Education and Memory

Putnam, Adam L.; Roediger, Henry L.

doi:10.1002/9781119170174.epcn106

Cited by 6 publications

(7 citation statements)

References 193 publications

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“…A wealth of empirical research in laboratories and classrooms over the last 20 years has clearly demonstrated that not all study strategies are equally effective (for reviews see [ 5 – 7 ]). On one hand, retrieval practice and spaced studying are two highly effective study strategies that help learners of all ages and abilities to build robust, flexible, and long-lasting knowledge in many domains [ 5 , 8 – 10 ].…”

Section: Introductionmentioning

confidence: 99%

The study strategies of small liberal arts college students before and after COVID-19

Rinella

Putnam

2022

PLoS ONE

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Research has clearly demonstrated that some study strategies (for example, self-testing and spaced studying) are effective, yet students often report studying ineffectively. Our focus with the current study is to update and extend the current literature on how college students study. We surveyed 484 introductory psychology students at a small liberal arts college—a different type of school from prior studies. Our survey built on an existing study strategies questionnaire used to assess a variety of student study behaviors and beliefs. Additionally, we asked new questions about multitasking and study scheduling. Overall, we found that the current sample reported studying in similar ways to what past research suggested; students used both effective and ineffective strategies, some of which correlated with grade point average (GPA). However, some differences emerged. For example, our students were more likely to report learning how to study from a teacher. Additionally, a majority of students believed that multitasking was ineffective, yet most reported multitasking while studying. Finally, an important, but exploratory, analysis demonstrated that study strategies were similar before and after COVID-19 forced classroom changes. We highlight the need for future research on study strategies to recruit participants from more diverse institutions.

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Section: Introductionmentioning

confidence: 99%

The study strategies of small liberal arts college students before and after COVID-19

Rinella

Putnam

2022

PLoS ONE

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“…1 Studies in cognitive and educational psychology provide evidence of how higher education students should approach their study to improve learning and retention to maximise their academic results 2 and improve their education. 3 Therefore, making students learn is an essential part of teaching, as in this way, students can be helped to increase their understanding and achievements. 4 However, specific study techniques that are known to be better than others are not always taught or applied in education, 2,5 including in dental education.…”

Section: Introductionmentioning

confidence: 99%

“…Healthcare students need to learn large amounts of information for their examinations, which can be difficult for those who do not use evidence‐based study strategies 1 . Studies in cognitive and educational psychology provide evidence of how higher education students should approach their study to improve learning and retention to maximise their academic results 2 and improve their education 3 . Therefore, making students learn is an essential part of teaching, as in this way, students can be helped to increase their understanding and achievements 4 .…”

Section: Introductionmentioning

confidence: 99%

“…Studies in cognitive and educational psychology provide evidence of how higher education students should approach their study to improve learning and retention in order to maximise their academic results 1 and improve education, 2 . Therefore making students learn, that is, establishing neural networks in the brain 3 is an essential part of teaching, as through this they can be helped to increase their understanding and achievements.…”

Section: Introductionmentioning

confidence: 99%

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Effect of an online module designed to promote first‐year dental students' evidence‐based study strategies

Tricio-Pesce

Salles

Orsini

et al. 2022

Eur J Dental Education

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Objective The aim of this study was to investigate the effect of an online module in promoting study strategies based on neuroscience applied to education for first‐year dental students at the University of the Andes in Santiago, Chile. Methods Four weeks after the start of the 2018 first academic semester, all 82 first‐year dental students (72% females, 28% males, average 19.0 years old) were invited to voluntarily and anonymously complete the self‐reported Study Strategies Questionnaire (SSQ) in a session of an Introduction to Dentistry course, which served as a baseline. Subsequently, the session included an interactive workshop on learning how to learn so that students could analyse how the human brain learns and relate this information to mental tools to foster learning. Furthermore, during the semester, students were sent information via email to reinforce the content they were exposed to during the learning how to learn activity so that they could use the toolbox of study techniques to improve their learning in all subjects. At the end of the semester, students were invited to voluntarily and anonymously complete a second SSQ to assess the effects of the study intervention. Exam marks from the previous (2017) and studied year (2018), as well as both SSQ results, were compared and analysed using IBM Statistical Package for the Social Sciences (SPSS). Results A total of 75 and 71 students answered the SSQ before and after the intervention, respectively. The mean exam mark from 2017 was 63.7% (SD = 8.8), whilst in 2018, it was 69.6% (SD = 5.0) (p < .044); the effect size of the intervention was 0.75. The most significant changes observed after the intervention were reductions in the number of students who studied whilst checking messages on their smartphones (p = .001), studied by highlighting and/or underlining in their notes or textbooks (p ≤ .0001) and studied the day before an examination (p ≥ .0001). On the contrary, there were significant increases in the number of students who studied without access to social networks (p = .046), wrote notes or words in the margins of texts (p = .001), practised self‐testing (p = .001) and studied the day before an examination (p ≤ .0001). Conclusions An online module to promote evidence‐based study strategies in first‐year dental students can have an impact on increasing students' marks as well as on some practices that can improve their academic achievements and learning.

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“…Thus, self-regulated learning aims at formative evaluating and optimizing one's own learning process in a strategy-based and goal-oriented manner. For this, learners must be aware of what they already know, what they still have to learn, and how they can best achieve their learning goal [23,30].…”

Section: Introductionmentioning

confidence: 99%

Helping Learners Become Their Own Teachers: The Beneficial Impact of Trained Concept-Mapping-Strategy Use on Metacognitive Regulation in Learning

Welter

Großschedl

2022

Education Sciences

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Several empirical studies have shown that, during COVID-19-caused distance learning, many learners were struggling to realize the extent of self-regulated learning activities that were required to ensure the ongoing learning progress. Due to the significance of self-regulated learning regarding students’ learning success, the construct of metacognition also gained in importance, since corresponding skills are closely related to successful self-direction in learning. In our study, we focused on the learning strategy of concept mapping (CM), which is (1) directly related to beneficial effects on learning and retention performance, as well as (2) considered to cause constructive side-effects regarding metacognitive skills and, thus, self-regulated learning. To grasp CM’s full potential in terms of improving cognition-related learning performance, however, appropriate training of this learning strategy seems to be required. This raised the question of whether and to what extent appropriate CM training is also necessary to improve the metacognitive skills of our participants (N = 73 university students of different majors) in terms of the accuracy of their judgments of learning (JOLs). Although we were able to show, in a previous study, that the CM-training intensity did not affect the absolute level of these JOLs, the results of our current study show that there is, nevertheless, a significant effect in terms of the JOLs’ accuracy when considering their relationships to objective learning performance. Thus, CM training intensity affects the competence of metacognitive monitoring. In addition, we found that scaffolding- and feedback-including training conditions tend to counteract systematic misjudgments regarding the domain of conceptual knowledge, in particular. Practical implications and recommendations that can be derived from these results are discussed.

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Education and Memory

Cited by 6 publications

References 193 publications

The study strategies of small liberal arts college students before and after COVID-19

The study strategies of small liberal arts college students before and after COVID-19

Effect of an online module designed to promote first‐year dental students' evidence‐based study strategies

Helping Learners Become Their Own Teachers: The Beneficial Impact of Trained Concept-Mapping-Strategy Use on Metacognitive Regulation in Learning

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