A recent and comprehensive summary of the impact, strength of evidence
and generality of conditions under which a number of learning techniques have
been shown to be effective is presented by Dunlosky et al (2013).
High utility:
Practice testing- Self-testing or taking practice tests on material
to be learned
Distributed (‘spaced’) practice- implementing a schedule of
practice that spreads out study activities over time
Moderate utility:
Elaborative interrogation - Generating an explanation for why an
explicitly stated fact or concept is true
Self-explanation – Explaining how new information is related to
known information, or explaining steps taken during problem solving
Interleaved practice- Implementing a schedule of practice that
mixes different kinds of problems, or a schedule of study that mixes different
kinds of material, within a single study session
Low utility:
Summarization- Writing summaries (of various lengths) of
to-be-learned texts
Highlighting- Marking potentially important portions of
to-be-learned materials while reading
Keyword mnemonic- Using keywords and mental imagery to associate
verbal materials
Imagery use for text learning- Attempting to form mental images of
text materials while reading or listening
Rereading- Restudying text material again after an initial reading
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