1. Is it helpful to know your "learning style? For example, "I am visual learner, I am not an auditory learner."
No. Although the idea of "learning styles" is popular it has no basis in research. Researchers such as Howard Gardner are pleading people to stop misusing their work. Simple labels that say "I can do this but I cannot do this" tend to become self-fulfilling prophecies so should be avoided. Instead, variations in brains mean we all have a different set of cognitive strengths and weaknesses — and it is good to know what these currently are. But the word 'current' is crucial. Because of neuroplasticity these can be changed over time by using good strategies. Having good strategies is the key to being a good student — even in areas you currently find challenging.
2. Is rereading your notes or a textbook a good way to study?
No. Left to their own devices, students often choose ineffective and inefficient methods of study, such as just rereading notes and using highlighter pens. These methods often feel productive, but can give “the illusion of fluency” – students become familiar with the words and think they “get it” when they might not. It is better to start studying with active retrieval methods, such as self-testing, and then reread notes or the textbook to see how you did, fix gaps and correct any errors.
3. Is testing yourself a good way to study?
Yes. Research suggests that active-recall or self-testing methods will probably be more successful for most students. The act of trying to force information from your memory, even when doing so is hard or impossible, helps it stick when you then go back and read your notes to check how you did. One simple way to do self testing is to take a blank sheet of paper, write down everything you know, use arrows to link ideas together, add simple pictures and diagrams, and then go and reread your notes to check what you know and what you missed.
4. Does spacing out your studying help you learn?
Yes. Spacing out study sessions is more effective than massed studying. If you allow one or more days to pass so that you get a bit rusty, then try to recall the information, the act of recalling is harder. But this ‘desirable difficulty’ actually makes it stick better in long term memory. Also, during a single study session it is advantageous to mix up and space out the topics you study, rather than doing a long mass of one topic. This is another example of a ‘desirable difficulty’ — keeping track of the information forces you to think hard , and it is this thinking hard that makes it stick.
5. Are students able to multitask effectively?
No. The brain is unable to multitask cognitive tasks. Our brain actually switches back and forth between cognitive tasks – but there is a transaction cost for doing so, which makes it less efficient. This is one reason to not have a phone with you when you study (others include negative effects on attention and emotion), and one reason to only use a computer when it is necessary for or aids the task that needs to be accomplished.
Correct! Although the idea of "learning styles" is popular it has no basis in research. Researchers such as Howard Gardner are pleading people to stop misusing their work. Simple labels that say "I can do this but I cannot do this" tend to become self-fulfilling prophecies so should be avoided. Instead, variations in brains mean we all have a different set of cognitive strengths and weaknesses — and it is good to know what these currently are. But the word 'current' is crucial. Because of neuroplasticity these can be changed over time by using good strategies. Having good strategies is the key to being a good student — even in areas you currently find challenging.
Incorrect. Although the idea of "learning styles" is popular it has no basis in research. Researchers such as Howard Gardner are pleading people to stop misusing their work. Simple labels that say "I can do this but I cannot do this" tend to become self-fulfilling prophecies so should be avoided. Instead, variations in brains mean we all have a different set of cognitive strengths and weaknesses — and it is good to know what these currently are. But the word 'current' is crucial. Because of neuroplasticity these can be changed over time by using good strategies. Having good strategies is the key to being a good student — even in areas you currently find challenging.