5 Most Effective Study Techniques Backed by Psychology Research

It is a story we’ve all been through. Highlighter, sticky note, and a big stack of textbooks in hand, thinking there’s one last time through that’ll make everything stick the night before the test! However, days later, that information has already been forgotten. What is often missing isn’t effort but rather approaches to study that do not deepen the learning over time (Carpenter et al., 2022; McDermott, 2021).

Fortunately, decades of research in cognitive psychology and neuroscience have yielded a few methods that have proven to be more effective than passive study. These methods are not solely intuitive; they are based on the way humans learn, store, and recall information. These strategies for studying and recalling information allow students to learn more efficiently and retain information for significant periods of time, far beyond what is possible by last-minute cramming (Carpenter et al., 2022; McDermott, 2021).

1. Active Recall: “Learning by Remembering”

Active recall is one of the most effective but least utilised study skills. It’s an attempt to remember information rather than re-reading notes (Roediger & Abel, 2022). Highlighting or rereading texts is passive, while active recall involves articulating ideas in reply to questions, paraphrasing text without referring to the notes, or recalling text from notes on flashcards (Dunlosky et al., 2013). This mechanism reinforces the neural circuits through which information has been acquired, and thus facilitates recall later on (McDermott, 2021).

Numerous studies have consistently shown what psychologists call the testing effect: that testing is not only an effective way of measuring what one has learned, but also that it can enhance learning (Agarwal et al., 2021; Polack & Miller, 2022; Roediger & Abel, 2022). A comprehensive review by McDermott et al. (2021) of retrieval-based learning demonstrated that students who engaged in retrieval on a consistent basis over time had significantly higher levels of knowledge retention than students who were only rereading. 

Importantly, retrieval practice has more than just a memory-strengthening effect. Chan et al. (2018) discovered that the test potentiated learning, which states that successful recall of previous knowledge increases the brain’s ability to retain new knowledge. 

Now let’s explore another method which involves the act of repetition at intervals.

Read More: Psychology Behind Effective Learning  

2. Spaced Repetition: Why Timing Matters

When preparing for an examination (or test), many students suppose that studying for several hours at a single time is the most efficient. But that rarely ever helps. Spaced repetition, or distributed practice, is when information is practised over time in successive intervals instead of practised all in one time (Dunlosky et al., 2013). This method routinely yields greater retention than massed practice, or “cramming” (Carpenter et al., 2022).

Smolen et al. (2016) suggest memory consolidation is one possible explanation for the effectiveness of spacing. Some forgetting is inevitable when learners revisit information later, so the information is not etched directly into memory but must be reconstructed. This reconstruction helps to consolidate memory traces and increase retention (Reddy et al., 2016). According to Carpenter et al. (2022), the brief challenge of spacing provides a ‘desirable difficulty’ that leads to better learning.

More evidence is found in the meta-analysis conducted by Latimier et al. (2021) on 29 studies, indicating that spreading out retrieval trials over time substantially improved long-term recall relative to doing retrieval trials back-to-back. Distributed learning is associated with biological processes of ‘plasticity’ in synapses and the formation of long-term memory, as described by Smolen et al. (2016). The breaks in time between study sessions help the neural mechanisms involved in memory consolidation to work more efficiently, creating more stable and stronger memories.

There’s another method which somewhat aligns with the very first method we explored of active recall.

Read More: How to Trick Your Brain to Study and Stay Focused

3. Retrieval Practice: Turning Memory into a Learning Tool

While retrieval practice is similar to active recall, it needs to be treated as a distinct strategy. According to Roediger and Abel (2022), retrieval practice is a technique where information is recalled repeatedly, using both self-generated questions and quizzes and practice tests, but without using notes when the information is called for. 

In their study, Roediger and Abel (2022) note that “retrieval of memories is not just a matter of recalling information or accessing stored information”. Each successful retrieval creates a positive memory trace, strengthens knowledge, links the information together and increases the potential for recalling it later. That is, the act of remembering changes the memory itself, so it is more difficult to forget.

Classroom practices involving retrieval have been shown to reliably enhance learning and have led to tangible increases in student achievement, as demonstrated by a study review conducted by Agarwal et al. (2021). Even simple, brief quizzes can be effective learning instruments. They are not only known as assessments but are seen as chances to reinforce memory, uncover missing bits, and indicate future learning paths(Dunlosky et al., 2013).

Next, we explore a rather complex method of effective study technique.

4. Interleaving: Mixing Subjects for Better Learning

It is natural for students to prefer blocked practice – studying one topic at length before learning the next. While this method may seem systematic and effective, there are studies indicating that interleaving, switching between similar topics or problem types, can help achieve better long-term learning (Dunlosky et al., 2013; Kornell & Bjork, 2008; Rohrer & Taylor, 2007). 

In interleaving, the learner has to apply the right cognitive strategy or the right concept to each problem, which places higher cognitive demands than repetition. This extra mental processing enhances discrimination between related concepts and flexible knowledge transfer (Dunlosky et al., 2013).

For instance, students may alternate between algebra, geometry and statistics in problems, rather than solving twenty algebra problems first. In the short-term, this combined training approach can be more difficult and can impact performance, but it leads to robust retention and transfer of knowledge to new contexts (Rohrer & Taylor, 2007).

This is referred to as another type of desirable difficulty: study conditions that demand more cognitive effort but lead to better, more lasting learning. The rationale for interleaving is to promote deeper processing and a more accurate problem-solving strategy that prevents ‘overlearning’ with short-term memory (Kornell & Bjork, 2008).

Now, the final technique is the one that involves meaningful work, where learning is to teach it to others.

5. Elaboration: Making Learning Meaningful

Learning is best achieved when new learning is connected to prior knowledge. According to McDaniel (2023), questions such as “why”, explanations, examples, or making connections between new and familiar knowledge are considered elaboration.

McDaniel (2023) states that elaborative encoding, when done purposefully along with retrieval practice, is used to help the learner create meaningful patterns in his or her mind. The use of creating multiple retrieval pathways facilitates later recall and retrieval when students explain concepts in their own words or teach others. Elaboration involves fostering conceptual knowledge, not surface learning (McDaniel, 2023; Roelle et al., 2023). 

Likewise, Roelle et al. (2023) determined that retrieval practice and the application of a generative learning strategy like self-explanation and elaboration typically generated higher learning outcomes than either strategy used alone. This encourages students to interact with information and not only passively consume it, which leads to better comprehension, transfer of knowledge, and good long-term retention. It is often suggested through various scientific works and studies that using all five of these effective techniques can have a powerful outcome in learning and knowledge retention (McDaniel, 2023).

Yielding the Best Results

Each of these 5 techniques can have a positive effect on learning, but more studies indicate that combining these techniques yields the best results. Space and retrieval practice reinforce each other, and retrieval is even more effective when combined with elaboration and generative learning (Carpenter et al., 2022; Roelle et al., 2023). 

For example, in preparation for an exam, a student may first learn something “elaborately” by explaining what they have learned in their own words. They might incorporate some form of spaced repetition over the coming weeks, through active recall or retrieval practice. Lastly, they can switch topics during revisions for improved flexibility of thinking and problem solving. These are complementary techniques, leveraging different cognitive processes for memory encoding, consolidation, retrieval, and transfer (Latimier et al., 2021; Agarwal et al., 2021). 

Read More: How We Learn Best: The Psychology Behind Learning Alone and Learning Together

Conclusion

Contemporary psychology has shifted our perspective on effective learning. Learning more just by studying for longer doesn’t lead to improved memory. Rather, several studies have found that study habits are more important than time spent studying. All of those active learning tools utilise tried-and-tested cognitive science principles that are important in improving memory, comprehension, and long-term retention.

These methods are not as easy as reading; however, the work they entail makes them very effective. As research from cognitive scientists has time and again shown, learners come to understand best when they actively reconstruct, connect and apply information over time (Carpenter et al., 2022; McDermott, 2021; Roediger & Abel, 2022). These evidence-based methods can change the way learning takes place from repetition to permanent learning.

References +

• Agarwal, P. K., Nunes, L. D., & Blunt, J. R. (2021). Retrieval practice consistently benefits student learning: A systematic review of applied research in schools and classrooms. Educational Psychology Review, 33(4), 1409–1453. https://doi.org/10.1007/s10648-021-09595-9
• Carpenter, S. K., Pan, S. C., & Butler, A. C. (2022). The science of effective learning with spacing and retrieval practice. Nature Reviews Psychology, 1(9), 496–511. https://doi.org/10.1038/s44159-022-00089-1 
• Chan, J. C. K., Meissner, C. A., & Davis, S. D. (2018). Retrieval potentiates new learning: A theoretical and meta-analytic review. Psychological Bulletin, 144(11), 1111–1146. https://doi.org/10.1037/bul0000166
• Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266
• Kornell, N., & Bjork, R. A. (2008). Learning concepts and categories: Is spacing the “enemy of induction”? Psychological Science, 19(6), 585–592. https://doi.org/10.1111/j.1467-9280.2008.02127.x
• Latimier, A., Peyre, H., & Ramus, F. (2021). A meta-analytic review of the benefit of spacing out retrieval practice episodes on retention. Educational Psychology Review, 33(3), 959–987. https://doi.org/10.1007/s10648-020-09572-8
• McDaniel, M. A. (2023). Combining retrieval practice with elaborative encoding: Benefits for learning. Educational Psychology Review, 35, Article 94.
• McDermott, K. B. (2021). Practising retrieval facilitates learning. Annual Review of Psychology, 72, 609–633. https://doi.org/10.1146/annurev-psych-010419-051019
• Polack, C. W., & Miller, R. R. (2023). Testing improves performance as well as assesses learning: A review of retrieval-based learning. npj Science of Learning, 8, Article 14.
• Reddy, S., Labutov, I., & Joachims, T. (2016). Unbounded human learning: Optimal scheduling for spaced repetition. Proceedings of the 22nd ACM SIGKDD International Conference on Knowledge Discovery and Data Mining, 1815–1824. https://doi.org/10.1145/2939672.2939850
• Roediger, H. L., III, & Abel, M. (2022). The double-edged sword of memory retrieval. Nature Reviews Psychology, 1(10), 578–592. https://doi.org/10.1038/s44159-022-00115-2
• Roelle, J., Endres, T., Künsting, J., & Renkl, A. (2023). Happy together? On the relationship between retrieval practice and generative learning. Educational Psychology Review, 35, Article 97. https://doi.org/10.1007/s10648-023-09810-9
• Rohrer, D., & Taylor, K. (2007). The shuffling of mathematics problems improves learning. Instructional Science, 35(6), 481–498. https://doi.org/10.1007/s11251-007-9015-8
• Smolen, P., Zhang, Y., & Byrne, J. H. (2016). The right time to learn: Mechanisms and optimisation of spaced learning. Nature Reviews Neuroscience, 17(2), 77–88. https://doi.org/10.1038/nrn.2015.18
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