The 3 Most Effective Memory Techniques Proven by Science for Studying
Key Points of This Article
- Active Recall: A method that strengthens memory by actively recalling information
- Spaced Repetition: Using intervals to optimize learning and promote memory retention
- Self-Explanation: Explaining information in your own words to deepen understanding
Active Recall
Active Recall is a method that strengthens memory by actively recalling information you’ve learned. It’s not just about rereading information or reviewing notes; the key is to actively try to recall the content. For example, solving practice problems, taking quizzes, or recalling learned information are all effective ways to apply this technique.
Practical Methods
- Regularly review material using practice problems or quizzes: Creating your own problems and answering them helps to reinforce memory. Studying as if taking a test allows your memory to stick more deeply.
- Recall key points after learning: Saying the content out loud and repeating it helps further reinforce memory.
Scientific Evidence
Studies have shown that learning through Active Recall is far more effective for memory retention than simply reading or reviewing information. Research confirms that taking self-tests dramatically improves memory retention.
Spaced Repetition
Spaced Repetition involves reviewing learned content at intervals, which helps overcome the forgetting curve and promotes long-term memory retention. Instead of cramming information all at once, reviewing regularly improves memory retention substantially.
Practical Methods
- Break your study sessions into several sessions, rather than cramming everything at once: For example, review material 1 day, 1 week, and 1 month after learning it. This way, the information is more likely to stick in long-term memory.
- Use digital tools (e.g., Anki) to manage review intervals: Apps designed for Spaced Repetition help maximize its effectiveness.
Scientific Evidence
Research has confirmed that reviewing material with spaced intervals significantly helps long-term retention. Spaced Repetition is highly effective for both memory retention and recall.
Self-Explanation
Self-Explanation is a method where you explain the material in your own words to deepen understanding and reinforce memory. By explaining the material, you connect new information to your existing knowledge, promoting a deeper understanding. This method is particularly effective when learning complex topics.
Practical Methods
- Explain the material as if you’re teaching someone else: Try explaining what you’ve learned to a friend or family member to deepen your understanding.
- Write down the material in your own words in your notes: Writing down your understanding in your own words helps solidify the content in your memory.
Scientific Evidence
Research has shown that Self-Explanation deepens understanding of the material and helps it stick in long-term memory. By explaining content in your own words, you connect it to existing knowledge.
Summary
Active Recall, Spaced Repetition, and Self-Explanation are three powerful memory techniques that each strengthen memory and improve learning effectiveness. Active Recall strengthens memory by recalling content, while Spaced Repetition promotes long-term retention by optimizing the timing of reviews. Self-Explanation enhances understanding and reinforces memory by explaining the material in your own words. Integrating these techniques into your study routine can maximize your learning outcomes.
References
- Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20–27.
https://www.sciencedirect.com/science/article/abs/pii/S1364661310002081 - Cepeda, N. J., et al. (2008). Spacing effects in learning: A temporal ridgeline of optimal retention. Psychological Science, 19(11):1095-102.
https://pubmed.ncbi.nlm.nih.gov/19076480/ - Kiran Bisra, Qing Liu, John C. Nesbit, Farimah Salimi & Philip H. Winne (2018). Inducing Self-Explanation: a Meta-Analysis. Educational Psychology Review, 30(3):1-23.
https://link.springer.com/article/10.1007/s10648-018-9434-x