6 Myths of study that are falsified scientifically

Millions of students learn their lessons on daily basis globally, to score good marks in the exams. Myths are basically the hampers that let the one psychologically stunned for the students as improving their learning methodology signified, which is in some respect is all along falsified. Some of the scientifically interesting myths are discussed below:

• 1-Myth:

“Learning in the same setting will boost up the memory”

Fact:                                          

It is actually wrong because one cannot learn the lesson while sitting in the same area because your brain needs something to fasten the learning skill by memorizing it fast. Because when you learn something at different places, then the lesson is memorized quickly. The brain is acquainted with learn the same lesson when it is moving here and there. According to the renowned psychologists, the student who learns a lesson in different areas learns 20% more words than studying in the same place. It is researched that the information is enhanced or supplemented when the setting of the outside is verified. But it also depends upon the brain and environment of the learner as if it likes to learn in the interruption area or silent area.

• 2-Myth:

”Reading same information, again and again, will help you learn profoundly”.

Fact:

No doubt reading is a good assembly of a learning tool. But it is not memorized into a learning ability as it should be categorized. Instead of re- reading most effective tool of learning in the compassion of re-reading is testing. For instance, when you’re preparing yourself for the quiz then obviously instead of checking your ability for the quiz you need to testify yourself. Because as a student when you are involved in the session of Q&A then the content is absorbed more frequently and effectively as compared to re-reading. For testing your learning ability you need to make questions for yourself and answer it yourself when you are done with them make use of problems of the chapters in the end.

• 3-Myth:

“Exercise has no effect on studying”

Fact:

Originally it’s a true fact that when a person exercises regularly on the daily basis then, not only his muscles works like a regulatory body but the cells of its brain get sharpened and in all, it enhances the capacity of learning. Because regular workouts boost the memory. According to research, it is found that aerobics exercise accelerates the brain cells speed. So having a little time out for the physical fitness on the daily basis sharpens your mind.

• 4-Myth:

“Studying should be done in silence”

Fact:

Great studies have been found that learning the lesson in loud voice works more effectively as compared to the learning silently. Loud reading enriches the power the memorizing. It does work most of the time but with the passage of the time and relevant studies of new researchers in 2010 reveals that the people who read the list of words silently could not learn the words better as compared to the people who read out loud.

• 5-Myth:

“Planning has nothing to do with learning”

Fact:

The myth all gone wrong as planning predicts the aptitude of learning in students. Because until anything is planned nothing is going to be done on time we can take an idea from the educators that realizes that teachers do plan for teaching the student. That is what is going to be studied in the class is all up to date planned. So planning skill organizes his daily life as it enhances the capability of the students learning too. The process of planning helps the students to complete the task. If the plan gets fails then the student has the opportunity to investigate the cause of failure for the better performance.

• 6-Myth:

“Multitasking help the student to win”

Fact:

During the lecture, multitasking distracts the student's concentration. One of the greatest issue in school, nowadays that is being faced by the students is the multitasking. That is using the device in the area of learning or classroom distract you from your studies because students want to access all the information through the technology instead of paying attention to the lesson that is being taught in the class. According to the research in 2009 of Stanford University students use heavy media tools that lead them towards irrelevancy. So, therefore, using technology in the classroom must be according to the need of lesson craving.