How to effectively absorb large amounts of information

The ability to process and assimilate material is determined by the physiological characteristics of our brain. We are limited both in the amount of new information consumed and in the speed of its assimilation. In addition, the study of fundamentally new and deepening of existing knowledge-tasks that require a different approach.

The doubling and processing of information, the formation of skills and long-term memorization is provided by the work of neurons: the formation of new and the destruction of old neural connections. Without delving into neurophysiology, we can say that our productivity and optimal type of activity during the day is regulated by circadian rhythms, physical and psychoemotional state. 

There are General principles that allow you to learn information as efficiently as possible.

So, here are general recommendations:

1. Physical health and state of metabolism. You should try to be as healthy as possible: treat acute conditions in a timely manner and lead to chronic remission, maintain good physical shape and active metabolic processes. 

Acute, chronic and inflammatory diseases, metabolic disorders impair the supply of nutrients to the brain and the output of products of neuronal activity. This significantly reduces almost all cognitive abilities, including the assimilation of information. 

In addition, regular exercise, walking and outdoor activities are important. 

2. Full sleep and rest. Only a fully restored and rested brain can work at the peak of its productivity. The required amount of sleep is an individual feature, usually it is 7-9 hours. Equally important is the quality of sleep. Therefore, you need to try to provide yourself with sufficient and high-quality sleep on a regular basis.  

It is widely believed (especially by the students during the session): if you spend as much time as possible learning, even at the expense of sleep, you will learn more/better.  According to a study conducted at Baylor University (Texas, USA), students who received a full sleep during the session received significantly higher scores than those who studied at night. And even the difference in 1 hour of night sleep was significant. 

And a number of other studies prove that reducing sleep time less than necessary significantly reduces cognitive abilities, including memorization and assimilation of information. However, the subjects are not able to understand this precisely because of the decrease in cognitive capabilities.

3. Nutrition. Without a full supply of nutrients, neurons simply have nothing to work on.

For example, the lack of certain vitamins (B12, B9, B6, B1 and others) and trace elements (magnesium, zinc, iron) significantly reduces cognitive capabilities, increases fatigue, and can even cause serious mental and other disorders: depression and asthenia.

4. The psychoemotional state is critically important. If you have some serious problems or experiences, the brain will spend resources on maintaining focus on them anyway. Therefore, it is important to learn how to solve your problems or disconnect from them during work/training.

In addition to general recommendations, it is also important how we build the learning process itself. This is also inextricably linked to our physiology. Here, of course, individual characteristics can influence, but for most the situation is more or less the same.

The highest concentration and activity of neurotrophic factors in a conditionally healthy (without acute physical/mental diseases, sleep disorders, not burned out) person is observed in the morning after a night’s sleep. This is mostly associated with the morning peak of cortisol. By lunch, it decreases, and by 15-16 hours it usually rises again, but its level is already noticeably lower than in the morning.

Therefore, it is better to use the morning for learning new knowledge, creativity and planning. After lunch, it is better to consolidate the information received practically and do routine work. And the evening is devoted to reflection: summing up the results of the past day and putting information “on the shelves”.

In addition, the daily blocks of information study should be divided into smaller ones than in the morning. Each of them will have individual time periods: someone has 25-30 minutes, and someone is more comfortable to work for one and a half or two hours. There is only one criterion — during this time, you can learn a block of information without the desire to interrupt the study. If you still want to distract yourself, you need to reduce the time block. In a word: the closer to the evening, the less the brain is able to hold the focus of attention.

Do not forget that during the training blocks, you need to eliminate all possible distractions: turn off or put the phone on silent mode, do not watch TV, etc. Our brain, contrary to popular belief, is not multitasking.

It is important to provide 5 to 15 minutes of rest between blocks — a complete change of activity. Here you can do physical exercises, live communication with nice people, even a simple walk, cooking or cleaning.  The main thing is to turn off the brain from thinking about the information being studied.

After 3 days, it is advisable to repeat the studied material. During this time, the brain decides how valuable the information is and whether to transfer it to long-term memory. If you refresh the material during this period, the information will stay with you longer.

And, of course, it is very important to understand why you need new material. If there is no clear goal for the brain, it will sabotage the learning process in every possible way and will not allow you to spend your resources. And Vice versa: if it seems very important to him, many other factors will have a less significant effect.

In conclusion, I want to remind you that people’s ability to work with information is different. This is important to keep in mind when forming a system of training and work.