3 Study Strategies That Help Memory
Winerman, L. (2011) Study Smart. Retrieved from http://www.apa.org/gradpsych/2011/11/study-smart.aspx
1. Space Study Sessions
As discussed in Nate Kornell's study (as cited in Winerman, 2011) spacing does not take more time than massing (one long study session as in cramming), it just follows a different distribution in time. See Distributed Review of Material by Ebbinghaus.
Kornell's study with college students found that studying large amounts of flashcards across multiple days was more effective than studying the same amount of material in smaller stacks and cramming. While cramming may work for an exam, it won't work for long-term memory. Spacing allows for material to be forgotten and retrieved which enhances learning. Therefore, as Winerman states, studying 12 hours for 3 hours each week for 4 weeks is more effective than cramming all 12 hours into week 4.
2. Interweave Subjects
Interweaving or interleaving means that practice is intermixed rather than grouped by type. Therefore, as in #1 above, practice is distributed or spaced, rather than the same task practiced consecutively (Taylor & Rohrer, 2009). Taylor & Rohrer explain that "because interleaving requires participants to repeatedly switch between different kinds of tasks, they must learn how to pair each kind of task with its appropriate procedure" (p. 845). This consistently improves test performance. Winerman cites a study by Kornell & Bjork (2008) where 120 participants learned the painting styles of 12 artists by looking at six examples of each artist's work. Half of the participants saw all six paintings in a row and the other half saw the paintings in a mixed-up order. After completing a distracting task, the participants had to identify which artist had painted a new painting. The participants were significantly better at
identifying the artists whose paintings they studied in an interwoven style. Interleaving forces students to notice and process the similarities and differences among the things they're trying to learn. The researchers discuss that while it can be hard for teachers to adopt the interwoven style into their teaching, students can use the method in their own study sessions.
3. Self-testing
Winerman discusses that just as spacing study sessions allows for material to be forgotten and retrieved resulting in enhancing memory, making yourself recall information by testing yourself after one reading, rather than re-reading, can help to
strengthen long-term learning. Winerman cites Henry Roediger, PhD at Washington University, who says students taking a quiz at the end of every class or testing themselves every time they finish reading a chapter will probably remember the material better. Students will do better to ask themselves questions during study sessions. The problem with rereading is that the material
has never been retrieved and students may be fooled into believing they have learned it. See SQ4R for instructions on questioning while reading.
1. Space Study Sessions
As discussed in Nate Kornell's study (as cited in Winerman, 2011) spacing does not take more time than massing (one long study session as in cramming), it just follows a different distribution in time. See Distributed Review of Material by Ebbinghaus.
Kornell's study with college students found that studying large amounts of flashcards across multiple days was more effective than studying the same amount of material in smaller stacks and cramming. While cramming may work for an exam, it won't work for long-term memory. Spacing allows for material to be forgotten and retrieved which enhances learning. Therefore, as Winerman states, studying 12 hours for 3 hours each week for 4 weeks is more effective than cramming all 12 hours into week 4.
2. Interweave Subjects
Interweaving or interleaving means that practice is intermixed rather than grouped by type. Therefore, as in #1 above, practice is distributed or spaced, rather than the same task practiced consecutively (Taylor & Rohrer, 2009). Taylor & Rohrer explain that "because interleaving requires participants to repeatedly switch between different kinds of tasks, they must learn how to pair each kind of task with its appropriate procedure" (p. 845). This consistently improves test performance. Winerman cites a study by Kornell & Bjork (2008) where 120 participants learned the painting styles of 12 artists by looking at six examples of each artist's work. Half of the participants saw all six paintings in a row and the other half saw the paintings in a mixed-up order. After completing a distracting task, the participants had to identify which artist had painted a new painting. The participants were significantly better at
identifying the artists whose paintings they studied in an interwoven style. Interleaving forces students to notice and process the similarities and differences among the things they're trying to learn. The researchers discuss that while it can be hard for teachers to adopt the interwoven style into their teaching, students can use the method in their own study sessions.
3. Self-testing
Winerman discusses that just as spacing study sessions allows for material to be forgotten and retrieved resulting in enhancing memory, making yourself recall information by testing yourself after one reading, rather than re-reading, can help to
strengthen long-term learning. Winerman cites Henry Roediger, PhD at Washington University, who says students taking a quiz at the end of every class or testing themselves every time they finish reading a chapter will probably remember the material better. Students will do better to ask themselves questions during study sessions. The problem with rereading is that the material
has never been retrieved and students may be fooled into believing they have learned it. See SQ4R for instructions on questioning while reading.