学会如何学习学习笔记——2. 2 组块——怎样形成组块？

怎样形成组块——第1部分

In this video, we're going to give you a little background about how to make a chunk. If you're learning to play a difficult song on the guitar, the neural representation of the song in your mind can be considered as a rather large chunk. You would first listen to the song. Maybe you'd even watch someone else playing the song especially if you were just a beginner who was learning things like how to hold the guitar. Getting an initial sense of the pattern you want to master for yourself is similar for most subjects or skills. You often have to grasp little bits of songs that become neural mini chunks which will later join together into larger chunks.

For example, over several days you might learn how to smoothly play some musical passages on the guitar, and when you've grasped those passages, you could join them together with other passages that you've gradually putting everything together so you can play the song. In learning a sport, say basketball, soccer, golf, you grasp and master various bits and pieces of the skills you need. You're creating little neural mini chunks that you can then gradually knit together into larger neural chunks. Later, you can knit those larger chunks into still larger and more complex chunks that you can draw up in an instant in reaction say to a slight shift and twist in the soccer ball that's coming your way. The best chunks are the ones that are so well ingrained that you don't even have to consciously think about connecting the neural pattern together,. That actually is the point of making complex ideas, movements or reactions into a single chunk.

You can see this in language learning. In the beginning, often just saying a single word with the proper nuance, tone, and accent involves a lot of practice. Stringing extemporaneous sentences together involves the ability to creatively mix together various complex mini chunks and chunks in the new language. To see what I mean, try repeating the following tongue-twister in the Indian language of Kannada. Hi, I'm Shilpa Kokeny. I'm native speaker of Kannada, which is one of the oldest language spoken in India. Today, I'm going to share with you a tongue-twister in Kannada. So, let's get started. Not easy, is it? Unless you're a native speaker of Kannada, but the language was learned bit by bit. Learning in math and science involves the same approach. When you're learning new math and science material, you're often given sample problems with worked out solutions. This is because, when you're first trying to understand how to work a problem, you have a heavy cognitive load. So, it helps to start out with a work-through example. It's like first listening to a song before trying to play the song yourself. Most of the details of the worked out solution are right there and your job is simply to figure out why the steps are taken the way they are. They can help you see the key features and underlying principles of a problem. One concern about using worked out examples in math and science to help you in starting to form chunks, is that it can be all too easy to focus too much on why an individual step works and not on the connection between steps. That is on why this particular step is the next thing you should do. So, keep in mind that I'm not just talking about a cookie cutter, just do as you're told mindless approach when following a worked-out solution. It's more like using a roadmap to help you when traveling to a new place. Pay attention to what's going on around you when you're using the map and soon you'll find yourself able to get there on your own. You'll even be able to figure out new ways of getting there. Next, we'll walk you through the actual steps of chunk formation. I'm Barbara Oakley, thanks for learning how to learn.

在这个视频中，我们将向您介绍如何制作一个大块。如果您正在学习如何在吉他上弹奏一首难曲，那么这首歌在您脑海中的神经表示可以被视为一个相当大的大块。首先，您会听这首歌。特别是当您刚开始学习时，您甚至可能会观看别人演奏这首歌，例如如何握住吉他。对于大多数学科或技能来说，获得自己想要掌握的模式的初始感觉是相似的。您通常必须抓住歌曲的一小部分，这些部分成为神经迷你块，稍后将组合成更大的块。

例如，经过几天的学习，您可能学会了如何流畅地在吉他上演奏一些音乐段落，当您掌握了这些段落后，您可以将它们与其他段落结合起来，逐渐将所有内容整合在一起，这样您就可以演奏整首歌曲了。在学习运动（如篮球、足球、高尔夫）时，您掌握并精通所需的各种技能和技巧的片段。您正在创建神经迷你块，然后逐渐将其编织成更大的神经块。之后，您可以将这些更大的块编织成更大、更复杂的块，以便在对即将到来的足球球进行微小的移动和扭曲做出反应时立即绘制出来。最好的块是那些深深扎根于您的大脑中的块，以至于您甚至不需要有意识地思考将神经模式连接起来。实际上，将复杂的想法、动作或反应组合成一个单一的块就是这个意思。

您可以在语言学习中看到这一点。一开始，通常只是用适当的语调和口音说一个单词就需要大量的练习。将即兴的句子串联在一起需要能够创造性地将新语言中的各种复杂迷你块和块混合在一起的能力。为了说明我的意思，请尝试用印度的卡纳达语重复以下绕口令：“嗨，我是Shilpa Kokeny。我是卡纳达语的母语者，这是印度最古老的语言之一。今天，我将与您分享一个卡纳达语的绕口令。那么，让我们开始吧。”不容易吧？除非您是卡纳达语的母语者，但这种语言是一点一点学会的。数学和科学学习也采用相同的方法。当您学习新的数学和科学材料时，通常会给您提供带有已解决解决方案的示例问题。这是因为当您第一次试图理解如何解决一个问题时，您的认知负荷很重。因此，从解决问题的例子开始是很有帮助的。就像先听一首歌然后再尝试自己演奏一样。已解决解决方案的大部分细节都在那里，您的工作仅仅是弄清楚为什么采取这些步骤以及为什么下一步应该这样做。它们可以帮助您了解问题的关键特征和基本原理。使用数学和科学中的已解决示例来帮助您开始形成块的一个担忧是，很容易过于关注为什么单个步骤有效而忽略了步骤之间的联系。这就是为什么这个特定的步骤是接下来应该做的事情的原因。因此，请记住，我并不是在谈论一种千篇一律、只按指示行事的方法。这更像是使用地图来帮助您在新地方旅行时的情况。当您使用地图时请注意周围发生的事情，很快您就会发现自己能够独立到达那里。您甚至可以找到新的到达那里的方式。接下来，我们将向您展示实际的块形成步骤。感谢您学习如何学习。

怎样形成组块——第2部分

In this video, I'm going to walk you through the basic steps behind how to make a chunk. Every discipline is a little different. Chunking in the subject of history for example, is quite different from chunking in Chemistry or in karate. In my explanations here, I'm going to lean a little more towards explaining chunking of mental ideas rather than physical body motions, but you'll see that the two approaches are closely related. So, whether you're learning something mental or something physical, you'll find some helpful ideas here.

The first step on chunking is simply to focus your undivided attention on the information you want to chunk. If you had the television going on in the background or you're looking up every few minutes to check or answer your phone or computer messages, it means you're going to have more difficulty in making a chunk, because your brain is not really focusing on chunking the new material. When you first begin to learn something, you're making new neural patterns and connecting them with preexisting patterns that are spread through many areas of the brain. Your octopus tentacles, so to speak, can't reach very well if some of them are off on other thoughts using up some of the limited slots in your working memory.

The second step in chunking is to understand the basic idea you're trying to chunk, whether it’s understanding a concepts such as continental drift, seeing the connection between the basic elements of a plot for a story, grasping the economic principle of supply and demand, or comprehending the essence of a particular type of math problem. Students can often synthesize the gist, that is figure out the main idea or ideas pretty naturally, or at least they can grasp those ideas if they allow the focused and diffused modes of thinking to take turns in helping them figure out what's going on. Understanding is like a super glue that helps hold the underlying memory traces together. It creates broad encompassing traces that can link to other memory traces. Can you create a chunk if you don't understand? Yes, but it's often a useless chunk that won't fit in with or relate to other material you're learning. That said, it's important to realize that just understanding how a problem was solved for example, does not necessarily create a chunk that you can easily call to mind later. Don't confuse the aha! of a breakthrough and understanding with solid expertise. That's part of what you can grasp an idea when a teacher presented in class, but if you don't review it fairly soon after you first learned it, it can seem incomprehensible when it comes time to prepare for a test. In math and science related subjects, closing the book and testing yourself on whether you yourself can solve the problem you think you understand will speed up your learning at this stage. You often realize the first time you actually understand something is when you can actually do it yourself. It's the same in many disciplines. Just looking at someone else's painting doesn't mean you could actually create that painting yourself, and just hearing a song won't give you the expertise you need to sing it in the same resonant fashion. Just because you see it or even that you understand it, it doesn't mean that you can actually do it. Only doing it yourself helps create the neural patterns that underlie true mastery.

The third step to chunking is gaining context, so you can see not just how but also when to use this chunk. Context means going beyond the initial problem and seeing more broadly, repeating and practicing with both related and unrelated problems, so that you can see not only when to use the chunk but when not to use it. This helps you see how your newly formed chunk fits into the bigger picture. In other words, you may have a tool in your strategy or problem solving tool box but if you don't know when to use that tool it's not going to do you a lot of good.

Ultimately, practice helps you broaden the networks of neurons that are connected to your chunk, ensuring it's not only firm but also accessible from many different paths. As you can see from this top-down, bottom-up illustration, learning takes place in two ways. There's a bottom-up chunking process where practice and repetition can help you both build and strengthen each chunk, so you can easily access it whenever you need to. There's also a top-down big picture process that allows you to see what you're learning and where it fits in. Both processes are vital in gaining mastery over the material. Context is where bottom-up and top-down learning meet. To clarify here, chunking may involve your learning how to use a certain problem solving technique. Context means learning when to use that technique instead of some other technique. Doing a rapid two-minute picture walk through a chapter in a book before you begin studying it, glancing at pictures and section headings can allow you to gain a sense of the big picture, so can listening to a very well-organized lecture. These kinds of activities can help you know where to put the chunks you're constructing, how the chunks relate to one another; just as you see here with the image of the man in the car. Learn the major concepts or points first, these are often the key parts of a good instructor or on book chapters, outline, flow charts, tables, or concept maps. Once you have this done, fill in the details. Even if a few of the puzzle pieces are missing at the end of your studies, you can still see the big picture. So, there you go.

Summing it up, chunks are best built with focused attention, understanding of the basic idea, and practice to help you gain mastery and a sense of the big picture context. Those are the essential steps in making a chunk and fitting that chunk into a greater conceptual overview of what you're learning, but there's more. I'm Barbara Oakley. Thanks for learning how to learn.

在这个视频中，我将向您介绍如何制作一个大块的基本步骤。每个学科都有些不同。例如，历史中的块状记忆与化学或空手道中的块状记忆非常不同。在我的解释中，我会更加倾向于解释心理概念的块状记忆，而不是身体动作，但您会看到这两种方法密切相关。因此，无论您正在学习什么心理或物理的东西，您都会在这里找到一些有用的建议。

块状记忆的第一步就是将您的专注力集中在您想要记忆的信息上。如果您在背景中开着电视，或者每隔几分钟就查看或回答手机或电脑信息，那么您将会更难形成块状记忆，因为您的大脑并没有真正专注于记忆新材料。当您刚开始学习某样东西时，您正在创建新的神经模式并将其与大脑许多区域中已经存在的模式连接起来。就像您的章鱼触手一样，如果其中一些触手被其他思想所占据，使用了一些有限的工作记忆中的空间，那么它们就无法很好地触及到新的记忆材料。

块状记忆的第二步是理解您试图记忆的基本概念，无论是理解大陆漂移这样的概念，还是理解故事基本元素之间的联系，或者是掌握供需的经济原则，或者是理解某种特定类型的数学问题的本质。学生通常可以自然地合成主要观点，也就是说他们可以弄清楚主要的概念或想法，或者至少如果他们允许集中和分散的思考模式轮流帮助他们弄清楚发生了什么事情，他们可以理解这些想法。理解就像是帮助固定潜在记忆痕迹的超级胶水。它创建了广泛的包含性痕迹，可以与其他记忆痕迹链接起来。如果您不理解，您可以创建一个块状记忆吗？是的，但是这通常是无用的块状记忆，无法与您正在学习的其他材料相适应或相关联。话虽如此，重要的是要意识到仅仅理解如何解决一个问题，例如，并不一定能创建一个可以轻松回想起来的块状记忆。不要混淆突破性的理解和扎实的专业知识。这是当老师在课堂上呈现某个概念时您可以抓住的一个想法的一部分，但是如果在第一次学习后不久不进行复习，那么在准备考试时可能会变得难以理解。在数学和科学相关的学科中，合上书并测试自己是否能够解决自己认为理解的问题将在这个阶段加快您的学习速度。您通常会在第一次真正理解某件事情的时候意识到自己确实理解了。在许多学科中也是如此。只是看着别人画的画并不意味着您自己也可以画出那幅画，而且只听一首歌并不能给您提供以同样共鸣的方式唱歌所需的专业知识。只是因为您看到了或者甚至理解了某件事，并不意味着您实际上可以做到。只有自己做才能真正创建出支撑真正精通的基础神经模式。

块状记忆的第三步是获得上下文，这样您不仅可以了解如何使用这个块状记忆，还可以了解何时使用它。上下文意味着超越初始问题并更广泛地看待问题，通过重复和练习相关和无关的问题来了解不仅何时使用块状记忆，还知道何时不使用它。这有助于您了解新形成的块状记忆如何适应更大的图景。换句话说，您的策略或问题解决工具箱中可能有一个工具，但如果您不知道何时使用该工具，那么它对您来说就没有多大用处。

最终，实践可以帮助您扩展连接到您的块的神经元网络，确保它不仅牢固，而且可以从许多不同的路径访问。正如您从这个自上而下、自下而上的插图中所看到的那样，学习以两种方式发生。有一种自下而上的块状记忆过程，其中实践和重复可以帮助您构建和加强每个块状记忆，因此您可以在需要时轻松访问它。还有一种自上而下的整体过程，让您了解正在学习的内容以及它在何处适用。这两个过程对于掌握材料至关重要。上下文是自下而上和自上而下学习相遇的地方。为了澄清这一点，块状记忆可能涉及您学习如何使用某种问题解决技术。上下文意味着学习何时使用该技术而不是其他技术。在学习一本书的一章之前进行快速两分钟的图片浏览，扫视图片和章节标题可以让您获得对整体情况的感觉，就像听一个组织良好的演讲一样。这些类型的活动可以帮助您知道在哪里放置正在构建的块，以及块与另一个之间的关系；就像您在这里看到的车里的人的图像一样。首先学习主要概念或要点，这些通常是优秀讲师或书籍章节、大纲、流程图、表格或概念地图的关键部分。一旦完成此操作，填写详细信息。即使您的研究结束时缺少一些拼图碎片，您仍然可以看到整体情况。所以，就是这样。

总之，块最好通过专注的注意力、对基本概念的理解以及帮助您获得掌握感和整体情况上下文的实践来构建。这些都是制作块并将其放入您正在学习的更大概念概述中的必要步骤，但还有更多。感谢您学习如何学习。