Applying Learning Strategies from Cognitive Psychology in Higher Education

28 May

Throughout my academic journey, I often felt like my brain was a sponge—capable of soaking up information quickly but just as adept at losing it. Despite cramming for exams and achieving good grades, the knowledge seemed to evaporate soon after. Delving into cognitive psychology, I discovered that this phenomenon is common. This realization raises two critical questions: why does this happen, and how can we improve our knowledge retention?

Insights from Cognitive Psychology

A comprehensive study by Dunlosky and colleagues in 2013 reviewed various learning strategies to determine the most effective methods. They concluded that combining the testing effect with distributed practice significantly enhances learning outcomes.

Distributed Practice and the Testing Effect

Distributed practice involves spreading study sessions over time, which has been shown to improve learning retention. For example, Rawson and Kintsch (2005) conducted an experiment where participants studied a science textbook under three conditions:

Control Condition: Reading the text once, followed by an immediate test or a test two days later.
Massed Condition: Reading the text twice in quick succession, followed by an immediate test or a test two days later.
Spaced Condition: Reading the text, taking a one-week break, reading the text again, followed by an immediate test or a test two days later.

In immediate tests, students who read the text twice in quick succession performed best, which explains the popularity of cramming. However, in tests conducted two days later, those who used distributed practice outperformed the others. This is because spacing out study sessions helps reinforce knowledge over time, leading to better long-term retention.

Maximizing Study Time with the Testing Effect

While distributed practice is crucial, effective use of study time is equally important. This is where the testing effect comes in. Roediger and Butler (2010) found that "taking a test usually enhances later performance on the material relative to rereading it or having no re-exposure at all." Testing with or without feedback significantly boosts long-term memory retention, with testing accompanied by feedback providing the greatest benefits.

The spaced effect works because the brain creates and reinforces retrieval schemas, improving the organizational processes that guide memory recall (Zaromb & Roediger, 2010).

Individual Differences in Learning

It's important to recognize that while the spaced effect generally benefits all learners, its advantages can vary based on individual differences. For instance, people with strong gist tracing abilities—those who can easily comprehend and recall the general meaning of a subject—tend to benefit more from the testing effect (Bouwmeester & Verkoeijen, 2011).

A review by Cepeda et al. (2006) of 271 studies comparing massed and spaced study methods concluded that "spaced (vs. massed) learning of items consistently shows benefits," significantly improving test performance.

Simply Put

Applying learning strategies from cognitive psychology can dramatically enhance educational outcomes. Integrating distributed practice and the testing effect into study routines helps achieve better long-term retention of knowledge. Understanding these strategies and tailoring them to individual learning styles can make a substantial difference in educational success.

References

Cepeda, N., Pashler, H., Vul, E., Wixted, J., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354-380. doi: 10.1037/0033-2909.132.3.354
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58.
Rawson, K. A., & Kintsch, W. (2005). Rereading effects depend on time of test. Journal of Educational Psychology, 97(1), 70-80. doi: 10.1037/0022-0663.97.1.70
Roediger, H., & Butler, A. (2010). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20-27. doi: 10.1016/j.tics.2010.09.003
Zaromb, F., & Roediger, H. (2010). The testing effect in free recall is associated with enhanced organizational processes. Memory & Cognition, 38(8), 995-1008. doi: 10.3758/mc.38.8.995
Bouwmeester, S., & Verkoeijen, P. (2011). The effect of test expectancy and testing on the recall of prose. Journal of Cognitive Psychology, 23(3), 310-318. doi: 10.1080/20445911.2011.510031

JC Pass MSc

JC Pass is a writer for Simply Put Psych, where he regularly contributes articles on various topics in psychology. Holding an MSc, his writing often delves into psychological concepts in a clear and engaging manner for a broad audience. Some of his notable work includes discussions on foundational psychology studies, such as Milgram's obedience experiments, where he not only summarizes but critiques the ethical and methodological implications of these studies.

In addition to research-based content, JC Pass explores practical applications of psychology, such as how cold water immersion can be used to build mental resilience by leveraging the body's stress response. His work emphasizes the importance of emotional regulation and mindfulness in fostering psychological resilience.

His articles cater to both academic and general readers, blending research with insights that are applicable in daily life. You can explore more of his work on the Simply Put Psych website.

https://SimplyPutPsych.co.uk