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July 31, 2024 16 mins

In this episode of the Krystal Khali Podcast, I want to talk about the fascinating science behind the simple act of writing things down. Join me as I explore how putting pen to paper can significantly boost your memory, enhance your goal-setting success, and even help you process and release trauma.

Drawing on research from leading institutions, I'll share insights from studies on how handwritten notes can improve comprehension and retention, why writing your goals can make you 33% more likely to achieve them, and how expressive writing can lead to better mental and physical health. Tune in to discover how this timeless practice can transform your mind and well-being.


Thank you for listening, and if you enjoyed this episode, please subscribe, leave a review, and share it with your friends who might find it helpful. Let's continue becoming limitless together!


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Other projects I’m grateful to be a part of that are cool to check out:

youtube.com/financialfitnessbootcamp

tiktok.com/@financialfitnessbootcamp

spacebourne.com


References for this episode:


Heath, C., & Heath, D. (2010). Switch: How to Change Things When Change Is Hard. Broadway Books.

Matthews, G. (2015). Goal Achievement: The Role of Goal Setting in Education and Learning. Dominican University of California.

Mueller, P. A., & Oppenheimer, D. M. (2014). The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking. Psychological Science, 25(6), 1159–1168. https://doi.org/10.1177/0956797614524581

Pennebaker, J. W., & Beall, S. K. (1986). Confronting a traumatic event: Toward an understanding of inhibition and disease. Journal of Abnormal Psychology, 95(3), 274–281. https://doi.org/10.1037/0021-843X.95.3.274

Pennebaker, J. W. (1997). Writing About Emotional Experiences as a Therapeutic Process. Psychological Science, 8(3), 162–166. https://doi.org/10.1111/j.1467-9280.1997.tb00403.x

Slamecka, N. J., & Graf, P. (1978). The Generation Effect: Delineation of a Phenomenon. Journal of Experimental Psychology: Human Learning and Memory, 4(6), 592–604

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