Questioning Instead Of Re-reading:
Re-reading is really an inefficient for a smart study. Bolstering your memories by questioning, it is much more powerful than simply re-read again and again. Try not to squander your time attempting to re-read principles or notes or textbooks to memorize. Instead of reading again and again read once and take quiz on the topic what you have learnt. i.e Test yourself to support your memory.
Henry L. Roediger, III, and Jeffrey D. Karpicke of Washington University in St.Louis, once said that “Repeated studying after learning had no effect on delayed recall, but repeated testing produced a large positive effect”; “In addition, student’s predictions of their performance were uncorrelated with actual performance. The results demonstrate the critical role of retrieval practice in consolidating learning and show that even university students seem unaware of this fact.”
Take Regular Naps:
“Essentially, we are the first to report evidence that naps are important for preschool children,” study researcher Rebecca Spencer, a research psychologist at the University of Massachusetts Amherst, said in a statement. “Our study shows that naps help the kids better remember what they are learning in preschool”.
Regular napping, students performed essentially better on a memory task than those who didn’t. The discoveries propose that naps are imperative for memory strengthening.
Change Your Study Environment:
The right place, the right environment to study is as important as having good study skills. It can be a big factor in “How Successfully You’ll Study”.
Suggesting that, rather than sitting at your study table/desk or living room table and studying for some hours is a waste of time. Finding a scenery view or posting a poster of right choice where you can enjoy your study will create new associations in your brain and make it easier to recall information later.
Imagine You Are Teaching Someone Else:
We human beings learn better and recall more when we intend to teach newly acquired materials to somebody. Discoveries of the study recommend that simply telling learners that they would later educate another student changes their mentality enough so they participate in more powerful ways to deal with learning than did their companions who essentially expected a test. John F. Nestojko, Ph.D. Post-doctoral Research Associate, says “When teachers prepare to teach, they tend to seek out key points and organise information into a coherent structure.” Also added “Our results suggest that students also turn to these types of effective learning strategies when they expect to teach.”