1 00:00:04,160 --> 00:00:06,520 Speaker 1: Hey, you welcome to the Short Stuff. I'm Josh and 2 00:00:07,040 --> 00:00:09,879 Speaker 1: on behalf of Chuck. Who's here? Say hi Chuck an 3 00:00:10,680 --> 00:00:16,080 Speaker 1: uh Dave see the producer Jerry the mega meta uber 4 00:00:16,160 --> 00:00:20,680 Speaker 1: producer Uber with an oom loud Even that was a 5 00:00:20,720 --> 00:00:24,800 Speaker 1: good Jerry. Um. This is short stuff, the stuff you 6 00:00:24,800 --> 00:00:27,120 Speaker 1: should know, A short version of stuff you should know, 7 00:00:27,680 --> 00:00:30,560 Speaker 1: but shorter, that's right. And this has to do with 8 00:00:30,720 --> 00:00:37,760 Speaker 1: something that I have been guilty of from grades kindergarten 9 00:00:38,200 --> 00:00:43,519 Speaker 1: through my undergraduate degree, which is to say, cramming for 10 00:00:43,600 --> 00:00:48,159 Speaker 1: the test. I've always procrastinated when it comes to my 11 00:00:48,400 --> 00:00:53,200 Speaker 1: school testing. I always crammed. I always did pretty good. 12 00:00:53,960 --> 00:00:57,040 Speaker 1: It's a sort of a B student, and I never 13 00:00:57,480 --> 00:01:01,120 Speaker 1: thought it mattered much, and now I feel terrible about it. 14 00:01:01,480 --> 00:01:04,160 Speaker 1: Right until that time the cop pulled you over and 15 00:01:04,240 --> 00:01:09,840 Speaker 1: asked you how to explain Pythagoras Pythagoras theorem, and you 16 00:01:09,880 --> 00:01:12,120 Speaker 1: were like, oh, man, I knew this, I knew this, 17 00:01:12,200 --> 00:01:16,080 Speaker 1: and I forgot it. Yeah, because cramming is uh, it 18 00:01:16,200 --> 00:01:19,039 Speaker 1: sort of works if you're looking to skate by and 19 00:01:19,080 --> 00:01:23,080 Speaker 1: make that grade in and like walking in there minutes 20 00:01:23,120 --> 00:01:25,759 Speaker 1: after you finished studying. You might do okay, but you're 21 00:01:25,760 --> 00:01:28,120 Speaker 1: not gonna learn anything, and you're not going to remember 22 00:01:28,160 --> 00:01:31,039 Speaker 1: that stuff. And that's the point. Like, yes, you can 23 00:01:31,240 --> 00:01:34,399 Speaker 1: cram and do okay on a test, you could even 24 00:01:34,440 --> 00:01:37,479 Speaker 1: get through college or high school like that. And that's 25 00:01:37,480 --> 00:01:39,959 Speaker 1: why a lot of people who cram say, well, whatever 26 00:01:40,080 --> 00:01:43,040 Speaker 1: it works, I'm fine with it. But the point of 27 00:01:43,560 --> 00:01:45,960 Speaker 1: learning all this stuff is to actually learn it. So 28 00:01:46,040 --> 00:01:47,760 Speaker 1: when you look at it like that, like you don't 29 00:01:47,760 --> 00:01:51,800 Speaker 1: actually learn anything, you just are are doing rote memorization. 30 00:01:51,960 --> 00:01:54,120 Speaker 1: And then then it kind of makes sense to look 31 00:01:54,160 --> 00:01:57,000 Speaker 1: for other ways. And luckily, um, they figured out that 32 00:01:57,080 --> 00:02:00,560 Speaker 1: there are plenty of other ways to learn aside from cramming. 33 00:02:01,040 --> 00:02:03,040 Speaker 1: Before we get into that, let's talk about exactly why 34 00:02:03,080 --> 00:02:06,800 Speaker 1: cramming is terrible. Yeah, so you know, obviously we're saying 35 00:02:06,840 --> 00:02:09,440 Speaker 1: you're really not learning much. It's there have been studies 36 00:02:09,480 --> 00:02:11,760 Speaker 1: done and there are a lot of people who study this. Uh. 37 00:02:11,919 --> 00:02:14,480 Speaker 1: One of these guys from the House Stuff Works article 38 00:02:14,520 --> 00:02:16,960 Speaker 1: is Dr Robert A. Bork from u c l A 39 00:02:17,240 --> 00:02:21,320 Speaker 1: psychology department, and he's like, there's a dramatic forgetting rate 40 00:02:21,360 --> 00:02:24,000 Speaker 1: after you take that test. And you might think, well, 41 00:02:24,040 --> 00:02:27,959 Speaker 1: who cares, man, I pasked the test, but uh, that's 42 00:02:27,960 --> 00:02:30,840 Speaker 1: a big deal when that test is a building block 43 00:02:31,240 --> 00:02:33,480 Speaker 1: for more lessons, Like if it's a language class he 44 00:02:33,520 --> 00:02:37,000 Speaker 1: points out, or math class, all of that stuff matters. 45 00:02:37,000 --> 00:02:39,919 Speaker 1: You gotta learn that stuff. You can't cramp. I mean, 46 00:02:39,960 --> 00:02:42,359 Speaker 1: I guess you can cram for a language final or 47 00:02:42,400 --> 00:02:44,519 Speaker 1: a language test, but it's not gonna do any good 48 00:02:44,760 --> 00:02:46,840 Speaker 1: when the next test comes around and you never learned 49 00:02:46,880 --> 00:02:49,320 Speaker 1: the first stuff. Yeah, you'll never be a French major 50 00:02:49,440 --> 00:02:54,679 Speaker 1: like that. You SAP know what's SAP in French? Exepp 51 00:02:57,639 --> 00:03:01,079 Speaker 1: perfect um. And then the other part is when you're 52 00:03:01,120 --> 00:03:06,200 Speaker 1: cramming too. Usually you are you're you're adjusting your normal 53 00:03:06,240 --> 00:03:11,320 Speaker 1: schedule to like really debilitating degree. You're not cramming from 54 00:03:11,360 --> 00:03:16,160 Speaker 1: you know, um nine am, two ten pm the day 55 00:03:16,200 --> 00:03:21,400 Speaker 1: before the test. That's that's studying. Cramming usually involves like 56 00:03:21,480 --> 00:03:25,360 Speaker 1: just like squeezing whatever time you have out of the 57 00:03:25,600 --> 00:03:29,239 Speaker 1: handful of hours right before the test. Maybe you sleep 58 00:03:29,440 --> 00:03:31,400 Speaker 1: for a little bit right before and then going to 59 00:03:31,440 --> 00:03:34,440 Speaker 1: take the test. In my experience, it's always just been 60 00:03:34,480 --> 00:03:39,119 Speaker 1: going in and taking the test right after you finished studying. Yeah, 61 00:03:39,200 --> 00:03:43,760 Speaker 1: remember God, just remember this the Family Ties when Alex 62 00:03:44,040 --> 00:03:48,320 Speaker 1: pe Keaton took speed, it's so great. Every study. Every 63 00:03:48,360 --> 00:03:52,360 Speaker 1: family sitcom has always had somebody take speed, and it's 64 00:03:52,400 --> 00:03:57,360 Speaker 1: always to study. Remember Jesse Spanoh, Jesse, I saved by 65 00:03:57,400 --> 00:04:01,320 Speaker 1: the bell where she's like, I'm so excited. That's so excited. 66 00:04:01,720 --> 00:04:04,040 Speaker 1: They were doing a performance of that song and she 67 00:04:04,240 --> 00:04:07,000 Speaker 1: was like freaking out about getting it wrong. So she 68 00:04:07,120 --> 00:04:10,920 Speaker 1: was rehearsing and rehearsing and taking speed. I know, like, 69 00:04:10,960 --> 00:04:14,320 Speaker 1: you're too fast. I don't remember. It's it's great. It's 70 00:04:14,360 --> 00:04:18,280 Speaker 1: one of watershed moments in television history, Jesse collapsing in 71 00:04:18,360 --> 00:04:20,760 Speaker 1: Zack's arms because she's so excited. But I think that 72 00:04:20,839 --> 00:04:24,120 Speaker 1: shows coming back. It is in the same stars are 73 00:04:24,120 --> 00:04:29,880 Speaker 1: going to be like teachers, so cramming. Uh yeah, you 74 00:04:29,920 --> 00:04:32,080 Speaker 1: cram right until the last second. No good, you're not 75 00:04:32,160 --> 00:04:35,719 Speaker 1: learning long term. And there are some interesting ways to 76 00:04:35,760 --> 00:04:40,240 Speaker 1: combat this though. And should we take a break now? Yeah, 77 00:04:40,320 --> 00:04:42,080 Speaker 1: I think that's right. All right, it's a little early, 78 00:04:42,080 --> 00:04:43,880 Speaker 1: but it's a perfect place, so we'll be right back. 79 00:04:44,000 --> 00:05:00,360 Speaker 1: All right. Well, now we're on the road, driving in Chuck. 80 00:05:00,640 --> 00:05:03,640 Speaker 1: Want to learn a thing or two from Josh Man 81 00:05:03,960 --> 00:05:12,120 Speaker 1: Chuck stuff you should know? All right, all right, I 82 00:05:12,240 --> 00:05:15,000 Speaker 1: jumped the gun. We took an early break, but here's 83 00:05:15,040 --> 00:05:18,560 Speaker 1: the deal. If you want to study effectively. Uh, they 84 00:05:18,600 --> 00:05:22,960 Speaker 1: say that, you know, studying something twice is obviously the 85 00:05:23,000 --> 00:05:25,760 Speaker 1: best way, and even three times and more is the 86 00:05:25,800 --> 00:05:28,880 Speaker 1: best way to retain something and really learn something. But 87 00:05:29,400 --> 00:05:32,240 Speaker 1: it gets even more specific. It's called the spacing effect. 88 00:05:32,520 --> 00:05:35,000 Speaker 1: They say, if you study some and then you go 89 00:05:35,040 --> 00:05:37,320 Speaker 1: and take a break and do something else and then 90 00:05:37,400 --> 00:05:40,120 Speaker 1: come back to studying that same thing, you're gonna retain 91 00:05:40,160 --> 00:05:42,080 Speaker 1: even more than if you just did it twice in 92 00:05:42,080 --> 00:05:46,440 Speaker 1: a row. That's right. So this is like really really 93 00:05:46,480 --> 00:05:50,600 Speaker 1: important to remember, because if you want to learn anything, 94 00:05:50,680 --> 00:05:53,159 Speaker 1: there's just a certain thing you have to do and 95 00:05:53,240 --> 00:05:56,159 Speaker 1: that is not cramp And like this could even be 96 00:05:56,360 --> 00:05:59,480 Speaker 1: I didn't, I didn't see anywhere like how far spaced 97 00:05:59,480 --> 00:06:01,440 Speaker 1: out it needs to be. But I got the impression 98 00:06:01,520 --> 00:06:04,440 Speaker 1: that there's a sweet spot too far. And it's basically 99 00:06:04,480 --> 00:06:07,359 Speaker 1: like seeing the material like brand new again and you 100 00:06:07,400 --> 00:06:10,520 Speaker 1: don't even remember the first time, but too close. And 101 00:06:10,600 --> 00:06:14,960 Speaker 1: studies have shown that you actually, um don't uh, you 102 00:06:15,000 --> 00:06:17,960 Speaker 1: don't see it differently than you did the time before. 103 00:06:18,000 --> 00:06:20,400 Speaker 1: Like if you read a chapter and then go back 104 00:06:20,400 --> 00:06:23,320 Speaker 1: and read the chapter again, you're not doing anything to 105 00:06:23,400 --> 00:06:26,000 Speaker 1: help yourself you want to space it out some and 106 00:06:26,040 --> 00:06:31,279 Speaker 1: in doing that, you're they think you're you're encoding things differently. Yeah. So, 107 00:06:31,480 --> 00:06:33,200 Speaker 1: like you said, if you do something twice in a row, 108 00:06:33,240 --> 00:06:35,839 Speaker 1: it's so familiar to you, you're encoding it in the 109 00:06:35,839 --> 00:06:38,800 Speaker 1: exact same way. If you take that little break, you'll 110 00:06:38,920 --> 00:06:43,160 Speaker 1: encode it differently and remember it longer. And not only that, 111 00:06:43,200 --> 00:06:45,800 Speaker 1: but there are different ways to encode uh. And they 112 00:06:45,839 --> 00:06:49,440 Speaker 1: suggest like changing your um like where you study, Like 113 00:06:49,480 --> 00:06:51,960 Speaker 1: if you sit down in your favorite fat chair in 114 00:06:51,960 --> 00:06:54,559 Speaker 1: your office to study your thing, take a little break, 115 00:06:54,680 --> 00:06:57,320 Speaker 1: go to a different room for the second take, and 116 00:06:57,360 --> 00:06:59,520 Speaker 1: that will just mix it up in your brain enough 117 00:06:59,560 --> 00:07:03,040 Speaker 1: so you'll encode it more permanently. That's right. Um, So 118 00:07:03,080 --> 00:07:05,400 Speaker 1: that's pretty cool. That's a that's a good, good bit 119 00:07:05,440 --> 00:07:08,680 Speaker 1: of advice. And there's there's there's other reasons why they 120 00:07:08,760 --> 00:07:11,640 Speaker 1: think this works, um really well. Another one is that 121 00:07:11,680 --> 00:07:16,960 Speaker 1: like if you struggle to recall um, whatever the information 122 00:07:17,120 --> 00:07:21,480 Speaker 1: is for some reason, you're that that exertion of brain 123 00:07:21,560 --> 00:07:25,000 Speaker 1: power UM makes you learn it more. And there's this 124 00:07:25,120 --> 00:07:27,240 Speaker 1: there's a pretty good example in this article from House 125 00:07:27,280 --> 00:07:29,680 Speaker 1: to Folks, where like if you meet somebody, um and 126 00:07:29,720 --> 00:07:32,080 Speaker 1: you have to remember their name like thirty seconds later. 127 00:07:32,880 --> 00:07:35,200 Speaker 1: That's great, and you'll probably remember their name because it's 128 00:07:35,240 --> 00:07:37,520 Speaker 1: right there in your working memory. But the next day 129 00:07:37,600 --> 00:07:39,960 Speaker 1: you're probably not going to remember it. But if you, like, 130 00:07:40,040 --> 00:07:42,360 Speaker 1: you meet somebody and then an hour later you have 131 00:07:42,440 --> 00:07:45,200 Speaker 1: to recall their name and you really try to recall it, 132 00:07:45,560 --> 00:07:49,080 Speaker 1: you're probably going to remember it the next day because 133 00:07:49,160 --> 00:07:51,920 Speaker 1: they think you're struggling with that recall. You're exerting an 134 00:07:51,960 --> 00:07:54,480 Speaker 1: effort with recall. And it makes sense because you know, 135 00:07:54,520 --> 00:07:56,600 Speaker 1: if you're like, what's that person's name again, and you 136 00:07:56,600 --> 00:07:59,880 Speaker 1: don't even bother to try to recall, um, you will, 137 00:08:00,480 --> 00:08:02,000 Speaker 1: You're not You're not going to learn it. Or if 138 00:08:02,000 --> 00:08:03,800 Speaker 1: you even if you ask the person what their name 139 00:08:03,840 --> 00:08:06,280 Speaker 1: is over and over again, you're not just getting it 140 00:08:06,360 --> 00:08:09,200 Speaker 1: in there. Um, You're you're never going to learn it either. 141 00:08:09,240 --> 00:08:12,559 Speaker 1: So it makes sense struggle struggle to recall might help 142 00:08:12,640 --> 00:08:16,680 Speaker 1: with this, uh this learning. Yeah, I'm the worst with 143 00:08:16,800 --> 00:08:19,800 Speaker 1: names like that, and I've tried. I know we both are. 144 00:08:19,840 --> 00:08:22,440 Speaker 1: We I've tried all the things I try to remember 145 00:08:22,520 --> 00:08:28,200 Speaker 1: to think of pneumatic devices, pneumonic devices, pneumatic and uh, 146 00:08:28,400 --> 00:08:30,840 Speaker 1: I just can't do it. So you hear a lot 147 00:08:30,880 --> 00:08:35,760 Speaker 1: of hey Man out of me, and it's no offense. 148 00:08:35,800 --> 00:08:38,800 Speaker 1: I never forget a personality or a face, so you're encoded. 149 00:08:39,080 --> 00:08:41,600 Speaker 1: It's just those names. I think everyone should wear name tags. 150 00:08:43,120 --> 00:08:45,439 Speaker 1: But they've done plenty of studies about this. There was 151 00:08:45,480 --> 00:08:47,080 Speaker 1: one in two thousand nine from u c l A 152 00:08:47,160 --> 00:08:50,880 Speaker 1: from Dr Nate Cornell with a K and found that 153 00:08:51,000 --> 00:08:55,840 Speaker 1: spacing was more effective than cramming for nine of participants, 154 00:08:55,920 --> 00:08:58,240 Speaker 1: which is I mean, there it is, there's your proof. 155 00:08:58,679 --> 00:09:01,000 Speaker 1: Well yeah, But the thing is they also surveyed those 156 00:09:01,000 --> 00:09:04,000 Speaker 1: participants and found out that basically all of them still 157 00:09:04,040 --> 00:09:06,760 Speaker 1: thought cramming was effective. And the reason why is because 158 00:09:06,800 --> 00:09:11,040 Speaker 1: it is effective, but it's not effective for long term learning. 159 00:09:11,640 --> 00:09:14,480 Speaker 1: So what they figured out in addition to spacing, um 160 00:09:14,760 --> 00:09:17,080 Speaker 1: that spacing is well, I guess in kind of in 161 00:09:17,160 --> 00:09:21,040 Speaker 1: conjunction with spacing, because another technique that really helps people learn, 162 00:09:21,320 --> 00:09:24,160 Speaker 1: and it's called inner leaving. I think it should be 163 00:09:24,160 --> 00:09:28,440 Speaker 1: called inter weaving. But whatever, it's where you take. You know, 164 00:09:28,920 --> 00:09:33,200 Speaker 1: let's say you have two hours to study math. You're 165 00:09:33,200 --> 00:09:36,439 Speaker 1: actually better off to study math for thirty minutes, then 166 00:09:36,520 --> 00:09:39,840 Speaker 1: go study, say French or something else for another thirty minutes, 167 00:09:40,280 --> 00:09:44,199 Speaker 1: and then yeah, and then right, and then study um 168 00:09:44,480 --> 00:09:47,120 Speaker 1: model airplane building for thirty minutes and then go back 169 00:09:47,160 --> 00:09:49,240 Speaker 1: to the math. You're gonna do better than you did 170 00:09:49,320 --> 00:09:52,320 Speaker 1: if you spent two solid hours on math, even by 171 00:09:52,360 --> 00:09:55,320 Speaker 1: breaking it up, which is very counterintuitive because it seems 172 00:09:55,320 --> 00:09:59,600 Speaker 1: like to be distracted. But hey man, the studies don't lie. Yeah. 173 00:10:00,080 --> 00:10:05,000 Speaker 1: Is two thousand fifteen study that tested middle school kids 174 00:10:05,559 --> 00:10:09,280 Speaker 1: with algebra and geometry, two subjects at a very hard 175 00:10:09,320 --> 00:10:13,680 Speaker 1: time with and a day after their lesson was complete, Uh, 176 00:10:13,720 --> 00:10:19,600 Speaker 1: the students who enter wove or enter love scored better 177 00:10:19,600 --> 00:10:23,160 Speaker 1: than students who got regular instruction. And then here's the 178 00:10:23,200 --> 00:10:26,160 Speaker 1: real kicker. A month later, that interleaving group was up 179 00:10:26,160 --> 00:10:28,960 Speaker 1: seventy six percent. And that's kind of the whole point, 180 00:10:28,960 --> 00:10:31,920 Speaker 1: which is like long term learning something rather than just 181 00:10:32,000 --> 00:10:35,439 Speaker 1: recalling something for a test. Right. Yeah, that's there's your 182 00:10:35,480 --> 00:10:39,200 Speaker 1: proof right there. Seventy percent after a month is that's 183 00:10:39,200 --> 00:10:41,439 Speaker 1: all I needed to hear. So from now on, it's 184 00:10:41,520 --> 00:10:46,920 Speaker 1: inter leaving and encoding, uh, and spacing for me. Yeah, 185 00:10:47,000 --> 00:10:49,680 Speaker 1: And I try to do that because our job is 186 00:10:49,760 --> 00:10:53,320 Speaker 1: sort of like taking a test in ally, and I've 187 00:10:53,320 --> 00:10:55,240 Speaker 1: gotten into and I know we both have our own 188 00:10:55,240 --> 00:10:58,520 Speaker 1: sort of methods worked out now, But um, I've gotten 189 00:10:58,520 --> 00:11:01,360 Speaker 1: into a groove now where I will read stuff like 190 00:11:01,440 --> 00:11:04,280 Speaker 1: on the laptop and then not look at it for 191 00:11:04,320 --> 00:11:07,440 Speaker 1: a bit, and then read and highlight the printed version 192 00:11:08,360 --> 00:11:10,520 Speaker 1: and then leave it for a bit and then eventually 193 00:11:10,679 --> 00:11:15,360 Speaker 1: underline the key parts on the highlighted printed version. And 194 00:11:15,400 --> 00:11:18,200 Speaker 1: that in addition to just general like you know, videos 195 00:11:18,200 --> 00:11:20,640 Speaker 1: and other like ways of learning, that's kind of the 196 00:11:21,040 --> 00:11:23,840 Speaker 1: sweet spot for me. Yeah, because you're spacing it out 197 00:11:23,960 --> 00:11:27,200 Speaker 1: and that's it works. Yeah, I know, writing something down 198 00:11:27,240 --> 00:11:30,240 Speaker 1: has always been a suggestion, like if you write it out, 199 00:11:30,600 --> 00:11:32,839 Speaker 1: then you're more likely to remember it. That's a big thing. 200 00:11:33,760 --> 00:11:36,200 Speaker 1: Oh yeah, for sure. Like if there's a very difficult 201 00:11:36,240 --> 00:11:40,120 Speaker 1: concept that we have to explain, it's way easier to 202 00:11:40,200 --> 00:11:43,720 Speaker 1: write it out. On one hand, you're like proving to 203 00:11:43,760 --> 00:11:46,360 Speaker 1: yourself that you understand it, but you're also definitely like 204 00:11:46,520 --> 00:11:49,200 Speaker 1: re encoding it in a different way. And the other 205 00:11:49,240 --> 00:11:51,560 Speaker 1: thing I find interesting too is if you actually physically 206 00:11:51,600 --> 00:11:53,840 Speaker 1: move to like a different room or a different location 207 00:11:54,040 --> 00:11:57,920 Speaker 1: or something like that, Um, just being surrounded by that 208 00:11:58,120 --> 00:12:02,160 Speaker 1: different stuff or different sound, different smells, different sites. Even 209 00:12:02,200 --> 00:12:05,640 Speaker 1: if when you're learning the exact same information, your brain 210 00:12:05,720 --> 00:12:07,600 Speaker 1: is encoding it in a different way. I just find 211 00:12:07,600 --> 00:12:11,200 Speaker 1: that endlessly fascinating and it makes total sense too. Yeah, 212 00:12:11,240 --> 00:12:13,559 Speaker 1: and I've always, you know, seen over the years when 213 00:12:13,559 --> 00:12:16,920 Speaker 1: you said across from me that your signature Josh Clark 214 00:12:17,720 --> 00:12:21,800 Speaker 1: three point chicken scratch handwriting. No one else on the 215 00:12:21,840 --> 00:12:25,800 Speaker 1: planet can see without a magnifying glass or read even 216 00:12:25,840 --> 00:12:28,840 Speaker 1: with the magnifying glass. Yeah, I sometimes can't. I'm like, 217 00:12:28,880 --> 00:12:30,559 Speaker 1: what is I What did I say here? But the 218 00:12:30,600 --> 00:12:33,439 Speaker 1: point is it's not even to go back and reread 219 00:12:33,720 --> 00:12:35,800 Speaker 1: almost never is. If it is, then I make it 220 00:12:35,880 --> 00:12:39,480 Speaker 1: super legible. It's just writing it out. Help me remember it, 221 00:12:39,600 --> 00:12:41,600 Speaker 1: you know. Yeah, it's good stuff. We have her tricks. 222 00:12:42,760 --> 00:12:45,839 Speaker 1: Well that's it. Go forth and stop cramming everybody. You 223 00:12:45,880 --> 00:12:51,000 Speaker 1: will be a more well rounded, happier, smarter human being. Okay, okay, 224 00:12:51,559 --> 00:12:54,839 Speaker 1: And since I said okay twice, it's uh the end 225 00:12:54,840 --> 00:13:00,439 Speaker 1: of short stuff and short stuff. Oh wait, Stuff you 226 00:13:00,480 --> 00:13:03,120 Speaker 1: should Know is a production of iHeart Radio's How Stuff Works. 227 00:13:03,440 --> 00:13:05,800 Speaker 1: For more podcasts for my heart Radio, visit the iHeart 228 00:13:05,880 --> 00:13:08,560 Speaker 1: Radio app, Apple Podcasts, or wherever you listen to your 229 00:13:08,559 --> 00:13:09,280 Speaker 1: favorite shows.