How to Remember Everything You Read

In this video, I’ll introduce a system to help you remember everything you read, study, or learn. I’ve been using this system for the past seven years, applying it to everything from studying disease pathophysiology in medical school to reading research articles, learning science, and exploring productivity and business books. This approach works so well because it divides the reading process into two distinct stages: "consumption" and "digestion".

Many assume that by focusing on the first stage—consuming more information—they’ll retain and apply more. As a result, they prioritize speed, reading faster, watching lectures at accelerated speeds, or binge-listening to audiobooks. However, learning doesn’t work that way, and once you understand how it truly functions, you’ll see why my system is so effective.

Remembering and applying information isn’t about how much you take in how much stays with you. This is where the second stage, digestion, plays a crucial role—a step many overlook. I’ll teach you a system for mastering both stages, which will increase your retention and your ability to use that knowledge effectively.

But first, let’s ask: is it even possible to remember everything we read? The short answer is no, but here’s the secret: remembering everything isn’t the goal. And we know this because of someone who could remember everything—Kim Peek, whose extraordinary memory inspired a Hollywood film. Peek had an incredible recall; he could read a book once and rewrite it from memory, with every word and punctuation mark in place. He memorized maps and could calculate the shortest driving distances between any two cities.

Kim's memory abilities were caused by a rare disorder known as FG syndrome, which left her with an abnormally big brain and a missing corpus callosum—the bundle of neurons that connects the brain's two hemispheres. Scientists believe that his brain's unique neuronal configuration allowed it to adapt with greater memory capacities.

Now suppose you and Kim Peek were sitting the same test. Who would perform better? The answer depends on the exam type Kim would probably exceed you if the exam was based on memorization and recall, as with many junior-level tests. But at higher levels, where reasoning and problem-solving are prioritized, you might have the advantage. For most of us, the goal isn’t just to remember information but to apply it, reason with it, and solve problems.

Therefore, remembering everything isn’t necessary—or even possible for most people. However, remembering what’s essential to achieving our goals is possible, and that’s precisely what this system helps you do. To use it, you must recognize that not all information is equal. I categorize information into five types, using the acronym PACER. Recognizing the category of the information you’re reading is essential because each category has targeted processes that help you manage and retain it more effectively. Using the wrong process for a specific type of information makes it harder to remember and understand, increases the time it takes to absorb, and leads to more information loss. This also makes you more likely to slip into a passive reading mode, where you reach the end of a page without recalling what you just read.

Here's how the system works: in the first step, when you consume information, determine its PACER category. Then, in the second stage, digest that information with a targeted process for that category, storing it in long-term memory through encoding.

Let’s go through PACER so you can identify information categories accurately. "P" in PACER stands for "Procedural," which refers to instructions on performing actions. For example, during medical school, I read a book that taught me clinical examination practices including listening to a heartbeat and checking blood pressure. Many subjects have a lot of procedural information, like coding or languages. The best way to retain procedural information is through practice. You want to apply procedural information as soon as possible—do not wait a week or two, because you will lose much of it, wasting the labor spent reading and memorizing. As soon as you encounter new procedural information, practice it.

But what if you’re learning something and don’t have time to practice immediately? Either move on to other material or pause and wait until you have time to practice. Don’t waste time trying to memorize it on the spot. This is crucial: the two stages of consuming and digesting must always be...

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To genuinely profit from what we consume, it must first be digested before it can be kept and used. Learning happens only when you follow up on initial intake (stage one) with active processing (stage two). Yet, many people rush through reading without engaging in deeper practice, thinking, *“I’ll just get through as much as possible.”* This habit leads to endless consumption without digestion, like the learning equivalent of overeating. Without processing, this information is lost as mental “vomiting,” or what we commonly experience as forgetting. Some studies even indicate that a significant amount of 90% of consumed information is forgotten. Rather than continually eating more, it is more beneficial to divide your time between consumption and digesting, which enhances retention and working knowledge.

What you remember matters more than what you simply read, so balancing these stages is essential, whether you’re learning procedural steps or other types of information. Unfortunately, stage two—digestion—is often skipped, especially with the “analogous” information that comprises the "A" in the PESA method.

Analogous information connects to what you already know. It’s easier to understand and retain because it draws from existing knowledge. For example, if you're a swimmer learning about muscle contraction, you might relate it to your swimming technique. Making this connection forms an analogy that solidifies your understanding. Analogies can be created within any topic, even using concepts from previous learning experiences. When you recognize information as analogous, it’s critical to *critique* it—examining how well the analogy holds. For example, with the muscle contraction and swimming technique analogy, ask: *In what specific ways are these two alike? Where do they differ? Under what conditions might this analogy break down?* This critiquing deepens understanding and enhances retention, as it actively engages your knowledge base by linking new information to familiar concepts.

Analogies are powerful learning tools. They are not necessarily intuitive, but this deliberate process is effective precisely because it isn’t natural. In low-stakes situations, you may not need this level of processing, but research has shown our brains have biological limits to how much information they can absorb without structured retention strategies. Modern demands often exceed these limits, leading to overwhelm. Effective learning requires multiple processes to align correctly; without them, most people experience a plateau in their learning abilities, limiting their potential. Through years of research, experimentation, and coaching, I have discovered how to improve these processes, which I share in my free weekly newsletter. It distills essential learning strategies that are both effective and easy to implement.

Returning to the PESA model, you’ll notice the “A” in PESA is oddly shaped because it can exist within other types of information. For instance, an analogy can simplify instructions (procedural) or clarify a concept (conceptual). Conceptual information (the “C” in PESA) involves understanding the “what” behind a subject, including facts, theories, and relationships. Most academic content is conceptual, requiring us to understand both the procedural *how* and the conceptual *what* to solve problems effectively. Recognizing conceptual information calls for a process known as *mapping*, a nonlinear, network-based form of note-taking that builds connections between concepts. Unlike the linear structure of a textbook, experts' knowledge exists as a linked network, allowing them to easily transition from one notion to another. By mapping, learners build similar Knowledge networks, recreating an expert’s mental framework, and enhancing comprehension. As you read, try mapping the information, creating links between concepts, and, when appropriate, adding analogous information to form a more comprehensive understanding.

If time restrictions prohibit mapping, you must consume less to ensure appropriate processing. Consuming without digesting will only overwhelm you, leading to forgotten information and the need to relearn it later.

Procedural, analogous, and conceptual digestion is the most time-intensive part of PESA. However, the "E" and "R" phases for Evidence and Reference information are less rigorous. Evidence-based information reinforces conceptual knowledge by providing concrete examples, such as facts or statistics. When consuming evidence information, store it and plan to “rehearse” it. Rehearsal might involve using this information in context, solving problems, teaching it, or crafting explanations that integrate these facts. For reference material, utilize flashcards or spaced repetition software like Anki to recall data without spending unnecessary time learning. Reference information is best for straightforward recall rather than extensive problem-solving.

In summary, understanding the five types of information—Procedural, Analogous, Conceptual, Evidence, and Reference—and their targeted processing methods is essential for effective learning. Balancing consumption and digestion ensures you retain more and gain deeper knowledge. However, this is only the beginning. Efficient learning requires multiple complementary processes. To explore these, check out my free newsletter where I provide strategies to accelerate your learning without needing years of experimentation.