Difference between revisions of "Study tips"

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== Share these study tips with your students. ==
 
== Share these study tips with your students. ==
 
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{{hidden|1. Vary where you study.|Studies show that studying in different environments improves material retention. Often times instructors promote studying in a specific place, such as a quiet room in the library, which may not necessarily be beneficial. By studying in the same location time and time again, the environment can provide cues which a student can use subconsciously to recall information. In other words, when it comes to test time, a student may not be able to recall information as efficiently because aspects of the quiet room in the library are not present in the classroom. Studying in various environments eliminates this reliance on the same external cues, forcing students to retrieve the same information in different contexts and in turn truly learn the material.  
 
{{hidden|1. Vary where you study.|Studies show that studying in different environments improves material retention. Often times instructors promote studying in a specific place, such as a quiet room in the library, which may not necessarily be beneficial. By studying in the same location time and time again, the environment can provide cues which a student can use subconsciously to recall information. In other words, when it comes to test time, a student may not be able to recall information as efficiently because aspects of the quiet room in the library are not present in the classroom. Studying in various environments eliminates this reliance on the same external cues, forcing students to retrieve the same information in different contexts and in turn truly learn the material.  
  
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<!-- '''8.  Check out [http://www.howtostudy.org/resources_subject.php?id=7 this site] for more Economics study tips.'''  -->
 
<!-- '''8.  Check out [http://www.howtostudy.org/resources_subject.php?id=7 this site] for more Economics study tips.'''  -->
 
   
 
   
 
  
 
== Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology ==
 
== Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology ==
Dunlosky, Rawson, Marsh, Nathan, and Willingham(2013) assess ten commonly used study techniques, describing each in detail and reviewing the evidence on effectiveness. Their findings, as reported [http://www.psychologicalscience.org/index.php/publications/journals/pspi/learning-techniques.html here], are summarized in the following text and table.
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[[File:studyratings.jpg|right|500px]]
  [[File:studyratings.jpg]]
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According to the authors, some commonly used techniques, such as underlining, rereading material, and using mnemonic devices, were found to be of surprisingly low utility. These techniques were difficult to implement properly and often resulted in inconsistent gains in student performance. Other learning techniques such as taking practice tests and spreading study sessions out over time — known as distributed practice — were found to be of high utility because they benefited students of many different ages and ability levels and enhanced performance in many different areas. [http://www.psychologicalscience.org/index.php/publications/journals/pspi/learning-techniques.html]
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Dunlosky, Rawson, Marsh, Nathan, and Willingham(2013) assess ten commonly used study techniques, describing each in detail and reviewing the evidence on effectiveness. Their findings, as reported [http://www.psychologicalscience.org/index.php/publications/journals/pspi/learning-techniques.html here], are summarized in the following text and table.  
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:"According to the authors, some commonly used techniques, such as underlining, rereading material, and using mnemonic devices, were found to be of surprisingly low utility. These techniques were difficult to implement properly and often resulted in inconsistent gains in student performance. Other learning techniques such as taking practice tests and spreading study sessions out over time — known as distributed practice — were found to be of high utility because they benefited students of many different ages and ability levels and enhanced performance in many different areas." [http://www.psychologicalscience.org/index.php/publications/journals/pspi/learning-techniques.html]
  
 
Dunlosky J., Rawson K. A., Marsh E. J., Nathan M. J., Willingham D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14, 4–58. doi:10.1177/1529100612453266  
 
Dunlosky J., Rawson K. A., Marsh E. J., Nathan M. J., Willingham D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14, 4–58. doi:10.1177/1529100612453266  
 
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==  ''The Wall Street Journal'' offers the following graphic ==
 
==  ''The Wall Street Journal'' offers the following graphic ==

Revision as of 17:15, 13 November 2013

Share these study tips with your students.


Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology

Studyratings.jpg


Dunlosky, Rawson, Marsh, Nathan, and Willingham(2013) assess ten commonly used study techniques, describing each in detail and reviewing the evidence on effectiveness. Their findings, as reported here, are summarized in the following text and table.

"According to the authors, some commonly used techniques, such as underlining, rereading material, and using mnemonic devices, were found to be of surprisingly low utility. These techniques were difficult to implement properly and often resulted in inconsistent gains in student performance. Other learning techniques such as taking practice tests and spreading study sessions out over time — known as distributed practice — were found to be of high utility because they benefited students of many different ages and ability levels and enhanced performance in many different areas." [1]

Dunlosky J., Rawson K. A., Marsh E. J., Nathan M. J., Willingham D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14, 4–58. doi:10.1177/1529100612453266



The Wall Street Journal offers the following graphic

in "Toughest Exam Question: What Is the Best Way to Study?," SUE SHELLENBARGER, OCTOBER 26, 2011:

Study tips wsj.jpg

The video series, How to Get the Most Out of Studying

Is an outgrowth of Stephen Chew's Improving Classroom Performance by Challenging Student Misconceptions About Learning. Professor Chew, an expert in the study of teaching and learning, recently won the prestigious "Professor of the Year Award" from the Carnegie Foundation. (These resources were recommended by William Goffe, Department of Economics, Pennsylvania State University.)