pls summarise very clearly and provide actionable things to do in this

video I'll teach you a system for remembering everything you

read study or learn I've been using the system for the last 7
years starting from learning disease pathophysiology in
medical school through to reading research articles and
learning science or reading books on productivity or business
and the reason the system works so consistently and so well is
because it breaks down that process of reading into two
distinct stages the first stage is the consumption period and
the second stage is the 00:34 digestion period most people
think that by focusing on the first stage and consuming more
information they'll be able to therefore remember and apply
more information so they focus on trying to read faster or
watching lectures at triple speed or binge listening to audio
books or watching hours of YouTube tutorials but that is not
how learning works and once we understand how learning
does work you'll see why my system is so effective you see
when it comes to remembering and applying information it's
much less about what 01:08 comes in to your brain and it's
much more about how much stays in your brain and that is
what the second stage the digestion period is all about and it's
the part that is often neglected so teach you a system for
mastering both of these stages which in turn increases your
Aurora retention as well as your ability to actually use the
knowledge in the way that you need to but first we need to
ask ourselves is it even possible to remember everything you
read and the short answer is no but here's the secret trying to
remember everything 01:47 we read should not be the goal in
the first place and we know this because of a man who
actually could remember everything this man's name is Kim
Peak and his story is so crazy that Hollywood made an entire
movie about him Kim Peak was a mega genius and his
memory was ridiculous he was able to memorize a book with
such perfect recall that after reading a book one time he
would be able to write it out word for word with every comma
and full stop back to front he memorized so many maps and
atlases that he could give you driving directions 02:28
between any two cities in the world and the path that he gave
you was mentally calculated to be the shortest distance now
the reason K had such supernatural abilities is because of a
very rare medical condition he had called FG syndrome he was
born with macroy which means he had a larger brain and he
had no Corpus colossum which is basically the bundle of
neurons that connect both hemispheres of the brain together
in scientists believe that because he didn't have the normal
pattern of neurons his brain adapted and developed 03:00 Ved
new connections to compensate which I guess gave him like
superhuman memory now I want you to imagine that both you
and Kim Peak were about to sit the same exam who do you
think would do better and the answer is that it actually
depends on the exam you see despite his superhuman
memory Kim Peak struggled with reasoning and problem
solving which means that if the exam was at the junior levels
of schooling which often tests on the lower levels of of
learning which involve a lot of memorization and recall then
Kim Peak would definitely win but 03:36 if the exam was at a
higher level like University or postgraduate where the
reasoning and problem solving the higher orders of learning
are examined as a higher priority then you may actually have
the edge now for most of you listening probably using the
knowledge you have consumed to reason and problem solve is
kind of the whole point of why you're trying to read and
remember in the first place which basically means that it is
not enough to remember everything which is good because
for most people that's not possible anyway 04:11 but it is
possible to remember everything you need to remember in
such a way that we can use that knowledge in the way we
need to and that is what the system that I'll teach you helps
you to achieve so to start using the system we have to
understand that not all information is equal in fact I break
down the information that I read into five different categories
using the acronym Pacer and it's important to be able to
identify which category the information you're reading to
belongs to because for 04:45 each category there are specific
targeted processes that then help you to deal with and
manage that information more effectively and when we use
the wrong process for the specific category of information it
makes remembering and understanding what you read much
harder much more timec consuming and much less effective
and that you're more likely to forget what you read it also
increases the chance of you entering the passive mode of
reading which is where you get to the bottom of a page and
you can't 05:16 even remember what you just read so the
system goes like this in the first part where we are consuming
information we want to identify which category what we are
consuming belongs to using the Pacer acronym then during
stage two we digest what we have read using the targeted
process for that category which takes the information and
stores it in our long-term memory through the process called
encoding so let's go through Pacer together so that you can
accurately identify the category of information you're trying to
remember 05:53 the p and Pacer stands for procedural and
procedural information is any information that tells you how
something should be executed for example this is a book that
I used during medical school that taught me about how to do
a clinical examination like listen to a heartbeat or take
someone's blood pressure and a lot of the information in this
book is about the correct technique to perform the
examination and some subjects and domains have a lot of
procedural information some great examples of this would be
coding and 06:27 languages the targeted process for working
with with and mastering this type of procedural information is
practice the key is that you want to apply procedural
information in real life as early as possible a lot of people will
spend time to read it and memorize it and write lots of notes
about it and then a week or two later they'll try to practice it
but by then it's too late we've already forgotten a lot of it and
a lot of that time is just wasted instead as soon as you take
that procedural information into your brain 07:01 try to apply
it and practice it as early as you can now straight away we run
into a problem with using this approach what if we're reading
something and we don't have time to practice it right now the
answer is you either move on to something else or you stop
consuming anything and you wait until you have time to
practice it but you do not waste your time trying to just
memor memorize it on the spot because here is the crucial
part about learning that everyone overlooks the two stages of
consuming and digesting must always be 07:43 balanced
everything you consume must be digested in order for you to
retain and use it only when stage one is followed by stage two
does learning actually occur if we're reading something and
we don't have time time to use the right process like practice
then most people will say oh well I don't have time right now
I'm just going to get through as much of it as I can and they
spend more time reading and reading and essentially just
consuming more and more but this is the learning equivalent
of overeating 08:16 they haven't had a chance to digest it so
they're just going to end up vomiting it all up again through
the mental vomiting process we call forgetting which is why
for most people the amount that they forget after reading is
extremely high with some studies suggesting that up to 90%
of what is consumed is forgotten despite hours of consuming
and if we're forgetting 90% of what we read rather than
consuming more and taking time away from the digesting it
actually makes more sense to spend less time consuming
08:53 and more time on the digesting and processing this
increases your retention with which therefore increases the
amount of working knowledge you're able to build so earlier I
said what goes into your brain is less important than what
stays in your brain and this principle of balancing stage one
consuming with stage two digesting is important not just for
procedural information but for every other category of PESA
unfortunately stage two digesting is almost completely
neglected for the second category of in the a of 09:31 Pacer
which stands for analogous analogous information is actually
one of the easiest types of information to work with and
remember and apply because analogous information is the
information that is related to something you already have
prior knowledge about and even if we don't have direct prior
knowledge about it it may remind us indirectly of something
that we do have knowledge about for example let's say that
we are an avid swimmer and we're learning about the
physiology of a muscle contraction when 10:11 we look at that
muscle contraction cycle we might think hey that reminds me
a lot about the swimming technique I use and by connecting
the new information about muscle contraction physiology with
what we already know our swimming technique we have
created an analogy and so that is analogous information and
analogies can form with any prior knowledge including
knowledge within a topic itself in most fields of study there are
Concepts or patterns of Concepts and relationships that tend
to repeat and recur throughout that field 10:50 you might
have learned about how to solve a particular type of problem
last semester and now this semester this new problem solving
approach that you're learning for the first time reminds you a
lot of that old problem solving process and relating those two
approaches is also an analogy so when we're engaging in
stage one the consumption period of reading we want to
actively be thinking about whether what we are reading is
related to something that we already have knowledge about
and once we identify it as potentially 11:23 analogous
information the targeted process we want to use here is
critique this is the part I said everyone misses once we create
an analogy critiquing it means we examine critically how good
that analogy actually is for example with the analogy of
muscle contraction and swimming technique critiquing that
analogy means asking ourselves in what way specifically are
these two things similar or related to each other in what ways
are they different in what situation does this analogy not make
sense anymore and if there are a lot of 12:03 differences or a
lot of conditions and situations where the analogy breaks
apart then is there a better analogy or can we extend or
modify that analogy to make it more comprehensive and more
accurate this critiquing process massively drives up our
attention and depth of understanding of this new information
and the reason this works is because instead of new
information just being new information that your brain doesn't
know what to do with we're actually extending it from what we
already know we're taking our existing 12:35 Network and
connecting it to the new information straight away which is
the reason why creating analogies has been shown in studies
repeatedly to be so powerful for our retention and
understanding now at this point you might be looking at the
system and thinking this seems a little forced it doesn't feel
natural and you're right in fact it's crucial that you understand
that this is not natural and that's why it works if you have no
time pressure and it doesn't matter how well you learn
something then you can learn and read 13:09 however you
want but unfortunately what research has shown is that there
are clear biological limitations of the human brain to how
much it can consume and store into our memory in one go
and in the modern day when there is so much we have to
learn it is very very easy to exceed that biological limit and
then get overwhelmed learning is extremely complicated so to
be able to learn a lot in a short amount of time reach a high
level of knowledge a lot of processes need to go right and this
is why most people will Plateau on their learning 13:46 ability
and after a point not really improve for the rest of their lives
for me figuring out what processes to care about and
therefore what to improve on and then how to even execute
on those correctly took me at least 7 or 8 years of almost
constant experimentation and reading of research and
coaching people to see what works for them and honestly I
got lucky because 10 15 years ago a lot of the research didn't
even exists which is why to make it easier for you I've started
a free Weekly Newsletter I 14:21 take everything that I've
learned that helps you become a more efficient learner the
things that have the highest chance of giving you success in a
short amount of time and I packaged them in a way that you
can take and Implement into your own learning in less than 10
15 minutes if you want to sign up to the newsletter it's
completely free I'll leave a link in the description for you now
getting back to peser you might notice that the way that I've
written the a in PESA is is like this it's this 14:48 kind of
strange shape there the reason is because a the analogous
information can exist within as a subset of procedural
information for example you could create an analogy on a set
of instructions to make it simpler and easier for you to
understand and then later you go and practice it but
analogous information also exists as a subset within the next
category of information which is the C of Paca and this stands
for conceptual if procedural information is the how to do
something then conceptual information is the what and for
most 15:27 science subjects the majority of what you need to
learn is conceptual conceptual information includes facts and
explanations theories and principles relationships between
Concepts and ways that that concept can be applied and in
most cases we need both the procedural and the conceptual
knowledge to solve a problem and apply our knowledge
properly for example although this book goes through how to
listen to someone's heart I still need to have the conceptual
knowledge about what I'm listening to to be able to analyze
that and make a 16:03 conclusion on the diagnosis so when
we identify that a piece of text we're reading is conceptual
type information the process we want to use straight away is
mapping nonlinear network based note taking such as mind
mapping is an efficient way of increasing your attention and
Mastery of conceptual knowledge because conceptual
knowledge inherently exists in a network although a textbook
or a lecture might be delivered word after word in a linear
format if we look at the mind and knowledge of the person
that wrote that 16:39 textbook it doesn't exist in a linear
sentence by sentence structure their knowledge and expertise
exists in a highly connected network of information there is no
innate sequence of information an expert can start at any
point and navigate to any other point this is what allows an
expert to do complex problem solving because they can look
at a problem understand what concepts are related and see
how those Concepts connect together to solve the problem
whereas a beginner who's only learned it at a surface level
just sees 17:16 individual separated Concepts and they don't
understand how they link together as a learner our job is not
to remember the sequence word for word our job is to try to
recreate that network of knowledge that the expert had and
mapping is such a great technique because it forces us to not
only think about each fact and concept but also how they
connect to each other to form a bigger picture so when you
are reading and consuming take some time to get out a piece
of paper or a tablet and make a map of the things that you're
learning 17:54 and as you read more you add more to your
map you move things around you reorganize things as you
read more you also digest more and your map grows
remember analogous information can also exist within
conceptual information so you might find Opportunities within
conceptual information to create some analogies and you
might want to add those into your map as well even if the
analogy doesn't make its way into the map it could give you
an idea in terms of how you want to structure your ideas on
your map now here's that same problem 18:28 again let's say
you reading but you don't have time to draw a map or maybe
you don't have anything to map on while you're reading then
again we need to slow down and consume less so that
consumption and digestion can stay balanced and if you don't
you'll just end up overwhelmed again and wasting time
because not only are you going to forget a lot of what you are
consuming but now you've given the future version of you
more work to do by having to go and figure out what your
forgotten and 19:00 then Rec consume it again anyway now
the good news is that the digesting of procedural analogous
and conceptual information is easily the most timec
consuming the E and the r of PESA are much faster and easier
to deal with I talk about e and are together because they're
both very similar to each other but pay close attention
because the two are actually so similar to each other that
most people never distinguish between the two and that can
lead directly to hours of wasted time per week the E and Pacer
stands for 19:35 evidence evidence type information is the
information that helps make conceptual information more
concrete they're often very detailed sometimes very technical
pieces of information but they're useful because we can use
these facts or statistics or cases as examples to prove a
conceptual point for example we could understand
conceptually how World War I started but we also need to
know the evidence information of date certain specific events
occurred between which specific people at which specific
location to 20:16 make that concept more concrete and the
key process for evidence type information is to store and
rehearse store means that you just colle collect that
information and note it down somewhere you could add it to
your conceptual map you could add it to a second brain
system using something like notion or Rome or obsidian or
you can put it onto flashcards you could even just write them
down on a document somewhere with all the other things that
you are storing this should happen as soon as you identify it
so as you are 20:52 consuming the information and you
identify that this piece of information is an Evidence type we
go ahead and straight away store it the rehearsing part of it
comes a little later we put aside time to do the rehearsal and
rehearsing the information is the key to improving our
retention of evidence type information rehearsing means that
we think about how we will need to use this piece of
information how are we going to apply it what type of
conceptual information is this an example of we then
challenge ourselves by using an 21:29 applying that
information in the way that we will need to use it this means
solving problems or writing detailed answers to questions or
creating explanations teaching it to other people or maybe
writing essays that use that piece of evidence as a supporting
example for a wider concept and so while we store the
information while we consume it the rehearsing happens later
maybe at the end of the day or at the end of the week but do
not waste time while you are cons assuming trying to just
memorize and read and reread and 22:03 writing copious
notes on that piece of information otherwise you are not going
to have enough time for the PA and C the first three types of
information which is what forms the foundation of knowledge
that the evidence type needs to build off of in the first place
now evidence type information is very similar to the final type
which is the r of PESA and this stands for reference type
information reference information is the easiest to deal with it
is all of the Nitty Gritty very specific detailed bits of
information 22:41 that don't really change your conceptual
understanding they're not particularly that important they're
not analogous and they're not procedural but for whatever
reason we might need to know this later this might be
something like the exact value of a mathematical con Conant
or a specific Gene involved in a particular mutation or the
name of a very specific molecule of a disease or maybe a list
of attributes used to define a variable for coding and the
process we use to deal with this type of information is the
23:14 same as for evidence almost it's store and rehearse the
same things the storing part exactly the same you Chuck it in
a second brand and your flash cards wherever makes sense
for you but if you need to be able to record this information
from memory and you can't like refer back to your notes when
you need to use it then you probably want to use something
like flash cards because the rehearse part is a little different
because reference type information is by definition not very
conceptually important anyway it's quite 23:49 hard to use
this for problem solving or as part of like an extended
discussion or answer the way we're probably going to use this
information is just Direct fact recoil which is why something
like flash cards using a space repetition active recoil strategy
like an app like ankey is going to be the best way to handle
reference type information so as you're reading and you're
thinking hey this might be a reference type information you
dump it into your flashcards and you put aside like 30 minutes
every day or whatever to just go 24:22 through your flash
cards to do your rehearsal but please again absolutely do not
waste time while you're reading trying to just read and reread
and write notes and just memorize this information at the time
you need to use that time for the first three which forms the
bulk of your knowledge as I said earlier there are a lot of
things that need to go right to be able to learn a lot of
information in a short period of time and wasting time on
trying to memorize reference information while you are
reading it instead of 24:57 spending that time on the first
three types is one of the worst offenders and as soon as you
get into that mind frame of reading something and then
rereading it again trying to get it into your head you can say
goodbye to your learning efficiency so now you know the five
types of information for you to try to identify as you consume
in stage one and the appropriate targeted process that will
help you to digest that information in stage two and the key to
be able to retain a lot and have a good high level of
knowledge for what you have consumed 25:31 is to keep that
stage one and stage two balanced however when it comes to
 learning efficiently this just scratches the surface in fact if you
look at this map of learning that outlines the major processes
that you need to be a consistently High performing efficient
learner what we talked about today is like barely a few
percent of it so if you want to start unpacking what those
other processes look like without having to dedicate a decade
of your life to uh learning about it like I did then make sure to
check out my free newsletter the link is 26:06 in the
description thank you so much for watching and I will see you
in the next one

ChatGPT said:

ChatGPT

Summary of the Video:

The system for remembering everything you read, study, or learn involves
two key stages:

1. Consumption (Stage 1): The process of gathering information

through reading, listening, or watching.

2. Digestion (Stage 2): The process of retaining and applying what

you've consumed through specific targeted processes.

The key idea is that balance between consumption and digestion is

crucial. Many people focus too much on consuming
information and neglect the digestion phase, leading to poor
retention and application of knowledge.

The system is structured using the acronym PACER to categorize

information and apply the appropriate learning strategy:

1. Procedural Information ("P" in PACER):

o Definition: Instructions or steps on how to do something.

o Strategy: Practice immediately after learning the

information. If you can't practice, stop consuming more until
you can.

2. Analogous Information ("A" in PACER):

o Definition: New information related to something you already

know.

o Strategy: Critique the analogy to better understand the

similarities and differences.
 3. Conceptual Information ("C" in PACER):

o Definition: Facts, theories, and relationships between

concepts.

o Strategy: Map the information into mind maps to build

connections and deeper understanding.

4. Evidence Information ("E" in PACER):

o Definition: Facts or statistics that support conceptual

knowledge.

o Strategy: Store and Rehearse (e.g., using notes or

flashcards) to solidify memory.

5. Reference Information ("R" in PACER):

o Definition: Details that are useful but not conceptually

important.

o Strategy: Store and use flashcards with spaced repetition

to memorize as needed.

Actionable Steps:

1. Identify the Type of Information: As you read or learn, classify

the information into one of the PACER categories: Procedural,
Analogous, Conceptual, Evidence, or Reference.

2. Use the Correct Strategy: Apply the targeted process for each
category:

o For procedural information, practice it as soon as possible.

o For analogous information, critique it by comparing it to

what you know.

o For conceptual information, create mind maps to visualize

relationships.

o For evidence and reference information, store it in a

system (e.g., notes or flashcards) and rehearse it regularly.

3. Balance Consumption and Digestion: Avoid consuming too

much information at once. Spend more time digesting (practicing,
mapping, storing, etc.) than just consuming.

4. Use Flashcards for Reference and Evidence: Store important

details in flashcards and review them with spaced repetition.
 5. Practice Regularly: Ensure you apply what you’ve learned,
especially with procedural knowledge, to reinforce it in memory.

By following these steps, you'll improve retention and application of

knowledge, leading to more efficient learning.

4o

You said:

any specific examples

ChatGPT said:

ChatGPT

Here are specific examples of how you can apply the PACER system in
various learning contexts:

1. Procedural Information (Practice)

 Example: Learning how to code in Python.

o Action: After reading a chapter about how to write a loop in

Python, immediately open your coding environment and write
a loop yourself. Don’t move on to the next chapter until you’ve
tried it out. If you don’t have time to practice coding, stop
reading until you can practice.

2. Analogous Information (Critique)

 Example: Studying muscle contractions in physiology.

o Action: If you’re an athlete, you might compare muscle

contractions to the way you swim or lift weights. Critique this
analogy by asking yourself how the movements of swimming
differ from muscle contraction at a microscopic level, or how
swimming doesn’t perfectly explain the physiology. This helps
deepen your understanding and find more accurate
connections.

3. Conceptual Information (Mapping)

 Example: Learning the causes of World War I in history.

o Action: Create a mind map showing the relationships

between different events, such as the assassination of
Archduke Franz Ferdinand, alliances between countries, and
rising nationalism. Add new concepts to the map as you
continue reading, linking them to the causes of the war.
 o Tool: Use a digital tool like MindMeister or just draw on paper.

4. Evidence Information (Store and Rehearse)

 Example: Memorizing statistics for a business presentation.

o Action: When you come across important data (e.g., “60% of

consumers prefer brand A over brand B”), store this data in a
note-taking app or flashcard app like Anki. At the end of the
day or week, rehearse these facts by going through your
flashcards and testing your recall.

o Rehearsal: Try to recall the statistics without looking, then

review how these numbers support your overall business case.

5. Reference Information (Store and Rehearse)

 Example: Learning mathematical constants for physics.

o Action: If you’re studying physics and need to memorize the

gravitational constant (G = 6.674×10^-11), put it in a
flashcard app like Anki. Rehearse this periodically with spaced
repetition to ensure you can recall it during exams or practical
situations.

o Avoid: Don’t waste time trying to memorize these constants

while reading; focus on the broader concepts first, and use
flashcards for detailed data later.

By applying these examples to different types of information, you'll

enhance your learning and retention across various subjects.

4o

You said:

perhaps you could give another examples ie learning about investment

ChatGPT said:

ChatGPT

Certainly! Here are examples of how you could apply the PACER system
to learning about investments:

1. Procedural Information (Practice)

 Example: Learning how to analyze a company's financial

statement.

o Action: After reading about how to interpret a balance sheet

or income statement, immediately apply what you’ve learned
 by reviewing the financial statements of a real company (e.g.,
look up the statements of Apple or Tesla). Try calculating key
financial ratios like the debt-to-equity ratio or return on assets
to put the theory into practice.

o Tip: If you don’t have time to analyze a real financial

statement, don’t just read more; pause and return when you
have time to practice.

2. Analogous Information (Critique)

 Example: Understanding risk management in investing.

o Action: You might compare managing an investment portfolio

to managing risk in daily life, like deciding whether to take an
umbrella on a cloudy day. Critique this analogy by asking
yourself how managing investment risk (diversifying stocks,
using stop-loss orders) differs from simpler everyday risks and
when the analogy might break down. For example, financial
markets involve long-term uncertainties, whereas daily life
risks might involve short-term consequences.

o Tip: Consider extending the analogy by comparing specific

types of investments (stocks, bonds, real estate) to levels of
risk in other contexts, such as gambling or insuring your
home.

3. Conceptual Information (Mapping)

 Example: Learning about different asset classes.

o Action: Create a mind map that breaks down the different

types of investments: stocks, bonds, real estate, commodities,
and alternatives. Link each asset class to its risk profile,
potential returns, and characteristics (e.g., stocks are equity-
based, bonds are debt instruments). As you learn more, add
subcategories (e.g., growth stocks vs. value stocks,
government bonds vs. corporate bonds) and connect them to
key concepts like liquidity and volatility.

o Tool: Use mind-mapping software or a whiteboard to create a

visual representation of how all the asset classes are
interrelated.

4. Evidence Information (Store and Rehearse)

 Example: Learning about past market crashes.

 o Action: Store specific details about major market crashes
(e.g., “The 2008 financial crisis was triggered by the collapse
of the housing bubble and subprime mortgages”). Write this
information down in a note-taking app or flashcard system.
Periodically rehearse this knowledge by testing yourself on the
causes, effects, and outcomes of these crashes, which will
help you connect them to broader market concepts like risk
and market cycles.

o Rehearsal: Write short summaries or explanations of what

caused the crash and what lessons investors learned, and
review these notes regularly.

5. Reference Information (Store and Rehearse)

 Example: Memorizing specific tax rules for capital gains.

o Action: Store detailed reference information like “short-term

capital gains are taxed at ordinary income tax rates” or “long-
term capital gains have a lower tax rate depending on your
income.” Use flashcards to review this information, focusing
on the exact tax percentages or rules. Reference information
like this is important but doesn’t change your conceptual
understanding of investing.

o Rehearsal: Use spaced repetition (e.g., Anki or Quizlet) to

periodically rehearse these facts, especially when preparing
for an exam or making real-life investment decisions.

By applying the PACER system in this way, you can enhance your
understanding of investing, retain key concepts and facts, and
apply them more effectively in real-world financial decisions.

4o

ChatGPT can make mistakes. Check important info.

NoteGPT

No data

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