Teaching



How to Study Less and Remember More

Bringing the Benefits of Learning Science into the Classroom

Succeeding academically is not necessarily about more studying -- it’s about smarter studying. That’s the overarching message of my How to Study Less and Remember More workshop series (thanks to the UCSD Psychology's Student Affairs Office for the creative title!). At this quarterly workshop, I teach students how to incorporate the most effective learning strategies (as uncovered by cognitive psychology and other learning science research) into their studying habits.

This workshop is informed by (a) my own research and (b) two superb instructional guides that summarize decades of research on effective learning practices. Those are: Pashler et al., Organizing Instruction and Study to Improve Student Learning, National Center for Education Research (2007), and Dunlosky et al., Improving Students’ Learning With Effective Learning Techniques, Psychological Science in the Public Interest (2013). As brilliantly summarized in Dunlosky et al., among ten of the most promising learning techniques commonly in use today, half have moderate-to-high utility as listed below:

  1. Rereading (Low Utility)
  2. Highlighting (Low Utility)
  3. Summarization (Low Utility)
  4. Keyword Mnemonic (Low Utility)
  5. Imagery for Texts (Low Utility)
  6. Elaborative Interrogation (Moderate Utility)
  7. Self-Explaination (Moderate Utility)
  8. Interleaved Practice (Moderate Utility)
  9. Distributed Practice (High Utility)
  10. Retrieval Practice (High Utility)

How to Study Less and Remember More is supported by UCSD’s Psychology Department and typically takes place in the Crick Conference Room (3rd floor of Mandler Hall, Muir College). Workshops typically occur in the early part of the quarter and are announced in the campus Student Events Insider and the UCSD Psychology Quarterly Newsletter.


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