{"id":505,"date":"2023-03-03T19:12:57","date_gmt":"2023-03-03T19:12:57","guid":{"rendered":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/chapter\/learn-it-study-effectively-using-memory-strategies\/"},"modified":"2025-11-19T17:05:03","modified_gmt":"2025-11-19T17:05:03","slug":"learn-it-study-effectively-using-memory-strategies","status":"publish","type":"chapter","link":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/chapter\/learn-it-study-effectively-using-memory-strategies\/","title":{"raw":"Memory Strategies: Learn It 2\u2014Studying Effectively","rendered":"Memory Strategies: Learn It 2\u2014Studying Effectively"},"content":{"raw":"<h2 data-start=\"315\" data-end=\"345\"><strong data-start=\"317\" data-end=\"345\">How to Study Effectively<\/strong><\/h2>\r\n<p data-start=\"347\" data-end=\"622\">You\u2019ve now learned a great deal about how memory works\u2014how information is encoded, stored, and retrieved. The good news? You can <em data-start=\"476\" data-end=\"481\">use<\/em> this science to study more effectively. Below are evidence-based strategies that help information move into long-term memory and stay there.<\/p>\r\n<h3 data-start=\"629\" data-end=\"664\"><strong data-start=\"632\" data-end=\"664\">1. Use Elaborative Rehearsal<\/strong><\/h3>\r\n<p data-start=\"666\" data-end=\"894\">Craik &amp; Lockhart\u2019s (1972) <strong data-start=\"692\" data-end=\"716\">levels of processing<\/strong> framework shows that deeper, more meaningful processing leads to better long-term retention. Instead of repeating information over and over, connect it to what you already know.<\/p>\r\n<ul>\r\n\t<li data-start=\"666\" data-end=\"894\"><strong data-start=\"896\" data-end=\"908\">Example: <\/strong>To remember that the <em data-start=\"932\" data-end=\"945\">hippocampus<\/em> helps form new memories, imagine a <em data-start=\"981\" data-end=\"988\">hippo<\/em> with a great memory or relate it to a time you learned something new and felt your brain \u201csaving\u201d it.<\/li>\r\n<\/ul>\r\n<h3 data-start=\"1097\" data-end=\"1138\"><strong data-start=\"1100\" data-end=\"1138\">2. Apply the Self-Reference Effect<\/strong><\/h3>\r\n<p data-start=\"1140\" data-end=\"1202\">We remember information better when we relate it to ourselves. Try these techniques:<\/p>\r\n<ul>\r\n\t<li data-start=\"1229\" data-end=\"1274\">Rewrite definitions using your own examples<\/li>\r\n\t<li data-start=\"1277\" data-end=\"1353\">Connect concepts to experiences from your life, other classes, or your job<\/li>\r\n\t<li data-start=\"1356\" data-end=\"1402\">Explain a topic to a family member or friend<\/li>\r\n<\/ul>\r\n<p data-start=\"1404\" data-end=\"1504\">You\u2019re creating <strong data-start=\"1420\" data-end=\"1447\">multiple retrieval cues<\/strong>, making the information easier to access during an exam.<\/p>\r\n<h3 data-start=\"1511\" data-end=\"1567\"><strong data-start=\"1514\" data-end=\"1567\">3. Space Out Your Studying (Distributed Practice)<\/strong><\/h3>\r\n<p data-start=\"1569\" data-end=\"1651\">Cramming might help short-term recall, but it works <em data-start=\"1621\" data-end=\"1630\">against<\/em> long-term retention. Spacing helps because:<\/p>\r\n<ul>\r\n\t<li data-start=\"1679\" data-end=\"1712\">Memory consolidation takes time<\/li>\r\n\t<li data-start=\"1715\" data-end=\"1786\">Revisiting material over days or weeks strengthens neural connections<\/li>\r\n\t<li data-start=\"1789\" data-end=\"1907\">It prevents \u201cmassed interference,\u201d where studying similar material for hours makes it harder to distinguish ideas<\/li>\r\n<\/ul>\r\n<p>You can create a spacing plan: study for 20\u201340 minutes, then take 5\u201310 minute breaks. Return to the same material the next day.<\/p>\r\n<h3 data-start=\"2039\" data-end=\"2085\"><strong data-start=\"2042\" data-end=\"2085\">4. Rehearse a LOT. Practice Retrieval \u2014 Not Just Review<\/strong><\/h3>\r\n<p data-start=\"2087\" data-end=\"2211\">Every time you try to <em data-start=\"2109\" data-end=\"2115\">pull<\/em> information out of memory, you strengthen it. This is called the <strong data-start=\"2181\" data-end=\"2210\">retrieval practice effect<\/strong>.<\/p>\r\n<p data-start=\"2213\" data-end=\"2245\">High-yield retrieval strategies include:<\/p>\r\n<ul>\r\n\t<li data-start=\"2249\" data-end=\"2264\">Self-quizzing<\/li>\r\n\t<li data-start=\"2267\" data-end=\"2328\">Flashcards (but answer from memory\u2014don\u2019t just flip through)<\/li>\r\n\t<li data-start=\"2331\" data-end=\"2377\">Explaining concepts without looking at notes<\/li>\r\n\t<li data-start=\"2380\" data-end=\"2430\">Doing Try It, Self-Check, and homework questions<\/li>\r\n\t<li data-start=\"2433\" data-end=\"2465\">Making your own test questions<\/li>\r\n<\/ul>\r\n<p data-start=\"2467\" data-end=\"2587\">Compared with passive methods like highlighting or rereading, retrieval practice produces far better long-term learning.<\/p>\r\n<section class=\"textbox example\" aria-label=\"Example\">\r\n<h3 data-start=\"2589\" data-end=\"2642\"><strong data-start=\"2593\" data-end=\"2642\">How Effective Are Different Study Techniques?<\/strong><\/h3>\r\n<p>When researchers compared retrieval practice with other study techniques like rereading and highlighting, here's what they found[footnote]Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., &amp; Norman, M. K. (2010). <em>How learning works: Seven research-based principles for smart teaching.<\/em>\u00a0John Wiley &amp; Sons.[\/footnote][footnote]Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., &amp; Willingham, D. T. (2013). Improving students\u2019 learning with effective learning techniques: Promising directions from cognitive and educational psychology. <em>Psychological Science in the Public Interest<\/em>, 14(1), 4\u201358. https:\/\/doi.org\/10.1177\/1529100612453266[\/footnote]:<\/p>\r\n<table style=\"border-collapse: collapse; width: 100%;\" border=\"1\">\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 50%;\"><strong>Study Technique<\/strong><\/td>\r\n<td style=\"width: 50%;\"><strong>Usefulness<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 50%;\">Doing practice questions (retrieval practice)<\/td>\r\n<td style=\"width: 50%;\">High<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 50%;\">Spacing out your practice over time (spaced practice)<\/td>\r\n<td style=\"width: 50%;\">High<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 50%;\">Rereading<\/td>\r\n<td style=\"width: 50%;\">Low<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 50%;\">Highlighting<\/td>\r\n<td style=\"width: 50%;\">Low<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 50%;\">Summarization<\/td>\r\n<td style=\"width: 50%;\">Low<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<p>So what does this mean for you? Take advantage of practice opportunities. Practice can take many forms. For example, answer the Try It and Self Check questions in this course, complete homework questions, or two of the problems at the end of a chapter in your textbook. Even making up practice questions for yourself or others after you read a page of content is effective practice!<\/p>\r\n<\/section>\r\n<h3 data-start=\"2932\" data-end=\"2962\"><strong data-start=\"2935\" data-end=\"2962\">5. Use Mnemonic Devices<\/strong><\/h3>\r\n<p data-start=\"2964\" data-end=\"3028\">Mnemonic devices help you link new information to familiar cues.<\/p>\r\n<ul>\r\n\t<li data-start=\"3032\" data-end=\"3100\"><strong data-start=\"3032\" data-end=\"3045\">Acronyms: <\/strong><em data-start=\"3050\" data-end=\"3057\">HOMES<\/em> \u2192 Huron, Ontario, Michigan, Erie, Superior<\/li>\r\n\t<li data-start=\"3103\" data-end=\"3180\"><strong data-start=\"3103\" data-end=\"3117\">Acrostics: <\/strong><em data-start=\"3122\" data-end=\"3156\">Please Excuse My Dear Aunt Sally<\/em> \u2192 Order of operations<\/li>\r\n\t<li data-start=\"3183\" data-end=\"3235\"><strong data-start=\"3183\" data-end=\"3202\">Rhymes\/Jingles: <\/strong><em data-start=\"3207\" data-end=\"3235\">I before e, except after c<\/em><\/li>\r\n<\/ul>\r\n<p data-start=\"3237\" data-end=\"3314\">Mnemonics work by making information more distinctive and easier to retrieve.<\/p>\r\n<h3 data-start=\"3321\" data-end=\"3372\"><strong data-start=\"3324\" data-end=\"3372\">6. Interleave Your Practice (Don\u2019t Block It)<\/strong><\/h3>\r\n<p data-start=\"3374\" data-end=\"3500\">Most students study by <strong data-start=\"3397\" data-end=\"3409\">blocking<\/strong>\u2014finishing all of Chapter 2, then all of Chapter 3, etc. Interleaving is far more powerful. Interleaving looks like:<\/p>\r\n<ul>\r\n\t<li data-start=\"3542\" data-end=\"3592\"><strong data-start=\"3542\" data-end=\"3580\">Blocked Practice (less effective):<\/strong> AAABBBCCC<\/li>\r\n\t<li data-start=\"3595\" data-end=\"3647\"><strong data-start=\"3595\" data-end=\"3637\">Interleaved Practice (more effective):<\/strong> ABCABCABC<\/li>\r\n<\/ul>\r\n<p>Interleaving:<\/p>\r\n<ul>\r\n\t<li data-start=\"3666\" data-end=\"3715\">Strengthens your ability to tell concepts apart<\/li>\r\n\t<li data-start=\"3718\" data-end=\"3779\">Helps you learn more efficiently in the same amount of time<\/li>\r\n\t<li data-start=\"3782\" data-end=\"3834\">Often <em data-start=\"3788\" data-end=\"3795\">feels<\/em> harder, but produces stronger learning<\/li>\r\n<\/ul>\r\n<p>Research by Rohrer et al. and Taylor found that interleaving was a significantly more effective learning strategy than blocked practice and helped students learn more in the same amount of time. Interestingly, students who implemented interleaving practice felt like they were learning less, but ended up doing much better than students who felt like they were learning more with blocking practice.[footnote]Rohrer, D., Dedrick, R. F., &amp; Stershic, S. (2015). Interleaved practice improves mathematics learning. <em>Journal of Educational Psychology<\/em>, 107(3), 900.[\/footnote]<\/p>\r\n<h3><strong data-start=\"3950\" data-end=\"3992\">7. Control Distractions While Studying<\/strong><\/h3>\r\n<p>Encoding suffers when attention is divided. Tips to reduce interference:<\/p>\r\n<ul>\r\n\t<li data-start=\"4071\" data-end=\"4113\">Silence your phone or use \"Do Not Disturb\" modes.<\/li>\r\n\t<li data-start=\"4116\" data-end=\"4140\">Study in a quiet space.<\/li>\r\n\t<li data-start=\"4143\" data-end=\"4180\">Avoid background TV or conversation.<\/li>\r\n<\/ul>\r\n<p>Use strategies like the \u201c<a href=\"https:\/\/en.wikipedia.org\/wiki\/Pomodoro_Technique\" target=\"_blank\" rel=\"noopener\">Pomodoro Technique<\/a>\u201d to stay focused in short bursts. Remember, multitasking slows learning, even if you feel productive.<\/p>\r\n<h3>8. Take Smart Notes<\/h3>\r\n<p>Mueller &amp; Oppenheimer (2014) found that students who take notes <em data-start=\"5037\" data-end=\"5046\">by hand<\/em> outperform laptop note-takers on conceptual understanding.[footnote]Mueller, P. A., &amp; Oppenheimer, D. M. (2014). The Pen Is Mightier Than the Keyboard. <em>Psychological Science<\/em>. https:\/\/doi.org\/10.1177\/0956797614524581[\/footnote] Why?<\/p>\r\n<ul>\r\n\t<li data-start=\"5115\" data-end=\"5155\">Typists tend to copy lectures verbatim<\/li>\r\n\t<li data-start=\"5158\" data-end=\"5219\">Handwriters are forced to summarize, rephrase, and organize<\/li>\r\n\t<li data-start=\"5222\" data-end=\"5265\">This deeper processing strengthens memory<\/li>\r\n\t<li>Laptops aren\u2019t \u201cbad\u201d\u2014they just require more mindful use. If you use one, avoid transcription and aim for meaningful summarization.<\/li>\r\n<\/ul>\r\n<p>So even if you do take notes on a computer, use note-taking strategies that promote active engagement and processing of information instead of copying things verbatim.\u00a0<\/p>\r\n<section class=\"textbox tryIt\" aria-label=\"Try It\">\r\n<p>[ohm2_question height=\"350\"]3849[\/ohm2_question]<\/p>\r\n<\/section>\r\n<h2>Memory Tips<\/h2>\r\n<p>In addition to doing the things above to help you learn and retain information, you should also consider these other health tips that help with memory:<\/p>\r\n<p><strong data-start=\"4314\" data-end=\"4335\">Move Your Body<\/strong><\/p>\r\n<p>Regular aerobic exercise (walking, jogging, dancing, sports) promotes:<\/p>\r\n<ul>\r\n\t<li data-start=\"4411\" data-end=\"4446\">Increased blood flow to the brain<\/li>\r\n\t<li data-start=\"4449\" data-end=\"4482\">Neurogenesis in the hippocampus<\/li>\r\n\t<li data-start=\"4485\" data-end=\"4516\">Improved attention and memory<\/li>\r\n<\/ul>\r\n<p>Even a 10\u201320 minute brisk walk can sharpen focus (van Praag, 2008).<\/p>\r\n<p><strong data-start=\"4598\" data-end=\"4621\">Get Enough Sleep<\/strong><\/p>\r\n<p>Sleep is essential for memory consolidation.<\/p>\r\n<ul>\r\n\t<li>During sleep, your brain:<\/li>\r\n\t<li data-start=\"4698\" data-end=\"4732\">Strengthens synaptic connections<\/li>\r\n\t<li data-start=\"4735\" data-end=\"4770\">Replays and organizes information<\/li>\r\n\t<li data-start=\"4773\" data-end=\"4812\">Moves memories into long-term storage<\/li>\r\n<\/ul>\r\n<p>Skipping sleep to study is one of the least effective study strategies <em data-start=\"4887\" data-end=\"4909\">(Abel &amp; B\u00e4uml, 2013)<\/em><\/p>\r\n<section class=\"textbox tryIt\" aria-label=\"Try It\">\r\n<p>[ohm2_question height=\"600\"]4215[\/ohm2_question]<\/p>\r\n<\/section>","rendered":"<h2 data-start=\"315\" data-end=\"345\"><strong data-start=\"317\" data-end=\"345\">How to Study Effectively<\/strong><\/h2>\n<p data-start=\"347\" data-end=\"622\">You\u2019ve now learned a great deal about how memory works\u2014how information is encoded, stored, and retrieved. The good news? You can <em data-start=\"476\" data-end=\"481\">use<\/em> this science to study more effectively. Below are evidence-based strategies that help information move into long-term memory and stay there.<\/p>\n<h3 data-start=\"629\" data-end=\"664\"><strong data-start=\"632\" data-end=\"664\">1. Use Elaborative Rehearsal<\/strong><\/h3>\n<p data-start=\"666\" data-end=\"894\">Craik &amp; Lockhart\u2019s (1972) <strong data-start=\"692\" data-end=\"716\">levels of processing<\/strong> framework shows that deeper, more meaningful processing leads to better long-term retention. Instead of repeating information over and over, connect it to what you already know.<\/p>\n<ul>\n<li data-start=\"666\" data-end=\"894\"><strong data-start=\"896\" data-end=\"908\">Example: <\/strong>To remember that the <em data-start=\"932\" data-end=\"945\">hippocampus<\/em> helps form new memories, imagine a <em data-start=\"981\" data-end=\"988\">hippo<\/em> with a great memory or relate it to a time you learned something new and felt your brain \u201csaving\u201d it.<\/li>\n<\/ul>\n<h3 data-start=\"1097\" data-end=\"1138\"><strong data-start=\"1100\" data-end=\"1138\">2. Apply the Self-Reference Effect<\/strong><\/h3>\n<p data-start=\"1140\" data-end=\"1202\">We remember information better when we relate it to ourselves. Try these techniques:<\/p>\n<ul>\n<li data-start=\"1229\" data-end=\"1274\">Rewrite definitions using your own examples<\/li>\n<li data-start=\"1277\" data-end=\"1353\">Connect concepts to experiences from your life, other classes, or your job<\/li>\n<li data-start=\"1356\" data-end=\"1402\">Explain a topic to a family member or friend<\/li>\n<\/ul>\n<p data-start=\"1404\" data-end=\"1504\">You\u2019re creating <strong data-start=\"1420\" data-end=\"1447\">multiple retrieval cues<\/strong>, making the information easier to access during an exam.<\/p>\n<h3 data-start=\"1511\" data-end=\"1567\"><strong data-start=\"1514\" data-end=\"1567\">3. Space Out Your Studying (Distributed Practice)<\/strong><\/h3>\n<p data-start=\"1569\" data-end=\"1651\">Cramming might help short-term recall, but it works <em data-start=\"1621\" data-end=\"1630\">against<\/em> long-term retention. Spacing helps because:<\/p>\n<ul>\n<li data-start=\"1679\" data-end=\"1712\">Memory consolidation takes time<\/li>\n<li data-start=\"1715\" data-end=\"1786\">Revisiting material over days or weeks strengthens neural connections<\/li>\n<li data-start=\"1789\" data-end=\"1907\">It prevents \u201cmassed interference,\u201d where studying similar material for hours makes it harder to distinguish ideas<\/li>\n<\/ul>\n<p>You can create a spacing plan: study for 20\u201340 minutes, then take 5\u201310 minute breaks. Return to the same material the next day.<\/p>\n<h3 data-start=\"2039\" data-end=\"2085\"><strong data-start=\"2042\" data-end=\"2085\">4. Rehearse a LOT. Practice Retrieval \u2014 Not Just Review<\/strong><\/h3>\n<p data-start=\"2087\" data-end=\"2211\">Every time you try to <em data-start=\"2109\" data-end=\"2115\">pull<\/em> information out of memory, you strengthen it. This is called the <strong data-start=\"2181\" data-end=\"2210\">retrieval practice effect<\/strong>.<\/p>\n<p data-start=\"2213\" data-end=\"2245\">High-yield retrieval strategies include:<\/p>\n<ul>\n<li data-start=\"2249\" data-end=\"2264\">Self-quizzing<\/li>\n<li data-start=\"2267\" data-end=\"2328\">Flashcards (but answer from memory\u2014don\u2019t just flip through)<\/li>\n<li data-start=\"2331\" data-end=\"2377\">Explaining concepts without looking at notes<\/li>\n<li data-start=\"2380\" data-end=\"2430\">Doing Try It, Self-Check, and homework questions<\/li>\n<li data-start=\"2433\" data-end=\"2465\">Making your own test questions<\/li>\n<\/ul>\n<p data-start=\"2467\" data-end=\"2587\">Compared with passive methods like highlighting or rereading, retrieval practice produces far better long-term learning.<\/p>\n<section class=\"textbox example\" aria-label=\"Example\">\n<h3 data-start=\"2589\" data-end=\"2642\"><strong data-start=\"2593\" data-end=\"2642\">How Effective Are Different Study Techniques?<\/strong><\/h3>\n<p>When researchers compared retrieval practice with other study techniques like rereading and highlighting, here&#8217;s what they found<a class=\"footnote\" title=\"Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., &amp; Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching.\u00a0John Wiley &amp; Sons.\" id=\"return-footnote-505-1\" href=\"#footnote-505-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a><a class=\"footnote\" title=\"Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., &amp; Willingham, D. T. (2013). Improving students\u2019 learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4\u201358. https:\/\/doi.org\/10.1177\/1529100612453266\" id=\"return-footnote-505-2\" href=\"#footnote-505-2\" aria-label=\"Footnote 2\"><sup class=\"footnote\">[2]<\/sup><\/a>:<\/p>\n<table style=\"border-collapse: collapse; width: 100%;\">\n<tbody>\n<tr>\n<td style=\"width: 50%;\"><strong>Study Technique<\/strong><\/td>\n<td style=\"width: 50%;\"><strong>Usefulness<\/strong><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 50%;\">Doing practice questions (retrieval practice)<\/td>\n<td style=\"width: 50%;\">High<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 50%;\">Spacing out your practice over time (spaced practice)<\/td>\n<td style=\"width: 50%;\">High<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 50%;\">Rereading<\/td>\n<td style=\"width: 50%;\">Low<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 50%;\">Highlighting<\/td>\n<td style=\"width: 50%;\">Low<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 50%;\">Summarization<\/td>\n<td style=\"width: 50%;\">Low<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>So what does this mean for you? Take advantage of practice opportunities. Practice can take many forms. For example, answer the Try It and Self Check questions in this course, complete homework questions, or two of the problems at the end of a chapter in your textbook. Even making up practice questions for yourself or others after you read a page of content is effective practice!<\/p>\n<\/section>\n<h3 data-start=\"2932\" data-end=\"2962\"><strong data-start=\"2935\" data-end=\"2962\">5. Use Mnemonic Devices<\/strong><\/h3>\n<p data-start=\"2964\" data-end=\"3028\">Mnemonic devices help you link new information to familiar cues.<\/p>\n<ul>\n<li data-start=\"3032\" data-end=\"3100\"><strong data-start=\"3032\" data-end=\"3045\">Acronyms: <\/strong><em data-start=\"3050\" data-end=\"3057\">HOMES<\/em> \u2192 Huron, Ontario, Michigan, Erie, Superior<\/li>\n<li data-start=\"3103\" data-end=\"3180\"><strong data-start=\"3103\" data-end=\"3117\">Acrostics: <\/strong><em data-start=\"3122\" data-end=\"3156\">Please Excuse My Dear Aunt Sally<\/em> \u2192 Order of operations<\/li>\n<li data-start=\"3183\" data-end=\"3235\"><strong data-start=\"3183\" data-end=\"3202\">Rhymes\/Jingles: <\/strong><em data-start=\"3207\" data-end=\"3235\">I before e, except after c<\/em><\/li>\n<\/ul>\n<p data-start=\"3237\" data-end=\"3314\">Mnemonics work by making information more distinctive and easier to retrieve.<\/p>\n<h3 data-start=\"3321\" data-end=\"3372\"><strong data-start=\"3324\" data-end=\"3372\">6. Interleave Your Practice (Don\u2019t Block It)<\/strong><\/h3>\n<p data-start=\"3374\" data-end=\"3500\">Most students study by <strong data-start=\"3397\" data-end=\"3409\">blocking<\/strong>\u2014finishing all of Chapter 2, then all of Chapter 3, etc. Interleaving is far more powerful. Interleaving looks like:<\/p>\n<ul>\n<li data-start=\"3542\" data-end=\"3592\"><strong data-start=\"3542\" data-end=\"3580\">Blocked Practice (less effective):<\/strong> AAABBBCCC<\/li>\n<li data-start=\"3595\" data-end=\"3647\"><strong data-start=\"3595\" data-end=\"3637\">Interleaved Practice (more effective):<\/strong> ABCABCABC<\/li>\n<\/ul>\n<p>Interleaving:<\/p>\n<ul>\n<li data-start=\"3666\" data-end=\"3715\">Strengthens your ability to tell concepts apart<\/li>\n<li data-start=\"3718\" data-end=\"3779\">Helps you learn more efficiently in the same amount of time<\/li>\n<li data-start=\"3782\" data-end=\"3834\">Often <em data-start=\"3788\" data-end=\"3795\">feels<\/em> harder, but produces stronger learning<\/li>\n<\/ul>\n<p>Research by Rohrer et al. and Taylor found that interleaving was a significantly more effective learning strategy than blocked practice and helped students learn more in the same amount of time. Interestingly, students who implemented interleaving practice felt like they were learning less, but ended up doing much better than students who felt like they were learning more with blocking practice.<a class=\"footnote\" title=\"Rohrer, D., Dedrick, R. F., &amp; Stershic, S. (2015). Interleaved practice improves mathematics learning. Journal of Educational Psychology, 107(3), 900.\" id=\"return-footnote-505-3\" href=\"#footnote-505-3\" aria-label=\"Footnote 3\"><sup class=\"footnote\">[3]<\/sup><\/a><\/p>\n<h3><strong data-start=\"3950\" data-end=\"3992\">7. Control Distractions While Studying<\/strong><\/h3>\n<p>Encoding suffers when attention is divided. Tips to reduce interference:<\/p>\n<ul>\n<li data-start=\"4071\" data-end=\"4113\">Silence your phone or use &#8220;Do Not Disturb&#8221; modes.<\/li>\n<li data-start=\"4116\" data-end=\"4140\">Study in a quiet space.<\/li>\n<li data-start=\"4143\" data-end=\"4180\">Avoid background TV or conversation.<\/li>\n<\/ul>\n<p>Use strategies like the \u201c<a href=\"https:\/\/en.wikipedia.org\/wiki\/Pomodoro_Technique\" target=\"_blank\" rel=\"noopener\">Pomodoro Technique<\/a>\u201d to stay focused in short bursts. Remember, multitasking slows learning, even if you feel productive.<\/p>\n<h3>8. Take Smart Notes<\/h3>\n<p>Mueller &amp; Oppenheimer (2014) found that students who take notes <em data-start=\"5037\" data-end=\"5046\">by hand<\/em> outperform laptop note-takers on conceptual understanding.<a class=\"footnote\" title=\"Mueller, P. A., &amp; Oppenheimer, D. M. (2014). The Pen Is Mightier Than the Keyboard. Psychological Science. https:\/\/doi.org\/10.1177\/0956797614524581\" id=\"return-footnote-505-4\" href=\"#footnote-505-4\" aria-label=\"Footnote 4\"><sup class=\"footnote\">[4]<\/sup><\/a> Why?<\/p>\n<ul>\n<li data-start=\"5115\" data-end=\"5155\">Typists tend to copy lectures verbatim<\/li>\n<li data-start=\"5158\" data-end=\"5219\">Handwriters are forced to summarize, rephrase, and organize<\/li>\n<li data-start=\"5222\" data-end=\"5265\">This deeper processing strengthens memory<\/li>\n<li>Laptops aren\u2019t \u201cbad\u201d\u2014they just require more mindful use. If you use one, avoid transcription and aim for meaningful summarization.<\/li>\n<\/ul>\n<p>So even if you do take notes on a computer, use note-taking strategies that promote active engagement and processing of information instead of copying things verbatim.\u00a0<\/p>\n<section class=\"textbox tryIt\" aria-label=\"Try It\">\n<iframe loading=\"lazy\" id=\"ohm3849\" class=\"resizable\" src=\"https:\/\/ohm.one.lumenlearning.com\/multiembedq.php?id=3849&theme=lumen&iframe_resize_id=ohm3849&source=tnh&show_question_numbers\" width=\"100%\" height=\"350\"><\/iframe><br \/>\n<\/section>\n<h2>Memory Tips<\/h2>\n<p>In addition to doing the things above to help you learn and retain information, you should also consider these other health tips that help with memory:<\/p>\n<p><strong data-start=\"4314\" data-end=\"4335\">Move Your Body<\/strong><\/p>\n<p>Regular aerobic exercise (walking, jogging, dancing, sports) promotes:<\/p>\n<ul>\n<li data-start=\"4411\" data-end=\"4446\">Increased blood flow to the brain<\/li>\n<li data-start=\"4449\" data-end=\"4482\">Neurogenesis in the hippocampus<\/li>\n<li data-start=\"4485\" data-end=\"4516\">Improved attention and memory<\/li>\n<\/ul>\n<p>Even a 10\u201320 minute brisk walk can sharpen focus (van Praag, 2008).<\/p>\n<p><strong data-start=\"4598\" data-end=\"4621\">Get Enough Sleep<\/strong><\/p>\n<p>Sleep is essential for memory consolidation.<\/p>\n<ul>\n<li>During sleep, your brain:<\/li>\n<li data-start=\"4698\" data-end=\"4732\">Strengthens synaptic connections<\/li>\n<li data-start=\"4735\" data-end=\"4770\">Replays and organizes information<\/li>\n<li data-start=\"4773\" data-end=\"4812\">Moves memories into long-term storage<\/li>\n<\/ul>\n<p>Skipping sleep to study is one of the least effective study strategies <em data-start=\"4887\" data-end=\"4909\">(Abel &amp; B\u00e4uml, 2013)<\/em><\/p>\n<section class=\"textbox tryIt\" aria-label=\"Try It\">\n<iframe loading=\"lazy\" id=\"ohm4215\" class=\"resizable\" src=\"https:\/\/ohm.one.lumenlearning.com\/multiembedq.php?id=4215&theme=lumen&iframe_resize_id=ohm4215&source=tnh&show_question_numbers\" width=\"100%\" height=\"600\"><\/iframe><br \/>\n<\/section>\n<hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-505-1\">Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., &amp; Norman, M. K. (2010). <em>How learning works: Seven research-based principles for smart teaching.<\/em>\u00a0John Wiley &amp; Sons. <a href=\"#return-footnote-505-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><li id=\"footnote-505-2\">Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., &amp; Willingham, D. T. (2013). Improving students\u2019 learning with effective learning techniques: Promising directions from cognitive and educational psychology. <em>Psychological Science in the Public Interest<\/em>, 14(1), 4\u201358. https:\/\/doi.org\/10.1177\/1529100612453266 <a href=\"#return-footnote-505-2\" class=\"return-footnote\" aria-label=\"Return to footnote 2\">&crarr;<\/a><\/li><li id=\"footnote-505-3\">Rohrer, D., Dedrick, R. F., &amp; Stershic, S. (2015). Interleaved practice improves mathematics learning. <em>Journal of Educational Psychology<\/em>, 107(3), 900. <a href=\"#return-footnote-505-3\" class=\"return-footnote\" aria-label=\"Return to footnote 3\">&crarr;<\/a><\/li><li id=\"footnote-505-4\">Mueller, P. A., &amp; Oppenheimer, D. M. (2014). The Pen Is Mightier Than the Keyboard. <em>Psychological Science<\/em>. https:\/\/doi.org\/10.1177\/0956797614524581 <a href=\"#return-footnote-505-4\" class=\"return-footnote\" aria-label=\"Return to footnote 4\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"author":20,"menu_order":23,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Flashcards\",\"author\":\"Jonathon Trumball\",\"organization\":\"Flickr\",\"url\":\"https:\/\/www.flickr.com\/photos\/jonathantrumbull\/49841444\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"The Pen vs the Keyboard\",\"author\":\"Sonja Ann Miller for Lumen Learning, with prompting from ChatGPT\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"part":628,"module-header":"learn_it","content_attributions":[{"type":"cc","description":"Flashcards","author":"Jonathon Trumball","organization":"Flickr","url":"https:\/\/www.flickr.com\/photos\/jonathantrumbull\/49841444","project":"","license":"cc-by","license_terms":""},{"type":"original","description":"The Pen vs the Keyboard","author":"Sonja Ann Miller for Lumen Learning, with prompting from ChatGPT","organization":"Lumen Learning","url":"","project":"","license":"cc-by","license_terms":""}],"internal_book_links":[],"video_content":null,"cc_video_embed_content":{"cc_scripts":"","media_targets":[]},"try_it_collection":null,"_links":{"self":[{"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/pressbooks\/v2\/chapters\/505"}],"collection":[{"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/wp\/v2\/users\/20"}],"version-history":[{"count":23,"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/pressbooks\/v2\/chapters\/505\/revisions"}],"predecessor-version":[{"id":7261,"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/pressbooks\/v2\/chapters\/505\/revisions\/7261"}],"part":[{"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/pressbooks\/v2\/parts\/628"}],"metadata":[{"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/pressbooks\/v2\/chapters\/505\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/wp\/v2\/media?parent=505"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/pressbooks\/v2\/chapter-type?post=505"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/wp\/v2\/contributor?post=505"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/wp\/v2\/license?post=505"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}