Use Study Techniques Supported by Research for Effective Learning

Use Study Techniques Supported by Research for Effective Learning

When it comes to studying, many students rely on techniques that feel intuitive or familiar, but research shows that some of these methods are not as effective as others. In this post, we’ll explore evidence-based study techniques that have been scientifically proven to enhance learning, retention, and understanding.

What Are Study Techniques Supported by Research?

Evidence-based study techniques are methods that have been tested and validated through rigorous research. These strategies are designed to improve your learning efficiency, helping you absorb and retain information more effectively.

Spaced Repetition

What is it?: Spaced repetition involves reviewing material at gradually increasing intervals. Instead of cramming information all at once, you revisit topics over several days or weeks.

Research Support: Studies show that spaced repetition enhances long-term retention of information by combating the forgetting curve. The technique leverages the brain’s ability to store information more effectively when reviewed periodically over time.

How to Apply It: Create a study schedule where you revisit topics at intervals. Use apps like Anki or Quizlet to help with spaced repetition.

Active Recall

What is it?: Active recall is the process of retrieving information from memory without looking at notes. This practice strengthens your ability to remember information by forcing the brain to actively engage with the material.

Research Support: Research shows that active recall is one of the most effective study techniques. It enhances retention by challenging the brain to reconstruct knowledge, improving memory consolidation.

How to Apply It: After reading a chapter, close your book and try to summarize what you’ve learned. Test yourself with questions or flashcards to actively recall the material.

Interleaving

What is it?: Interleaving is a method where you mix different topics or types of problems during a study session, rather than focusing on one subject at a time.

Research Support: Studies indicate that interleaving improves problem-solving abilities and helps students learn to distinguish between concepts. It boosts critical thinking and adaptability by forcing your brain to shift between ideas.

How to Apply It: Instead of studying one subject for hours, mix topics. For example, in a math session, alternate between algebra, geometry, and calculus problems.

Elaboration

What is it?: Elaboration involves explaining ideas in your own words and connecting new information to what you already know.

Research Support: Research supports elaboration as a highly effective strategy because it deepens your understanding and makes new information more meaningful, increasing retention.

How to Apply It: After learning a new concept, take time to explain it in your own words. Use examples and relate it to other knowledge you’ve gained.

Self-Testing

What is it?: Self-testing involves regularly assessing your knowledge through quizzes, practice exams, or flashcards.

Research Support: The “testing effect” has been demonstrated in numerous studies, showing that self-testing leads to better retention compared to passive studying methods like re-reading or highlighting.

How to Apply It: Incorporate regular quizzes into your study routine. Test yourself frequently and use practice exams to evaluate your understanding.

Dual Coding

What is it?: Dual coding is the process of combining verbal and visual information while learning. This can include creating diagrams, charts, or mind maps alongside written notes.

Research Support: Studies have shown that learning through both visual and verbal methods can enhance memory by engaging different parts of the brain.

How to Apply It: When learning new material, draw diagrams or flowcharts to visualize the information. Combine visual elements with your written notes for a more comprehensive study session.

Feynman Technique

What is it?: Named after the physicist Richard Feynman, this technique involves teaching a concept in simple terms, as if you were explaining it to someone unfamiliar with the topic.

Research Support: The Feynman Technique is supported by research that shows that teaching is one of the most effective ways to learn. Simplifying information forces a deeper understanding and highlights areas where you may have gaps.

How to Apply It: After studying a topic, explain it aloud to yourself or someone else in simple terms. If you struggle to explain any part, revisit that material.

Mindfulness and Rest

What is it?: Mindfulness techniques such as meditation and taking regular breaks during study sessions help maintain focus and improve retention.

Research Support: Studies have shown that regular breaks and mindfulness practices reduce stress, enhance concentration, and improve cognitive function.

How to Apply It: Use the Pomodoro Technique, where you study for 25 minutes, take a 5-minute break, and repeat. Incorporate mindfulness exercises during your breaks to refresh your mind.

Common Study Methods to Avoid

While evidence-based techniques can improve your learning outcomes, some commonly used study habits have been shown to be less effective. These include:

• Highlighting: Simply marking important sections in a textbook doesn’t enhance retention.
• Re-reading: Re-reading materials is often passive and doesn’t challenge the brain to retrieve information.
• Cramming: Last-minute cramming leads to short-term recall but is ineffective for long-term retention.

Conclusion

Effective study habits are not just about putting in the hours; they’re about using scientifically validated strategies to maximize your learning potential. By incorporating techniques like spaced repetition, active recall, and self-testing into your study routine, you can improve retention and deepen your understanding of complex topics.

References

• Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20-27.
• Cepeda, N. J., Pashler, H., Vul, E., et al. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354-380.
• Dunlosky, J., Rawson, K. A., Marsh, E. J., et al. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58.