Career or College Pathway - Study Skills & Learning Strategies

Vocabulary flashcards covering key concepts, terms, and strategies from the Career or College Pathway: Study Skills & Learning Strategies lecture notes.

The Study Cycle

A four-part learning framework (Before Class, In Class, After Class, and Study) that guides how to prepare, engage, review, and test oneself to improve learning.

Encoding

The process by which the brain receives information and converts it into a form suitable for memory storage.

Retention

The process of storing information in memory (short-term to long-term consolidation) for later retrieval.

Retrieval

The process of recalling or accessing stored information from memory.

The Forgetting Curve

The pattern of rapid memory loss after initial learning, which can be slowed by timely review (e.g., 40% forgotten in 20 minutes, 50% in 1 hour, etc.).

Effortful Learning

Learning that requires sustained mental effort, which strengthens memory and recall.

Desirable Difficulties

Challenging but learnable conditions that improve long-term retention, such as difficult practice or retrieval attempts.

Bloom’s Taxonomy

A hierarchy of cognitive skills: Remember, Understand, Apply, Analyze, Evaluate, Create.

Metacognition

Thinking about one’s own thinking; planning, monitoring, and assessing one’s learning.

Active Retrieval Testing

A high-value strategy that uses self-quizzes or tests to actively retrieve information from memory.

Distributive Practice

Practice that is spaced and distributed over time to build memory and skill gradually.

Spaced Practice

Repeating learning over intervals of time to strengthen memory retention.

Retrieval Practice

Actively recalling information from memory to enhance learning and memory durability.

Pre-testing

Testing before new material is taught to activate prior knowledge and guide learning.

Pre-thinking

Thinking about what you already know about a topic before it is taught to prime learning.

Paraphrasing and Reflecting

Restating information in your own words and reflecting on what you’ve learned to deepen memory.

Elaborative Interrogation

Asking 'why' and 'how' questions to explain and connect new information to prior knowledge.

Practice Testing

Using tests or practice questions to rehearse and reinforce knowledge.

Feedback

Information about performance used to improve learning and adjust strategies; can be immediate or delayed.

Self-monitoring

Ongoing evaluation of one’s learning strategies and progress to ensure alignment with goals.

Self-quizzing

Creating and taking quizzes to evaluate knowledge and reinforce recall.

Self-Explanation

Explaining concepts to oneself to deepen understanding and reveal gaps.

Interleaving

Mixing related topics during practice to strengthen connections and flexibility of knowledge.

Intense Study

Short, focused study blocks with minimized distractions, often using a 45-minute work/5-minute break pattern.

Transfer of Learning

Applying knowledge or skills learned in one context to new situations.

Duke Study Cycle – Preview Stage

Before Class: preview material, skim headings, and formulate questions to ask in class.

Duke Study Cycle – In Class

During Class: engage, take notes, answer questions, and connect new information to goals.

Duke Study Cycle – After Class

After Class: review notes, synthesize learning, explain ideas aloud, and connect to prior knowledge.

Duke Study Cycle – Study Stage

Dedicated study/practice sessions with planning for location, time, and strategies.

Duke Study Cycle – Test (Check and Prepare)

Before tests: identify best strategies, use self-quizzes, and simulate test conditions.

The Feynman Technique

A method of learning by explaining a topic in simple terms and identifying gaps in understanding.

Context-Dependent Memory

Recall is more effective when in the same or a similar environment to where the learning occurred.

Leitner System

A flashcard spaced-repetition system that moves cards through boxes based on recall ease.

Dual Coding

Using both words and visuals to encode information and enhance memory.

Study vs Learning

Studying is the act of reading and memorizing; learning is the ability to recall and apply knowledge.

Composition Book Approach

Using a dedicated notebook per subject to organize notes and support long-term study.

High-Value Study Approaches

Strategies proven to interrupt forgetting and strengthen long-term memory (e.g., retrieval, spaced practice, feedback).