New research from psychologists at Purdue University suggests memory retrieval exercises, such as self-testing, are the most efficient study techniques for students.
"Our new research shows that practicing retrieval is an even more effective strategy than engaging in elaborative studying," Asst. Psychology Prof. Robert Karpicke, co-author of the study, stated in a press release.
The research studied the effectiveness of three different means of memorization. During the study, 200 students read science-related texts. They were then separated into three groups to practice memorization techniques. The first group was asked to write for 10 minutes about what they had read before reading the selection again. The second set of students repeatedly studied the information, and the last group drew diagrams to connect the ideas.
Students also were asked to predict how well they would recall the information, and the self-testing students predicted they would remember much less than the students who used repeated memorization or diagrams. The results, however, showed otherwise.
When students were given another test one week later, those from the group that had self-tested remembered an average of 50 percent more than individuals in the other two groups.\nKarpicke stressed the importance of incorporating self-testing into study routines.
"Learning is fundamentally about retrieving," Karpicke said.
University Psychology Prof. Daniel Willingham described Karpicke's research as the latest in a series of articles detailing the effectiveness of memory retrieval exercises.
"The reason that the article was so exciting is that in all the previous experiments, the final measure of memory looked like a free recall test - information divorced from any context," Willingham said. He added that the procedure of Karpicke's experiments and research makes it more relevant to education.
"There is nothing wrong with elaborative studying," Karpicke said. "It is certainly good for learning, but our research shows that practicing retrieval is even more effective."
Howard Gardner, a professor of cognition and education at the Harvard Graduate School of Education, said he thought that teachers should monitor research findings. He advised that educators should focus on what they want their students to understand when considering how to study.
"Formal research can help, but so can reflection on one's own efforts of the period that one has been teaching, as well as feedback from reflective students," he said.
Willingham cautioned that the research may not be universally applicable because its subjects, who were students at Purdue, were from a selective university. Studies about students at other levels, such as middle school, may yield different results.
Nevertheless, he said the research could be useful for members of the University community.
"U.Va. is comparable to Purdue, so U.Va. professors and students should be aware of this research," he said.
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