Introduction to Psychology 1/IPSY102/Memory problems/How to study effectively

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Memory techniques can be useful when studying for class. (credit: Barry Pousman)

Based on the information presented in this chapter, here are some strategies and suggestions to help you hone your study techniques. The key with any of these strategies is to figure out what works best for you.

  • Use elaborative rehearsal: In a famous article, Craik and Lockhart (1972[1]) discussed their belief that information we process more deeply goes into long-term memory. Their theory is called levels of processing. If we want to remember a piece of information, we should think about it more deeply and link it to other information and memories to make it more meaningful. For example, if we are trying to remember that the hippocampus is involved with memory processing, we might envision a hippopotamus with excellent memory and then we could better remember the hippocampus.
  • Apply the self-reference effect: As you go through the process of elaborative rehearsal, it would be even more beneficial to make the material you are trying to memorize personally meaningful to you. In other words, make use of the self-reference effect. Write notes in your own words. Write definitions from the text, and then rewrite them in your own words. Relate the material to something you have already learned for another class, or think how you can apply the concepts to your own life. When you do this, you are building a web of retrieval cues that will help you access the material when you want to remember it.
  • Don’t forget the forgetting curve: As you know, the information you learn drops off rapidly with time. Even if you think you know the material, study it again right before test time to increase the likelihood the information will remain in your memory. Overlearning can help prevent storage decay.
  • Rehearse, rehearse, rehearse: Review the material over time, in spaced and organized study sessions. Organize and study your notes, and take practice quizzes/exams. Link the new information to other information you already know well.
  • Be aware of interference: To reduce the likelihood of interference, study during a quiet time without interruptions or distractions (like television or music).
  • Keep moving: Of course you already know that exercise is good for your body, but did you also know it’s also good for your mind? Research suggests that regular aerobic exercise (anything that gets your heart rate elevated) is beneficial for memory (van Praag, 2008[2]). Aerobic exercise promotes neurogenesis: the growth of new brain cells in the hippocampus, an area of the brain known to play a role in memory and learning.
  • Get enough sleep: While you are sleeping, your brain is still at work. During sleep the brain organizes and consolidates information to be stored in long-term memory (Abel & Bäuml, 2013[3]).
  • Make use of mnemonic devices: As you learned earlier in this chapter, mnemonic devices often help us to remember and recall information. There are different types of mnemonic devices, such as the acronym. An acronym is a word formed by the first letter of each of the words you want to remember. For example, even if you live near one, you might have difficulty recalling the names of all five Great Lakes. What if I told you to think of the word Homes? HOMES is an acronym that represents Huron, Ontario, Michigan, Erie, and Superior: the five Great Lakes. Another type of mnemonic device is an acrostic: you make a phrase of all the first letters of the words. For example, if you are taking a math test and you are having difficulty remembering the order of operations, recalling the following sentence will help you: “Please Excuse My Dear Aunt Sally,” because the order of mathematical operations is Parentheses, Exponents, Multiplication, Division, Addition, Subtraction. There also are jingles, which are rhyming tunes that contain key words related to the concept, such as i before e, except after c.
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Watch a video
  1. Read this brief blog post that provides a quick overview of six strategies for effective learning (based on research in cognitive psychology).
  2. Next, watch this brief video that provides a series of effective study strategies based entirely on psychological research:



References

  1. Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671–684.
  2. van Praag, H. (2008). Neurogenesis and exercise: Past and future directions. NeuroMolecular Medicine, 10(2), 128–140.
  3. Abel, M., & Bäuml, K.-H. T. (2013). Sleep can reduce proactive interference. Memory, 22(4), 332–339. doi:10.1080/09658211.2013.785570. Retrieved from http://www.psychologie.uni-regensburg.de/Baeuml/papers_in_press/sleepPI.pdf

Source
This page was proudly adapted from Psychology published by OpenStax CNX. Oct 31, 2016 under a Creative Commons Attribution 4.0 license. Download for free at http://cnx.org/contents/4abf04bf-93a0-45c3-9cbc-2cefd46e68cc@5.52.