Section 1

Chapter Five: Building Academic Skills

• Overview of Experiments on Learning Strategies

  • Two experiments were conducted with 72 college students assigned to one of three groups: re-reading, note-taking, or the three R method (read, recite, review).
    
  • Students read several passages and then completed tasks related to comprehension and recall.
    
  • The three R method was found to be the most effective, followed by note-taking, with re-reading being the least effective.
    

• Effectiveness of the Three R Method

  • The method involves reading a section, reciting the content without looking at the text, and reviewing the section to identify gaps and annotate notes.
    
  • This technique enhances memory and understanding by forcing the student to recall information actively and engage with the material in multiple ways.
    
  • Research supports that engaging in the three R method after reading small sections, rather than entire chapters, is more effective for learning.
    

• SQ-R and SOAR Reading Methods

  • SQ-R includes five steps: survey, question, read, recite, and review.
    
  • Survey: Preview the chapter to understand its structure and key points.
    
  • Question: Create questions about the content before reading.
    
  • Read, recite, and review: Similar to the three R method.
    
  • SOAR is an advanced method involving four steps: select, organize, associate, and regulate.
    
  • Select: Identify key points from the text.
    
  • Organize: Use tools like matrices to structure information.
    
  • Associate: Link new concepts to prior knowledge.
    
  • Regulate: Monitor learning progress through practice tests or self-assessment.
    
  • Research indicates that the SOAR method leads to significantly greater gains in learning compared to SQ-R.
    

• Highlighting Text

  • Many students highlight text while reading, but this is often ineffective.
    
  • Students struggle to identify important information due to a lack of prior knowledge.
    
  • Highlighting too much or too little can hinder learning.
    
  • Effective highlighting occurs after engaging with the text multiple times, such as during the "review" step of the three R or SQ-R methods.
    

• Memory and Study Strategies

  • Memory involves three processes: encoding, storage, and retrieval.
    
  • Encoding is the process of converting information into a form that can be stored.
    
  • Prior knowledge influences how effectively new information is encoded and stored.
    
  • Effective study strategies include active engagement, annotation, and self-testing.
    
  • Students are expected to engage in complex cognitive tasks, such as critical evaluation and application of knowledge.
    

• Reading Comprehension and Prior Knowledge

  • A classic study by Recht and Leslie showed that prior knowledge is a better predictor of reading comprehension than reading skill alone.
    
  • Building introductory knowledge before reading helps students understand complex texts more effectively.
    
  • Strategies to build prior knowledge include reviewing chapter summaries, using online resources, and watching videos related to the topic.
    

• Active Reading and Annotation

  • Active reading involves interacting with the text through summarizing, questioning, and connecting new information to prior knowledge.
    
  • Annotation is a form of active reading that involves writing notes in the margins or using electronic tools to highlight key points and summarize content.
    
  • Researchers have found that annotation improves comprehension and retention of information.

Section 2

Memory and Learning

• Attention and Focus: The information that is attended to is more likely to be encoded and stored in memory. Past experiences influence what is considered important, and active attention during lectures enhances memory encoding.
• Multisensory Learning: Using both visual and auditory inputs increases the likelihood of effective encoding and retrieval. Visual images are particularly effective due to the "picture superiority effect."
• Memory Systems: The brain has two main subsystems: working memory and long-term memory. Working memory is temporary and limited in capacity, while long-term memory is vast and durable.
• Encoding and Storage: Information must be encoded from working memory into long-term memory. This process is enhanced by prior knowledge, which helps in linking new information to existing knowledge.
• Chunking: To overcome the limited capacity of working memory, information can be grouped or "chunked." For example, phone numbers are remembered as chunks rather than individual digits.

Retrieval and Study Strategies

• Retrieval: Retrieval is the process of accessing stored information. It can fail if information is not well-organized or if it is not retrieved frequently.
• Elaboration: Connecting new information to prior knowledge enhances learning and retention. Elaborative strategies, such as creating examples and linking concepts, improve long-term memory.
• Testing Effect: Self-testing is a powerful learning strategy that enhances memory retention. Research shows that repeated retrieval practice, such as taking practice tests, leads to better long-term retention.
• Spaced Practice: Studying in short, spaced intervals over time (spaced practice) is more effective than cramming (massed practice). Combining spaced practice with self-testing has been shown to be particularly beneficial.

Effective Study Techniques

• Reviewing: While reviewing is common, it is not the most effective strategy on its own. It should be combined with other techniques like elaboration and self-testing.
• Flashcards: Flashcards are useful for self-testing. However, regularly reviewing all cards, rather than discarding those perceived as mastered, is more effective.
• Dusting Off the Cobwebs: Actively recalling information without referring to notes or books, then filling in gaps with resources, strengthens memory.
• Teaching Others: Teaching content to others enhances learning and retention. Study groups where members take turns teaching each other can be particularly effective.
• Study Group Strategies: Effective study groups are small (3-4 members), well-prepared, and have clear rules and roles. Technology can help overcome scheduling challenges.

Learning Styles and Multisensory Approaches

• Learning Styles: While learning styles such as auditory, visual, and kinesthetic are commonly discussed, there is limited research supporting their effectiveness. Instead, using multiple senses enhances learning.
• Visual Learning: Visual images are more effective for memory than text. Using visual tools like charts, matrices, and concept maps can improve understanding and retention.
• Active Engagement: Being cognitively and socially engaged through study groups, teaching others, and using multisensory techniques enhances learning outcomes.

Study Plan

• Use a Multisensory Approach: Engage multiple senses to enhance encoding and retrieval.
• Organize: Create comprehensive study guides using your own words, examples, and connections between concepts.
• Review: Review notes multiple times across different study sessions to optimize performance.
• Test: Quiz yourself regularly using available assessments or self-created quizzes.
• Teach: Teach the content to someone else to reinforce learning and understanding.