How to Study/How to Learn

Many students do not use the most effective ways to study. These screencasts and handouts are based on studies published in the cognitive psychology literature. The books, references, and websites provide sources for more detailed information.

  • A. Dunlosky, K.A. Rawson, K.J. Marsh, M.J. Nathan, D.T. Willingham, Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology, Psychological Science in the Public Interest 14, 4-58 (2013).
  • Rohrer, D., Dedrick, R. F., Hartwig, M. K., & Cheung, C.-N. (2019, May 16). A Randomized Controlled Trial of Interleaved Mathematics Practice. Journal of Educational Psychology, Advance online publication.

  • L. Himmer, M. Schönauer, D. P. J. Heib, M. Schabus, S. Gais, Rehearsal initiates systems memory consolidation, sleep makes it last, Science Advances 5 (24 April 2019).
  • Daniel T. Willingham, What Will Improve a Student’s Memory?, AMERICAN EDUCATOR | WINTER 2008-2009, pp 17-25.
  • Henry L. Roediger III , Mary A. Pyc, Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice, J. Applied Research in Memory and Cognition 1 (2012) 242–248.
  • Patricia Chen, Omar Chavez, Desmond C. Ong, & Brenda Gunderson, Strategic Resource Use for Learning: A Self-Administered Intervention That Guides Self-Reflection on Effective Resource Use Enhances Academic Performance, Psychological Science (2017) 28, 774-785.
  • Bjork, E. L., & Bjork, R. A. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In M. A. Gernsbacher, R. W. Pew, L. M. Hough, & J. R. Pomerantz (Eds.), Psychology and the real world: Essays illustrating fundamental contributions to society (pp. 56-64). New York: Worth Publishers.
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