Learning that Lasts chapter 3,4,5 Flashcards
Roediger and Karpicke experiment reading about sun
Group that read once and tried to remember learned more than group that read twice. Read twice was better short term retention. Read and remembered was better long term retention.
Roediger and Karpicke experiment 2
Long term Study, recall, recall, recall much better than study, study, study, study or study study study, recall. Study, study, study, study is short term winner.
retrieval induced facilitation
Recalling one bit of information may help recalling related pieces of information.
Brain Dump
write down everything you can remember about a topic and go back and see what you missed.
explain topics
teaching others something you’ve learned helps with retrieval.
occlude labels on visuals
turn diagrams into retrieval practice.
Spaced practice
breaking up studying into smaller chunks.
Dr. Ebbinghaus. - on forgetting
Forget a lot at first then tapers over time.
Dr. Ebbinghaus on relearning a day or two later
forget more slowly the second time and more slowly still the third time.
If the rate of forgetting decreases after each time we learn something
The length of time before we have to relearn increases.
Dr. Kerfoot
Prostate cancer learning in one session or with multiple review emails through out the year. The multiple session students retained more.
Dr. Spruit
laparoscopic surgery in one learning session or multiple shorter ones. Students with multiple shorter ones could do the surgery better.
Savings
relearning material takes less time than learning.
Interleaving
Opposite of blocking. Instead of AAABBBCCC, ABCABCABC.
Dr. Kornell And Bjork
Painting style study. Interleaving allowed 61% painting style recognition vs. 35% blocked study.
