information that you're trying to learn.

这只是一组用来表达专注、真正关注你想要学习的信息的奇特词汇。

And it is very important any time you're trying to learn new information.

每当您尝试学习新信息时，这一点都非常重要。

So focus goes with alertness.

因此，注意力是与警觉性相伴的。

You can't be focused if you're not alert.

如果你不警觉，你就无法集中注意力。

This is prerequisite.

这是前提条件。

So you need to be alert, and you need to be focused in order to pay attention to the information that you're trying to learn.

因此，您需要保持警惕，并且需要集中精力才能关注您要学习的信息。

In fact, it is the process of being focused and attending that cues your nervous system that something is important, that something's different about whatever sensory experience you happen to be having when you're focused and attending, whether or not it's the information you're hearing or that you're looking at or both.

事实上，集中注意力和全神贯注的过程会提示你的神经系统，有些事情很重要，当你全神贯注和全神贯注时，无论你所经历的感官体验是不同的，无论是你正在听到的信息还是你正在看到的信息，或者两者兼而有之。

That cue at the level of neurochemicals in your brain and body signals to the neurons, "Hey, you're going to have to change.

你大脑和身体中神经化学物质水平的提示向神经元发出信号：“嘿，你必须改变。

You're going to have to alter your connections, either make them stronger or weaker or a combination of those things, in order to make sure that your nervous system can retain and use the information at a future time." So that's step one.

你将不得不改变你的连接，要么让它们更强或更弱，要么这些事情的组合，以确保你的神经系统能够在未来保留和使用这些信息。”这是第一步。

And of course, as a part of step one, most people, when they hear about optimal studying strategies, they want to know what should they do, what should they take in order to learn better.

当然，作为第一步的一部分，大多数人在听到最佳学习策略时，他们想知道他们应该做什么，应该采取什么措施才能学得更好。

Well, here's what everyone should take in order to learn better, which is a great night's sleep the night before, limiting your external stress.

好吧，为了更好地学习，每个人都应该采取以下措施，那就是前一天晚上睡个好觉，限制你的外部压力。

Although some stress is good because it cues up your alertness.

虽然有些压力是好的，因为它会提高你的警觉性。

It actually allows you to remember certain things better.

它实际上可以让你更好地记住某些事情。

We'll talk about this a little bit later.

我们稍后会讨论这个问题。

No one can remove all stress from their life.

没有人能够消除生活中的所有压力。

But we know one thing for sure, your ability to be alert and focused is going to be greater if you slept well the night before.

但我们确信一件事，如果您前一天晚上睡得好，您的警觉性和注意力会更强。

Okay, so sleep is, without question, the best nootropic.

好吧，毫无疑问，睡眠是最好的促智药物。

The word nootropic means smart drug.

促智一词的意思是“聪明药物”。

I don't really like that term because learning involves all sorts of things.

我不太喜欢这个词，因为学习涉及各种各样的事情。

It's not just about being smart.

这不仅仅是聪明的问题。

It's about being able to attend.

这是关于能否参加。

It's about sometimes being creative, flexible with ideas and information.

有时需要发挥创意，灵活地处理想法和信息。

Here's the point.

这就是重点。

You're going to need to get your sleep right in order to be able to study and learn at your absolute best.

您需要保证睡眠质量，以便能够以最佳状态学习和学习。

And I've done many episodes of the "Huberman Lab" podcast about sleep.

我已经制作了许多关于睡眠的“Huberman Lab”播客。

We have a newsletter about sleep that details in a short PDF format the various things you can do to get your sleep optimized, so to speak.

我们有一份关于睡眠的时事通讯，以简短的 PDF 格式详细介绍了您可以采取的各种措施来优化睡眠。

You can find all that at hubermanlab.com by putting sleep into the search function.

您可以通过在 hubermanlab.com 的搜索功能中找到所有这些内容。

We don't have time to discuss that material now, but get your sleep right so that you can be alert and focused when it comes time to learn.

我们现在没有时间讨论这些材料，但要保证睡眠充足，以便在学习时保持警觉和专注。

Now, the process of being alert and focused on particular material that you want to learn can be enhanced by just having a silent script within your head, silent meaning you're not saying it out loud, where when you sit down to learn, you're looking at a book or you're listening to a lecture, perhaps a podcast like this, you're thinking, "Okay, I need to learn this.

现在，通过在你的头脑中放置一个无声脚本，可以增强你保持警觉并专注于你想要学习的特定材料的过程，无声意味着你不会大声说出来，当你坐下来学习时，你正在看一本书或正在听一个讲座，也许是这样的播客，你会想，“好吧，我需要学习这个。

I need to learn this." You can voluntarily ramp up your level of focus and alertness by telling yourself that information is important.

我需要学习这个。”您可以通过告诉自己信息很重要来自愿提高注意力和警觉性。

Don't be a passive participant in learning, this is the basis of active learning, by expecting the information to be so interesting that it pulls your level of attention and focus out of you.

不要成为学习的被动参与者，这是主动学习的基础，期望信息非常有趣，从而分散你的注意力和注意力。

Rather, learn to engage your attention and focus voluntarily, volitionally.

相反，学会自愿地吸引你的注意力并集中注意力。

Okay?

好的？

When we hear about ADHD, attention deficit hyperactivity disorder, we know that people with ADHD can attend very raptly.

当我们听说注意力缺陷多动症（注意力缺陷多动障碍）时，我们知道患有注意力缺陷多动症的人可以非常全神贯注地参加。

They can really pay close attention for long periods of time if they like a given topic or a given experience or activity.

如果他们喜欢某个特定的主题或特定的经历或活动，他们确实可以长时间密切关注。

They have serious challenges, however, engaging their attention and alertness if they are not excited about an activity or information.

然而，他们面临着严峻的挑战，如果他们对某项活动或信息不感兴趣，就无法吸引他们的注意力和警觉性。

And so it is the hallmark of all good learners to be able to voluntarily force yourself to attend and to focus.

因此，能够自愿强迫自己集中注意力是所有优秀学习者的标志。

And when I say force yourself, that means a constant bringing back of your mind's attention to whatever it is you're trying to learn.

当我说强迫自己时，这意味着不断地将你的注意力转移到你想要学习的东西上。

It is meant to feel difficult.

这是为了感到困难。

I say meant to feel difficult because that strain that you feel, that encouraging or in some cases forcing yourself to attend, sometimes even putting on a hoodie and hat, literally putting blinders so that you can only attend to the material right in front of you.

我说的意思是感到困难，因为你感受到的压力，鼓励或在某些情况下强迫自己参加，有时甚至穿上连帽衫和帽子，实际上是戴上眼罩，这样你只能关注眼前的材料。

That straining that you feel reflects, in part, the release of neuromodulators like epinephrine, adrenaline in the brain and body, which serve to cue the neural circuits that they need to change at a later time.

你感受到的紧张在一定程度上反映了大脑和身体中肾上腺素、肾上腺素等神经调节剂的释放，这些神经调节剂可以提示神经回路稍后需要改变。

Okay?

好的？

So the strain that you feel in trying to learn, the strain that you feel in forcing yourself to learn how to focus, that is good.

因此，你在尝试学习时感受到的压力，在强迫自己学习如何集中注意力时感受到的压力，这是好的。

That's a cue to your nervous system that it's going to need to change.

这是对你的神经系统的一个暗示，它需要改变。

That neuroplasticity needs to take place.

这种神经可塑性需要发生。

Think about it.

想一想。

If you didn't feel that strain and you were able to perform whatever it is that you were doing or remember whatever information it is that you're being exposed to seamlessly, well, then your nervous system wouldn't have to change because it already has the capabilities within the neural circuits.

如果你没有感受到那种压力，并且你能够执行你正在做的任何事情，或者记住你正在无缝接触到的任何信息，那么你的神经系统就不必改变，因为它已经具有神经回路内的功能。

So that strain that you feel, that agitation is great.

所以你感受到的紧张、激动是巨大的。

That's a cue that you are learning or that you've set the learning process in motion.

这表明您正在学习或者您已经启动了学习过程。

Now, it's also the case that some people don't have great levels of focus and attention, and there are, of course, pharmacologic tools.

现在，也有一些人注意力不集中的情况，当然还有药物工具。

I would encourage anyone that has clinically diagnosed ADHD to talk to their doctor about whether or not they should use prescription meds and/or other methods.

我鼓励任何临床诊断为多动症的人与他们的医生讨论是否应该使用处方药和/或其他方法。

Great sleep is always going to be an important substrate for attention and focus for anybody, but especially for people with ADHD.

对于任何人来说，良好的睡眠始终是注意力和注意力的重要基础，尤其是对于患有多动症的人来说。

I highly encourage anyone that's interested in enhancing their levels of focus and attention to also consider the non-pharmacologic approaches.

我强烈鼓励任何有兴趣提高注意力水平的人也考虑非药物方法。

So this is irrespective of whether or not you need pharmacologic approaches.

因此，这与您是否需要药物治疗无关。

Yes, being well-hydrated.

是的，保持充足的水分。

Yes, the appropriate amount of caffeine for you that allows you to be alert but not shaking and agitated can be very useful.

是的，适量的咖啡因可以让您保持警觉但不会发抖和烦躁，这对您非常有用。

However, the scientific data also support the fact that doing a brief, say, five to 10-minute mindfulness meditation each day, these are the data from Wendy Suzuki's laboratory at New York University, showing that people who do a 10-minute meditation per day where they simply sit or lie down, close their eyes, focus on their breathing, their attention invariably drifts.

然而，科学数据也支持这样一个事实：每天做一次简短的冥想，比如说五到十分钟的正念冥想，这些来自纽约大学温迪·铃木实验室的数据表明，每天做十分钟冥想的人，只是坐着或躺着，闭上眼睛，专注于呼吸，他们的注意力总是会转移。

They bring their attention back to their breathing.

他们将注意力重新集中到呼吸上。

People who do that on a regular basis improve their level of focus.

经常这样做的人可以提高他们的注意力水平。

They improve their memory and recall ability, and of course, there are a bunch of other positive effects of that simple, zero-cost tool of mindfulness meditation.

他们提高了记忆力和回忆能力，当然，这种简单、零成本的正念冥想工具还有许多其他积极作用。

So if you're interested in improving your levels of focus and attention for sake of learning, I highly encourage you to explore the oh so valuable tool of mindfulness meditation.

因此，如果您有兴趣为了学习而提高注意力和注意力水平，我强烈鼓励您探索正念冥想这个非常有价值的工具。

Just five or 10 minutes per day done on a regular basis.

每天只需定期完成五到十分钟。

You miss a day, no big deal.

你错过一天，没什么大不了的。

Just get right back to it the next day.

第二天就直接回去吧。

Does it matter if you do it morning, afternoon, or night?

早上、下午或晚上做有什么关系吗？

No. Some people find that doing it too late at night might disrupt their sleep.

不会。有些人发现晚上太晚这样做可能会扰乱他们的睡眠。

But if you think about meditation of the sort that I just described as a perceptual exercise, maybe you don't even call it meditation.

但如果你认为我刚才描述的冥想是一种感知练习，也许你甚至不称其为冥想。

You're just teaching yourself to focus.

你只是在教自己集中注意力。

You could even do it with eyes open by focusing on a visual target, allowing yourself to blink.

您甚至可以睁开眼睛，专注于视觉目标，让自己眨眼。

There are good data on this sort of approach as well, and then just making sure that your visual attention and cognitive attention comes back to that visual target over and over again.

关于这种方法也有很好的数据，然后只需确保您的视觉注意力和认知注意力一遍又一遍地回到该视觉目标即可。

It's a deliberate process of bringing your attention back to a particular location That is very valuable for improving your levels of focus.

这是一个有意将您的注意力带回特定位置的过程，这对于提高您的注意力水平非常有价值。

In fact, it is known to create significant improvements in your ability to focus, which is critical for your ability to study and learn.

事实上，众所周知，它可以显着提高您的专注能力，这对于您的学习能力至关重要。

So I know that many people are interested in what to take, what to do at the level of esoteric practices or things to buy.

所以我知道很多人对在深奥的练习层面上要采取什么、做什么或要买什么东西感兴趣。

There is stuff out there.

那里有东西。

Again, I mentioned hydration, caffeine, great sleep, and so on.

我再次提到了水分、咖啡因、良好的睡眠等等。

But the simple practice of mindfulness meditation, or just what I describe as a focusing perceptual exercise of bringing your attention back to the same location over and over again deliberately, will train you to train your nervous system to bring your attention back to whatever it is you're trying to learn.

但是正念冥想的简单练习，或者我所描述的集中知觉练习，一次又一次故意将你的注意力带回到同一个位置，将训练你训练你的神经系统，将你的注意力带回到你正在尝试学习的任何东西上。

Now, I've done other podcasts about how to focus, about attention specifically, and ADHD.

现在，我制作了其他关于如何集中注意力的播客，特别是关于注意力和多动症的播客。

Again, you can find all of those at hubermanlab.com.

同样，您可以在 hubermanlab.com 上找到所有这些内容。

Simply put ADHD or focus or tools for focus into the search function, and it will take you to the exact timestamps in those episodes that are relevant.

只需将 ADHD 或焦点或焦点工具放入搜索功能中，它就会带您找到相关剧集中的确切时间戳。

Right now, however, I want to talk about the second part of neuroplasticity, which is that the actual changes in the nervous system, the strengthening and weakening predominantly of connections between neurons that underlie learning, do not occur during the focusing and learning, or rather the exposure to the material, but instead during deep sleep and sleep-like states.

然而，现在我想谈谈神经可塑性的第二部分，即神经系统的实际变化，主要是构成学习的神经元之间连接的加强和减弱，并不是发生在专注和学习期间，或者更确切地说是接触材料期间，而是发生在深度睡眠和类睡眠状态期间。

And again, I've done a lot of podcasts and talked a lot about tools for getting better sleep, but I just want to remind everybody that the actual reordering of the connections, the strengthening of connections between neurons that underlie learning, the weakening of those connections occurs during sleep, in particular, during rapid eye movement sleep, which tends to predominate in the latter half of the night.

再说一遍，我已经做了很多播客并谈论了很多关于获得更好睡眠的工具，但我只是想提醒大家，连接的实际重新排序，学习基础神经元之间连接的加强，这些连接的减弱发生在睡眠期间，特别是在快速眼动睡眠期间，这往往在后半夜占主导地位。

So make sure that you're getting enough sleep for you.

因此，请确保您有足够的睡眠。

For some people, it's six hours, for some people, it's eight hours.

对有些人来说是六个小时，对有些人来说是八个小时。

And yes, there is something called the first night effect.

是的，有一种叫做“初夜效应”的东西。

The first night effect is the experimentally observed phenomenon whereby information that you learn on a given day is mostly consolidated during the night's sleep that you have on that first night after the learning occurs.

第一晚效应是通过实验观察到的现象，即您在某一天学到的信息大部分在学习发生后第一晚的夜间睡眠中得到巩固。

Does this mean that if you get a poor night's sleep on the first night after learning something that you are forever going to forget that information, that it cannot be consolidated into your neural circuits?

这是否意味着，如果你在学习某些东西后的第一晚睡得不好，你将永远忘记该信息，并且它无法整合到你的神经回路中？

No. However, it's very clear that the first night after learning, you want to get the best sleep possible.

不。但是，很明显，学习后的第一个晚上，您希望获得尽可能好的睡眠。

So if your learning bouts, your studying is going late into the night and you're drinking a lot of caffeine, be mindful that the sleep that you get after drinking that caffeine late into the day, the all-nighters that you're pulling, those are not serving your learning well.

因此，如果你的学习陷入困境，你的学习持续到深夜，并且你喝了很多咖啡因，那么要注意，你在深夜喝咖啡因后的睡眠，你通宵达旦的熬夜，这些都不会很好地帮助你的学习。

So you need to structure your life as a student of any kind so that you can get focus and attention to what it is you want to learn, and you can get sleep to the best of your ability.

因此，作为任何类型的学生，你都需要规划你的生活，这样你才能集中注意力于你想学的东西，并且可以尽你所能地睡眠。

And of course, people who are raising young kids or who have stress in their lives for whatever reason perhaps won't be able to optimize their sleep on that first night or even subsequent nights, but do your best to get your sleep right.

当然，抚养小孩或因某种原因在生活中承受压力的人可能无法在第一晚甚至随后的晚上优化睡眠，但请尽力保证睡眠质量。

It's the single best thing you can do for your mental health, for your physical health, and for learning and performance of any kind.

这是你能为你的心理健康、身体健康以及任何形式的学习和表现所做的最好的事情。

And it's really worth the effort.

这确实值得付出努力。

Now, with an understanding of the mechanisms, the focus and alertness, and the sleep phase of neuroplasticity, what are some other things that you can do to enhance whatever studying and learning you've obtained?

现在，在了解了神经可塑性的机制、注意力和警觉性以及睡眠阶段之后，您还可以做哪些其他事情来增强您所获得的学习和学习成果？

I already talked about a tool, a behavioral tool for enhancing focus.

我已经谈到了一种工具，一种增强注意力的行为工具。

What about a behavioral tool for enhancing plasticity if your sleep is great, or especially if your sleep isn't great?

如果您的睡眠质量很好，或者特别是如果您的睡眠质量不佳，那么可以使用一种行为工具来增强可塑性吗？

And there, I highly recommend you explore non sleep deep rest or NSDR.

在那里，我强烈建议您探索非睡眠深度休息或 NSDR。

There's a script for this in the show note captions.

节目注释标题中有一个用于此目的的脚本。

NSDR, sometimes referred to as Yoga Nidra, although those things are similar but different, is a 10 or 20 minute practice that you can do to restore your mental and physical vigor if you haven't slept enough.

NSDR，有时也称为瑜伽休息术，虽然这些东西相似但又不同，是一种 10 或 20 分钟的练习，如果您睡眠不足，您可以通过它来恢复精神和身体活力。

So you could do it first thing in the morning when you wake up if you feel you haven't slept enough.

因此，如果您觉得自己睡眠不足，可以在早上醒来时做第一件事。

You can do it in the afternoon.

下午就可以做。

You can do it in the middle of the night if you're not able to sleep and offset some of the sleep loss that you otherwise would have experienced.

如果您无法入睡，可以在半夜进行，以弥补一些本来会经历的睡眠不足。

NSDR is a very powerful tool in order to enhance neuroplasticity.

NSDR 是增强神经可塑性的非常强大的工具。

And I'll talk more about this in a future episode.

我将在以后的节目中详细讨论这一点。

There's a lot of exciting data coming out about NSDR and Yoga Nidra.

有很多关于 NSDR 和 Yoga Nidra 的令人兴奋的数据。

But if you're sleeping well, and even if you aren't, I highly encourage you to incorporate a 10 or 20 minute NSDR into your schedule someplace.

但是，如果您睡得很好，即使您睡得不好，我也强烈建议您将 10 或 20 分钟的 NSDR 纳入您的日程安排中。

Again, where you place it in your schedule isn't as important as the fact that you do it in order to enhance neuroplasticity.

再说一次，你把它放在你的日程安排中的什么位置并不重要，重要的是你这样做是为了增强神经可塑性。

That is the reordering of connections between neurons to serve the studying and learning that you're doing.

这就是神经元之间连接的重新排序，以服务于你正在进行的学习和学习。

Now let's talk about how the best students structure their days.

现在让我们来谈谈最优秀的学生如何安排他们的一天。

Turns out there are great studies on this.

事实证明，这方面有很多很好的研究。

There's a really nice paper, in fact, that surveyed close to 700 students, these were medical students, approximately equal number of male and female students, and analyzed the most useful learning habits.

事实上，有一篇非常好的论文，调查了近 700 名医学生，男女学生人数大致相等，并分析了最有用的学习习惯。

That is, the learning habits associated with the most successful students.

也就是说，与最成功的学生相关的学习习惯。

Now, anytime you do a study like this where people take surveys, there's always the issue of causality.

现在，每当你进行这样的研究时，人们都会进行调查，总会遇到因果关系的问题。

In fact, we can pretty much set aside any possible causality.

事实上，我们几乎可以抛开任何可能的因果关系。

For instance, I'm about to tell you that the very best performing students tend to study for about three or four hours per day.

例如，我要告诉你的是，表现最好的学生往往每天学习大约三到四个小时。

But you could easily say, well, they're the best students because they study three or four hours per day.

但你可以很容易地说，嗯，他们是最好的学生，因为他们每天学习三四个小时。

They don't study three or four hours per day because they're the best students.

他们每天不会学习三四个小时，因为他们是最好的学生。

And you'd be exactly right.

你是完全正确的。

Okay?

好的？

We can get into all sorts of discussions about correlation versus causation, about reverse causality, and on and on.

我们可以进行各种关于相关性与因果性、反向因果关系等等的讨论。

However, none of that is the point here.

然而，这些都不是重点。

The point here is to establish what are the habits that the most successful students seem to incorporate over and over again, regardless of what classes they're taking, regardless of where they are in their arc of their learning trajectory.

这里的重点是确定最成功的学生似乎一遍又一遍地养成的习惯，无论他们上什么课，无论他们处于学习轨迹的哪个阶段。

And so what we know based on this study, and I'll provide a link to it in the show note captions, is that there are at least 10 study habits that the highly effective students use.

因此，根据这项研究我们知道，高效的学生至少会使用 10 种学习习惯，我将在演示笔记标题中提供该研究的链接。

I'm going to focus on the top five or six just for sake of time, because it turns out that most of the effect, it appears, of being a better student can be attributed to these top five or six habits.

为了节省时间，我将重点关注前五或六个习惯，因为事实证明，成为一名更好的学生的大部分效果似乎可以归因于这五或六个习惯。

First of all They set aside time to study.

首先，他们留出时间来学习。

They literally schedule time to study.

他们确实安排了学习时间。

Now, this probably serves several roles.

现在，这可能有多种作用。

The first one is that they are able to clear out other distractions, and in fact, that's the second thing that they do.

第一个是他们能够清除其他干扰，事实上，这是他们做的第二件事。

They are very effective, or they make it a point of putting their phone away and off, of isolating themselves.

他们非常有效，或者他们会把手机收起来然后关掉，以自我隔离。

That's right.

这是正确的。

They're not studying with other people.

他们不和其他人一起学习。

They study alone.

他们独自学习。

Which is not to say that people who study with others cannot be effective in their studying, but the best performing students seem to study alone.

这并不是说与他人一起学习的人不能有效地学习，但表现最好的学生似乎是单独学习的。

They put their phone away.

他们把手机收了起来。

They tell their friends and families that they are not going to be able to be reached during that time.

他们告诉朋友和家人，在此期间无法联系到他们。

And yes, they study for three or four hours per day, but they break that up into a couple of different sessions, typically, two or three sessions.

是的，他们每天学习三到四个小时，但他们将其分成几个不同的课程，通常是两到三个课程。

So they're not doing a three or four hour studying bout all in one shot.

所以他们不会一次性完成三四个小时的学习。

So they're managing their time, they're eliminating distractions, and they're studying for a consistent amount of time, at least five days per week.

因此，他们正在管理自己的时间，消除干扰，并且保持固定的学习时间，每周至少五天。

Okay?

好的？

Presumably, they're taking some weekends off, although that wasn't made clear from this paper.

据推测，他们会在周末休假，尽管本文并未明确说明这一点。

The other thing that they do, and this is very important, is that they make an effort to then teach their peers, to teach other students in the class.

他们做的另一件事非常重要，那就是他们努力教导他们的同龄人，教导班上的其他学生。

Now, some of you may be thinking, and I'm thinking back to college here, mostly, that if you spend all this time learning the information and you are in a competitive scenario with the other students, that teaching them the information is kind of a freebie for them and is harder for you, meaning you're putting yourself at a competitive disadvantage, or you're giving them an unfair advantage for not having done the work.

现在，你们中的一些人可能会想，我主要回想起大学，如果你花了所有时间学习信息，并且你与其他学生处于竞争环境中，那么教他们信息对他们来说是一种免费赠品，对你来说则更困难，这意味着你使自己处于竞争劣势，或者因为他们没有完成工作而给了他们不公平的优势。

Now, while this paper didn't do an analysis of whether or not these students that served as the learners from the other students got an unfair advantage, it's very clear that students who make it a point to learn material in isolation, then bring that material to other students in the same course and teach them, perform exceedingly well in comparison to the other students.

现在，虽然本文没有分析这些作为其他学生学习者的学生是否获得了不公平的优势，但很明显，那些注重孤立学习材料，然后将这些材料带给同一课程的其他学生并教他们的学生，与其他学生相比，表现非常好。

So don't be afraid to be a teacher of your peers in order to test, this is key, to test and develop mastery of the material.

因此，不要害怕成为同龄人的老师来进行测试，这是测试和培养对材料的掌握的关键。

Now, in my laboratory for years, we used to have a saying, which I simply picked up from the laboratories I was trained in, I didn't come up with the saying, which was, "Watch one, do one, teach one." And that was referring to doing surgeries or suturing or doing an antibody reaction or a Western blot or things that you do in laboratories.

现在，在我的实验室里，我们曾经有一句话，我只是从我接受培训的实验室中学到的，我没有想出这句话，那就是“看一个，做一个，教一个”。那是指进行手术或缝合或进行抗体反应或蛋白质印迹或您在实验室中所做的事情。

Watch one, do one, teach one.

看一、做一、教一。

Watch one, do one, teach one, of course, should be reserved to anything where no one's going to be put in danger by the watch one, do one, teach one procedure.

当然，“看一、做一、教一”应该保留在任何不会因“看一、做一、教一”程序而使任何人陷入危险的地方。

Right?

正确的？

Some procedures, especially in laboratories, can be dangerous given the materials you use, et cetera.

考虑到您使用的材料等，某些程序（尤其是在实验室中）可能会很危险。

And of course, today we're talking about learning and studying generally.

当然，今天我们谈论的是一般性的学习和学习。

So provided it's safe, watch one, do one, teach one is an excellent means to learn, that is, to study new material to develop proficiency and even mastery, and over time, perhaps even virtuosity.

因此，在安全的情况下，观看、做、教是一种极好的学习方式，也就是说，学习新材料以提高熟练程度，甚至掌握程度，随着时间的推移，甚至可能提高精湛技艺。

We'll return to that later, those distinctions.

我们稍后会回到这些区别。

So going back to this idea that the best students set aside time, they designate time to study alone, without distractions, that is sure to help them anchor their focus and attention.

因此，回到这个想法，最好的学生会留出时间，他们指定时间独自学习，不受干扰，这肯定会帮助他们集中注意力。

They know that they're going to need to use their focus and attention during that time.

他们知道在那段时间他们需要集中注意力。

And we know with absolute certainty that focus and attention are a limited but renewable resource in the human brain.

我们绝对确定，焦点和注意力是人脑中有限但可再生的资源。

The longer you're awake, the more is the buildup of a molecule called adenosine in your brain and body.

你醒着的时间越长，你的大脑和身体中一种叫做腺苷的分子就会积聚得越多。

It makes you sleepy, makes it harder to focus.

它会让你昏昏欲睡，更难集中注意力。

When you sleep, adenosine levels are pushed down again.

当你睡觉时，腺苷水平会再次下降。

You're able to focus again.

你可以再次集中注意力。

You feel more alert.

你感觉更加警觉。

You can think of adenosine as limiting your attentional budget, which is not to say that some people don't study best in the afternoon or in the evening or even late at night.

你可以认为腺苷会限制你的注意力预算，这并不是说有些人在下午、晚上甚至深夜学习效果不好。

Right?

正确的？

I recall times during university when I'd study between the hours of 10:00 PM and 2:00 AM.

我记得大学期间我有时会在晚上 10:00 到凌晨 2:00 之间学习。

I don't do that any longer.

我不再这样做了。

But scheduling time where you know you're going to need to be focused and attending is perhaps one of the most important things toward being able to focus and attend to the material.

但是，安排您知道需要集中注意力和参加的时间可能是能够集中精力和参加材料的最重要的事情之一。

Now, if you're taking courses, you probably are going to be a slave to the timing of the courses.

现在，如果你正在学习课程，你可能会成为课程时间的奴隶。

You aren't going to be able to tell the instructor, "Okay, listen, I want you to do this course at 3:00 PM because that's when you learn best," or, "at 8:00 AM," because that's when you happen to be able to attend best.

您无法告诉老师：“好吧，听着，我希望您在下午 3:00 学习这门课程，因为那是您学得最好的时间”，或者“上午 8:00”，因为那时您碰巧能够最好地参加课程。

However, to the extent that you have any control over the time in which you're going to study, keeping that at a regular time or times, perhaps one block early in the day, one block later in the day, perhaps two blocks early in the day and so on, is going to be beneficial.

然而，只要你能控制自己要学习的时间，保持在一个或多个固定的时间，也许一天早些时候一个街区，一天晚些时候一个街区，也许一天早些时候两个街区等等，将会是有益的。

It turns out that's also supported by the research literature.

事实证明，这也得到了研究文献的支持。

That the brain, just like with its sleep-wake cycles, that entrain to a regular schedule.

大脑就像睡眠-觉醒周期一样，有规律的时间表。

That is, your brain and body get used to being active and inactive at particular times based on your exposure to sunlight, your exposure to activities, your social rhythms, et cetera.

也就是说，你的大脑和身体会根据你接触的阳光、你的活动、你的社交节奏等习惯在特定的时间活跃和不活跃。

If you regularly, meaning for the course of about three days, make it a point to focus and study at particular times, again, pulling your attention back, it's not an automatic process, but pulling your attention back to a specific location, perhaps on a page or that you're listening to in a lecture, your body and brain will start to entrain to that rhythm such that you will be able to focus and attend better simply by virtue of the regularity of the timing of the exposure to the material.

如果你经常，即在大约三天的时间里，在特定的时间集中注意力和学习，再次将你的注意力拉回来，这不是一个自动的过程，而是将你的注意力拉回到特定的位置，也许在一页上或你正在听的讲座上，你的身体和大脑将开始跟随这种节奏，这样你就能够仅仅凭借接触材料的时间的规律性来更好地集中注意力和注意力。

Okay?

好的？

So you probably need about two or three days to break into a regular schedule of focusing and attending and studying at a given time or times.

因此，您可能需要大约两到三天的时间才能进入固定的时间表，在特定的时间或时间集中注意力、参加学习。

Allow yourself that transition period, but then make it a point to schedule those times to study, set aside your phone, tell people you're going offline, turn off the Wi-Fi if you need to or have to.

给自己一个过渡期，但之后要重点安排学习时间，放下手机，告诉别人你要离线，如果需要或必须关闭 Wi-Fi。

You may need it for your studying, I don't know.

我不知道，你的学习可能需要它。

Depends on what you're studying.

取决于你正在学习什么。

But limit distractions at all costs and learn to just focus on the material.

但要不惜一切代价限制干扰，学会只专注于材料。

And this is a skill.

这是一项技能。

This is the most important thing to understand.

这是最重要的一点。

It's a skill to be able to focus and study, and it's a skill that you can learn very quickly, especially if you schedule it for regular times and you give yourself two or three days in which to adapt to those schedules and times, and then try and stick to them as regularly as possible.

这是一种能够集中注意力和学习的技能，而且是一种你可以很快学会的技能，特别是如果你定期安排它，并给自己两到三天的时间来适应这些时间表和时间，然后尝试尽可能定期地坚持它们。

Perhaps even on the weekends, if you're approaching the end of the quarter or semester Perhaps even on the weekend, even if you're not in the quarter or semester.

甚至可能在周末，如果您接近季度或学期末 甚至可能在周末，即使您不在该季度或学期。

Keeping those regular times will entrain your nervous system to study and learn at its best at those particular times.

保持这些规律的时间将引导你的神经系统在这些特定的时间以最好的状态学习和学习。

I'd like to take a quick break and acknowledge our sponsor, AG1.

我想稍微休息一下并感谢我们的赞助商 AG1。

By now, many of you have heard me say that if I could take just one supplement, that supplement would be AG1.

到目前为止，你们很多人都听我说过，如果我只能服用一种补充剂，那么该补充剂就是 AG1。

The reason for that is AG1 is the highest quality and most complete of the foundational nutritional supplements available.

原因是 AG1 是现有的基础营养补充剂中质量最高、最全面的。

What that means is that it contains not just vitamins and minerals, but also probiotics, prebiotics, and adaptogens to cover any gaps you may have in your diet and provide support for a demanding life.

这意味着它不仅含有维生素和矿物质，还含有益生菌、益生元和适应原，可以弥补您饮食中可能存在的任何空白，并为高要求的生活提供支持。

For me, even if I eat mostly whole foods and minimally processed foods, which I do for most of my food intake, it's very difficult for me to get enough fruits and vegetables, vitamins and minerals, micronutrients, and adaptogens from food alone.

对我来说，即使我主要吃天然食品和最低限度加工的食品（这是我摄入的大部分食物的一部分），我也很难仅从食物中获取足够的水果和蔬菜、维生素和矿物质、微量营养素和适应原。

For that reason, I've been taking AG1 daily since 2012 and often twice a day, once in the morning or mid-morning, and again in the afternoon or evening.

因此，自 2012 年以来，我每天服用 AG1，通常每天两次，一次在早上或上午，一次在下午或晚上。

When I do that, it clearly bolsters my energy, my immune system, and my gut microbiome.

当我这样做时，它明显增强了我的能量、我的免疫系统和我的肠道微生物组。

These are all critical to brain function, mood, physical performance, and much more.

这些对于大脑功能、情绪、身体表现等都至关重要。

If you'd like to try AG1, you can go to drinkag1.com/huberman to claim their special offer.

如果您想尝试 AG1，可以访问 Drinkag1.com/huberman 以获得特别优惠。

Right now, they're giving away five free travel packs plus a year's supply of vitamin D3K2.

目前，他们赠送五个免费旅行包以及一年的维生素 D3K2。

Again, that's drinkag1.com/huberman to claim that special offer.

再次强调，您可以通过 Drinkag1.com/huberman 领取特别优惠。

Before I move into specific ways to study in order to maximally offset forgetting, notice I didn't say in order to learn, but rather to maximally offset forgetting, AKA learning, stably learning material.

在我进入具体的学习方法以最大限度地抵消遗忘之前，请注意，我不是说为了学习，而是最大限度地抵消遗忘，又名学习，稳定的学习材料。

There's one other point that I wanted to pass along from this really nice study on the study habits of highly effective medical students that I've been referring to.

我还想从这项关于我一直提到的高效医学生的学习习惯的非常好的研究中传达另一点。

And that is when one examined or these people were asked about their motivation for studying, the best performing students had an interesting answer.

也就是说，当一个人被检查或这些人被问及他们的学习动机时，表现最好的学生给出了一个有趣的答案。

They had a very long-term understanding of how, or belief rather, about how their success in medical school would impact their family, how it would impact their life arc, how it would change them.

他们对他们在医学院的成功将如何影响他们的家庭、将如何影响他们的生活轨迹、将如何改变他们有着非常长期的理解，或者更确切地说是信念。

And they weren't particular about the ways in which it would change them or their family.

他们并不特别关注这将如何改变他们或他们的家庭。

In fact, it was a rather broad, abstract, aspirational way of thinking about their study efforts.

事实上，这是一种相当广泛、抽象、有抱负的思考他们学习努力的方式。

So what I like so much about this paper is that in addition to having a fairly large sample size, close to 700 students that were evaluated, and yes, it's purely self-report and this kind of thing.

所以我非常喜欢这篇论文的一点是，除了样本量相当大之外，还评估了近 700 名学生，是的，这纯粹是自我报告之类的。

Nonetheless, it bridges the two extremes of studying and learning.

尽管如此，它还是弥合了学习和学习的两个极端。

It gets right down into the nitty-gritty of how long they study, when they study, the things they do to limit distraction that we just discussed, but it also gets to their underlying psychological motivations and the thing that they use in order to pull them forward through their study efforts, perhaps especially when their desire is waning or their level of fatigue is increasing.

它直接涉及到他们学习的时间、学习的时间、我们刚才讨论的为限制分心而采取的措施，但它也涉及到他们潜在的心理动机以及他们用来推动学习努力的东西，也许尤其是当他们的欲望减弱或疲劳程度增加时。

I don't know that, I'm speculating here.

我不知道，我在这里猜测。

But this is this aspirational component of going to medical school, which it turns out in the country in which this study was done, only a very select few of the very best students are able to achieve that, and they have to learn the information in a different language altogether, which is incredible.

但这就是进入医学院的理想组成部分，事实证明，在进行这项研究的国家，只有极少数最优秀的学生能够实现这一目标，而且他们必须完全用不同的语言学习信息，这是令人难以置信的。

I always marvel at that.

我总是对此感到惊奇。

I have friends that did their PhD thesis in Italy.

我有朋友在意大利完成了博士学位论文。

They're Italian by birth.

他们生来就是意大利人。

They now happen to run a laboratory in Italy, and they had to do their PhD training and write papers and give their thesis, dissertation, and defense in English, even though English was their second language.

他们现在碰巧在意大利经营一个实验室，尽管英语是他们的第二语言，但他们必须用英语进行博士培训、撰写论文、发表论文和答辩。

So talk about a challenge and that's just one example that I can think of.

那么谈论一个挑战，这只是我能想到的一个例子。

There are many examples of that.

这方面的例子有很多。

These students that I'm referring to in this study are not necessarily constantly thinking about how their efforts will transform themselves and their families, but they certainly were able to report what it was specifically that they are seeking, what they're aspiring to, besides just trying to do as well as they can, getting into and through medical school.

我在这项研究中提到的这些学生不一定会不断地思考他们的努力将如何改变自己和他们的家庭，但他们当然能够报告他们具体正在寻求什么，他们渴望什么，除了尽力做到最好，进入并通过医学院。

So the high level aspirational stuff within you, whatever that is for you, it's going to be highly individual, is certainly important, and it offers a bookend to the nuts and bolts kind of stuff that you're going to do, I would hope, in order to best study and learn the specific material, so the specific actions that you're going to take each day to learn specific bits of information that will pull you toward those important aspirations.

因此，你内心的高水平渴望的东西，无论对你来说是什么，它都将是高度个性化的，当然很重要，并且它为你将要做的具体细节提供了一个书挡，我希望，为了最好地研究和学习特定的材料，所以你每天要采取的特定行动来学习特定的信息，这些信息将把你拉向那些重要的愿望。

And now, again, if you love the material you're learning, this aspirational component is probably not as important, right?

现在，再说一次，如果你喜欢你正在学习的材料，这个渴望的部分可能就不那么重要了，对吧？

I can recall during university and graduate school and so on, thinking, oh my goodness, this is like the coolest thing I've ever heard.

我记得在大学和研究生院等时期，我想，天哪，这就像我听过的最酷的事情。

I've probably said that about a million different topics.

我可能已经说过大约一百万个不同的话题。

Like, oh my goodness, circadian rhythms, seasonal rhythms, melatonin, neural circuits, dopamine.

就像，天哪，昼夜节律，季节节律，褪黑激素，神经回路，多巴胺。

I was just awash with excitement about what I was learning.

我对我所学到的东西充满了兴奋。

But of course, sometimes I would take a course where the material was, I don't know if it was more challenging or not, but I had a harder time getting engaged by the material, either by virtue of how it was being taught to me or the material itself.

但当然，有时我会选一门有材料的课程，我不知道它是否更具挑战性，但我很难被这些材料所吸引，无论是由于向我教授它的方式还是材料本身。

So the ability to attach to some aspirational goal to pull you through can be very valuable.

因此，能够执着于某个雄心勃勃的目标来帮助你渡过难关是非常有价值的。

You're not going to love every topic you have to learn.

你不会喜欢你必须学习的每个主题。

However, I will say that, at least in my experience, some of the courses that I look back on most fondly are the courses that I struggled with the most.

然而，我要说的是，至少根据我的经验，我最喜欢回顾的一些课程是我最挣扎的课程。

And in fact, that's the basis of the next and easily one of the most important studying tools.

事实上，这是下一个并且很容易成为最重要的学习工具之一的基础。

So a key theme in all of the excellent literature, that is the peer-reviewed research on how best to study, is that studying that feels challenging is the most effective.

因此，所有优秀文献中的一个关键主题，即关于如何最好地学习的同行评审研究，是感觉有挑战性的学习是最有效的。

I know nobody wants to hear this.

我知道没有人想听这个。

Everyone wants to hear about flow.

每个人都想听听“心流”。

Everybody wants to hear about information just sinking into their brain by osmosis.

每个人都想听到通过渗透作用进入大脑的信息。

I think it was a Garfield cartoon where he talked about learning by osmosis.

我认为这是一部加菲猫动画片，他谈到了通过渗透进行学习。

There's this very cute real-world video of a kid in a classroom, I believe, it's in China, where he's taking the book and he puts it on his head.

有一个非常可爱的现实世界视频，里面有一个孩子在教室里，我相信，是在中国，他拿着这本书，把它放在头上。

Maybe I can find this clip, and he's just kind of like trying to wash it into his brain.

也许我能找到这个片段，而他只是想把它洗进脑子里。

It's super cute clip.

这是一个超级可爱的剪辑。

But guess what?

但你猜怎么着？

That doesn't work.

那是行不通的。

I mean, it works to put the book on your head.

我的意思是，把这本书放在你的头上是有效的。

It's not going to get the information into your brain.

它不会将信息输入你的大脑。

Perhaps someday there will be ways to rapidly download information into neural circuits.

也许有一天会有办法将信息快速下载到神经回路中。

Right now, we know, we've known for hundreds if not thousands of years that Effort is the cornerstone of learning.

现在，我们知道，数百年甚至数千年以来我们都知道努力是学习的基石。

So I know there are probably some groans about that.

所以我知道可能会有一些抱怨。

I know some of you perhaps were hoping that today I was going to tell you how to study so that studying wasn't painful.

我知道你们中的一些人可能希望今天我能告诉你们如何学习，这样学习就不再痛苦。

I think I can accomplish that by the end of today's episode.

我想我可以在今天的节目结束时实现这一目标。

But in order to do that, let's take another quiz.

但为了做到这一点，我们再做一个测验。

Okay, so here's the quiz.

好的，这是测验。

Again, you can answer these questions in your head.

同样，您可以在脑海中回答这些问题。

You don't have to tell anyone, but you could write them down or say them out loud if you want.

您不必告诉任何人，但如果您愿意，您可以写下来或大声说出来。

The first question is, when during either your states of alertness or sleep does the remodeling of neural connections occur?

第一个问题是，在你的警觉状态或睡眠状态下，神经连接的重塑何时发生？

I like to think this is a pretty easy one.

我认为这是一个非常简单的问题。

Okay.

好的。

The answer is during sleep.

答案是在睡眠期间。

The second question is, what is one behavioral tool that you can use to improve focus?

第二个问题是，您可以使用什么行为工具来提高注意力？

The answer is simple mindfulness meditation, which I'd prefer you think of simply as a perceptual exercise.

答案是简单的正念冥想，我希望你将其简单地视为一种感知练习。

So again, just sit or lie down, close your eyes, focus on your breath.

再次强调，坐下或躺下，闭上眼睛，专注于呼吸。

When your attention drifts, bring your attention back to your breath, and so on.

当你的注意力转移时，将你的注意力带回到呼吸上，等等。

Or if you prefer, you can do this eyes open by focusing on a visual target, either a foot or two feet or three feet away, whatever distance is comfortable for you, allowing yourself to blink as needed, but forcing yourself to focus on that visual target for, say, one to three minutes, maybe even three to five minutes, maybe even 10 minutes.

或者，如果您愿意，您可以通过聚焦在一英尺、两英尺或三英尺外的视觉目标上来睁开眼睛，无论您觉得舒服的距离，让自己根据需要眨眼，但强迫自己专注于该视觉目标，例如一到三分钟，甚至可能三到五分钟，甚至可能十分钟。

Again, please blink.

再次，请眨眼。

You don't want your eyes to dry.

您不想让眼睛干燥。

Both those tools will improve your ability to attend, to focus to other material when the time comes.

这两种工具都将提高您的参与能力，并在时机成熟时专注于其他材料。

Okay?

好的？

The circuits for focus and attention themselves are subject to neuroplasticity.

焦点和注意力的回路本身就受到神经可塑性的影响。

And then the third question is, can you name or list off in your mind three tools that the most effective students have been shown to use?

第三个问题是，你能在你的脑海中说出或列出最有效的学生所使用的三种工具吗？

I can think of limiting distraction by virtue of putting away phones and telling others you won't be in contact with them.

我可以考虑通过收起手机并告诉其他人你不会与他们联系来限制分心。

Two, and I'm getting these out of order, I realize, is to isolate, to study alone.

第二，我意识到，我把这些打乱了，那就是孤立，独自学习。

And the third that I can recall is to teach others in the same course.

我记得的第三个是在同一门课程中教其他人。

Okay?

好的？

You can probably think of a few others.

您可能还可以想到其他一些。

Now, why are we taking these silly little quizzes?

现在，我们为什么要做这些愚蠢的小测验？

Well, turns out they're not so silly when one considers that hopefully you'll remember the information from today so that you don't have to listen to it over and over again.

好吧，事实证明，当人们认为希望你能记住今天的信息，这样你就不必一遍又一遍地听它时，他们并不那么愚蠢。

But that if ever there was a strongly research-supported tool in the literature, in the peer-reviewed literature about how students can learn information better, it's testing.

但是，如果在文献中、在关于学生如何更好地学习信息的同行评审文献中有一个强有力的研究支持的工具的话，那就是测试。

And I know we think of tests as a way to evaluate our knowledge, but it turns out that testing is one of the best ways to build our knowledge, to retain our knowledge, and again, to offset forgetting.

我知道我们认为测试是评估我们知识的一种方式，但事实证明，测试是构建我们的知识、保留我们的知识以及抵消遗忘的最佳方法之一。

Now, the study of testing as a learning tool, not just as a way to evaluate how much information we've learned, goes back over 100 years.

现在，将测试作为一种学习工具，而不仅仅是评估我们学到了多少信息的一种方式，这一研究可以追溯到 100 多年前。

There's a classic study that was done in 1917 where grade school-aged children read biographies.

1917 年进行了一项经典研究，让学龄儿童阅读传记。

So they read biographies, and then the kids were divided into different groups.

所以他们读传记，然后孩子们被分成不同的组。

One group read and reread and reread those biographies over and over.

一组人一遍又一遍地读、重读、重读这些传记。

Another group read the biographies once and then were tested on those biographies.

另一组人读了一次传记，然后对这些传记进行了测试。

But get this, they tested themselves on those biographies simply by having to think about the information that they had read and trying to remember the information, like what was the biography?

但是明白了这一点，他们通过这些传记来测试自己，只需思考他们读过的信息并尝试记住这些信息，比如传记是什么？

Who was the person?

那个人是谁？

Who were they married to?

他们嫁给了谁？

What did they do?

他们做了什么？

When did they go to school?

他们什么时候去学校？

What did they do in school?

他们在学校做了什么？

What did they do in the world?

他们在世上做了什么？

What role did they play in life?

他们在生活中扮演什么角色？

So they essentially tested their own knowledge simply by going into their own head and asking themselves what they could remember about those biographies.

因此，他们本质上只是通过进入自己的头脑并问自己对这些传记能记得什么来测试自己的知识。

Now, keep in mind here that even though it's fairly apparent that reading a biography two, three, four times might seem more passive than testing oneself on a biography that they had read just once, right?

现在，请记住，尽管很明显，读一本传记两、三、四遍可能比在只读过一次的传记上测试自己更被动，对吧？

You could imagine that thinking about the biography involves more effort, and indeed it does.

你可以想象，思考传记需要付出更多的努力，事实上确实如此。

But keep in mind also that the kids in the second group were only exposed to the biography once, and yet, when you look at the percent of accurate recall of information from those biographies, the children that read the biography once and then made a deliberate point to think about that biography in their own mind, to effectively test themselves on that material just within their heads over and over, but an equal number of times as the kids that read the biographies directly on a page over and over, vastly outperformed the kids that read the biographies over and over.

但也要记住，第二组的孩子只接触过一次传记，然而，当你观察这些传记中信息的准确回忆百分比时，那些读过一次传记的孩子，然后刻意在自己的脑海中思考该传记，以便在他们的头脑中一遍又一遍地有效地测试自己的材料，但与直接在一页上一遍又一遍地阅读传记的孩子相同的次数，他们的表现远远超过了阅读传记的孩子。传记一遍又一遍。

Put differently, reading and rereading material and re-read, re-read, rereading material is far less effective than reading material and then thinking about that material, testing yourself on that material, forcing yourself to bring that material to mind in your own mind.

换句话说，阅读和重读材料以及重读、重读、重读材料的效果远不如阅读材料然后思考该材料，在该材料上测试自己，强迫自己在自己的脑海中记住该材料的效果。

And this is not just for sake of remembering more volume of material, but also accuracy of recall of that material.

这不仅是为了记住更多的材料，而且是为了回忆该材料的准确性。

And that, at least to me, was pretty surprising at first, until one starts to explore subsequent studies of the role of testing as a learning tool.

至少对我来说，这一点一开始是相当令人惊讶的，直到人们开始探索测试作为一种学习工具的作用的后续研究。

And then you start to realize that testing yourself is far and away the best tool for studying and learning, not just for evaluating your knowledge, but for actually studying and incorporating that knowledge into your neural circuits.

然后你开始意识到，测试自己无疑是学习和学习的最佳工具，不仅可以评估你的知识，还可以实际学习这些知识并将其融入你的神经回路。

Okay, so I realize that anytime I or somebody else talks about a study that was done in 1917, we think of people in these wooden shoes and in these schoolhouses that look so different and kids dress so different.

好吧，所以我意识到，每当我或其他人谈论 1917 年进行的一项研究时，我们都会想到穿着木鞋的人和在这些看起来如此不同的校舍中的人，孩子们的穿着也如此不同。

Let's get a little more modern here Keep in mind, however, that the nervous system hasn't really changed much in tens of thousands of years.

让我们更现代一点，但是请记住，神经系统在数万年里并没有真正发生太大变化。

Nonetheless, I think it's nice to think about a more recent study of how best to study.

尽管如此，我认为考虑一下最近关于如何最好地学习的研究是件好事。

And this study, which by the way, we'll provide a link to in the show note captions, as well as a couple of reviews that include results from similar studies.

顺便说一句，我们将在节目注释标题中提供这项研究的链接，以及一些包含类似研究结果的评论。

Again, I'm pointing to a body of research, not just one study here.

再次强调，我指的是一系列研究，而不仅仅是一项研究。

Looked at whether or not studying material four times, so study, study, study, study, was better in terms of locking that information into people's minds, allowing them to use that information flexibly, which is an element of creativity, essentially giving them mastery of the material.

看看是否学习材料四次，所以学习，学习，学习，学习，在将信息锁定在人们的头脑中更好，让他们灵活地使用这些信息，这是创造力的一个要素，本质上让他们掌握材料。

Then a different group, which studied once, studied the material twice, studied the material three times, then was tested on the material.

然后另一个小组对材料进行一次研究，两次研究，三次研究，然后对材料进行测试。

Or a third group that studied material once, then took one, two, yes, three tests on the material.

或者第三组研究一次材料，然后对材料进行一次、两次，是的，三次测试。

Now, so what I just described was three groups, all of whom read a passage.

现在，我刚才描述的是三组，所有人都读一段话。

This was a passage about animals, about biology, some other topics too in different experiments.

这是一段关于动物、生物学的文章，还有不同实验中的其他一些主题。

Again, three groups.

又是三组。

One group studies four times.

一组学习四次。

They study the material one, two, three, four times.

他们将材料研究一、二、三、四遍。

Then later, they take a test.

然后，他们参加测试。

The second group studies one, two, three times, takes a test on that material, and then later takes a test.

第二组学习一、二、三遍，对该材料进行测试，然后再进行测试。

The third group studies the material once, then takes three tests on the material, and then later takes a test.

第三组学习材料一次，然后对材料进行三次测试，然后进行测试。

So what's analyzed and compared between these different groups is their performance on that final test.

因此，对这些不同组之间的分析和比较是他们在最终测试中的表现。

Okay?

好的？

What I put in as the fifth bin there, right?

我在那里第五个垃圾箱放了什么，对吗？

Because think about it as SSSS, so study, study, study, study, and then later test.

因为想想就是SSSS，所以研究、研究、研究、研究，然后再测试。

Or SSST, study, study, study, test, and then later test.

或者SSST，学习，学习，学习，测试，然后再测试。

Or STTT, study, test, test, test, and then later test.

或者STTT，学习，测试，测试，测试，然后再测试。

So what's compared and contrasted is performance on the test some period of time later.

所以对比的是一段时间后测试的表现。

Now, some experiments made that final test of the material a couple of days later.

现在，一些实验在几天后对材料进行了最终测试。

Other experiments made it a couple weeks later.

几周后，其他实验成功了。

Other experiments made it much later, months or even a year later.

其他实验的成功要晚得多，几个月甚至一年之后。

Okay?

好的？

The point here is twofold.

这里的要点是双重的。

First of all, based on everything I've told you thus far, you can probably guess who performed best on the test that occurred some period of time later.

首先，根据我迄今为止告诉您的一切，您可能可以猜出谁在一段时间后进行的测试中表现最好。

Okay?

好的？

Right.

正确的。

The performance on that final test was essentially proportional to the number of tests one had already taken on the material.

最终测试的性能基本上与已经对该材料进行的测试数量成正比。

Okay?

好的？

That should be pretty much obvious given the way we've been going today in this description of tests as a way to offset forgetting.

考虑到我们今天在描述测试中作为抵消遗忘的方法所采取的方式，这一点应该是非常明显的。

Okay?

好的？

So the more tests that you take as a way to expose yourself to the material, the better you're going to perform on that material at some later point.

因此，作为让自己接触这些材料的一种方式，您进行的测试越多，您在以后的某个时间点对该材料的表现就会越好。

Now, of course, at some point, you have to be exposed to the material for the first time, right?

当然，现在在某个时候，你必须第一次接触这些材料，对吗？

That's why it's studying and learning.

这就是为什么它正在学习和学习。

But after one exposure to new material, taking more tests on that material, even if you don't perform that well on those tests, as long as you're able to see the accurate answers to those tests and compare your answers to those answers, will lead to better performance on the ultimate test and retention of that material at some later time.

但是，在接触一次新材料后，对该材料进行更多测试，即使你在这些测试中表现不佳，只要你能够看到这些测试的准确答案并将你的答案与这些答案进行比较，就会在最终测试中获得更好的表现，并在以后的某个时候保留该材料。

Put differently, it's not about how many times you study the material or how many times you're exposed to the material.

换句话说，这与您研究材料的次数或接触材料的次数无关。

It's about being exposed to the material, doing your best to focus and attend to that material, and then self-testing yourself on that material, or as the case may be, if an instructor is the one giving you the test.

这是关于接触材料，尽最大努力集中注意力并注意该材料，然后根据该材料对自己进行自我测试，或者视情况而定，如果讲师是给你测试的人。

But nonetheless, taking tests on that material, not just once, but ideally two or three times, that's what really locks the material into your neural circuits.

但尽管如此，对该材料进行测试，不仅仅是一次，最好是两到三次，这才是真正将材料锁定在你的神经回路中的原因。

That's what's going to lead to the most pervasive change, the most durable change, we should say, in your neural circuits that carry that material, that hold that material in your mind, what we call neural encoding.

我们应该说，这将导致最普遍的变化，最持久的变化，在你携带该材料的神经回路中，在你的头脑中保存该材料，我们称之为神经编码。

Okay?

好的？

So the more times you test yourself or that you are tested on material, the better your retention of that material.

因此，您测试自己或对材料进行测试的次数越多，您对该材料的保留就越好。

Now, some people will immediately say, "Well, goodness, what if I learned it and then I'm tested and I'm somehow consolidating the wrong or inaccurate material?" But it doesn't appear to be the case.

现在，有些人会立即说：“好吧，天啊，如果我学了它，然后我接受了测试，而我以某种方式巩固了错误或不准确的材料怎么办？”但事实似乎并非如此。

As long as you learn what the correct answers to the tests are, even if you're getting 40% or 50% or less accurate on those tests that you take immediately after the studying period, that's still going to be a better strategy than rereading the material, which ought to be somewhat surprising.

只要你知道测试的正确答案是什么，即使你在学习期结束后立即参加的测试中得到 40% 或 50% 或更低的准确率，这仍然是比重新阅读材料更好的策略，这应该有点令人惊讶。

It certainly was surprising to me.

这确实让我感到惊讶。

But you know what's even more surprising and a little scary and that we all should know and I wish I had learned when I was in the second grade, is that if you ask students, how confident are you in the material that you just learned?

但你知道更令人惊讶和有点可怕的是，我们都应该知道，我希望我在二年级时就学会了，如果你问学生，你对刚刚学到的材料有多大信心？

How well do you think you would perform on a test?

您认为您在测试中的表现如何？

What you see consistently in these studies, I'm chuckling because it's kind of mind-blowing, is that the students who study the material, that is, who are exposed to the material four times, think that they are going to perform best on the ultimate exam.

我笑了，因为你在这些研究中始终看到的是，学习这些材料的学生，即接触这些材料四次的学生，认为他们将在最终考试中表现最好，这有点令人兴奋。

However, the students that study the material once and then are tested three times on that material, they think that ultimately they're going to perform least well.

然而，那些学习了一次材料然后又对该材料进行了三次测试的学生，他们认为最终他们的表现会最差。

For instance, they ask them their confidence.

例如，他们询问他们的信心。

How well do you think you would perform on a test of this material in two weeks or in a year or in six months or even tomorrow?

您认为您在两周内、一年内、六个月内甚至明天后对这种材料的测试表现如何？

They report, that is, the students in the study, test, test, test ...

他们汇报，就是同学们在学习、考试、考试、考试……

group report much lower confidence in the material, much lower sense of mastery of the material compared to the students that were exposed to the material four times, who are saying, "Yeah, I think I would do pretty well or very well." And guess what?

与接触过四次材料的学生相比，小组报告对材料的信心要低得多，对材料的掌握感要低得多，他们说：“是的，我认为我会做得很好或很好。”你猜怎么着？

The exact opposite is true.

事实恰恰相反。

Put differently, when you're exposed to material over and over and over again, you think you've learned the material.

换句话说，当你一遍又一遍地接触材料时，你认为你已经学会了这些材料。

In fact, your confidence that you've learned the material increases with each subsequent exposure to the material, but actually, you haven't learned it at all compared to the people that are exposed to the material and then take tests on the material, oftentimes straining to get the answers right on those tests.

事实上，你对自己已经学会了这些材料的信心会随着每次接触这些材料而增强，但实际上，与接触这些材料然后对这些材料进行测试的人相比，你根本没有学到这些材料，而且常常在这些测试中努力得到正确的答案。

In fact, sometimes getting those answers dead wrong and then realizing they get those answers dead wrong or sometimes they just sense it.

事实上，有时他们得到的答案是完全错误的，然后意识到他们得到的答案是完全错误的，或者有时他们只是感觉到了。

But guess what?

但你猜怎么着？

Testing yourself once, twice, maybe three times prior to the ultimate test of your knowledge of that material is far and away the best way to lock that material into those neural circuits.

在对你对该材料的了解进行最终测试之前，对自己进行一次、两次、也许三次测试无疑是将该材料锁定到这些神经回路中的最佳方法。

Now, I say I wish I had learned this when I was a student because to some extent, I used a self-testing approach.

现在，我说我希望我在学生时代就学到了这一点，因为在某种程度上，我使用了自我测试的方法。

The one most salient example of that is I took a course when I was in college, I still remember, it was Biosciences 169L, Neuroanatomy Laboratory taught by Ben Reese.

最突出的例子是我在大学时选修的一门课程，我仍然记得，是 Ben Reese 教授的 Biosciences 169L，神经解剖学实验室。

He's still there, I believe, and he was known then, and I'm sure still now if he's still teaching, as extremely challenging professor.

我相信他仍然在那里，他当时就很出名，而且我确信现在如果他还在教书的话，他仍然是一位极具挑战性的教授。

Extremely challenging, not as a person, not his personality, but a ton of detail and rigor and high expectation for this laboratory course in neuroanatomy, which involved lectures.

极具挑战性，不是作为一个人，不是他的个性，而是对这门涉及讲座的神经解剖学实验课程的大量细节和严格性以及很高的期望。

It involved a neuroanatomy textbook where you'd look at essentially panels of different brain sections from different species, different types of stains of different brain tissue.

它涉及一本神经解剖学教科书，在其中你会看到来自不同物种的不同大脑部分的面板，不同脑组织的不同类型的染色。

Mind you, this is an undergraduate course.

请注意，这是本科课程。

And then there was a laboratory component, hence the L in 169L, where you'd have to go from microscope station to microscope station, identifying structures based simply on what you could see down the microscope.

然后还有一个实验室组件，即 169L 中的 L，您必须从一个显微镜站走到另一个显微镜站，仅根据您在显微镜下看到的内容来识别结构。

And therefore, you had to know what the stain was, what was essentially visible to you on the slide, because certain stains reveal certain things like what we call the cell body of neurons versus the sort of wires, what we call the axons between neurons, et cetera.

因此，你必须知道污渍是什么，你在载玻片上基本上可以看到什么，因为某些污渍揭示了某些东西，比如我们所说的神经元细胞体与电线类型，我们所说的神经元之间的轴突，等等。

I remember thinking, "This is a really hard course." It was a very difficult course.

我记得我当时想：“这真是一门很难的课程。”这是一门非常困难的课程。

And my mode of studying for the course involved, of course, going to class, doing the dissection.

我的课程学习方式当然包括上课、解剖。

We dissected a sheep brain at that time.

当时我们解剖了一只羊的大脑。

So we're literally dissecting an actual brain.

所以我们实际上是在解剖一个真实的大脑。

We're doing microscope work.

我们正在做显微镜工作。

We're learning about it from the textbook and from lecture.

我们从教科书和讲座中学习它。

And there was a ton of new nomenclature about rostral, caudal, dorsal, ventral, all the stuff of neuroanatomy.

还有大量关于头侧、尾侧、背侧、腹侧以及所有神经解剖学内容的新术语。

And then at some point, I made the decision, perhaps on the basis of sheer overwhelm, to study for neuroanatomy by laying down on my bed in my studio apartment, I lived alone, and closing my eyes and flying through the nervous system from different entry points.

然后在某个时候，我做出了决定，也许是出于纯粹的不知所措，我躺在我的单间公寓的床上，独自生活，闭上眼睛，从不同的入口点飞过神经系统，学习神经解剖学。

Through the ear, review my cochlear anatomy.

通过耳朵，回顾一下我的耳蜗解剖结构。

Through the eye, review my retinal anatomy.

通过眼睛，回顾一下我的视网膜解剖结构。

Through the dorsal surface of the brain, think about the sulci and gyri and then the corpus callosum.

通过大脑的背表面，思考脑沟和脑回，然后思考胼胝体。

And I can still see it in my mind's eye.

我仍然可以在脑海中看到它。

So my process of studying for neuroanatomy, yes, involved exposure to the material, but it involved hours upon hours of thinking about the material within my own brain.

因此，我学习神经解剖学的过程，是的，涉及到接触这些材料，但它涉及到我自己大脑中数小时的思考这些材料。

So it's a little bit meta unto itself there.

所以它本身就有点元。

As a consequence, I like to think, in fact, I believe with some confidence that I have a very high mastery of neuroanatomy in different species as well.

因此，我喜欢认为，事实上，我有信心相信我对不同物种的神经解剖学也有很高的掌握。

Now, that's my particular area of expertise.

现在，这是我的专业领域。

I don't think I'm any kind of savant with respect to neuroanatomy.

我不认为我是神经解剖学方面的专家。

I just spent hours upon hours learning the material and then reviewing the material within my mind.

我只是花了几个小时学习这些材料，然后在脑海中回顾这些材料。

So in other words, testing myself.

换句话说，就是测试我自己。

Here's what I would do if I were moving down a trajectory of a neural tract, for instance, between, say, the hippocampus and a neighboring structure, and I didn't know what was next, I would then go look it up in the textbook, and then I'd go back to this mental exercise, visualization type studying.

如果我沿着神经束的轨迹移动，例如，在海马体和邻近结构之间，我会这样做，我不知道接下来会发生什么，然后我会去教科书上查找它，然后我会回到这种心理练习，可视化类型的学习。

It really wasn't studying, is the point.

重点是，这真的不是在学习。

The point is that I was testing myself.

重点是我正在测试自己。

I was trying to find the points in which I no longer had the knowledge to move further through, in this case, my mental image of the brain, but through the material.

我试图找到我不再拥有知识的点，以进一步通过（在这种情况下）我的大脑心理图像，而是通过材料。

And this is the key aspect of testing.

这是测试的关键方面。

It's not about just knowing how many things you get right, how many things you get wrong.

这不仅仅是要知道你做对了多少事情，做错了多少事情。

It's about recognizing exactly what you know and don't know.

这是关于准确认识你知道和不知道的事情。

And an important component of testing is running up against those things where you say, "Ugh, I can't remember.

测试的一个重要组成部分就是遇到那些你会说“呃，我不记得了”的事情。

I don't know what comes next," or, "I'm certain that that structure is the fimbria." And then you go and you look and you go, "Ugh, it's not the fimbria." But guess what?

我不知道接下来会发生什么，”或者，“我确信那个结构就是菌毛。”然后你走过去看看，然后你就会说：“呃，这不是菌毛。”但你猜怎么着？

I'll never forget, for instance, the location of the habenula or what it looks like.

例如，我永远不会忘记缰核的位置或其外观。

A structure which, by the way, since these names are kind of esoteric, at that time, we didn't know what it does.

顺便说一下，由于这些名称有点深奥，所以当时我们不知道它的作用。

It turns out it's involved in disappointment.

事实证明，这与失望有关。

It's key to the depression circuit, so the circuits that underlie depression in some individuals.

它是抑郁症回路的关键，也是某些人抑郁症背后的回路的关键。

It is suppressed by viewing of morning sunlight.

它会被早晨的阳光所抑制。

We know that, too.

我们也知道这一点。

And by getting too much artificial light exposure in the middle of the night, you enhance activity of the habenula.

通过在半夜接触过多的人造光，可以增强缰核的活动。

Beautiful work not done by my laboratory, but by other laboratories demonstrates that.

出色的工作不是由我的实验室完成的，而是由其他实验室完成的，这证明了这一点。

So what I just did for you there was hopefully teach you a little something about neuroanatomy and depression, but more importantly, to just illustrate that how you test yourself can be highly individual to the ways in which you learn best.

所以我刚才为你所做的，希望能教给你一些关于神经解剖学和抑郁症的知识，但更重要的是，只是为了说明你如何测试自己可以与你最好的学习方式高度个性化。

Now, that contradicts what I said earlier, which is that this notion that people have different learning styles and some people are verbal learners and some people are auditory learners and et cetera, doesn't really hold up so well anymore.

现在，这与我之前所说的相矛盾，即人们有不同的学习风格，有些人是言语学习者，有些人是听觉学习者等等，这种观念已经不再站得住脚了。

Which, by the way, is not to say there isn't any research to support it, it's just that it's heavily contradicted by other research that contradicts that idea.

顺便说一句，这并不是说没有任何研究支持它，只是它与其他与该想法相矛盾的研究严重矛盾。

But your approach, your mode of best testing yourself on material for sake of offsetting the forgetting process and for identifying where you have gaps in your knowledge or where you thought you knew something, but you don't, or you knew something, but it's wrong, that can be accomplished through the approach that's best for you, which in my case, turned out to be lying down and thinking about the material in my head.

但是你的方法，你在材料上最好的测试自己的方式，为了抵消遗忘过程，并确定你的知识中存在差距，或者你认为你知道一些东西，但你不知道，或者你知道一些东西，但它是错误的，这可以通过最适合你的方法来完成，就我而言，结果是躺下来并在我的脑海中思考材料。

And still to this day, when I read a paper, I try, I don't always do this, but what I try to do is then take a walk in my yard or outside, and I try and think about the key components of that paper and think about some of the graphs that are especially important, which is what I'm going to do now.

直到今天，当我读一篇论文时，我会尝试，我并不总是这样做，但我尝试做的是在我的院子或外面散步，我尝试思考该论文的关键组成部分，并思考一些特别重要的图表，这就是我现在要做的。

I'd like to take a brief break to thank one of our sponsors, LMNT.

我想短暂休息一下，以感谢我们的赞助商之一 LMNT。

LMNT is an electrolyte drink that has everything you need and nothing you don't.

LMNT 是一种电解质饮料，拥有您需要的一切，没有您不需要的东西。

That means the electrolytes, sodium, magnesium, and potassium, in the correct ratios, but no sugar.

这意味着电解质、钠、镁和钾的比例正确，但不含糖。

Now, I and others on the podcast have talked a lot about the critical importance of hydration for proper brain and bodily function.

现在，我和播客上的其他人已经谈论了很多关于水合作用对于大脑和身体正常功能的至关重要性。

Research shows that even a slight degree of dehydration can really diminish cognitive and physical performance.

研究表明，即使是轻微程度的脱水也会确实降低认知和身体表现。

It's also important that you get adequate electrolytes in order for your body and brain to function at their best.

获得足够的电解质也很重要，这样您的身体和大脑才能发挥最佳功能。

The electrolytes, sodium, magnesium, and potassium, are critical for the functioning of all the cells in your body, especially your neurons or nerve cells.

电解质（钠、镁和钾）对于体内所有细胞（尤其是神经元或神经细胞）的功能至关重要。

To make sure that I'm getting proper amounts of hydration and electrolytes, I dissolve one packet of LMNT in about 16 to 32 ounces of water when I wake up in the morning, and I drink that basically first thing in the morning.

为了确保我获得适量的水合作用和电解质，当我早上醒来时，我将一包 LMNT 溶解在大约 16 至 32 盎司的水中，并且我基本上早上第一件事就是喝它。

I also drink LMNT dissolved in water during any kind of physical exercise I'm doing, especially on hot days if I'm sweating a lot and losing water and electrolytes.

我还会在进行任何体育锻炼时饮用溶解在水中的 LMNT，尤其是在炎热的天气里，如果我大量出汗并失去水分和电解质。

If you'd like to try LMNT, you can go to drinklmnt.com/huberman, spelled drink L-M-N-T .com/huberman, to claim a free LMNT sample pack with the purchase of any LMNT drink mix.

如果您想尝试 LMNT，可以访问 Drinklmnt.com/huberman（拼写为 Drink L-M-N-T .com/huberman），购买任意 LMNT 混合饮料即可领取免费 LMNT 样品包。

Again, that's drinklmnt.com/huberman to claim a free sample pack.

再次强调，请访问 Drinklmnt.com/huberman 索取免费样品包。

Okay, so I like to think that we're establishing that testing yourself or testing your students or being tested by your teacher is the best way to offset forgetting.

好的，所以我认为我们正在确定测试自己或测试你的学生或由你的老师测试是抵消遗忘的最佳方法。

Let's look at the literature that actually supports that statement directly, because in the previous experiment I described, it was either study, study, study, study, or study, study, study, test, or study, test, test, test, and then later everybody takes a test at the same time.

让我们看一下实际上直接支持这种说法的文献，因为在我之前描述的实验中，要么是学习、学习、学习、学习，要么是学习、学习、学习、测试，要么是学习、测试、测试、测试，然后每个人都同时进行测试。

A variant on that was done where they had one group of students study material, so this is new material.

一种变体是他们让一组学生学习材料，所以这是新材料。

And when I say study, I mean they were exposed to the material for the first time.

当我说学习时，我的意思是他们第一次接触这些材料。

And I realize this is a little bit of a problem because we're using the word study when, in fact, I'm trying to make the point that testing yourself is studying.

我意识到这有点问题，因为我们使用“学习”这个词，而事实上，我试图表明测试自己就是学习。

Okay?

好的？

So forgive me, but this is the way it's mapped out in these experiments and these papers, should you look them up in our show note captions.

所以请原谅我，但这就是这些实验和这些论文中所描绘的方式，你应该在我们的节目笔记标题中查找它们。

One group is exposed to the material, what we call studying, and then takes a test immediately after.

一组人接触这些材料，我们称之为学习，然后立即进行测试。

They are told what they got right, what they got wrong on that test, and what the correct answers are, and then sometime later, after a delay, they take a test of the same material.

他们被告知他们在测试中做对了什么，做错了什么，以及正确答案是什么，然后在延迟一段时间后，他们对相同的材料进行测试。

Another group studies, that is, they're exposed to the material, then there's a delay.

另一组进行研究，也就是说，他们接触了材料，然后有一个延迟。

Okay?

好的？

That delay could be days, it could be weeks.

这种延迟可能是几天，也可能是几周。

This experiment has been done every which way it seems by now.

到目前为止，这个实验似乎已经以各种方式完成了。

Then they're tested, and then there's another delay, and then they take a test at the same time that group one did.

然后他们接受测试，然后又出现一次延迟，然后他们与第一组同时进行测试。

Okay?

好的？

So again, it's study, test, long delay, test for group one, or study, delay, test, delay, test for group two.

再说一次，第一组是学习、测试、长时间延迟、测试，第二组是学习、延迟、测试、延迟、测试。

Remember, the final test is taken at the same time by everybody.

请记住，期末考试是每个人同时参加的。

Or group three, study, that is, they're exposed to the material, then a long delay, then a test, and then the ultimate test.

或者第三组，学习，也就是说，他们接触材料，然后长时间延迟，然后进行测试，然后进行最终测试。

Okay?

好的？

The test that everybody takes at the same time.

每个人同时参加的测试。

Can you guess which group performed best?

你能猜出哪一组表现最好吗？

And the essence of this experiment, if you're listening to this and it's not clear in your mind is, you're either exposed to the material and tested very soon after, and then take a test after a delay, say a week or two weeks later, or you're exposed to the material, there's a delay of a few days, then you take a test, and then another few days, and then you take a test, so it's more evenly spaced.

这个实验的本质，如果你在听这个，你心里不清楚的话，你要么接触到材料，很快就测试，然后延迟后，比如一周或两周后测试，或者你接触到材料，延迟几天，然后你测试，然后再测试几天，然后你测试，所以它的间隔更均匀。

Or if you were assigned to the third group, you'd study, you're not going to see the material or be tested on it until a day or two before the big test, then you're tested on it, you get your answers back, and then you're tested on it again.

或者，如果你被分配到第三组，你会学习，直到大考试前一两天你才会看到材料或接受测试，然后你接受测试，得到答案，然后再次接受测试。

You could imagine that the last group might perform best because they're re-exposed to the material, they're told what the correct answers are, so they know what they got wrong, they know what they got right, and then the next day, they're taking the test again.

你可以想象最后一组可能表现最好，因为他们重新接触材料，他们被告知正确答案是什么，所以他们知道他们做错了什么，他们知道他们做对了什么，然后第二天，他们再次参加测试。

I would've thought that group would perform best.

我本以为这个小组会表现最好。

But it turns out the opposite is true.

但事实证明事实恰恰相反。

It's pretty wild.

这真是太狂野了。

The best performance comes from being exposed to material, what in this experiment they're called studying.

最好的表现来自于接触材料，在这个实验中他们称之为学习。

Okay?

好的？

So they read a passage or they learn some math material or language material or music material or motor learning, then they take a test very soon after, even same day or next day.

因此，他们阅读一篇文章，或者学习一些数学材料、语言材料、音乐材料或运动学习，然后他们很快就参加考试，甚至是在同一天或第二天。

And then there's a long delay, and then they take the test.

然后有很长的延迟，然后他们参加测试。

That group performs best.

该组表现最好。

Put differently, test yourself very soon, if not the same day, certainly the next day or so, very soon after being exposed to material for the first time.

换句话说，尽快测试自己，如果不是同一天，肯定是第二天左右，在第一次接触材料后不久。

As opposed to the last group, which performs worst.

与表现最差的最后一组相反。

They perform worst.

他们表现最差。

Being exposed to material, then there's a long period of time, then you're tested on that material, you are told what you got right, what you got wrong, and then the next day you take a test again, even with overlapping questions to the test you took just the day before, and that group performs worst.

接触材料，然后有很长一段时间，然后你对该材料进行测试，你被告知你做对了什么，你做错了什么，然后第二天你再次参加测试，即使问题与你前一天参加的测试有重叠，该组表现最差。

And the group that studied, had a gap, test, had a gap, test, they perform somewhere in the middle.

研究小组，有差距，测试，有差距，测试，他们的表现处于中间的某个位置。

What does this tell us?

这告诉我们什么？

What it tells us is so important vis-à-vis neuroplasticity, vis-à-vis best learning strategies.

它告诉我们的对于神经可塑性、对于最佳学习策略来说非常重要。

This is something that, goodness, I wish I had learned when I was in graduate school, when I was an undergraduate, when I was in high school and elementary school.

天哪，我希望我在研究生、本科生、高中和小学时就已经学会了这一点。

Goodness, even when I was in kindergarten, I wish I had learned this.

天哪，即使我在幼儿园的时候，我也希望我能学到这一点。

Test yourself on the material that you were just exposed to very soon after your first exposure to it.

在您第一次接触刚接触过的材料后不久，就用它来测试一下自己。

Because That offsets the natural forgetting of new material that the brain is exposed to.

因为这抵消了大脑对新材料的自然遗忘。

This is absolutely the hallmark of all the impressive data about testing as a tool for learning.

这绝对是关于测试作为学习工具的所有令人印象深刻的数据的标志。

Testing oneself or your students, or being tested if you're the student by your teacher, as a tool not just for evaluating performance, for knowing what you know and don't know, but for consolidating that information in your neural circuits.

测试自己或你的学生，或者测试你是否是老师的学生，作为一种工具，不仅可以评估表现，了解你知道什么和不知道什么，还可以将这些信息巩固在你的神经回路中。

And when I say consolidating that information in your neural circuits, I realize it's a mouthful.

当我说将这些信息整合到你的神经回路中时，我意识到这很拗口。

What we know is that this business of putting the testing soon after exposure to new material is about offsetting the forgetting of that material.

我们所知道的是，在接触新材料后立即进行测试的目的是为了抵消对该材料的遗忘。

So you might say, wait, if that's true, how come studying the material and then waiting and then taking two tests right back to back where you're learning the material again during the test, that should be the best performing group.

所以你可能会说，等等，如果这是真的，为什么要学习材料，然后等待，然后在测试期间再次学习材料的地方连续进行两次测试，这应该是表现最好的一组。

Ah.

啊。

Well, there seems to be something fundamentally different about first exposure to material versus testing yourself on that material.

嗯，第一次接触材料与在该材料上测试自己似乎有本质上的不同。

And we don't know exactly what that is.

我们并不确切知道那是什么。

There's some interesting neural imaging data in humans that this has to do something with this notion of familiarity with material.

人类中有一些有趣的神经成像数据，这与对材料的熟悉程度有关。

This is very simple, so this is easy to understand, even though it involves a little bit of memory neuroscience nomenclature.

这非常简单，因此很容易理解，尽管它涉及一点记忆神经科学术语。

Familiarity with something, recognizing it, is not the same thing as having agility with that thing, of having mastery of that thing, is not the same thing as having mastery of the material, of having committed it to memory.

熟悉某事物、认识它，与对该事物具有敏捷性、掌握该事物不同，与掌握该材料、将其记入记忆不同。

Okay?

好的？

So when you read something over and over and over, you see it over and over, you hear it over and over, you think about it over and over.

因此，当你一遍又一遍地阅读某件事物时，你会一遍又一遍地看到它，你会一遍又一遍地听到它，你会一遍又一遍地思考它。

Of course, you're reading it or you're hearing about it.

当然，你正在读它或者你正在听说它。

And you think that you're learning the material, that your neural circuits are changing, but it's a pretty passive process.

你认为你正在学习材料，你的神经回路正在改变，但这是一个相当被动的过程。

Or even if it's a difficult chapter to read or a difficult passage of music, the difference is when you're tested on material, something happens in your performance of, or recalling of, if it's just cognitive, or you're writing it down, or you're told to play the music or do the motor movement.

或者，即使这是一个难以阅读的章节或一段困难的音乐，区别在于当你接受材料测试时，你的表演或回忆中会发生一些事情，如果它只是认知，或者你正在写下来，或者你被告知播放音乐或做运动动作。

Something happens in the error, the getting wrong of certain things, that cues your nervous system to lock in the information that you have right, and to remember what you have wrong so that you then correct it, which is far and away different than exposure and re-exposure and re-exposure.

错误中发生了一些事情，某些事情出错了，这会提示你的神经系统锁定你所拥有的正确信息，并记住你做错了什么，以便你纠正它，这与暴露、重新暴露和重新暴露截然不同。

Okay?

好的？

So it's a prerequisite to learning that you need to see the material for the first time.

所以学习的先决条件是你需要第一次看到这些材料。

You can't just start testing yourself on material that you've never been exposed to.

你不能只是开始用你从未接触过的材料来测试自己。

I suppose you could, but you're going to get it, I would imagine, mostly wrong.

我想你可以，但我想你会得到它，大部分都是错误的。

Or all wrong.

或者全错了。

But this business of using testing very soon after first exposure to material as a tool to study in order to offset forgetting is clearly tapping into this difference between familiarity with something, for which we know certain brain areas are activated, versus recollection, being able to take that material and bring it to memory, bring it to your focused attention, and use that material.

但是，这种在第一次接触材料后立即使用测试作为学习工具以抵消遗忘的做法，显然是利用了熟悉某事物（我们知道某些大脑区域被激活）与回忆之间的差异，能够记住该材料并将其带入记忆，集中注意力并使用该材料。

I realize this is a bit abstract, and some of this is still being parsed.

我意识到这有点抽象，其中一些仍在解析中。

If you're interested in the neuroscience of familiarity with something versus your ability to actually recall something and have mastery of that material, there's a really nice review that I provide a link to in the show note caption.

如果您对熟悉某事物的神经科学与实际回忆某事物并掌握该材料的能力感兴趣，那么我在节目注释标题中提供了一篇非常好的评论。

It's published in the journal Hippocampus.

它发表在《海马》杂志上。

I always chuckle at the fact that there's a journal that's named after a brain structure.

我总是嘲笑有一本以大脑结构命名的日记。

After all, as far as I know, there isn't a journal called Retina or Amygdala.

毕竟，据我所知，不存在一种叫做 Retina 或 Amygdala 的期刊。

And I have a brief anecdote from graduate school whereby I learned that there was this journal, Hippocampus, and it was my first graduate student gathering in graduate school, and the guy who hosted it, turns out, is a luminary in the field of learning and memory.

我在研究生院有一个简短的轶事，我了解到有一本杂志《海马》，这是我在研究生院的第一次研究生聚会，事实证明，主办它的人是学习和记忆领域的杰出人物。

And I was saying, "This is ridiculous.

我说：“这太荒谬了。

There's a journal called Hippocampus."

有一本日记叫做《海马》。”

And here I am, first-year graduate student.

我在这里，一年级研究生。

And he goes, "Yeah, there is." And I said, "Yeah, that's so silly.

他说：“是的，有。”我说：“是的，那太愚蠢了。

Who are the idiots that name a journal after a brain structure?" Turns out there's also a journal called Cerebral Cortex, and there's probably one about spinal cords.

谁是用大脑结构来命名期刊的白痴？”原来还有一本叫做《大脑皮层》的杂志，而且可能还有一本关于脊髓的杂志。

So it turns out I was the idiot saying this.

事实证明我是个白痴才说出这句话。

And the guy I was talking to, who of course was the host of the party, said, "Yeah, actually, that's my journal.

与我交谈的那个人，当然是聚会的主持人，说：“是的，实际上，那是我的日记。

I founded the journal Hippocampus." So you can look him up.

我创办了《海马》杂志。”所以你可以去找他。

So at this point, you're going to take a test, and it's a super easy test.

所以现在，你要参加一个测试，这是一个超级简单的测试。

Okay?

好的？

I realize we're a bit into the material, and we're all probably fatiguing a little bit, marveling, I hope, at what an incredible tool testing and in particular self-testing soon after being exposed to new material is.

我意识到我们对这些材料有点感兴趣，而且我们可能都有点疲劳，我希望惊叹于这是一个多么令人难以置信的工具测试，特别是在接触新材料后不久的自我测试。

And the question is this, and by the way, this is an open-ended question.

问题是这样的，顺便说一下，这是一个开放式问题。

You're not supposed to know the answer because I haven't told you the answer yet, but I want you to think about this.

你不应该知道答案，因为我还没有告诉你答案，但我希望你考虑一下。

If one looks at the majority of data in this whole field of testing as a studying tool, how much improvement do you think you get from testing yourself once on new material?

如果将整个测试领域的大部分数据作为一种学习工具，您认为在新材料上进行一次自我测试会带来多大的进步？

Do you think it's a 10% improvement, a 20% improvement?

你认为是10%的提升还是20%的提升？

So here I'm just comparing to testing yourself once on material that you were just exposed to for the first time versus not testing yourself at all.

所以在这里我只是比较一下在你第一次接触到的材料上测试一下自己和根本不测试自己。

Okay?

好的？

How much do you think you improve?

你认为你进步了多少？

The answer is about 50%, five zero.

答案大约是50%，五个零。

And I can say that on the basis of the fact that in studies of musical learning, of mathematical learning, of language learning, of motor learning, when subjects are exposed to new material and then tested at some period of time later, the percentage of information they get right or that they are able to perform something correctly diminishes over time, especially because they're not doing any practice and no testing in the intervening time.

我可以说，基于这样一个事实，在音乐学习、数学学习、语言学习、运动学习的研究中，当受试者接触新材料，然后在一段时间后进行测试时，他们获得正确信息或能够正确执行某些操作的百分比会随着时间的推移而减少，特别是因为他们在这段时间没有进行任何练习，也没有进行测试。

This was built into these experiments.

这是这些实验的一部分。

And then you simply ask how much of the material was forgotten if they just were exposed to the material.

然后你只需问如果他们只是接触这些材料，他们会忘记多少材料。

So in the case of, say, music learning, this would be your teacher sits down next to you and shows you the scales on the piano But then you're not practicing them in between.

比如说，在音乐学习的情况下，你的老师会坐在你旁边，向你展示钢琴上的音阶，但你并没有在中间练习它们。

Or perhaps another example would be somebody gives you a lecture about a particular phase in history, and then you're not being exposed to the material again, and you're not self-testing.

或者也许另一个例子是有人给你讲授关于历史上某个特定阶段的讲座，然后你就不会再接触到这些材料，并且你也不会进行自我测试。

Versus if you just take one test, even a self-directed test of the material immediately after, irrespective of how well you perform, you halve the amount of forgetting.

相比之下，如果你只参加一次测试，即使是在之后立即对材料进行自我导向测试，无论你表现得如何，你的遗忘量都会减少一半。

Okay, I want you to think about self-testing in this way, because we're thinking about optimal studying strategies.

好吧，我希望你以这种方式考虑自我测试，因为我们正在考虑最佳的学习策略。

You halve the amount of forgetting that would normally occur.

你可以将通常发生的遗忘量减半。

This is oh so important.

这非常重要哦。

In fact, I don't even know that most neuroscientists think about learning and neuroplasticity this way.

事实上，我什至不知道大多数神经科学家都是这样思考学习和神经可塑性的。

Most everybody, including neuroscientists, are taught, were taught, continue to be taught, that you're exposed to new material, you focus, okay, then during sleep, there's remodeling of the connections.

大多数人，包括神经科学家，都被教导、被教导、继续被教导，你接触到新材料，你集中注意力，好吧，然后在睡眠期间，连接就会重塑。

All that's true.

这一切都是真的。

But we really need to think about how most information that comes into our nervous system each day is forgotten.

但我们确实需要思考每天进入我们神经系统的大多数信息是如何被遗忘的。

Most of it is completely discarded.

其中大部分被完全丢弃。

There are some rare clinical deficits where people remember everything.

存在一些罕见的临床缺陷，人们会记住一切。

And I'll tell you, these people really struggle in life.

我会告诉你，这些人在生活中确实很挣扎。

They do not do well in work, in relationships.

他们在工作、人际关系中都表现不佳。

They remember every little detail of everything, and it is incredibly disruptive to their quality of life.

他们记得每件事的每一个小细节，这对他们的生活质量造成了极大的破坏。

It's nothing you want.

这不是你想要的。

You want to have a great memory for the right things.

您希望对正确的事情拥有美好的记忆。

So when you self-test material, you halve the amount of forgetting that occurs compared to if you're just exposed to the material.

因此，当你自我测试材料时，与刚刚接触材料相比，发生的遗忘量会减少一半。

I want you to keep that fact in mind, because that fact is the one that really hit me upside the head and made me realize, goodness gracious, how I wish that I'd self-tested myself on material that I wanted to remember over time rather than reading it over and over.

我希望你牢记这一事实，因为这一事实确实给了我很大的打击，让我意识到，天哪，我多么希望自己能用我想记住的材料进行自我测试，而不是一遍又一遍地阅读它们。

I had this elaborate process for studying that I used all through college and graduate school, and it worked pretty well for me, where I'd read and highlight, then I'd write out my notes, then I would write little paragraphs about that stuff.

我在整个大学和研究生院都使用了这个复杂的学习过程，它对我来说非常有效，我会阅读并突出显示，然后我会写下我的笔记，然后我会写一些关于这些东西的小段落。

Now, some of that probably mimicked self-testing.

现在，其中一些可能模仿了自我测试。

Indeed, it had to have.

事实上，它必须如此。

And then, of course, I would take the quizzes, and I would go to office hours.

然后，当然，我会参加测验，然后去办公时间。

Once I got serious about school, I got really serious about school.

一旦我认真对待学校，我就非常认真地对待学校。

And of course, I still forget things.

当然，我还是会忘记一些事情。

I've made errors on this podcast before, in part from going too fast or making a joke that people didn't perceive as a joke.

我以前在这个播客上犯过错误，部分原因是速度太快或开了一个人们不认为是玩笑的玩笑。

There's a whole story there, but in any case, of course, I make errors.

那里有一个完整的故事，但无论如何，我当然会犯错误。

Of course, I've forgotten certain things, and sometimes I misspeak.

当然，我会忘记一些事情，有时还会说错。

I always strive to get things accurately.

我总是努力准确地得到事情。

We correct things in the show note captions if they're called out to us.

如果节目注释中的内容被要求我们进行纠正，我们会进行更正。

We're now using AI to review the podcast and adjust anywhere using insertions, so we're actually replacing those words if we need to, and so on and so forth.

我们现在使用人工智能来审查播客并使用插入来调整任何地方，因此我们实际上会根据需要替换这些单词，等等。

But yes, we all forget things.

但是，是的，我们都会忘记事情。

We all make errors.

我们都会犯错误。

But if I had just known that testing myself on material while walking out of class or soon after getting home or later that evening or the next day would allow me to perform so much better on an exam, a midterm, or a final exam.

但是，如果我知道在走出教室时或回家后不久或当晚晚些时候或第二天在材料上测试自己会让我在考试、期中或期末考试中表现得更好。

And of course, I still would have studied because I was committed, and you should still study as much as you feel is necessary to get mastery of the material for you.

当然，我仍然会学习，因为我很投入，而且你仍然应该学习你认为掌握材料所需的知识。

However, if I had known that testing oneself or being tested soon after exposure to material would halve the amount of forgetting, even out to a year later, I definitely would have saved myself a lot of time.

然而，如果我知道测试自己或在接触材料后立即进行测试会使遗忘量减半，即使是一年后，我肯定会节省自己很多时间。

Let's talk about some specifics of ways that you can self-test or if you're a teacher or if you have good dialogue with your teacher and they are open-minded, perhaps they are open to hearing about what are the best forms of testing oneself as a tool for learning.

让我们谈谈您可以进行自我测试的一些具体方式，或者如果您是一名教师，或者您与老师进行了良好的对话，并且他们思想开放，也许他们愿意听到什么是自我测试作为学习工具的最佳形式。

The best tests are open-ended, short answer, very minimal prompt tests, not unlike the type that we've taken today during this podcast, as compared to multiple choice tests.

最好的测试是开放式的、简短的答案、非常简单的提示测试，与我们今天在这个播客中采取的类型相比，与多项选择测试没有什么不同。

Multiple choice questions allow for familiarity of names, of facts.

多项选择题允许熟悉名称和事实。

It's going to be A, B, C, D, and sometimes E is A and C, and so on and so forth.

它将是 A、B、C、D，有时 E 是 A 和 C，依此类推。

And within each of those A, B, C, D, E answers, and you're looking for the right answer, you're looking for the familiarity, the recognition of something.

在 A、B、C、D、E 的每一个答案中，你都在寻找正确的答案，你在寻找对某事物的熟悉度和认可度。

Yes, this, not that.

是的，是这个，不是那个。

Okay, that's the best answer.

好吧，这就是最好的答案。

You circle C.

你圈出C。

Okay?

好吧？

This kind of thing.

这种事。

As opposed to an open-ended question where you have to write out your answer.

与开放式问题相反，您必须写下答案。

You have to recall the information, right?

你必须回忆起这些信息，对吗？

It requires a much greater degree of mastery of the information than does familiarity or recognition of the material.

与熟悉或识别材料相比，它需要更大程度地掌握信息。

So the best tests as study tools are going to be open-ended, short answer questions, or even long answer questions.

因此，作为学习工具的最佳测试将是开放式、简答题，甚至是长答题。

Now, there's one exception to this, which are multiple choice tests that include tricks.

现在，有一个例外，即包含技巧的多项选择测试。

Okay?

好的？

If you've ever taken the GRE, the Graduate School Entrance Exam, or the LSAT, or the MCAT, there are some questions in there that are very straightforward.

如果您曾经参加过 GRE、研究生入学考试、LSAT 或 MCAT，其中的一些问题非常简单。

But in those standardized tests, they tend to include some, quote unquote, "trick questions," in which those questions don't allow you to just recognize the correct answer and distinguish it from the other incorrect answers, but rather, they have answers in there that, on first blush, look like the right answer, and people have a tendency to circle those and move on, or to select those and move on.

但在这些标准化测试中，它们往往会包含一些“欺骗性问题”，这些问题不允许你识别正确答案并将其与其他错误答案区分开来，相反，它们的答案乍一看似乎是正确答案，人们倾向于圈出这些答案并继续前进，或者选择这些答案然后继续前进。

But if you think about the material a little more deeply, it turns out those, quote unquote, "obvious answers" are actually the incorrect answers.

但如果你更深入地思考一下这些材料，就会发现那些“显而易见的答案”实际上是不正确的答案。

So there are versions of multiple choice tests where it requires a greater degree of mastery of the material, where simple familiarity won't serve you, and you actually have to be able to recall the different components of information leading into that.

因此，多项选择测试的版本需要对材料有更大程度的掌握，简单的熟悉对你来说是没有用的，你实际上必须能够回忆起导致该结果的信息的不同组成部分。

But those are a bit more rare, certainly in the context of other kinds of learning, like musical learning.

但这种情况比较罕见，尤其是在其他类型的学习中，比如音乐学习。

Although, I suppose for music theory, that could be relevant.

不过，我认为对于音乐理论来说，这可能是相关的。

But when I say music learning, I'm just kind of defaulting to the idea of the mechanics of musical learning.

但当我说音乐学习时，我只是默认了音乐学习机制的想法。

But of course, there's music theory, etc. So what I'm effectively saying is the ultimate exam, the final exam, the midterm exam, the exam that's administered to you, rarely do you have control over the format of that exam.

当然，还有音乐理论等。所以我实际上想说的是期末考试、期末考试、期中考试、为你举办的考试，你很少能控制考试的形式。

Sometimes it's mixed format.

有时它是混合格式。

But the different ways in which you self-test as a form of studying are really key, and ideally, you would make these open-ended.

但作为一种学习形式的自我测试的不同方式确实很关键，理想情况下，你应该让这些方式是开放式的。

In other words, you would not simply rely on Multiple choice.

换句话说，你不会简单地依赖多项选择。

You would rely on a form of self-testing, or that you give your students, or that your teacher gives you, that requires you to think about the material with some degree of depth, with some degree of effort.

你可以依靠某种形式的自我测试，或者你给你的学生，或者你的老师给你的，这要求你以一定程度的深度和一定程度的努力来思考材料。

And of course, you're going to get certain things wrong.

当然，你可能会犯一些错误。

Now, I would hope that if testing is being used as a learning tool, as opposed to just for evaluation, but here we're talking about using testing as a learning tool, that it wouldn't impact, at least not at that moment, your final performance in the course or whatever it is.

现在，我希望如果测试被用作学习工具，而不仅仅是评估，但这里我们谈论的是使用测试作为学习工具，它不会影响，至少在那一刻，你在课程中的最终表现或其他什么。

Rather, it is testing for sake of learning.

相反，它是为了学习而测试。

Now, we know from the literature that students don't like pop quizzes.

现在，我们从文献中知道学生不喜欢突击测验。

I gave you a few today, and forgive me.

我今天给了你一些，请原谅我。

They don't like pop quizzes, and we know this in the form of the reduction in teaching evaluation scores, okay?

他们不喜欢小测验，我们通过教学评估分数的降低知道这一点，好吗？

Having received teaching evaluation scores of different, let's say, values over the years, and I always take the feedback seriously.

多年来收到不同数值的教学评估分数，我总是认真对待反馈。

One salient comment that just leapt into my mind was the fact that I end up mentioning my bulldog, Costello, too often in class.

我突然想到的一个重要评论是，我最终在课堂上经常提到我的斗牛犬科斯特洛。

So here I'm mentioning him again just to get back at that one student that said I mention him too much.

所以在这里我再次提到他只是为了报复那个说我过多提及他的学生。

I'll mention him as much as I want.

我会尽可能多地提及他。

The point here is that when students evaluate their teachers, they tend to punish their teachers for pop quizzes.

这里的要点是，当学生评价他们的老师时，他们倾向于因为小测验而惩罚他们的老师。

Does that mean pop quizzes aren't effective?

这是否意味着突击测验无效？

No, but you know what's more effective?

不，但你知道什么更有效吗？

Telling students at the outset of class, or telling yourself at the outset of any kind of learning expedition, because this isn't just about the classroom, that you're going to take a bunch of exams.

在课堂开始时告诉学生，或者在任何类型的学习探险开始时告诉自己，因为这不仅仅是课堂上的事情，你还要参加一系列考试。

That you're going to use testing or quizzes, whatever you want to call them, as a form of teaching and learning.

你将使用测试或测验，无论你怎么称呼它们，作为教学和学习的一种形式。

And that you can expect five tests or five quizzes during the course of being presented the material, or that you are going to test yourself every day after the material.

在提供材料的过程中，您可以期待五次测试或五次测验，或者您每天在学习材料后都会测试自己。

Now, sometimes you have to go from one class to the next class.

现在，有时你必须从一个班级转到下一个班级。

There isn't an opportunity to test yourself.

没有机会考验自己。

But guess what's not going to be helpful?

但猜猜什么没有帮助？

Walking out of class and getting immediately onto your phone.

走出教室，立即拿起手机。

We know that that probably inhibits your ability to remember the material because it's going to enhance forgetting, because you do have this key opportunity right after being exposed to new material to help offset the forgetting by testing yourself on that material as soon as possible after being exposed to it.

我们知道，这可能会抑制你记住材料的能力，因为它会增强遗忘，因为你在接触新材料后确实有这个关键机会，可以通过在接触新材料后尽快测试自己来帮助抵消遗忘。

So again, even though I did not attend school in an era where we had smartphones and texting, I recall walking out of class and just walking out of class and going to my bicycle.

再说一次，尽管我没有在那个我们有智能手机和短信的时代上学，但我记得走出教室，然后走出教室，走向我的自行车。

But of course, there were people to talk to.

但当然，有人可以交谈。

There were other things to attend to.

还有其他事情要处理。

If you're really serious about learning material, take a few seconds, maybe even a few minutes after being exposed to that material, and think about that material.

如果您真的很认真地学习材料，请在接触该材料后花几秒钟，甚至几分钟，思考该材料。

Test yourself on it.

测试一下你自己。

And if you find that you don't know the material, you're confused by it or overwhelmed by it, great.

如果你发现你不了解这些材料，你会被它困惑或不知所措，那就太好了。

You just accomplished the first step in cueing your nervous system to the fact that it needs to learn that material, and you've created an opportunity for enhanced neuroplasticity, which is really what all of this stuff about testing as a form of studying is about.

你刚刚完成了第一步，提示你的神经系统需要学习这些材料，并且你已经创造了增强神经可塑性的机会，这正是所有关于测试作为一种学习形式的内容的目的。

You're going to test yourself so that you figure out what you don't know, so that you then look up that material, test yourself on it again, so that ultimately you forget very little of it, if any.

你要测试自己，找出你不知道的东西，然后查找该材料，再次测试自己，这样最终你就不会忘记任何东西（如果有的话）。

Now, there are other components to learning and neuroplasticity that I've talked about on previous podcasts that are just too interesting not to mention, but I'm just going to mention them in brief.

现在，我在之前的播客中谈到了学习和神经可塑性的其他组成部分，这些组成部分太有趣了，不能不提，但我只是简单地提一下它们。

Things like gap effects.

比如差距效应。

Gap effects are oh so cool, and they've been demonstrated for lots of different forms of learning.

差距效应非常酷，并且已经在许多不同形式的学习中得到了证明。

Gap effects are what I just did, which is to take periodic pauses in the learning of material as short as five to 10 seconds, but even as long as 30 seconds, during which, guess what?

间隙效应就是我刚才所做的，就是在学习材料的过程中周期性地停顿，短则5到10秒，长则30秒，在此期间，你猜怎么着？

Your hippocampus, the neurons in your hippocampus, repeat information that you've been exposed to for the first time at a rate 20 to 30 times faster than typical, just as it does during rapid eye movement sleep.

您的海马体（海马体中的神经元）会以比平常快 20 到 30 倍的速度重复您第一次接触到的信息，就像在快速眼动睡眠期间一样。

So if you are a teacher and/or if you are a learner, periodically throughout an episode, a class, or whatever of trying to learn new motor skills or music skills or whatever kind of learning, pause and let your hippocampus generate more repetitions of that material than it would otherwise if you just tried to barrel through.

因此，如果你是一名教师和/或如果你是一名学习者，请定期在一集、一堂课或任何试图学习新的运动技能或音乐技能或任何类型的学习的过程中停下来，让你的海马体产生比你只是试图快速完成时更多的重复材料。

So I realize as we've gone through today's discussion that words like test and quiz, evaluation, offsetting, forgetting, all of that stuff can spike people's cortisol.

所以我意识到，当我们经历今天的讨论时，诸如测试和测验、评估、抵消、遗忘之类的词都会使人们的皮质醇激增。

It can give us flashbacks to uncomfortable classroom experiences related to being called on, cold called, for the answer, a vicious trick that instructors play.

它可以让我们回想起不舒服的课堂经历，这些经历与被点名、冷落电话、要求答案有关，这是教师玩的恶毒把戏。

Keep in mind that testing as a form of studying, whether or not it's self-directed or given to you by a teacher, is not for sake of evaluation at the level of, okay, you get an exam at the end of a lecture, and then you do your best to answer those questions, and then you turn it in, and it impacts your grade.

请记住，测试作为一种学习形式，无论是自我指导还是老师给你的，都不是为了进行评估，好吧，你在讲座结束时进行考试，然后你尽力回答这些问题，然后你上交，这会影响你的成绩。

No, this is about being told or revealing to yourself how much you know and don't know, and then, of course, being told the correct answers so that you can compare your answers to the correct answers, and doing this frequently and ideally very soon after being exposed to the material.

不，这是关于被告知或向自己揭示你知道多少和不知道多少，然后，当然，被告知正确答案，以便你可以将你的答案与正确答案进行比较，并在接触材料后经常且理想地很快这样做。

That's one of the key things that I keep coming back to again and again here because it's something that, frankly, was not done while I was in school, for whatever reason.

这是我在这里一次又一次回顾的关键事情之一，因为坦率地说，无论出于何种原因，我在学校时都没有做过这件事。

And I think that's largely because when people hear the word testing, they think of evaluation.

我认为这主要是因为当人们听到测试这个词时，他们会想到评估。

And if anything, at least in the United States, over the last 30 years, but in particular over the last 15 years, there's been this tendency to shift away from formal evaluation.

如果说有什么不同的话，至少在美国，过去 30 年，尤其是过去 15 年，已经出现了偏离正式评估的趋势。

I personally believe that one can learn in many different styles and many different contexts.

我个人认为，一个人可以在多种不同的风格和多种不同的环境中学习。

I, of course, as a university professor, believe that for certain topics, in particular science and medicine and health, but other topics as well, of course, that formal, rigorous coursework is by far the best way to learn information for me.

当然，作为一名大学教授，我相信对于某些主题，特别是科学、医学和健康，但对于其他主题，当然，正式、严格的课程作业是迄今为止对我来说学习信息的最佳方式。

But that regardless of whether or not you're learning just from YouTube, or you're learning from podcasts, or you're learning from books, or you're learning from the school of life, as it were, from experience, that Testing as a form of studying is absolutely key, and gosh, there's such a beautiful body of research.

但无论你是否只是从 YouTube 学习，或者从播客学习，或者从书本学习，或者从生活学校学习，可以说，从经验中学习，测试作为一种学习形式绝对是关键，天哪，有如此美丽的研究机构。

In fact, I'll link to several studies, including a review entitled "Testing Enhances Learning: A Review of the Literature," as well as a beautiful article, "Test Enhanced Learning," which gets into this.

事实上，我将链接到几项研究，包括题为“测试增强学习：文献综述”的评论，以及一篇精彩的文章“测试增强学习”，其中涉及到这一点。

And there's a wonderful book about this that I'll also provide a link to in the show note captions, all of course, authored by researchers who have worked squarely in this field and compare the data on testing as a studying tool to other forms of studying and learning.

有一本关于这方面的精彩书籍，我还将在节目说明文字中提供链接，当然，这本书是由在该领域直接工作的研究人员撰写的，并将测试作为学习工具的数据与其他形式的学习和学习进行比较。

So it's a really impressive literature that I do believe we all should have known about, and that's why I'm passing it on to you now.

所以这是一本非常令人印象深刻的文献，我相信我们都应该知道，这就是为什么我现在把它传递给你们。

Now, before we wrap up, I want to make sure that I emphasize some of the other key components to studying and learning that have nothing to do with testing as a studying tool.

现在，在我们结束之前，我想确保我强调了学习和学习的其他一些关键组成部分，这些组成部分与作为学习工具的测试无关。

And those are the role of emotion, the role of story, and the role of what's called interleaving.

这些就是情感的作用、故事的作用以及所谓的交错的作用。

Now, in terms of emotion, I think we all inherently understand that more emotionally laden experiences are remembered more durably.

现在，就情感而言，我认为我们都本能地理解，充满情感的经历会被更持久地记住。

We tend not to forget them.

我们往往不会忘记他们。

In fact, this is the basis of things like PTSD, post-traumatic stress disorder.

事实上，这是创伤后应激障碍（PTSD）、创伤后应激障碍等疾病的基础。

It is the reality that one trial learning, that is exposure to something and never forgetting it, occurs very readily when the thing that we're exposed to is negative or has a very heavy negative emotional salience.

事实上，当我们接触到的事物是负面的或具有非常严重的负面情绪显着性时，尝试学习，即接触某事物并且永远不会忘记它，就很容易发生。

So it could be something we read or something we see.

所以它可能是我们读到的东西或我们看到的东西。

Sometimes it's something that happens to us.

有时这是发生在我们身上的事情。

I don't like the idea of that, but this is true.

我不喜欢这个想法，但这是事实。

Your nervous system is wired such, neuroplasticity is such, that stressful experiences, because they deploy such massive amounts of adrenaline, epinephrine, as well as other neuromodulators, allow very quickly for the milieu, the environment of the neural circuits that led up to that experience to strengthen their connections with one trial, so-called one trial learning.

你的神经系统是这样的，神经可塑性是如此，压力经历，因为它们部署如此大量的肾上腺素，肾上腺素，以及其他神经调节剂，允许很快的环境，神经回路的环境，导致这种经历，通过一次试验，所谓的一次试验学习，加强它们的联系。

This is why, sadly, although at the same time from an adaptive perspective, we say fortunately, if you were to step outside today and God forbid, see somebody get hit by a car, you would remember that.

这就是为什么，可悲的是，尽管同时从适应性的角度来看，我们说幸运的是，如果你今天走出去，上帝保佑，看到有人被车撞了，你会记得这一点。

Chances are you would remember that forever.

您很可能会永远记住这一点。

Now, that does not mean that the emotional components of that memory are necessarily going to stay within you.

现在，这并不意味着该记忆的情感成分一定会留在你的内心。

There are tools for the treatment of PTSD, such as the different ones that come to mind are systematic exposure therapy, where you're re-exposed to that idea or memory, sometimes even circumstance with, of course, the support of a trained professional, typically a psychiatrist or psychologist.

有一些治疗创伤后应激障碍的工具，比如我想到的不同的工具是系统暴露疗法，在这种疗法中，你会重新暴露于那个想法或记忆，有时甚至是在训练有素的专业人士（通常是精神病学家或心理学家）的支持下的情况。

And the emotional load of that experience is gradually uncoupled from your memory of the experience.

那段经历的情感负担逐渐与你对这段经历的记忆脱钩。

There's things like EMDR.

有像 EMDR 这样的东西。

There are pharmacologic approaches.

有一些药理学方法。

Some of these are combined with the sorts of things I've described.

其中一些与我所描述的各种内容相结合。

I've done entire episodes about stress and PTSD.

我已经完成了有关压力和创伤后应激障碍的整集。

Again, you can find those at hubermanlab.com by putting stress PTSD into the search function.

同样，您可以通过在 hubermanlab.com 的搜索功能中输入压力 PTSD 来找到这些内容。

However, we know that it is the same neuromodulators, mainly epinephrine and norepinephrine, deployed at massive amounts in those moments where something very stressful happens that allows the neural circuits that led up to the circumstance, as well as the neural circuits that encoded that visual scene and scenes like it, or sounds like it, to be locked in and linked to the stress response.

然而，我们知道，在发生非常有压力的事情的那些时刻，大量使用相同的神经调节剂，主要是肾上腺素和去甲肾上腺素，使得导致这种情况的神经回路以及编码视觉场景和类似场景或类似声音的神经回路被锁定并与压力反应相关联。

Now, what this is really all saying is that negative stuff is remembered typically the first time and every time, and very durably over time, as compared to positive experiences, which as far as peak experiences go, birth of your first child, a wedding, a wonderful professional or personal experience, those, too, can be one trial learning and memory.

现在，这实际上是说的是，与积极的经历相比，消极的事情通常是第一次和每次都会被记住，并且随着时间的推移会非常持久，就高峰经历而言，第一个孩子的出生，婚礼，美妙的职业或个人经历，这些也可以是一次学习和记忆的尝试。

But most things that we are exposed to are not at those extremes, either negative or positive.

但我们接触到的大多数事情都没有那么极端，无论是消极的还是积极的。

However, we know that any kind of story, any kind of emotional emphasis on material, either in the delivery of that material, but certainly in the way that that material is perceived by you, like getting really excited about something you want to learn or thinking something's really awful, is likely to be more readily and stably committed to your memory.

然而，我们知道，任何类型的故事，任何对材料的情感强调，无论是在材料的传递中，还是在你感知材料的方式上，比如对你想学的东西感到非常兴奋，或者认为某件事真的很糟糕，都可能更容易、更稳定地留在你的记忆中。

And that's because of these neuromodulators like epinephrine and norepinephrine, but other neuromodulators as well, that wire those experiences into your neural circuits.

这是因为肾上腺素和去甲肾上腺素等神经调节剂以及其他神经调节剂将这些体验连接到您的神经回路中。

Again, these neuromodulators, epinephrine, norepinephrine, we also hear about acetylcholine, dopamine, et cetera, they can operate at low levels and sort of background levels.

同样，这些神经调节剂，肾上腺素，去甲肾上腺素，我们也听说过乙酰胆碱，多巴胺等，它们可以在低水平和某种背景水平下发挥作用。

They can create subtle fluctuations in mood, focus, and attention, or they can create massive shifts in mood, focus, and attention, depending on their levels, their timing, and much, much more.

它们可以造成情绪、注意力和注意力的微妙波动，也可以造成情绪、注意力和注意力的巨大变化，这取决于它们的水平、时机等等。

The point here is that if you're a teacher and/or if you are a learner, paying attention to your internal state as you're trying to learn is very key.

这里的要点是，如果您是一名教师和/或如果您是一名学习者，那么在尝试学习时注意自己的内部状态非常关键。

We've all had that teacher, that lecturer that just kind of drones things out in monotone.

我们都遇到过那种单调乏味的老师、讲师。

If you need to learn the material coming out of a source like that, person or otherwise, you're going to have to ramp up your level of internal attention consciously in order to bring about some emotional salience, some intensity to the way it's perceived.

如果你需要学习来自诸如人或其他来源的材料，你将必须有意识地提高你的内部注意力水平，以便带来一些情感上的显着性，以及它被感知的方式的一些强度。

And you can do that just through your own thinking, as opposed to the situation whether you have a super dynamic teacher who's telling you things with wide eyes and perhaps even cracking jokes.

你可以通过自己的思考来做到这一点，而不是你有一个超级有活力的老师，他睁大眼睛告诉你事情，甚至可能开玩笑。

By the way, the teachers that crack jokes get lower teacher evaluations than those that don't crack jokes or swear.

顺便说一句，讲笑话的老师比那些不讲笑话或咒骂的老师得到的教师评价要低。

Did you know that?

你知道吗？

The teachers that crack jokes and swear, they're perceived as more likable, but they get lower overall evaluations, typically.

那些开玩笑和说脏话的老师，他们被认为更讨人喜欢，但他们通常得到的总体评价较低。

They're seen as less professional and therefore less good teachers by their students.

他们被学生视为不太专业，因此不是好老师。

That's why I try not to make too many jokes or swear in my lectures.

这就是为什么我在演讲中尽量不讲太多笑话或说脏话。

The point being that we all have those really wonderful dynamic teachers.

重点是我们都有那些非常出色、充满活力的老师。

Yes, it's much easier to learn and remember that material.

是的，学习和记住这些材料要容易得多。

You still need to test yourself on it, but it's much easier to learn that material for the very reasons I stated before.

您仍然需要测试自己，但是由于我之前所说的原因，学习该材料要容易得多。

It's a lesser example of more deployment of the neuromodulators in you, the learner That is exposed to that material.

这是一个较小的例子，说明你（接触该材料的学习者）体内的神经调节剂得到了更多的部署。

Okay?

好的？

So emotion matters.

所以情绪很重要。

So much so that in a beautiful review about learning and memory from the great James McGaugh, one of the luminaries in modern neuroscience and psychology of memory, he talked about a medieval practice, this is pretty wild, whereby people and kids, kids are people, of course, but adults and kids were taught information and then thrown, literally thrown into cold water.

以至于在伟大的詹姆斯·麦高（现代神经科学和记忆心理学的杰出人物之一）关于学习和记忆的精彩评论中，他谈到了一种中世纪的做法，这是相当疯狂的，人和孩子，孩子当然是人，但成人和孩子被教授信息，然后被扔进冷水里。

Why?

为什么？

To deploy adrenaline and consolidate memory of the material they were exposed to.

部署肾上腺素并巩固他们所接触的材料的记忆。

Now, I know we've covered deliberate cold exposure on this podcast before.

现在，我知道我们之前已经在这个播客中报道过故意的寒冷暴露。

No, I'm not saying you need to do a cold plunge after being exposed to new material, but guess what?

不，我并不是说你在接触新材料后需要进行一次冷跳，但你猜怎么着？

They were doing that many hundreds of years ago, and it makes sense logically based on all our understanding of the neurobiology underlying things like PTSD, underlying emotion-laden memory formation and consolidation, and our ability to remember things that were emotionally laden much better than things that were less emotionally laden.

他们在几百年前就这么做了，基于我们对创伤后应激障碍（PTSD）等背后的神经生物学的理解，潜在的充满情感的记忆形成和巩固，以及我们对充满情感的事物的记忆能力比那些不那么充满情感的事物的记忆能力，这在逻辑上是有意义的。

So if you want to take a cold shower after learning some material, or even better, testing yourself mentally on that material while in a cold shower or cold plunge, you certainly can.

因此，如果您想在学习一些材料后洗个冷水澡，或者更好的是，在洗冷水澡或冷水浴时对这些材料进行心理测试，您当然可以。

Just don't stay in there too long.

只是不要在那里呆太久。

Use best practices.

使用最佳实践。

If you want to know what those best practices are for deliberate cold exposure, you can check out our deliberate cold exposure newsletter at hubermanlab.com.

如果您想了解故意冷暴露的最佳实践是什么，您可以在 hubermanlab.com 上查看我们的故意冷暴露新闻通讯。

It's completely zero cost.

完全是零成本。

You don't even need to sign up.

您甚至不需要注册。

You simply go to Newsletter in the Menu tab, and you can find that PDF.

您只需转到“菜单”选项卡中的“时事通讯”，即可找到该 PDF。

And now, because you are becoming proficient in an understanding of neuroplasticity and learning and testing and neuromodulators like epinephrine, yes, drinking caffeine will increase your levels of epinephrine.

现在，因为您正在熟练地了解神经可塑性、学习和测试以及肾上腺素等神经调节剂，是的，喝咖啡因会增加您的肾上腺素水平。

Not strikingly so, but enough that it probably helps you learn things a little bit better.

虽然不那么引人注目，但足以帮助你更好地学习东西。

Should you drink the coffee after?

饭后应该喝咖啡吗？

Listen, that's getting a little bit too down in the details.

听着，细节有点太细化了。

The most important components to learning are that you be alert so that you can attend, so you can pay attention to the material you're trying to learn, and then testing yourself later.

学习最重要的组成部分是你要保持警惕，这样你才能参加，这样你就可以关注你正在学习的材料，然后再测试自己。

And of course, the other component, which is getting sufficient amounts of great sleep each night, and I highly recommend doing NSDR.

当然，另一个组成部分是每晚获得充足的优质睡眠，我强烈建议您进行 NSDR。

I mentioned gap effects before.

我之前提到过差距效应。

Those are very, very cool.

这些非常非常酷。

I just used another one now.

我现在刚用了另一个。

And the final tool for studying that I believe is not discussed enough and is a bit counterintuitive, so it's a fun one to just mention and that perhaps you can explore in your own studying and learning adventures, is interleaving of information.

我认为最后一个学习工具没有得到足够的讨论，而且有点违反直觉，所以提一下它是一个有趣的工具，也许你可以在自己的学习和学习冒险中探索，那就是信息的交错。

This one's kind of wild, actually.

实际上，这有点狂野。

Turns out that if your instructor or you takes information about something that they're trying to teach you or you're trying to learn, maybe it's piano, maybe it's neuroscience, maybe it's how to learn better, and every once in a while throws in a little anecdote about something, let's just say, or mention something about the Olympics, or incorporate something that seems pseudo-random because it's not actually related to the material you're trying to learn.

事实证明，如果你的老师或你获取了他们试图教你或你试图学习的东西的信息，也许是钢琴，也许是神经科学，也许是如何学得更好，并且每隔一段时间就会抛出一些关于某事的小轶事，让我们简单说一下，或者提到一些关于奥运会的事情，或者加入一些看起来伪随机的东西，因为它实际上与你想要学习的材料无关。

Turns out that that acts not as a gap in the same sense that gap effects, which are times in which you do nothing in order to get more repetitions of the material you just heard in your hippocampus, but rather those breaks of interleaving information, not just getting a steady barrage, like drinking from a fire hose of new information from start to finish, turn out to enhance overall learning ability.

事实证明，这与间隙效应不同，间隙效应是指你什么也不做，以便更多地重复刚刚在海马体中听到的材料，而是那些交错信息的中断，而不仅仅是获得稳定的弹幕，就像从头到尾从消防水龙带中汲取新信息一样，结果可以增强整体学习能力。

Probably, we think, at a mechanistic level, because the neural circuits are able to generate more repetition similar to gap effects.

我们认为，在机械层面上，可能是因为神经回路能够产生更多类似于间隙效应的重复。

But actually, in a very interesting way, also because by injecting other information that seems totally unrelated, random, or pseudo-random, it allows the brain areas that are responsible for encoding information to take whatever new information you're learning and to incorporate it with existing knowledge or even distantly related knowledge.

但实际上，以一种非常有趣的方式，也因为通过注入其他看起来完全不相关、随机或伪随机的信息，它允许负责编码信息的大脑区域接受你正在学习的任何新信息，并将其与现有知识甚至遥远相关的知识结合起来。

So does this mean that you should learn math and history in the same lecture?

那么这是否意味着您应该在同一堂课中学习数学和历史？

Well, I think that might be a bit overwhelming, kind of like drinking from two fire hoses.

嗯，我认为这可能有点难以承受，有点像用两个消防水龙带喝水。

Here we're talking about interleaving challenging information that's new to you with little anecdotes, little bits of information that perhaps are new to you, but don't require a lot of challenge.

在这里，我们讨论的是将对您来说不熟悉的具有挑战性的信息与小轶事、对您来说可能是新的但不需要太多挑战的小信息交织在一起。

Which is, of course, why every once in a while I throw in a little anecdote about my bulldog or learning neuroanatomy or something of that sort.

当然，这就是为什么我时不时地讲一些关于我的斗牛犬或学习神经解剖学之类的轶事。

It's not just to provide a break, it's to provide examples that are related but not central to the material that we've been talking about today, which is all about how to study and learn optimally.

这不仅仅是为了提供休息，而是提供与我们今天讨论的材料相关但不是核心的示例，这些材料都是关于如何以最佳方式学习和学习的。

Okay, so I realize that many of you are not students any longer, although some of you are.

好吧，我意识到你们中的许多人不再是学生了，尽管有些人是。

But in many ways, we are all students.

但从很多方面来说，我们都是学生。

We are all constantly being exposed to all sorts of information out in the world, and goodness knows, thank goodness we don't remember it all.

我们都在不断地接触到世界上各种各样的信息，天知道，谢天谢地，我们并不记得这一切。

But there is, of course, information that we would like to remember, that we would really like to consolidate in our memory and be able to have some mastery over.

但当然，有些信息是我们想要记住的，我们真的很想在我们的记忆中巩固并能够掌握一些信息。

Earlier, I said I would distinguish between unskilled, skilled, mastery, and virtuosity, and I'll do that now.

早些时候，我说过我会区分不熟练、熟练、精通和精湛，我现在就这样做。

Unskilled, of course, means that we have limited understanding, let alone ability to use information.

当然，不熟练意味着我们的理解能力有限，更不用说利用信息的能力了。

Skilled typically means we know and can recognize and use information in basic ways or even advanced ways.

熟练通常意味着我们知道并能够以基本方式甚至高级方式识别和使用信息。

Mastery typically means that we have close to the full depth of knowledge in a given area and that we can use it pretty flexibly.

掌握通常意味着我们在给定领域拥有接近完整深度的知识，并且我们可以非常灵活地使用它。

And virtuosity, at least my definition of virtuosity, is where we actually have such mastery of material that we can use it in ways that we still don't even know how we can use.

精湛技艺，至少是我对精湛技艺的定义，是指我们实际上掌握了材料，以至于我们可以以我们甚至不知道如何使用的方式使用它。

Meaning that we can inject elements, or we even invite elements of uncertainty and kind of spontaneity into the use of that material.

这意味着我们可以注入元素，或者我们甚至邀请不确定性和自发性的元素进入该材料的使用。

Here I'm thinking of great musicians, I'm thinking of great athletes, where they know all the plays, they know all the moves, it's all scripted into their nervous system, and they can deploy those at any time, so they have real mastery.

在这里，我想到了伟大的音乐家，我想到了伟大的运动员，他们知道所有的戏剧，他们知道所有的动作，这一切都被编入他们的神经系统，他们可以随时部署这些，所以他们拥有真正的掌握。

But in order to display their incredible abilities, their virtuosity, they actively invite in the X factor, the uncertainty, such that sometimes they find themselves playing their instrument or singing or performing athletically or mathematically or what have you in ways that even surprise them.

但为了展示他们令人难以置信的能力，他们的精湛技艺，他们积极地引入X因素，即不确定性，这样有时他们会发现自己在演奏乐器、唱歌、进行体育或数学表演，或者以甚至令他们惊讶的方式进行表演。

And that, of course, is a lot to expect of ourselves.

当然，我们对自己的期望很高。

I think most of us would be content to have skill and mastery of the things that we care about.

我认为我们大多数人都会满足于拥有技能并掌握我们关心的事情。

And should we achieve virtuosity, then wonderful.

如果我们能达到精湛技艺，那就太好了。

But one of the main points of today's discussion was to arm you with an understanding of neuroplasticity in the context of studying and learning, to really understand that so much of learning stably and consolidating information over time is to offset the forgetting process, and that testing is not just a tool for evaluating our knowledge, but rather a tool for evaluating and reinforcing and building our knowledge.

但今天讨论的要点之一是让你了解学习和学习背景下的神经可塑性，真正理解随着时间的推移稳定地学习和巩固信息是为了抵消遗忘过程，而测试不仅仅是评估我们知识的工具，而是评估、强化和构建我们知识的工具。

Put differently, that testing is an excellent tool, if not the best tool, for studying.

换句话说，对于学习来说，测试即使不是最好的工具，也是一个极好的工具。

And I think that's an important reframe that others have brought about and that I really want to highlight, underline, and boldface during today's discussion.

我认为这是其他人带来的重要重构，我真的想在今天的讨论中强调、强调和加粗。

It's one that I certainly wish I had applied more in my educational trajectory, and it's one that I plan to deploy further in my seeking out of new knowledge in terms of the podcast and neuroscience, but in other areas of my life as well.

我当然希望我能在我的教育轨迹中更多地应用这一点，我计划在播客和神经科学方面以及我生活的其他领域寻求新知识时进一步部署它。

Because from the existing literature, and hopefully from the way it was presented to you today, you probably realize that it is near infinite, if not infinite, that we can apply testing as a tool for studying.

因为从现有的文献中，并且希望从今天向您呈现的方式来看，您可能会意识到，我们可以将测试作为学习工具，即使不是无限的，也接近无限的。

Self-testing, testing of others, using testing as a way to really probe what we know and don't know, and to really offset that forgetting process.

自我测试，测试他人，使用测试作为一种真正探索我们知道和不知道的方式，并真正抵消遗忘过程。

And in that sense, it is really nicely aligned with what we know about neuroplasticity, and it's also something that we can use freely and that you can use covertly, that you can apply in your own seeking out of knowledge and new skills of all kinds, classroom or otherwise.

从这个意义上说，它确实与我们对神经可塑性的了解非常吻合，而且它也是我们可以自由使用的东西，你可以秘密使用它，你可以将其应用于你自己寻求各种知识和新技能，课堂或其他方式。

If you're learning from and/or enjoying this podcast, please subscribe to our YouTube channel.

如果您正在学习和/或喜欢此播客，请订阅我们的 YouTube 频道。

That's a terrific zero-cost way to support us.

这是支持我们的绝佳零成本方式。

Another terrific zero-cost way to support us is to follow the podcast on both Spotify and Apple.

另一种很棒的零成本支持方式是关注 Spotify 和 Apple 上的播客。

And on both Spotify and Apple, you can leave us up to a five-star review.

在 Spotify 和 Apple 上，您都可以给我们五星级的评价。

Please check out the sponsors mentioned at the beginning and throughout today's episode.

请查看今天节目开头和整个节目中提到的赞助商。

That's the best way to support this podcast.

这是支持这个播客的最佳方式。

If you have questions for me or comments about the podcast or guests or topics that you'd like me to consider for the Huberman Lab podcast, please put those in the comments section on YouTube.

如果您对我有疑问，或者对播客或嘉宾有意见，或者您希望我为 Huberman Lab 播客考虑的主题，请将这些意见放入 YouTube 的评论部分。

I do read all the comments.

我确实阅读了所有评论。

For those of you that haven't heard, I have a new book coming out.

对于那些还没有听说过的人，我即将出版一本新书。

It's my very first book.

这是我的第一本书。

It's entitled "Protocols: An Operating Manual for the Human Body." This is a book that I've been working on for more than five years, and that's based on more than 30 years of research and experience.

它的标题是“协议：人体操作手册”。这本书是我花了五年多时间编写的，它基于 30 多年的研究和经验。

And it covers protocols for everything from sleep to exercise to stress control, protocols related to focus and motivation, and of course, I provide the scientific substantiation for the protocols that are included.

它涵盖了从睡眠到运动再到压力控制的所有协议，以及与注意力和动机相关的协议，当然，我为所包含的协议提供了科学依据。

The book is now available by pre-sale at protocolsbook.com.

该书现已在protocolbook.com 上预售。

There you can find links to various vendors.

在那里您可以找到各个供应商的链接。

You can pick the one that you like best.

您可以选择您最喜欢的一个。

Again, the book is called "Protocols: An Operating Manual for the Human Body." If you're not already following me on social media, I'm Huberman Lab on all social media platforms.

同样，这本书的名字是“协议：人体操作手册”。如果您还没有在社交媒体上关注我，我是所有社交媒体平台上的 Huberman Lab。

So that's Instagram, X, formerly known as Twitter, Threads, Facebook, and LinkedIn.

这就是 Instagram、X，以前称为 Twitter、Threads、Facebook 和 LinkedIn。

And on all those platforms, I cover science and science-related tools, some of which overlaps with the content of the Huberman Lab podcast, but much of which is distinct from the content on the Huberman Lab podcast.

在所有这些平台上，我介绍了科学和科学相关的工具，其中一些与胡伯曼实验室播客的内容重叠，但其中大部分与胡伯曼实验室播客的内容不同。

Again, that's Huberman Lab on all social media channels.

同样，这是所有社交媒体渠道上的 Huberman Lab。

If you haven't already subscribed to our Neural Network Newsletter, our Neural Network Newsletter is a zero-cost monthly newsletter that has protocols which are one to three-page PDFs that describe things like optimizing your sleep, how to optimize your dopamine, deliberate cold exposure.

如果您还没有订阅我们的神经网络时事通讯，我们的神经网络时事通讯是一份零成本的月度时事通讯，其中包含一到三页的 PDF 协议，描述诸如优化睡眠、如何优化多巴胺、故意冷暴露等内容。

We have a foundational fitness protocol that describes resistance training, sets and reps, and all of that, as well as cardiovascular training that's supported by the scientific research.

我们有一个基本的健身方案，其中描述了阻力训练、组数和重复次数以及所有这些，以及得到科学研究支持的心血管训练。

And we have protocols related to neuroplasticity and learning.

我们有与神经可塑性和学习相关的协议。

Again, you can find all that at completely zero cost by going to hubermanlab.com.

同样，您可以通过访问 hubermanlab.com 以完全零成本找到所有这些内容。

Go to the Menu tab in the right corner, scroll down to Newsletter, you put in your email, and we do not share your email with anybody.

转到右上角的“菜单”选项卡，向下滚动到“时事通讯”，输入您的电子邮件，我们不会与任何人共享您的电子邮件。

Thank you once again for joining me for today's discussion, all about how to study and learn.

再次感谢您参加今天的讨论，内容都是关于如何学习和学习。

And last, but certainly not least, thank you for your interest in science.

最后但同样重要的是，感谢您对科学的兴趣。