UCLA Professor Says Conventional Wisdom on Study Habits Is All Washed Up 329
An anonymous reader writes "Taking notes during class? Topic-focused study? A consistent learning environment? According to Robert Bjork, director of the UCLA Learning and Forgetting Lab, distinguished professor of psychology, and massively renowned expert on packing things in your brain in a way that keeps them from leaking out, all are three are exactly opposite the best strategies for learning."
I rarely ever took notes (Score:4, Informative)
I'm sure I was the only one in lecture theatres of 180 people.
Nearly every lecture gave handouts, so that was my material for revision. If the lecturer said something else, I'd probably remember it because I was thinking about what was said instead of writing down information that's already in any textbook. Even if I didn't, the exams came from the notes not what the lecturer said - they don't want to have some undergrad whining that the exam had something not taught in class, so making the exam from the lecture handouts is good defensive education.
I understand other subjects are different, but for all undergrad science classes, I'd advise not taking notes. Everything you learn will be in textbooks and handouts, (or the Khan Academy) and you're better off sitting there listening, than you are exercising your hand and wasting paper. (Leave the hand exercises and paper wastage to some other time, a crowded lecture theatre isn't the place.)
Mnemosyne / Super Memo (Score:3, Informative)
A More Detailed Guide to Studying (Score:5, Informative)
Applies to Teaching too. (Score:5, Informative)
When I teach, I prepare a set of lecture notes, mostly an outline with key details. I leave room for notes. Then I give the students a copy of those at the start of the class. That way, they can listen and focus on understanding the information during the lecture. If they need to make some additional notes, they can add to the pre-printed lecture notes I handed out, but since the key points and details are already there, they don't need to add many notes. My experience is that students who spend too much time taking notes don't understand the material and don't remember it, so I make is easy for them to not spend time taking notes.
My classroom time is spent expanding upon the material, having discussions with the students, making sure the students understand it and how to apply it, doing hands on or thought experiments as appropriate, and refining my notes for the next class.
Re:Do Not Want (Score:5, Informative)
The article says to avoid learning disparate skills like dancing and tennis at the same time.
it says something like "learn several moves of a dance style interleaved... that way you will integrate the different moves and learn the dance faster overall".
Really? (Score:4, Informative)
In that case, using only 10% of it shouldn't be a problem! :)
Joking aside, most of the suggestions in the article make sense.
After years and years of classes, some years off, and going back to taking classes (and doing much better in them), this is the advice I have. It is not free -- you are required to give me $5 if you ever find me in real life:
0) Understand the material. Keep a laptop connected to the Internet open during class. Google whatever you don't understand immediately, fill the gaps in your knowledge, and get back to the lecture. Bookmark or transcribe the info down if necessary (this helps me with definitions, acronyms, etc.). This will keep you from getting bored, since boredom generally results from not understanding. If you understand the material and the instructor is truly being boring, the tangential information you discover during this process may be more useful than the class itself!
1) Understand the material! I mean really -- even if you're behind. Do reading before class if you can. Check Wikipedia. Consult the Khan Academy. Do the homework, and spread it over multiple days, making sure you get some sleep in between the days. All-nighters, while they make for great stories, are not as helpful as you think. (My record was 36 hours straight -- I got the A -- but I wouldn't do it again if I had the chance!)
2) Avoid early morning classes, if possible. Unless you're a morning person -- in which case you probably don't need the advice.
3) Take notes during class. On paper, with indelible pen, in a bound notebook, writing/drawing only the points which seem relevant to you. The point of doing this is to help you focus and summarize, not to record the lecturers words for posterity. I've found that typing, while faster and more legible, does not aid my recall as well. Recording the lecture may be helpful if it's an exam review, but is pointless if you're not paying attention while there.
4) Teach someone the material right afterward, if you can. Tutor someone, or bore your significant other to tears...
5) Find a way to extend what you learned. Right down your ideas. Implement them if practical. Post them on Halfbakery [halfbakery.com] if not...
Re:Mnemosyne / Super Memo (Score:5, Informative)
TFA is actually a little light on details, so I'll add a few more. But I am not a psychology researcher, so take my explanation with a sack of salt.
There are basically 3 separate issues that they are looking at with respect to learning.
One is spaced repetition. Spaced repetition is the idea that you forget things over time. The longer you go without recalling something, the higher the odds are that you will not be able to remember it when you try. However, if you remember something, the association will be stronger and the speed at which you forget it is lower (i.e., the drop from 90% recall to 80% recall will take more time). That speed is called the "forgetting curve". The shallower the curve, the less often you have to review something to rememer it. Software like Mnemosyne, Anki and SuperMemo try to time when you are likely to forget something so that you don't waste your time reviewing something that you aren't going to forget.
Another concept is spaced learning. This is different from spaced repetition. It turns out that the space between reviews is actually necessary for long term memory. If you memorize something and then wait for a long time, even if you forget it, you will make a stronger connection the *second* time you learn it. Spaced learning intentionally puts spaces between reviews with the intent that it creates a stronger memory (makes the forgetting curve shallower) the *next* time you learn it. In other words, you intentionally make it difficult to remember the second time around (as opposed to choosing a time when you are likely to remember it). The distinction between spaced repetition and spaced learning is fine but important, I think.
Finally there is interleaved learning. It turns out that time is not the only thing that causes you to forget. As you learn new things, the ability to recall old things gets worse. So if you learn A and that's all, you will forget it slower than if you learn A and then B. Learning B makes it difficult to recall A. You can use this to your advantage. Remember that with spaced learning, if you forget something, it is retained *better* the second time around. So if you learn A and B, and then return to A, you will remember A better than if you spent twice as long on A and then did B.
Basically spaced repetition programs that use SM2 algorithm are implementing spaced repetion. I will argue that they aren't making use of spaced learning, at least intentionally. When you initially try to remember something, you should space repetitions so that it is difficult to remember the item. One of the weaknesses of SM2 is that it doesn't really have any strategy for first learning the item (on the other hand, you are free to adopt your own strategies within the framework of the software). Specifically, there's no concept of getting an item correct and then waiting a short time and reviewing it again. It goes ahead and schedules it for a day or so later. Also, when you get an item wrong, you are back to square one, with the "difficulty" set at the same level it was at before you got it wrong. Spaced learning would suggest that at least the item will get less difficult every time you forget it. So I think there is considerable room for improvement.
SM2 also specifically does not implement interleaving. When learning new material (or even items that you forgot in the review) it would be rather interesting to have it introduce one new fact from 4 or 5 different quizes at a time. It would accellerate the speed at which you forget the item and provide opportunities for spaced learning faster (presuming there was support for spaced learning).
I'm actually the author of another spaced repetition program for studying Japanese, called JLDrill. I use a different algorithm, which I describe here: http://jldrill.rubyforge.org/Strategy.html [rubyforge.org] I'm going to try to implement some of these other ideas in the near future.