5 Ways to Train Yourself to Be a Genius (3 Short-term, 2 Long-term)

If you enjoyed what I had to give or found it valuable, a subscribe would be sincerely appreciated.
---
If you'd like to learn my full suite of evidence-based studying and time management strategies and work with me personally, check out my course. You can learn more about it at https://bit.ly/StudySkillsCourse
---
Justin Sung is an ex-junior doctor who is passionate about creating efficient and meaningful change. He believes that a culture of spoon-feeding and tutoring is a societal issue and that most people are not making good career decisions - especially around medicine. He has worked with thousands of students for over 10 years, teaching them to manage their studies and time more efficiently using evidence-based and rigorously field-tested techniques.
---
Medical Podcast, SubCut: https://bit.ly/SubCutPodcast
Instagram: https://bit.ly/drjustinsung
Facebook: https://bit.ly/JustinonFB
LinkedIn: https://bit.ly/JustinonLinkedIn
Twitter: https://bit.ly/JustinSungTwitter
---
References:
Adams, N. E. (2015). Bloom’s taxonomy of cognitive learning objectives. Journal of the Medical Library Association: JMLA, 103(3), 152.

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. In Psychology of learning and motivation (Vol. 55, pp. 37-76). Academic Press.

Sweller, J. (2010). Cognitive load theory: Recent theoretical advances.

Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational psychology review, 22(2), 123-138.

Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational psychology review, 10(3), 251-296.

Van Merrienboer, J. J., Schuurman, J. G., De Croock, M. B. M., & Paas, F. G. W. C. (2002). Redirecting learners' attention during training: Effects on cognitive load, transfer test performance and training efficiency. Learning and instruction, 12(1), 11-37.