Effective Studying(1)

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Effective Study ing and the Creation of Usable , retrievable (memorable) Knowledge (Adapted from Brown, Roediger, & McDaniel, 2014 and Handel, 5/03/2019) 1. Usually read things only once - Rereading and recopying are usually Not useful for learning, remembering, and understanding https://eric.ed.gov/?id=EJ819481 “So what should you do with all the time that you save by not rereading? First and foremost, replace rereading with retrieval practice. I will discuss this topic in more depth later. Second, consume other learning materials.” (from Brown, Roediger, & McDaniel, 2014 and wording from Handel, 5/03/2019) 2. To remember what you learn, use flashcards with your own wording, practice with retrieval, and space out your studying so most of it does Not occur just prior to a test or assessment. Problems with retrieval are a common cause of memory problems. “Retrieval practice (RP) is the single most powerful hack that learners can employ. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.738.2035&rep=rep1&type=pdf RP is analogous to taking your memory to the gym to build the strength to be able to recall a single fact or concept far into the future. RP is the most powerful tool that you can use to create long-term, robust recallability of the facts and concepts that you want to remember.” (from Brown, Roediger, & McDaniel, 2014 and wording from Handel, 5/03/2019) [ Study what you know least well and] “The challenge of answering open-ended questions is one of many desirable difficulties that feel bad to students but are actually good if they are serious about learning. https://bjorklab.psych.ucla.edu/wp-content/uploads/sites/13/2016/07/RBjork_inpress.pdf We humans are often plagued with a very poor ability to know when we don’t know something [Metacognition issues or Metamemory problems ]. We fool ourselves into a false sense of knowing all the time [ overconfidence ].” (from Brown, Roediger, & McDaniel, 2014 and wording from Handel, 5/03/2019) One challenge of practicing retrieval “is to make sure one has quality [accurate] feedback in order to not be fooled into incorrectly believing that we know something” [so we have having realistic confidence instead of overconfidence]. (from Brown, Roediger, & McDaniel, 2014 and wording from Handel, 5/03/2019)

Effective Study ing and the Creation of Usable , retrievable (memorable) Knowledge Spacing out your retrieval practice so most occurs well before an exam or assessment “is the number two most effective study hack for building long-term recallability of the things that you have learned. The opposite of spacing is cramming.” http://psychnet.wustl.edu/memory/wp-content/uploads/2018/04/Roediger-Karpicke-2011.pdf http://q-mindshare.com/assets/spacing_learning_over_time__march2009v1_.pdf https://www.ncbi.nlm.nih.gov/pubmed/30623389 (from Brown, Roediger, & McDaniel, 2014 and wording from Handel, 5/03/2019) “It has been proven that by employing spaced repetition of retrieval practice (RP), you develop long-term recallability of concepts and facts. It has also been shown that RP is most effective when you challenge yourself to retrieve a memory that you are fairly close to forgetting. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.512.8427&rep=rep1&type=pdf This is another desirable difficulty. Think of these as mental exercises, similar to physical exercises, that produce a greater effect when they are more challenging.” (from Brown, Roediger, & McDaniel, 2014 and wording from Handel, 5/03/2019) 3. Elaboration and Interleaving - Associate or relate new information with preexisting knowledge and your self. “ Every time we learn something, we need to attach it to some preexisting knowledge or mental model. Everything we know has some association to something else we have stored in memory. https://link.springer.com/referenceworkentry/10.1007%2F978-1-4419-1428-6_669 For example, if you think of pizza, you may remember the first date you had with your spouse at a pizzeria or the taste or smell of your favorite pizza. “For example, study using flashcards that are shuffled to interleave the subjects. This creates many more associations and overlapping engrams between the different concepts that one is learning. This creates more pathways through which to retrieve a memory.” (from Brown, Roediger, & McDaniel, 2014 and wording from Handel, 5/03/2019) 4. Reflection and Elaboration - Reflection and elaboration are powerful techniques for turning information into usable knowledge by integrating this information into one’s mental models. One simple yet powerful way to do this is to asked yourself questions about how , what, and why https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2414478 (from Brown, Roediger, & McDaniel, 2014 and Handel, 5/03/2019)

Effective Study ing and the Creation of Usable , retrievable (memorable) Knowledge 5. Self-Generation and Elaboration - “Self-generation is a technique of trying to answer a question before you are given all the information or before it is talked about in class. Even though you don’t have specific prior experience and even if you were not successful, the effort to extrapolate from your existing knowledge base creates some mental infrastructure upon which you can build a mental model” of what you were going to learn or your teacher was about to teach you. (from Brown, Roediger, & McDaniel, 2014 and wording from Handel, 5/03/2019) Please note that this is a big part of why homework is assigned prior to us talking about it in class. http://www.staff.city.ac.uk/hampton/PDF%20files/Gardiner&Hampton1985-11-732.pdf 6. Elaboration – [Also see 3., 4., 5. Above] “Elaboration is the ability to express what you’ve learned in your own words and layer it with the related areas of knowledge that you already possess in order to create richer mental models [to increase learning, memory, understanding, and to create usable knowledge]. If you can’t distill what you’ve learned into a cohesive story with enough clarity that you could teach it to a novice , then maybe you don’t know it as well as you think you do. When it comes to making flashcards , they are most powerful when you create them from memory”, in your own words . (from Brown, Roediger, & McDaniel, 2014 and wording from Handel, 5/03/2019) (cont.)

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Effective Study ing and the Creation of Usable , retrievable (memorable) Knowledge Key Takeaways “ You can deepen [your usable, memorable] knowledge by employing reflection, self- generation, and elaboration so that you can develop numerous and more profound mental models.” Read things once . “But as you read, pause and create flashcards for all of the key concepts and facts that you want to remember” in your own words with examples from your own life to do spaced repetition with. “Never create a flashcard for a concept before you fully understand it. Flashcards are for retrieval practice of concepts you already comprehend , and you should employ them to make learned concepts and facts easily recallable. Flashcards are Not for learning concepts . If you don’t understand a concept, first do whatever enables you to successfully grasp the idea. Then make the flashcard.” (from Brown, Roediger, & McDaniel, 2014 and wording from Handel, 5/03/2019) “By cutting down on rereading and making the switch to flashcards, retrieval practice, and spaced repetition, you will build durable recallability of all the facts and concepts that you want to remember. By using these strategies, you will play the long game of becoming a learned individual. You will build a personal knowledge base that you can tap into for years. You can use this deep and broad range of knowledge as a foundation for future learning and problem solving as you encounter unique and novel situations. You will be a more creative person. Creativity is often a concoction born out of the alchemy of mixing seemingly unrelated knowledge to generate new and inventive solutions. Also use these strategies and tactics in the pursuit of lifelong learning . I am convinced that all of us possess the requisite innate abilities to be outstanding students and learners.” (from Brown, Roediger, & McDaniel, 2014 and wording from Handel, 5/03/2019)

Effective Study ing and the Creation of Usable , retrievable (memorable) Knowledge References 1. This is the Main reference and should be considered the “bible” of how to study, learn, remember, understand, and create usable knowledge: Brown , Peter C., Roediger , Henry L., & McDaniel , Mark A. (2014). Make it stick: The science of successful learning . Cambridge, MA: Belknap-Harvard University Press. 2. Much of the wording above (the quotes) comes directly from the following. David Handel, MD (5/03/2019) . How to Unlock the Amazing Power of Your Brain and Become a Top Student. Medium.com https://medium.com/better-humans/how-to-unlock-the-amazing-power-of-your-brain-and-become-a-top-student-369e5ba59484 Please note that Dr. Handel’s advice to skip class is a really bad idea. This worked for this person after they already had a Bachelor’s degree and were in Medical School with very high quality notes available for all classes (that they would then spend a lot of effort and time comprehending and elaborating upon). Crutcher, R.J. & Healy, A.F. (1989). Cognitive operations and the [ self-] generation effect . Journal of Experimental Psychology: Learning, Memory, and Cognition, 15 (4), 669–675. Robert DiYanni (2015). Critical and Creative Thinking: A Brief Guide for Teachers. Wiley. ISBN-10: 1118955382 https://www.amazon.com/Critical-Creative-Thinking-Brief-Teachers/dp/1118955382 https://eric.ed.gov/?id=EJ819481 http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.738.2035&rep=rep1&type=pdf https://bjorklab.psych.ucla.edu/wp-content/uploads/sites/13/2016/07/RBjork_inpress.pdf http://psychnet.wustl.edu/memory/wp-content/uploads/2018/04/Roediger-Karpicke-2011.pdf http://q-mindshare.com/assets/spacing_learning_over_time__march2009v1_.pdf https://www.ncbi.nlm.nih.gov/pubmed/30623389 http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.512.8427&rep=rep1&type=pdf https://link.springer.com/referenceworkentry/10.1007%2F978-1-4419-1428-6_669 https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2414478 http://www.staff.city.ac.uk/hampton/PDF%20files/Gardiner&Hampton1985-11-732.pdf

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