WHAT WORKS AND WHAT DOESN'T

Introduction
- Study techniques vary significantly in efficacy.
- The debate on which techniques enhance learning and retention.
- A comprehensive review of over 700 scientific articles was conducted to evaluate common learning techniques.

Cognitive and educational psychologists' role in developing study techniques.
Common learning strategies: rereading, summarizing, self-testing, etc.
Not all strategies are effective; some are detrimental to learning.
Conclusion: There is a need for educators to utilize experimental evidence and for students to be trained in effective study methods.

Criteria for Effective Techniques:
- Must work across a variety of learning conditions (individual/group, different age groups, varying prior knowledge).
- Demonstrable effectiveness in real-world scenarios (classroom settings).
- Should result in long-lasting knowledge retention.

Self-Testing (Practice Testing)
- How It Works:
  - Self-testing involves quizzing oneself using tools like flashcards or end-of-chapter questions.
  - Research indicates that this improves retention and knowledge over mere review of material.
- Evidence & Studies:
  - A study demonstrated that students remembered 35% of tested word pairs, compared to 4% of non-tested pairs.
  - Another study showed recall rates of 80% with repeated testing versus 36% with reviewing.
  - Mechanism: Self-testing prompts a retrieval practice triggering memory pathways.
- Applications:
  - Effective for learners from preschool through adults, applicable in foreign language vocabularies, definitions, and more.
- Practicality:
  - Requires minimal time and training.
- Overall Rating: High utility; effective across formats and learners.
Distributed Practice
- How It Works:
  - This method counteracts cramming by spreading study sessions over time, significantly improving retention.
- Evidence & Studies:
  - In experimental research, students studying with spaced intervals performed better than those employing massed study (47% vs. 37% recall).
- When It Works:
  - Beneficial for learners of all ages, applicable in varied subjects (languages, math, etc.).
- Practicality:
  - Easy to implement by mixing study topics within homework.
- Overall Rating: High utility; widely applicable and evidence supports long-term benefits.

Elaborative Interrogation
- Encourages learners to ask "Why?" to deepen understanding.
- Supported by studies showing this technique improves recall and understanding.
- Moderate utility; varies based on prior knowledge.
Self-Explanation
- Learners explain their understanding in their own words, linking new information to prior knowledge.
- Effective across age ranges but may have time inefficiencies.
- Moderate utility, though more evidence is needed for long-term benefits.
Interleaved Practice
- Mixing different types of problems during study (e.g., different geometric shapes).
- Evidence indicates improved problem-solving and retention in math.
- Moderate utility, but effectiveness may vary per topic.

Highlighting
- Though popular, studies reveal it does not improve performance and can be distracting.
- Effective only if followed by more active techniques like self-testing.
Rereading
- Common but not effective for long-term retention; benefits primarily arise from the second reading.
- Generally falls short compared to more active learning techniques.
Imagery for Text Learning, Summarization, Keyword Mnemonics
- Limited supportive evidence; often ineffective and too time-consuming.
- Further research needed to establish effectiveness and recommended uses.

Lack of training for teachers in effective study strategies.
Emphasis on content over strategies in educational environments.
Suggestions for educators to incorporate effective strategies into lesson plans for better student engagement and learning outcomes.

Articles referenced from the Association for Psychological Science about effective learning techniques and practices.