Use evidence-based study habits instead of rereading alone.
switching between different types of problems or topics to improve long-term learning
memory is most effective when the conditions at retrieval match those at encoding
the tendency to remember the first items in a series better than the middle items
the tendency to remember the most recently presented items in a series
the belief that abilities can be developed through dedication and hard work
the biological process of stabilizing a memory trace after initial acquisition
deliberately challenging the mind to retrieve information from memory
memory aids like acronyms or rhymes that link information to easy-to-remember cues
the total amount of mental effort being used in the working memory
grouping individual pieces of information into larger, meaningful units
explaining a concept in simple terms to identify gaps in your own understanding
learning tasks that require more effort lead to better long-term retention
producing an answer or solution independently rather than reading it
the mathematical decline of memory retention over time without review
the finding that taking a test enhances later performance more than studying
explaining how new information relates to known facts or steps in a process
connecting new information to existing knowledge or experiences
combining words and visuals to process information in two ways
thinking about one's own thinking and learning processes
using specific, real-world instances to understand abstract ideas
mistaking the ease of rereading for actual mastery of material
mixing related topics can improve discrimination and transfer
recalling from memory strengthens memory more than passive review
reviewing over time improves long-term retention