Learning Science and Memory

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