student study techniques

8/8/2019 Student Study Techniques

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Bjorks Seven StudyBjorks Seven Study

TechniquesTechniques One area of research in the field ofOne area of research in the field of

Cognitive Psychology is human learningCognitive Psychology is human learningand memory. The following informationand memory. The following informationcomes from decades of research bycomes from decades of research byCognitive Psychologists on how to bestCognitive Psychologists on how to best

acquire new information.acquire new information.


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So you want to improve yourSo you want to improve yourstudying, learning of a new a skill,studying, learning of a new a skill,

teaching, or coaching?teaching, or coaching? If you answered OH YES to the question above, thenIf you answered OH YES to the question above, then

today is your lucky day.today is your lucky day.

Many businesses offer expensive courses, weekendMany businesses offer expensive courses, weekendseminars, and books dedicated to the topic ofseminars, and books dedicated to the topic ofimproving your memory.improving your memory.

Well, Im about to tell you how to help yourself toWell, Im about to tell you how to help yourself toyour best performance, and its FREE!your best performance, and its FREE!

If youre worrying that free advice is often overIf youre worrying that free advice is often overpriced, be reassured! What Im about to tell youpriced, be reassured! What Im about to tell youcomes from decades of research on learning andcomes from decades of research on learning andmemory conducted by some of the most influentialmemory conducted by some of the most influential

scientists of our time.scientists of our time.


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Bjorks SevenBjorks Seven

Study/Teaching/LearningStudy/Teaching/LearningTechniquesTechniques The decades of research was synthesized into 7 EffectiveThe decades of research was synthesized into 7 Effective

Study Techniques byStudy Techniques by Dr. Robert Bjork, Professor ofDr. Robert Bjork, Professor of

Psychology, University of California, Los Angeles.Psychology, University of California, Los Angeles. I first heard Dr. Bjork lecture on the topic of effectiveI first heard Dr. Bjork lecture on the topic of effective

teaching, in 1989, to a group of professors and graduateteaching, in 1989, to a group of professors and graduatestudents at UCLA.students at UCLA.

Also, I was fortunate to have both Dr. Bjorks (Bob and hisAlso, I was fortunate to have both Dr. Bjorks (Bob and hiswife Elizabeth) as my dissertation advisors while I waswife Elizabeth) as my dissertation advisors while I wasearning my Ph.D. at UCLA. During this time, I repeatedlyearning my Ph.D. at UCLA. During this time, I repeatedlyexperienced first hand the effectiveness of theseexperienced first hand the effectiveness of thesestudy/teaching techniques.study/teaching techniques.

The following presentation is based on Dr. Bjorks lecture.The following presentation is based on Dr. Bjorks lecture.


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Outline of the 7 TechniquesOutline of the 7 Techniques

1. Allocate your attention efficiently.1. Allocate your attention efficiently. 2. Interpret and elaborate on what you are trying to learn.2. Interpret and elaborate on what you are trying to learn.

3. Make your studying variable (e.g., location, interpretations,3. Make your studying variable (e.g., location, interpretations,examples)examples)

4. Space your studying of a topic or area and repeat your4. Space your studying of a topic or area and repeat yourstudy several times.study several times.

5. Organize and structure the information that you are trying5. Organize and structure the information that you are tryingto learn.to learn.

6. Visualize the information. Reinstate the context during a6. Visualize the information. Reinstate the context during atest.test.

7. GENERATE, GENERATE, GENERATE, RETRIEVE, RETRIEVE,7. GENERATE, GENERATE, GENERATE, RETRIEVE, RETRIEVE,RETRIEVE!!RETRIEVE!!


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1. Allocating Attention.1. Allocating Attention. Pay Attention!!Pay Attention!!

So you might be thinking, ok Im goingSo you might be thinking, ok Im goingto stop now if all she is going to tell meto stop now if all she is going to tell meis to pay attention!! Who doesnt knowis to pay attention!! Who doesnt knowthat, right?that, right?


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Attention (cont.)Attention (cont.) The decades of attention research haveThe decades of attention research have

told us at least two things.told us at least two things.

1. When you try to divide your1. When you try to divide yourattention between two tasks, one orattention between two tasks, one orboth tasks WILL suffer.both tasks WILL suffer.

2. There is a limit to the amount of2. There is a limit to the amount oftime that one can sustain attentiontime that one can sustain attention(concentrate).(concentrate).


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Attention (cont.)Attention (cont.) So, lets take each one in turn to see how we can beSo, lets take each one in turn to see how we can be

more effective.more effective.

1. Divided attention is costly! Dont try to study and1. Divided attention is costly! Dont try to study and_______ (you fill in the blank). You really must stay_______ (you fill in the blank). You really must stayfocused on the primary task of learning, practicing,focused on the primary task of learning, practicing,studying. If you find yourself being distracted,studying. If you find yourself being distracted,remove yourself from the distracting situation. Turnremove yourself from the distracting situation. Turn

off the stereo, leave the coffee shop, tell yourselfoff the stereo, leave the coffee shop, tell yourselfthat if you study/practice for 20 minthat if you study/practice for 20 min thenthen youll spendyoull spend5 minutes thinking about those distracting thoughts.5 minutes thinking about those distracting thoughts.


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Attention (cont.)Attention (cont.) For lectures, give yourself a pep talk beforehand.For lectures, give yourself a pep talk beforehand.

Even the most boring lecture will end eventually.Even the most boring lecture will end eventually.

You must try to stay focused on what is being said.You must try to stay focused on what is being said.When you find yourself beginning to lose attention,When you find yourself beginning to lose attention,refocus. Try to think of a question to ask therefocus. Try to think of a question to ask theinstructor.instructor.

If youre teaching, you MUST first get your studentsIf youre teaching, you MUST first get your students

attention. (Hint: Droning on in monotones probablyattention. (Hint: Droning on in monotones probablyisnt the best way). Try to think of an interestingisnt the best way). Try to think of an interestingquestion to ask your students. Insert an activequestion to ask your students. Insert an activelearning demonstration into your lecture. Tell a joke,learning demonstration into your lecture. Tell a joke,

an anecdote, or give a relevant realan anecdote, or give a relevant real--world example.world example.


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Attention (cont.)Attention (cont.) 2. This brings us to the second point, a2. This brings us to the second point, a

person can concentrate for a limited amountperson can concentrate for a limited amount

of time.of time. The amount of time a person can sustainThe amount of time a person can sustain

attention differs from person to person andattention differs from person to person andfrom task to task.from task to task.

You will know when youve reached your limitYou will know when youve reached your limitbecause you will start to violate point 1, thatbecause you will start to violate point 1, thatis, your mind will start to wander.is, your mind will start to wander.


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Attention (cont.)Attention (cont.) Ill work through an example but ofIll work through an example but of

course you may need to vary thecourse you may need to vary the

specifics depending on your ownspecifics depending on your ownabilities and the type of task to whichabilities and the type of task to whichyou are attending. (In general, theyou are attending. (In general, the

more difficult or more boring the task,more difficult or more boring the task,the more breaks you will need.the more breaks you will need.


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Attention (cont.)Attention (cont.) Example: Lets say you have 50Example: Lets say you have 50

minutes to study, practice, or to lecture.minutes to study, practice, or to lecture.

You will actually learn more, acquireYou will actually learn more, acquiremore, or teach more by studying,more, or teach more by studying,practicing or teaching for 45 of those 50practicing or teaching for 45 of those 50

minutes and taking a short break for 5minutes and taking a short break for 5min.min.

OK! I know. You DONT have time forOK! I know. You DONT have time for

a break.a break.


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Attention (cont.)Attention (cont.) But, if YOU dont take a break, yourBut, if YOU dont take a break, your

brain will go on one without youbrain will go on one without you

anyway. And your brain might decideanyway. And your brain might decideto go on break just when youre tryingto go on break just when youre tryingto learn/teach the most important partto learn/teach the most important part

of the lesson.of the lesson. So for every 50 minutes, study,So for every 50 minutes, study,

practice, or teach for 25, take a breakpractice, or teach for 25, take a break

for 5, and then start again for 20.for 5, and then start again for 20.


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Attention (cont.)Attention (cont.) DONT FORGET TO START AGAIN!DONT FORGET TO START AGAIN!

For the next 50 min. time period, you willFor the next 50 min. time period, you will

probably begin to notice diminishing returnsprobably begin to notice diminishing returnsfrom that 5 min. break. You might find thatfrom that 5 min. break. You might find thatyou need a 10 min. break.you need a 10 min. break.

At the point when your breaks begin to beAt the point when your breaks begin to belonger than your study sessions, take alonger than your study sessions, take asiesta, hiatus, run around the block, swim,siesta, hiatus, run around the block, swim,trip to the laundry,... get the idea?trip to the laundry,... get the idea?


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Attention (cont.)Attention (cont.) So my 5 year old is running aroundSo my 5 year old is running around

trying to see if he can get the dog totrying to see if he can get the dog to

bite him, my 10 year old is watchingbite him, my 10 year old is watchingRockos Modern Life at an ear piercingRockos Modern Life at an ear piercingvolume, and Ive been at this now forvolume, and Ive been at this now for

over an hour. I guess that Ive missedover an hour. I guess that Ive missedout on both points one and two. Timeout on both points one and two. Timefor a bread, thats break. You take onefor a bread, thats break. You take onetoo, ok.too, ok.


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Interpretation and ElaborationInterpretation and Elaboration Ok, Im back and you must be back too,Ok, Im back and you must be back too,

now on to the second study technique:now on to the second study technique:

Interpretation and ElaborationInterpretation and Elaboration

Read the following:Read the following:

1. The exposure was insufficient because1. The exposure was insufficient because

of the weather conditions.of the weather conditions. 2. The crash was due to the keys sticking.2. The crash was due to the keys sticking.

3. The numbers slid down because of the3. The numbers slid down because of thecrisis abroad.crisis abroad.


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(cont..)(cont..) Interpretation can be thought of deepInterpretation can be thought of deep

processing, whereas elaboration can beprocessing, whereas elaboration can be

thought of as broad processing.thought of as broad processing.

What do I mean by this? Ill tell youWhat do I mean by this? Ill tell youlater, but now try to recall the threelater, but now try to recall the three

sentences that you just read on thesentences that you just read on theprevious slide. DONT GO BACK TOprevious slide. DONT GO BACK TOPEAK! Can you do it?PEAK! Can you do it?


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(cont..)(cont..) Remembering the sentences was mostRemembering the sentences was most

likely difficult for you.likely difficult for you.

The sentences didnt make any sense.The sentences didnt make any sense.

Because the sentences didnt makeBecause the sentences didnt makesense, you were unlikely to have beensense, you were unlikely to have been

able to interpret them.able to interpret them.


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(cont..)(cont..) Read the sentences again:Read the sentences again:

1. The exposure was insufficient because1. The exposure was insufficient because

of the weather conditions. (Taking aof the weather conditions. (Taking apicture)picture)

2. The crash was due to the keys sticking.2. The crash was due to the keys sticking.

(Computer break(Computer break--down)down) 3. The numbers slid down because of the3. The numbers slid down because of thecrisis abroad. (Stockcrisis abroad. (Stock--market)market)


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(cont.)(cont.) Again, interpretation can be thought ofAgain, interpretation can be thought of

as deep processing, whereasas deep processing, whereas

elaboration can be thought of as broadelaboration can be thought of as broadprocessing.processing.

What do I mean by this? Ill tell youWhat do I mean by this? Ill tell you

later, REALLY, but now try to recall thelater, REALLY, but now try to recall thethree sentences again. Its easier thisthree sentences again. Its easier thistime, right?time, right?


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(cont.)(cont.) Ok, so youre thinking well of course its easier I saw themOk, so youre thinking well of course its easier I saw them

before (repetition).before (repetition).

Also, I tried to recall them once already (retrieval practice)Also, I tried to recall them once already (retrieval practice) Yes, thats true, repetition and retrieval practice are bothYes, thats true, repetition and retrieval practice are both

important for learning, memory, and skill acquisition, but wellimportant for learning, memory, and skill acquisition, but wellget to that later, too.get to that later, too.

Research has shown that the sentences with the clues wouldResearch has shown that the sentences with the clues wouldhave been easier to remember than the sentences without thehave been easier to remember than the sentences without theclues even after having seen them only once, because youclues even after having seen them only once, because youwere able towere able to interpretinterpret the sentences with the clues.the sentences with the clues.


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(cont.)(cont.) Interpretation means reallyInterpretation means really

understanding what youre trying tounderstanding what youre trying to

learn, thinking deeply about the processlearn, thinking deeply about the processthat youre practicing, thoroughlythat youre practicing, thoroughlycomprehending the information beingcomprehending the information being

presented, and if youre teaching, usingpresented, and if youre teaching, usingexamples that make sense to yourexamples that make sense to yourstudents.students.


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Interpretation and ElaborationInterpretation and Elaboration Elaboration provides breadth of processing.Elaboration provides breadth of processing.

You should be able to come up with how theYou should be able to come up with how the

book information is related to what youbook information is related to what youlearned in lecture (same aslearned in lecture (same as andand differentdifferentfrom), or how what you learned in lecturefrom), or how what you learned in lecturerelates to something that you have observedrelates to something that you have observed

directly.directly.

Perhaps the content from two differentPerhaps the content from two differentcourses can be compared or contrasted.courses can be compared or contrasted.


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VariationVariation I just illustrated how elaboration relates toI just illustrated how elaboration relates to

the next study technique: variability. Also,the next study technique: variability. Also,

taking a study break provides variability.taking a study break provides variability.Thus, Im trying to illustrate how what cameThus, Im trying to illustrate how what camebefore relates to the current point. Can youbefore relates to the current point. Can youfind any other study techniques incorporatedfind any other study techniques incorporated

in this presentation? Now Im asking you toin this presentation? Now Im asking you togenerate (the 7th study technique). See, Igenerate (the 7th study technique). See, Ipractice what I preach!practice what I preach!


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VariationVariation Have you ever been told to pick a singleHave you ever been told to pick a single

quiet place and then to always study inquiet place and then to always study in

that same place?? That way you willthat same place?? That way you willbecome accustomed to studying therebecome accustomed to studying thereand will be more effective, right?and will be more effective, right?

WRONGWRONG!!!!!! Actually, the opposite is true. YoureActually, the opposite is true. Youre

better off studying in many differentbetter off studying in many different

locations.locations.


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VariationVariation I bet I got your attention with that one.I bet I got your attention with that one. Are you thinking, all right! Shes finallyAre you thinking, all right! Shes finally

telling me something that I can use. Notelling me something that I can use. Noproblem, Ill be happy to study all overproblem, Ill be happy to study all overcampus, Ill practice everywhere, Illcampus, Ill practice everywhere, Illteach my class outside occasionally.teach my class outside occasionally.

The rest of the stuff shes been talkingThe rest of the stuff shes been talkingabout sounded like it would takeabout sounded like it would takeforever!!forever!!

Ill just study in different locations.Ill just study in different locations.


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VariationVariation Oh, I forgot to mention, the size of theOh, I forgot to mention, the size of the

increase in performance that you willincrease in performance that you will

see as a result of changing your studysee as a result of changing your studylocations (without any other changes inlocations (without any other changes inyour study behavior) is MINISCULE!your study behavior) is MINISCULE!

A much better way to increase yourA much better way to increase yourperformance is to incorporate variationperformance is to incorporate variationin the way that you think about thein the way that you think about thematerial.material.


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VariationVariation Doesnt this sound like elaboration?Doesnt this sound like elaboration?

I told you that elaboration produces variation.I told you that elaboration produces variation.

Guess what! Variation produces...Guess what! Variation produces... You got it, elaboration!You got it, elaboration!

One way to increase variation in the way thatOne way to increase variation in the way that

you think about the information, is to spaceyou think about the information, is to spaceyour study.your study.

Which brings us to the 4th study technique:Which brings us to the 4th study technique:SpacingSpacing


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Spacing and RepetitionSpacing and Repetition You have 2 hours to study for two tests, oneYou have 2 hours to study for two tests, one

in Class A the other in Class B. What do youin Class A the other in Class B. What do you

do?do? Buy a time machine and travel back in time.Buy a time machine and travel back in time.

Then, manage your time better, so that youThen, manage your time better, so that youcan have a more reasonable about of time tocan have a more reasonable about of time to

study for those test!!study for those test!! Ok, now you have 4 hours to study for thoseOk, now you have 4 hours to study for those

tests (you need to work on that timetests (you need to work on that timemanagement thing).management thing).


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Spacing and RepetitionSpacing and Repetition What do you do?What do you do?

Do you spend two hours on Course ADo you spend two hours on Course Aand then two hours on Course B?and then two hours on Course B?

I dont think so, or this study pointI dont think so, or this study pointwould be called massing.would be called massing.

Youre much better off studying CourseYoure much better off studying CourseA for an hour, then Course B for anA for an hour, then Course B for anhour, then Course A for an hour, thenhour, then Course A for an hour, then

Course B.Course B.


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Spacing and RepetitionSpacing and Repetition Oh no! Shes losing it. Now shes starting toOh no! Shes losing it. Now shes starting to

repeat herself (not to mention writing in therepeat herself (not to mention writing in the

third person). She needs an attention break.third person). She needs an attention break. Well yea, but also Im trying to illustrate theWell yea, but also Im trying to illustrate the

point that each time you study something,point that each time you study something,you will encode the information somewhatyou will encode the information somewhat

differently.differently. Especially when time intervenes between theEspecially when time intervenes between the

two study sessions.two study sessions.


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Spacing and RepetitionSpacing and Repetition Also, you need to study the sameAlso, you need to study the same

information more than once, hence theinformation more than once, hence the

repetition.repetition.

Spacing your study is an easy way toSpacing your study is an easy way toincrease variability (again, increasingincrease variability (again, increasing

elaboration).elaboration). Just a bit more of practicing what IJust a bit more of practicing what I

preach.preach.


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Organization and StructureOrganization and Structure So onto the 5th point.So onto the 5th point.

List the months of the year.List the months of the year.

How long did that take you?How long did that take you? Did you get them all?Did you get them all?

Pretty trivial, huh?Pretty trivial, huh?

Now list the months of the yearNow list the months of the yearalphabetically?alphabetically?

How long did that take?How long did that take?

Are you sure that you got them all?Are you sure that you got them all?


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Organization and StructureOrganization and Structure(cont.)(cont.)

When I was an undergrad I really could haveWhen I was an undergrad I really could haveused the following advice myself.used the following advice myself.

Whenever I sat down to read a chapter fromWhenever I sat down to read a chapter frommy textbook Id just sit down and start reading.my textbook Id just sit down and start reading.I never previewed the chapters by looking overI never previewed the chapters by looking overthe section headings to see what the authorsthe section headings to see what the authors

organization of the chapter was.organization of the chapter was. How many of you read the chapter summariesHow many of you read the chapter summaries

at the beginning of the chapters before youat the beginning of the chapters before you

begin reading?begin reading?


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Organization and StructureOrganization and Structure

(cont.)(cont.) Do you put outlines up on a view graph before youDo you put outlines up on a view graph before youbegin lecturing so that your students will know thebegin lecturing so that your students will know theorganization of your lectures?organization of your lectures?

I know, who has that kind of time? Best just toI know, who has that kind of time? Best just tobegin.begin.

But remember the experience of trying to recall theBut remember the experience of trying to recall the

months of the year in alphabetical order? Withoutmonths of the year in alphabetical order? Withoutthe months being organized that way in yourthe months being organized that way in yourmemory, it was very difficult.memory, it was very difficult.

So give yourself a break. Notice the organizationSo give yourself a break. Notice the organization

provided to you by the author, lecturer, coach, etc.provided to you by the author, lecturer, coach, etc.


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(cont.)(cont.) If you are the author, lecturer, coachIf you are the author, lecturer, coach

give your students a break and providegive your students a break and provide

them with an outline.them with an outline.

Before you begin reading the chapter,Before you begin reading the chapter,flip through the chapter noticing theflip through the chapter noticing the

paragraph headings and subparagraph headings and sub--headingsheadingsas well as the words in bold. Look atas well as the words in bold. Look atthe graphs and pictures.the graphs and pictures.


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(cont.)(cont.) After reading the chapter, hearing the lecture,After reading the chapter, hearing the lecture,

practicing the task take time to structure thepracticing the task take time to structure the

information in a way that is most meaningful toinformation in a way that is most meaningful toyou. Did you find that the authors organizationyou. Did you find that the authors organizationworked best? If so, why did it work for you? Ifworked best? If so, why did it work for you? Ifnot, how could you organize the informationnot, how could you organize the information

better?better? After your lecture, recap/review the main pointsAfter your lecture, recap/review the main points

paying particular attention to emphasizing howpaying particular attention to emphasizing howthe points fit together.the points fit together.


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Visualization and MentalVisualization and Mental

ReinstatementReinstatement Of all the study techniques, this one is probablyOf all the study techniques, this one is probably

the most familiar. Im sure that many of youthe most familiar. Im sure that many of you

have learned one or two mnemonic techniqueshave learned one or two mnemonic techniquesalready.already.

Most mnemonic techniques take advantage ofMost mnemonic techniques take advantage ofthe power of visualization.the power of visualization.

For those of you who havent mastered aFor those of you who havent mastered atechnique, Ill teach you one now.technique, Ill teach you one now.

Youll need three sheets of paper and a pen orYoull need three sheets of paper and a pen or

pencil. Ill wait while you get them.pencil. Ill wait while you get them.


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Reinstatement (cont.)Reinstatement (cont.) On the next slide is a list of words. TryOn the next slide is a list of words. Try

to learn them. Spend about 3 secondsto learn them. Spend about 3 seconds

per word.per word.

Dont write the words down. Youll getDont write the words down. Youll getto use the pen and paper in a bit.to use the pen and paper in a bit.


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Visualization and MentalVisualization and MentalReinstatement (cont.)Reinstatement (cont.)

Try to learn this list of 18 wordsTry to learn this list of 18 words by readingby readingthrough them once.through them once.

oiloil

baseballbaseball rulerruler

coat coat

chiselchisel

rockrock

hailhail

plainplain

dressdress

footballfootball

gasgas snowsnow

coalcoal

screwdriverscrewdriver

hat hat

sleetsleet

riverriver

basketballbasketball


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Reinstatement (cont.)Reinstatement (cont.) Ok now write down all the words thatOk now write down all the words that

you can remember.you can remember.

When you think that you cant getWhen you think that you cant getanymore, you may turn back to theanymore, you may turn back to theprevious page to check your recall.previous page to check your recall.

How many did you get?How many did you get?


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Reinstatement (cont.)Reinstatement (cont.) On a new sheet of paper, write downOn a new sheet of paper, write downthe 18 stopping places along the routethe 18 stopping places along the route(if you use this technique often you will(if you use this technique often you willsoon be able to use it without thesoon be able to use it without thewritten cues).written cues).

For the next list of items that Im goingFor the next list of items that Im going

to give you, visualize the item/conceptto give you, visualize the item/conceptin each of the 18 locations. You mayin each of the 18 locations. You maylook at the location list, but DONT writelook at the location list, but DONT write

down the words to be learned.down the words to be learned.


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Reinstatement (cont.)Reinstatement (cont.) For example, lets say that I was tryingFor example, lets say that I was trying

to remember a shopping list and Ito remember a shopping list and I

needed to buy salt, bread, andneeded to buy salt, bread, andtomatoes. If the first stop on my listtomatoes. If the first stop on my listwas my bedroom then Id imagine twowas my bedroom then Id imagine two

giant salt shakers for pillows in my bed.giant salt shakers for pillows in my bed.If the next stop was my driveway, thenIf the next stop was my driveway, thenId imagine not being able to get theId imagine not being able to get thecar our of the drive because it wascar our of the drive because it was

made of soft bread.made of soft bread.


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Reinstatement (cont.)Reinstatement (cont.) Im sure you have the idea by now.Im sure you have the idea by now.

The more outrageous, weird, or funnyThe more outrageous, weird, or funny

the image, the better.the image, the better. So if youve written you location list,So if youve written you location list,

forward to the next slide and try toforward to the next slide and try to

learn the list.learn the list.


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Reinstatement (cont.)Reinstatement (cont.) woodwood

gasolinegasoline

paperpaper

hammerhammer

sawsaw

nailsnails

mountainmountain

hillhill

valleyvalley

tennistennis

swimmingswimming

soccersoccer

hurricanehurricane

tornadotornado

rainrain

shirt shirt

dressdress

hat hat


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Now try to recall the second set of 18Now try to recall the second set of 18words. You may do the recall on the sheetwords. You may do the recall on the sheet

of paper with the 18 locations listed.of paper with the 18 locations listed. Check back.Check back.

How many did you get this time?How many did you get this time?

Most people recall all 18 items when usingMost people recall all 18 items when usingthe mnemonic technique.the mnemonic technique.

Visualization is a very powerful studyVisualization is a very powerful studytechnique, which is limited only by thetechnique, which is limited only by the

creativity of the learner.creativity of the learner.


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Digressing for a moment, you may haveDigressing for a moment, you may havenoticed, also, the organization of thenoticed, also, the organization of the

second list. Even if you didnt use thesecond list. Even if you didnt use themnemonic, the second list would havemnemonic, the second list would havebeen easier to learn because it wasbeen easier to learn because it was

organizedorganized by category (just a bit ofby category (just a bit ofspacing and repetition).spacing and repetition).

Visualization can also be used as anVisualization can also be used as aneffective practice technique.effective practice technique.


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You can visualize yourself playing the musical piece that youreYou can visualize yourself playing the musical piece that youreabout to perform, or hitting the ball, or making the shot.about to perform, or hitting the ball, or making the shot.

You can visualize yourself in the location that you will take theYou can visualize yourself in the location that you will take thetest while youre studying the night before.test while youre studying the night before.

During the test, you can mentally reinstate the context youDuring the test, you can mentally reinstate the context youwere in while you studied for the exam. If you cant rememberwere in while you studied for the exam. If you cant remembera word or concept while taking the exam, dont panic! Thinka word or concept while taking the exam, dont panic! Think

back to the context in which you were studying. What otherback to the context in which you were studying. What otherthings were happening at the time? What other things werethings were happening at the time? What other things wereyou learning?you learning?

You can mentally reinstate both the physical and mentalYou can mentally reinstate both the physical and mental

contexts that you were in while studying.contexts that you were in while studying.


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If you are a coach or teacher, provideIf you are a coach or teacher, provideopportunities for your students toopportunities for your students to

visualize the skill or material that youvisualize the skill or material that youare trying to teach.are trying to teach.

During lectures, provide tools that helpDuring lectures, provide tools that help

students to visualize the concepts beingstudents to visualize the concepts beingpresented. Graphs, props, andpresented. Graphs, props, anddemonstrations can all providedemonstrations can all provideopportunities to visualize the material.opportunities to visualize the material.


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Generate, generate, generate,Generate, generate, generate,

Retrieve, retrieve, retrieve!Retrieve, retrieve, retrieve! Its well known that people will tend toIts well known that people will tend to

remember the first thing that they learn andremember the first thing that they learn and

the last thing that they learn (these effectsthe last thing that they learn (these effectsare known as primacy and recency). Thatsare known as primacy and recency). Thatswhy I presented the two most importantwhy I presented the two most importantpoints first (attention) and last (generationpoints first (attention) and last (generation

and retrieval practice) in the presentation.and retrieval practice) in the presentation. If I had to pick one point that I think is theIf I had to pick one point that I think is the

most important to use and master it would bemost important to use and master it would bethis last one: Generation and retrievalthis last one: Generation and retrieval

practice.practice.


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Retrieve, retrieve, retrieve!Retrieve, retrieve, retrieve! Ok for those of you who know me really well, stopOk for those of you who know me really well, stop

laughing! I didnt pick this point as the mostlaughing! I didnt pick this point as the most

important simply because its been my researchimportant simply because its been my researcharea now for more years than I care to admit. Itarea now for more years than I care to admit. Itreally is the most important, really!really is the most important, really!

By generating (or producing the information)By generating (or producing the information)

before the textbook, instructor, or coach can tellbefore the textbook, instructor, or coach can tellyou that same information, the better able youllyou that same information, the better able youllbe to gauge how much you already know or dontbe to gauge how much you already know or dontknow.know.


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Retrieve, retrieve, retrieve!Retrieve, retrieve, retrieve! Guess what, even if you generate theGuess what, even if you generate the

wrong answers, youll remember thewrong answers, youll remember the

right ones better after correctingright ones better after correctingyourself than if you never attempted toyourself than if you never attempted togenerate the information before.generate the information before.

So when you flip through your textbookSo when you flip through your textbooktaking note of the organization beforetaking note of the organization beforeyou begin to read the chapter, try toyou begin to read the chapter, try togenerate the details of each of thegenerate the details of each of the

chapter subheadings. For example...chapter subheadings. For example...


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Generate, generate, generate,Generate, generate, generate,Retrieve, retrieve, retrieve!Retrieve, retrieve, retrieve!

Lets say you are preparing to read the secondLets say you are preparing to read the secondchapter of a cognitive textbook. The chapter ischapter of a cognitive textbook. The chapter isentitled Perceptual Processes. The first subentitled Perceptual Processes. The first sub--

heading is entitled The Sensory Register. Tryheading is entitled The Sensory Register. Trycoming up with what you think the sensory registercoming up with what you think the sensory registeris all about. Generate the meaning of the concept.is all about. Generate the meaning of the concept.

Sensory: must be something about the senses.Sensory: must be something about the senses.

Register: must be something about keeping aRegister: must be something about keeping arecord (of the senses!).record (of the senses!).

If you could do that before you even studied theIf you could do that before you even studied the

chapter, you could certainly do it on the test!chapter, you could certainly do it on the test!


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Retrieve, retrieve, retrieve!Retrieve, retrieve, retrieve! The next subheading is entitled TheThe next subheading is entitled The

Function of the Sensory Register. Try toFunction of the Sensory Register. Try to

generate what you think the function of agenerate what you think the function of asensory storage system may be.sensory storage system may be.

Even if you were to generate the wrongEven if you were to generate the wrong

function, once you correct yourself as youfunction, once you correct yourself as youread through the chapter, youll rememberread through the chapter, youll rememberthe correct function better than if youthe correct function better than if yousimply read about the function.simply read about the function.


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Retrieve, retrieve, retrieve!Retrieve, retrieve, retrieve! Now that youre done previewing theNow that youre done previewing the

chapter, how do you apply generationchapter, how do you apply generation

during the reading of the chapter.during the reading of the chapter. Step number one: Take out yourStep number one: Take out your

highlighting pen.highlighting pen.

Step number two: Make sure yourStep number two: Make sure yourhighlighter has plenty of ink.highlighter has plenty of ink.

Step number three: Throw away yourStep number three: Throw away your

highlighter!!!highlighter!!!


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Retrieve, retrieve, retrieve!Retrieve, retrieve, retrieve! I recently looked back to some of my textbooksI recently looked back to some of my textbooks

from college. My first year textbooks werefrom college. My first year textbooks were

covered with highlighting ink. Just about everycovered with highlighting ink. Just about everyword in every chapter was highlighted! Whyword in every chapter was highlighted! Whybother? Now if youre saying to yourself Ivebother? Now if youre saying to yourself Ivealways used a highlighter and Ive always donealways used a highlighter and Ive always done

really well on test, good for you! But why arereally well on test, good for you! But why areyou wasting your time on this study techniquesyou wasting your time on this study techniquespresentation if youre already doing really well?presentation if youre already doing really well?For those of you who arent, throw it awayFor those of you who arent, throw it away

NOW.NOW.


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Retrieve, retrieve, retrieve!Retrieve, retrieve, retrieve! You are much much much better off reading aYou are much much much better off reading a

paragraph or two at a time (more once youveparagraph or two at a time (more once youve

practiced this skill and are good at it), thenpracticed this skill and are good at it), thenputting the textbook aside and generating aputting the textbook aside and generating asummary of the information that youve just readsummary of the information that youve just readin your own words.in your own words.

Then, check the textbook to make sure that youThen, check the textbook to make sure that youhave correctly summarized the informationhave correctly summarized the informationmaking any error corrections as needed andmaking any error corrections as needed andincorporating any information that you have leftincorporating any information that you have left

out.out.


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Retrieve, retrieve, retrieve!Retrieve, retrieve, retrieve! All the time, trying to make sense out of whatAll the time, trying to make sense out of what

you are learning (interpretation) andyou are learning (interpretation) and

interconnecting what you are learning withinterconnecting what you are learning withother information (elaboration).other information (elaboration).

You may be thinking STOP RIGHT THERE!!!You may be thinking STOP RIGHT THERE!!!Youre talking about taking hours to readYoure talking about taking hours to read

what would normally take me only about 30what would normally take me only about 30minutes to run my eyes across.minutes to run my eyes across.

Yes, sadly it is true. Using this very powerfulYes, sadly it is true. Using this very powerfultechnique will double if not triple your readingtechnique will double if not triple your reading

time.time.


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Retrieve, retrieve, retrieve!Retrieve, retrieve, retrieve! But, when you sit down to study forBut, when you sit down to study for

the test, youll discover that you alreadythe test, youll discover that you already

know most of the information. Also,know most of the information. Also,when your grades start to improve,when your grades start to improve,youll be glad that you spent the extrayoull be glad that you spent the extra

time studying effectively (time spenttime studying effectively (time spentstudying only counts if its spentstudying only counts if its spentstudying well!!).studying well!!).


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Retrieve, retrieve, retrieve!Retrieve, retrieve, retrieve! Instructors can give their students opportunities toInstructors can give their students opportunities to

generate answers during lecture by asking questions andgenerate answers during lecture by asking questions andgiving students TIME to answer the questions.giving students TIME to answer the questions.

If, the instructor asks a question, come up with an answerIf, the instructor asks a question, come up with an answer(even if its wrong). You are much better off trying to(even if its wrong). You are much better off trying toanswer the question yourself (generating) than taking aanswer the question yourself (generating) than taking amental break while other students think up the answer.mental break while other students think up the answer.

By the way, if you hope to have any chance of filling inBy the way, if you hope to have any chance of filling ingaps (generating) in your lecture notes, its very importantgaps (generating) in your lecture notes, its very importantthat soon after lecture you review your notes. You mightthat soon after lecture you review your notes. You mightremember something that the instructor said that youremember something that the instructor said that youfailed to include in your notes.failed to include in your notes.


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Retrieve, retrieve, retrieve!Retrieve, retrieve, retrieve! Now the second part of this mostNow the second part of this most

important point: retrieval practice.important point: retrieval practice.

How will you know that youre ready toHow will you know that youre ready totake the test, that all of your studytake the test, that all of your studyefforts have been effective, and thatefforts have been effective, and that

you will do well on the exam?you will do well on the exam?PRACTICE RETRIEVING THEPRACTICE RETRIEVING THEINFORMATION BEFORE THE TEST!!!INFORMATION BEFORE THE TEST!!!


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Retrieve, retrieve, retrieve!Retrieve, retrieve, retrieve! Retrieval practice provides veryRetrieval practice provides very

effective feedback. You will knoweffective feedback. You will know

immediately if you know theimmediately if you know theinformation or if you need to study itinformation or if you need to study itsome more.some more.

Even better, retrieval practice makesEven better, retrieval practice makesthe information more likely to bethe information more likely to beremembered the next time you try toremembered the next time you try toretrieve it!retrieve it!


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Retrieve, retrieve, retrieve!Retrieve, retrieve, retrieve! So, how do you do retrieval practice?So, how do you do retrieval practice?

Remember those notes you made whileRemember those notes you made while

you read the textbook, and thoseyou read the textbook, and thosewonderfully complete lecture notes?wonderfully complete lecture notes?

You can now use your notes to practiceYou can now use your notes to practice

retrieving the information on the notes.retrieving the information on the notes.ALL OF IT! Unless of course youreALL OF IT! Unless of course yourepsychic and know what the instructor ispsychic and know what the instructor isplanning for the test.planning for the test.


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Retrieve, retrieve, retrieve!Retrieve, retrieve, retrieve! You practice retrieving the information byYou practice retrieving the information by

looking at keywords in the notes and thenlooking at keywords in the notes and then

generation all of the information relating togeneration all of the information relating tothose key words.those key words.

Some people prefer to do this with 3 X 5Some people prefer to do this with 3 X 5cards and call them flashcards.cards and call them flashcards.

It doesnt matter if you use flashcards orIt doesnt matter if you use flashcards orreview your notes what matters is that youreview your notes what matters is that youdont simply read over your notes!!!dont simply read over your notes!!!


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Retrieve, retrieve, retrieve!Retrieve, retrieve, retrieve! So, youve been attending every timeSo, youve been attending every time

youve worked on the course. Youveyouve worked on the course. Youve

checked back with the textbook duringchecked back with the textbook duringyour effective reading and youre sureyour effective reading and youre surethat everything from the textbook is inthat everything from the textbook is in

your notes. Youve reviewed youryour notes. Youve reviewed yourlecture notes filling in any gaps (gettinglecture notes filling in any gaps (gettinghelp from the instructor if needed).help from the instructor if needed).


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Retrieve, retrieve, retrieve!Retrieve, retrieve, retrieve! Youve interpreted (made sure that youYouve interpreted (made sure that you

understood the concepts) andunderstood the concepts) and

elaborated everything in your notes.elaborated everything in your notes.Youve thought about each concept inYouve thought about each concept inseveral different ways. Youve usedseveral different ways. Youve used

visual imagery when appropriate.visual imagery when appropriate.Youve noted the organization andYouve noted the organization andstructure of all chapters and lectures.structure of all chapters and lectures.


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Retrieve, retrieve, retrieve!Retrieve, retrieve, retrieve! Youve spaced your studying andYouve spaced your studying and

retrieval practice allowing more andretrieval practice allowing more and

more space (time) between each studymore space (time) between each studyrepetition. And the last several timesrepetition. And the last several timesthat you went through yourthat you went through your

notes/flashcards, you were able tonotes/flashcards, you were able toretrieve everything in those notes.retrieve everything in those notes.

YOU ARE NOW READY TO TAKE THEYOU ARE NOW READY TO TAKE THETEST. Relax!TEST. Relax!


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A Few Words More.A Few Words More.

These study techniques are not magic pills!These study techniques are not magic pills!

Your performance will not improve simply asYour performance will not improve simply asa result of reading through this presentation.a result of reading through this presentation.

You will benefit from these study techniquesYou will benefit from these study techniquesonly to the extent that you apply them, all ofonly to the extent that you apply them, all ofthem.them.

They are hard work and they take time.They are hard work and they take time. Its your education, you decide if its worthIts your education, you decide if its worth

spending some time on it.spending some time on it.


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Finally...Finally...

Ive attempted to illustrate how these techniquesIve attempted to illustrate how these techniquescould be applied to the acquisition of skills as wellcould be applied to the acquisition of skills as wellas information. At times, I focused more on theas information. At times, I focused more on theinformation (its what I know best) than on theinformation (its what I know best) than on the

skills. Please dont interpret this as meaning thatskills. Please dont interpret this as meaning thatthe particular point doesnt apply to skillthe particular point doesnt apply to skillacquisition, it does.acquisition, it does.

Also, all the points can be effectively incorporatedAlso, all the points can be effectively incorporatedinto teaching. Even retrieval practice. So, practiceinto teaching. Even retrieval practice. So, practiceretrieving Bjorks 7 Study Techniques.retrieving Bjorks 7 Study Techniques.

Good luck!! All feedback is appreciated.Good luck!! All feedback is appreciated.

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