Effective Studying Slides

Effective
Studying

FACT VS. MYTH??

• 1. Studying is a skill that has to be learned.

• 2. Rereading the textbook or your notes is an effective way to

study.

• 3. It is better for teachers to show students the correct solution to a

problem rather than letting them make mistakes that might
distract, confuse, or delay learning.

• 4. We are good judges of our own abilities (i.e., if we feel like we

know the material, we probably do)

Multiple Choice

Studying is a skill that has to be learned.

• FACT

• MYTH

1. Studying is a skill that has to be learned.

FACT!

1. Studying is a skill that has to be learned.

• No one is born knowing how to study!

• Some people may seem innately better at it than others, but they

still have to learn the steps and practice.

• Additionally, it is never ”one size fits all”. There are certain overall

practices that are more effective than others, but the smaller details
can be individual.

FACT!

Multiple Choice

Rereading the textbook or your notes is an effective way to study.

• FACT

• MYTH

2. Rereading the
textbook or your
notes is an effective
way to study.

MYTH!

2. Rereading the
textbook or your
notes is an effective
way to study.

• Rereading/reviewing are COMMON

study techniques, but they are not
EFFECTIVE.

• Rereading/reviewing can increase our

FAMILIARITY with the topic, but not
necessarily our retention.

• The most effective was to study is using

RETRIEVAL PRACTICE (i.e., testing
memory).

• Testing yourself, making flashcards, doing

practice questions, etc.

​

MYTH!

Retrieval Practice

• Enhanced performance due to retrieval practice is called the

testing effect (e.g., Rowland, 2014)

Study

Practice

Test

Final Test

Study

Restudy

Final Test

In the laboratory:

•

Word lists

•

Word pairs

•

Passages

•

Pictures

In the real word:

•

Classroom material

Study

Test

Review

Why is retrieval practice so effective?

• Does anyone remember what the axon of a neuron does?

• You have to search in your memory for the answer. This search

helps us strengthen the memory trace. (It can also help us REALIZE
what we don’t know.)

• If the questions are too easy, it isn’t helpful. We won’t need to SEARCH for

the answer.

• The Desirable Difficulties Theory states that in order for a person to

learn and remember information for a long time, learning must be
challenging to a desirable degree.

Multiple Choice

It is better to show students the correct solution to a problem rather than letting them make mistakes that might distract, confuse, or delay learning.

• FACT

• MYTH

3. It is better to show students the correct solution to
a problem rather than letting them make mistakes
that might distract, confuse, or delay learning.

MYTH!

3. It is better to show students the correct solution to
a problem rather than letting them make mistakes
that might distract, confuse, or delay learning.

• Relates to desirable difficulties AND the testing effect (struggling is

actually very helpful!)

• The effort involved actually helps us consolidate memories into

LTM.

• Usually, students don’t FEEL like they learn and retain info while

struggling, but they actually do!

MYTH!

Multiple Choice

We are good judges of our own abilities.

• FACT

• MYTH

4. We are good judges of our own abilities.

MYTH!

4. We are good judges of our own abilities.

• “Illusion of knowing” (we think we know!) Brown, Roediger, and McDaniel, 2014

• Rereading/reviewing can lead to this illusion. Rereading/reviewing

increases our familiarity of the material, but it does not increase our
comprehension of the material.

• More active learning strategies can help us more accurately judge

what we know and what we don’t.

MYTH!

Items 1-4 Summary:

• No one is born knowing how to study. Everyone needs to take the

time to learn better study strategies.

• Effective study strategies are more ACTIVE (e.g., retrieval practice)

rather than PASSIVE (e.g., rereading notes). It is also better if we
can challenge ourselves while actively studying (i.e., desirable
difficulties).

• We are not very good judges of our own abilities (illusion of

knowing). Active studying can help us realize what we do and
don’t know.

Do you use any effective
study strategies?

What tends to work for
you?

Open Ended

What tends to work for you?

What could you do differently?

Particularly, how could you utilize RETRIEVAL PRACTICE more?

Open Ended

How could you utilize RETRIEVAL PRACTICE more for your own studying?

FACT VS. MYTH??

• 5. Cramming the night before can be effective, because the

information stays fresh in your head.

• 6. Students should focus on one chunk of material at a time (i.e.,

before moving on to the next).

• 7. It is important for students to know their learning style (e.g.,

visual learner, auditory learner, etc).

• 8. Taking notes in class is pointless if students receive powerpoints

and have the textbook.

Multiple Select

Cramming the night before can be effective, because the information stays fresh in your head.

• FACT

• MYTH

5. Cramming the night before can be effective,
because the information stays fresh in your head.

FACT/MYTH!

5. Cramming the night before can be effective,
because the information stays fresh in your head.

• Cramming (or “massed practice”) is a short-term memorization

technique.

• It works in the short run. It DOES NOT work in the long run!!

• Cramming can contribute to that “illusion of knowing”. (Things feel fresh

in our minds and familiar – we think we know more than we do)

• SPACING EFFECT aka ”distributed practice” (studying over time) is

the most effective technique (e.g., Kornell & Bjork, 2008)

• Cepeda and colleagues (2006) found optimal interval is 10-20% of the retention interval à If you want to

remember something for 100 days then practice should be spaced over 10 – 20 days

• This doesn’t have to be all-or-nothing. Some spacing is always better than none!

FACT/MYTH!

Multiple Choice

Students should focus on one chunk of material at a time (i.e., before moving on to the next).

• FACT

• MYTH

6. Students should focus on one chunk of material
at a time.

MYTH!

6. Students should focus on one chunk of material
at a time.

• Studies show the opposite! (e.g., Rohrer & Taylor, 2010)

• Varying the type of material you study in a single sitting is more

effective than just concentrating on one subject the whole time.

• Gym analogy: you probably don’t just do two hours of sit-ups, but rather alternate

between different muscles and types of exercises.

• Interleaving (varying the material) is a type of SPACING EFFECT. It aids

retention and can help us consolidate info into LTM.

• It might not FEEL effective, but remember, we are not always the best judges

of this!!

MYTH!

Multiple Choice

It is important for students to know their learning style (e.g., visual learner, auditory learner, etc)

• FACT

• MYTH

7. It is important for students to know their learning
style (e.g., visual learner, auditory learner, etc).

MYTH!

7. It is important for students to know their learning
style (e.g., visual learner, auditory learner, etc).

• Popular view: All students can learn effectively if the teaching style matches

their learning style

• Not supported by scientific research.

• No reliable and valid way to test for a student’s learning style

• Visual learners don’t do better on visual tasks, etc.

• It depends on what you are learning

• Would anyone argue that they are an auditory learner when trying to learn calculus?

• No evidence that students do better when taught in the style they prefer

• Innovative/creative techniques work best, regardless of style

• It is okay to have your own preferences, but just be careful that it doesn’t

contribute to the illusion of knowing!

MYTH!

Multiple Choice

Taking notes in class is pointless if students receive powerpoint and have the textbook.

• FACT

• MYTH

8. Taking notes in class is pointless if students
receive powerpoints and have the textbook.

MYTH!

8. Taking notes in class is pointless if students
receive powerpoints and have the textbook.

• Note-taking itself can help us retain information (active learning)

• Can also help us stay engaged and pay attention

• To be beneficial, note-taking should:

• Use PARAPHRASING (extract meaning, write down the most useful info)

• Avoid writing things down word-for-word!!

• Be organized
• Make connections when possible
• Enhance the powerpoints/text

MYTH!

Items 5-8 Summary:

• Spaced (distributed) practice is best for long-term retention

• This is not an all-or-nothing phenomenon. Some spacing is better than no

spacing.

• Interleaving material can be beneficial, instead of focusing on one

topic at a time (relates to spacing effect)

• A student’s preferred learning style may not actually help retention.

• Taking notes can aid retention, if done correctly (i.e., focus on

paraphrasing the big picture info)

Open Ended

Do you use the spacing effect when studying?

FACT VS. MYTH??

• 9. Too much studying is a bad thing.

• 10. Some students work better when surrounded by distractions

(e.g., playing music or tv in the background).

• 11. Sleep deprivation won’t affect performance on an exam, as

long as you can stay awake during it (e.g., by using caffeine).

Multiple Choice

Too much studying is a bad thing.

• FACT

• MYTH

9. Too much studying is a bad thing.

• You do not need to spend every second studying to do well. Burnout is

real!!

• Galloway et al. (2013) found that students at high-performing high schools who

spent over 3 hours on homework every night experienced widespread stress,
physical health issues, and a general lack of balance in their lives. (Ironically, studying
too much can DECREASE our performance)

• Study EFFECTIVELY and you will not have to study for hours.

• When you are studying, turn off your phone/distractions and focus.
• When you need a break, take a break! Go for a walk (research suggests this can help!), or

do something fun

FACT!

Multiple Choice

Some students work better when surrounded by distractions (e.g., playing music or TV in the background)

• FACT

• MYTH

10. Some students work better when surrounded by
distractions (e.g., playing music or tv in the background).

MYTH!

10. Some students work better when surrounded by
distractions (e.g., playing music or tv in the background).

• Attempting to multi-task will decrease your productivity. (e.g., Bellur et

al., 2015)

• We usually FEEL like we can multi-task better than we actually can.

• It is better to focus on studying and take frequent breaks to listen

to music/tv/etc. than to attempt to do them at the same time.

MYTH!

Multiple Choice

Sleep deprivation won’t affect performance on an exam, as long as you can stay awake during it (e.g., by using caffeine).

• FACT

• MYTH

11. Sleep deprivation won’t affect performance on
an exam, as long as you can stay awake during it
(e.g., by using caffeine).

MYTH!

11. Sleep deprivation won’t affect performance on
an exam, as long as you can stay awake during it
(e.g., by using caffeine).

• Sleep is important for memory! Why?

• New memories are fragile and can be disrupted
• Consolidation = the process that transforms new memories from a fragile

state (in which they can be disrupted) to a more permanent state (in which
they are resistant to disruption)

• Sleep plays an important role in memory consolidation!

• Sleep is essential for consolidating memories so we can remember them in the future.

MYTH!

Items 9-11 Summary:

• Studying quality is more important than studying quantity (i.e.,

number of hours).

• Don’t attempt to multi-task – it will decrease your productivity.

• MAKE SURE YOU SLEEP! :)

• Was this information useful?Do you feel like you already study effectively?

• What is stopping you from

using more effective study
strategies (if anything)?
(e.g., lack of knowledge about them, lack of time or discipline, etc)

Open Ended

Was this information useful? What is stopping you from using more effective study strategies (if anything)?