How To Train Yourself To Be A Genius (5 Methods)

A comprehensive discussion about Learning Science used by Geniuses.

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=== References ===

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Biggs, J. B., & Collis, K. F. (2014). Evaluating the quality of learning: The SOLO taxonomy (Structure of the Observed Learning Outcome). Academic Press.

Borkowski, J. G., Nicholson, J., & Turner, L. A. (2004). Executive Functioning: Toward a Research Agenda on Higher-Level Cognitive Skills. Journal of Cognitive Education and Psychology, 4(2), 188-198.

Conklin, J. (2005). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives complete edition.

Corney, M., Lister, R., & Teague, D. (2011). Early relational reasoning and the novice programmer: swapping as the'hello world'of relational reasoning. In Proceedings of the Thirteenth Australiasian Computing Education Conference (pp. 95-104). Australian Computer Society.

Crysmann, B., Frank, A., Kiefer, B., Müller, S., Neumann, G., Piskorski, J., & Krieger, H. U. (2002, July). An integrated archictecture for shallow and deep processing. In Proceedings of the 40th Annual Meeting of the Association for Computational Linguistics (pp. 441-448).

DeLeeuw, K. E., & Mayer, R. E. (2008). A comparison of three measures of cognitive load: Evidence for separable measures of intrinsic, extraneous, and germane load. Journal of educational psychology, 100(1), 223.

Hasler, B. S., Kersten, B., & Sweller, J. (2007). Learner control, cognitive load and instructional animation. Applied Cognitive Psychology: The Official Journal of the Society for Applied Research in Memory and Cognition, 21(6), 713-729.

Paas, F., Tuovinen, J. E., Tabbers, H., & Van Gerven, P. W. (2003). Cognitive load measurement as a means to advance cognitive load theory. Educational psychologist, 38(1), 63-71.

Paas, F., & Van Gog, T. (2006). Optimising worked example instruction: Different ways to increase germane cognitive load. Learning and instruction, 16(2), 87-91.

Phan, H. P. (2011). Deep processing strategies and critical thinking: Developmental trajectories using latent growth analyses. The Journal of Educational Research, 104(4), 283-294.

Phan, H. P. (2009). Exploring students’ reflective thinking practice, deep processing strategies, effort, and achievement goal orientations. Educational Psychology, 29(3), 297-313.

Phan, H. P. (2009). Relations between goals, self‐efficacy, critical thinking and deep processing strategies: a path analysis. Educational Psychology, 29(7), 777-799.

Phan, H. P. (2014). Self-efficacy, reflection, and achievement: A short-term longitudinal examination. The Journal of Educational Research, 107(2), 90-102.

Pollock, E., Chandler, P., & Sweller, J. (2002). Assimilating complex information. Learning and instruction, 12(1), 61-86.

Schnotz, W., & Kürschner, C. (2007). A reconsideration of cognitive load theory. Educational psychology review, 19(4), 469-508.

Starr, C. W., Manaris, B., & Stalvey, R. H. (2008). Bloom's taxonomy revisited: specifying assessable learning objectives in computer science. ACM SIGCSE Bulletin, 40(1), 261-265.

Sweller, J. (1988). Cognitive load during problem-solving: Effects on learning. Cognitive science, 12(2), 257-285. Sweller, J. (2011). Cognitive load theory.


=== About Dr Justin Sung ===

Dr. Justin Sung is a world-renowned expert in self-regulated learning, certified teacher, research author, and former medical doctor. He has guest lectured on learning skills at Monash University for Master’s and PhD students in Education and Medicine. Over the past decade, he has empowered tens of thousands of learners worldwide to dramatically improve their academic performance, learning efficiency, and motivation.

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