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Subject: Re: 4. How to make a Q&A list out of a complex syllabus Author: Newbie McNoobster [ Next Thread | Previous Thread | Next Message | Previous Message ] Date Posted: 10:33:58 05/09/06 Tue In reply to: Authors 's message, "4. How to make a Q&A list out of a complex syllabus" on 06:41:08 05/09/06 Tue 1) "Why would you need to check how long the light has been on? If it is on, it is high time to review the cards. We see no reason why one would want to find out the length of her/his delay instead of learning the cards. The leds light up in red, orange, or green, depending on how many cards are already "ripe" for review in that Box. Do you think the colors should address the user's delay instead?" I'm sorry, I asked this question when I had little knowledge on how the program actually worked. Disregard this. 2)" Cardfiles can contain virtually unlimited content, since they do not really contain the data, but "dynamic links" to those data (which kept in the Decks of flashcards). We think that the only reason to use subject-specific Cardfiles (instead of a single Cardfile for all your subjects, which is by far more convenient) is short-term exam preparation. When you speak of "creating contexts", do you mean things would be too easy to recall than actually difficult? Don't mind, the "context" provided by other flashcards during a Training session will be changing as the flashcards are not necessarily the same." What do you mean by short-term exam preparation? I asked about creating subject specific cardfiles because of the sheer complexity and density of each subject (I kid you not, I have 50+ books to devour in philosophy alone). But I'm beginning to think I am mistaken and that it would be better to have all subjects in one cardfile BECAUSE of the 'context effect' (The ease with which you can remember something is a function of the degree to which the context in which you are trying to retrieve the information matches the context in which you already encoded it—This could be informational context, environmental context, physical context, even emotional context). Let me explain, from my understanding ("The Memory-Key" by Dr.Fiona, a neuroscientist and a memory specialist) repetition increases the strength of a memory. And repetition is much more effective if repetitions are separated from each other by other pieces of information. THIS is the reason why increasing intervals between reviews is effective in the first place (More pieces of information separate the first review from the second creating more "anchors"). The spacing effect occurs for the same reason that learning something in different contexts increases the likelihood and speed of retrieving the memory—there are MORE potential retrieval cues. So the spacing effect is actually a variant of the context effect. 4) "First of all, if you are learning non-verbatim material with VTrain, you will probably use the "I know the answer", "I give up", etc. buttons during your Training sessions, instead of trying to type in the answer. You must already know that." Yes. I've been playing around with Vtrain lately and the way I train is basically: 1) Question pops up. 2) I answer it to the best of my knowledge 3) I press CTRL-A and compare my non-verbatim answer to the original answer. 4) I evaluate and either i)approve ctrl-spacebar or ii) disapprove ctrl-backspace, and then I move onto the next question. "Now, you can definitely host several questions on the same flashcard, if this helps you to keep the whole picture in view. But this approach has a disadvantage: you need short, to-the-point questions to achieve frequent success experiences and motivate yourself. A large flashcards can be too difficult to learn and become a source of frustration. On the other hand, there is a solution to this: you can write complex data (maybe in hierarchical form) on a flashcard (Compose mode), then clone it by a copy-paste procedure from a List window (open the List window by pressing Ctrl+L), and finally remove the excess from the clone flashcards. Remember to keep the original flashcard intact, so you keep the overall picture!" I don't really understand this. Let's say I come up with five general and key questions about the most important ideas on chapter 1 in econ. I follow this up by devising 1 question for each heading and subheading, totally 30 questions on a single chapter. How would I organize this? 5) Would EACH question be assigned to a single flashcard (30 separate flashcards) or would I ask multiple questions on each flashcard (5 flashcards for the general key questions and another flashcard containing the remaining 25 questions of the chapter). 6) How would I continue building and adding onto this and making it into a cogent whole not only regarding the book, but the entire economics course? Thank you. [ Next Thread | Previous Thread | Next Message | Previous Message ]

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Subject Author Date 1. What we mean by "short-term exam preparation" Authors 20:54:45 05/09/06 Tue 2. Increasing intervals (Scheduling) and "context" Authors 21:00:38 05/09/06 Tue 3. Splitting up a syllabus into Question & Answer flashcards Authors 21:16:57 05/09/06 Tue A final petition Authors 21:18:15 05/09/06 Tue Re: A final petition -- Newbie Mcnoobster, 05:13:42 05/10/06 Wed Re: A final petition -- Authors, 20:48:42 05/10/06 Wed