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Interview with a psychologist: how to teach well in school diploma? Added:8.3. 2009
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Interview with a psychologist: how to teach well in school diploma?

With the calendar page odtrženými 2009 Spring is coming and with it the shadow called „graduation“ is given concrete shape. Baccalaureate underway written in longer hours to discuss the new material and testing of graduation issues intensifies. The remaining D-Day less than three months. About how the remaining weeks of the most streamlined learning, we talked with a psychologist Miroslav Šipula.

** Graduates often we say among themselves that „what you learn before Christmas, if you teach.“ It is really the effort made several months before graduation to take a superfluous? **

There certainly depends on the subjective experience of each. I admit that this argument I hear for the first time, but in general you tend to disagree. At least if we depend on the length and quality of remembering is, in my opinion, effectively re-learning is staggered over a longer period of time. If a substance has well learned the first time, more repetition leads to the so-called „overfitting“, ie the strengthening of knowledge with a significant reduction of errors during fitting. However, if someone is learning a priority and sustained a deep knowledge of remembering, but a „retelling“ memorized = „crushed“ the substance in question once and knows that it is capable of memorizing such, it is also possible strategy … It's always something for the purposes of something …

** Students are often drawn leaving the questions themselves, arguing that the topic during the processing of a lot of things in mind. How is copying information and making excerpts efficient in terms of storing information in memory? **

Totally agree that it is an efficient process. The strength and weakness of each of us is somewhere else. I'm more visual type of memory? Visual? Auditory? Showing a conceptual network into an imaginary space, where for each term I touch it? I have to recite aloud curriculum – ie. while learning to listen and formulate it into sentences, or I just need a summary of points I ever be able to continuously expand the site …? We all have a slightly different perspective on the issues studied, their own – an original way to define concepts, we attach importance to them a little different … Well it is known from the position of student – I was never such. failed to properly learn the material from notes and excerpts of someone else. Usually for me it was „strange world“ in which I did not find „his famous landmarks“. Most of it ended up that I finally just had to do their own ironing substance. From the position of teacher and examiner endure in the oral state examination. Sometimes the teacher (eg. I do :-)) offers in good faith „plavajícímu“ student „lifeline“ of some help – for example,. visual scheme, and he just as desperately to „drown“. It is enough to offer a more appropriate metaphor for help, etc. – Him ‚at peace‘, ie. one that corresponds to his own way of teaching and it shows that actually controls the curriculum. Lacking a good guide. Unpleasant unfortunately, that state tests it is time for all possible clues propátrávání … :-)

** That the oral exam also not leaving, but there may zafungovat relationship with a student teacher, who should be able to assess pupils' barriers. Let us move on to another topic but – recently increasing number of users of „smart drugs“ such as lecithin and ginkgo. These substances are appropriate? Does not carry any risks? **

Personally, I'm no fan of similar preparations. These substances are used as a preventive against the deterioration of dementia, it might not hurt you, but I think in the process of learning in young adult will be much more effective than a varied diet, healthy lifestyle and adequate intake of vitamin B … More important component of effective learning We assume in particular in the mechanism of auto-suggestion. Believe and you give your faith sebepodporu the exam. The key word here is „motivation“. Everyone has a different, custom, rituals, tried to help her keep as the „engine running“. It may be a usual cup (pot) of coffee, tea may be a Student seal workout or even cleaning rooms …

** It is a pot of coffee is a frequent companion sleepless nights maturujících students. How should properly dispose of sleep that actually the most learned and the highest quality? **

If for example you can use caffeine probdít most of the night and give a good performance in exams, it is in terms of your living will and plan to succeed, the body is not a stressful situation. One time is not a problem, reclamation works. But such feelings overdose „ordinary“ caffeine metabolism and return to „normal“ state is not pretty. If this mechanism repeats long, our psycho-resistance decreases. The consequences are different again – they may be psychological – such as colorful neurotic symptoms (all kinds of tics, twitches of facial expression, a tendency to scratch up, anxious feelings, etc.) or physical (reduced immunity, ie susceptibility to infections, etc.). They also come with a lag, which is tricky, because it can not be put into context with previous and next load, uninformed, "we're going to reserve.

I fear that we stresholiky giving the best performance under some degree of stress (I count among them :-)) never convince, but he'd probably like to call a psychologist to good planning studies (including reasonable relaxation) in advance :-). The fact is that anyone who does not know well their own mechanisms for dealing with energy, they risk it (eg just using stimulants) runs in most unsuitable moment. Everyone he conjectures that it may be.

** And how effective is learning at the last minute – just passing issues before starting the wristband? **

I believe that in well water may learned under certain circumstances to prevent more errors in recalling. I would not recommend this method to study – „catch up“ unknown and not processed yet, misunderstood substance or lists of data. New topic might attract too much energy in the form of attention and motivation, along with the process of memory interferences are likely to break and equipping of what has been learned. I do not exclude, however, that someone may have a different experience.

** Thank you for the interview .**

/ / ** Who is Miroslav Šipula? **

Miroslav Šipula (34) was born in 1975 in Opava. After studying psychology at the Faculty of Arts, where he earned a master's degree, he became a lecturer at the Faculty of Social Studies. Here is Professor of psychology, cognitive processes, emotion and motivation psychology, applied social psychology and other courses. He is interested in research on color psychology. He is married and has two children. / /




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