Scientific American Mind, 24(4), 46-53. Special Report: The Science Of Better Learning What Works, What Doesn't John Dunlosky, Katherine A. Rawson, Elizabeth J. Marsh, Mitchell J. Nathan and Daniel T. Willingham Some study techniques accelerate learning, whereas others are just a waste Support our journalism. This helps to dispel the myth that revision happens at the end of the year. The article “What Works, What Doesn’t” from Scientific American Mind provides a few salient points on how to maximize study-retention and efficacy: Self-testing: Students may use flashcards to test their recall. Available What works, what doesn’t. First Class Visit; Nehm Paper; Dunlosky Paper. The authors found that retrieval or self-testing is much more effective than underlining or rereading, two common study methods. Common Revision Mistakes •Research by Dunlosky et al. But reading leads to an illusion of learning • sham reading • reading without understanding . What Works, What Doesn't by John Dunlosky, Katherine Rawson, Elizabeth Marsh, Mitchell Nathan, Daniel Willingham, Celia Johnson (PDF) Differential effects of incidental tasks on the organization of recall of a list of highly associated words. Mind. Hattie J (2009) Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Nehm, Ross H. “Understanding undergraduates’ problem-solving processes.” Journal of microbiology & biology education 11.2 (2010). 0 0 160 views. The point is that avoiding these pitfalls (any one of which could prevent the ‘secure’ research finding that retrieval practice works from being demonstrated in real contexts) requires a mixture of skill (e.g. If you have the appropriate software installed, you can download article citation data to the citation manager of your choice. I recommend it! They can also try answering the sample questions at the end of a textbook chapter or study guide. Revision charts, highlighter pens and sticky notes around the room are some of the methods people use to ensure information stays in their mind. Course. 46–53. mind.scientificamerican.com scientific american mind 49. istOcKPHOtO (star) THE GOLD STAR WINNERS. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Here’s why it works. Psychological Science in the Public Interest 2013 14: 1, 4-58 Download Citation . What works, What doesn't. 1 thought on “What are the best ways to study? Scientific American Mind Sep/Oct 2013, pp. By breaking up a topic into smaller amounts of information, testing yourself will be more manageable. Why doesn’t it work very well as a reliable study measure? 34 scientific american e Cognitive and educational psychologists have developed and evaluated numerous techniques, ranging from rereading to summarizing to self-testing, for more than 100 years. In “What Works, What Doesn’t,” by John Dunlosky et al., on page 00, we comb through the vast scienti!c literature on learning techniques to identify the two methods that work best. Much of the information contained within has been adapted from the work of: Dunlosky et al (2013). Before this article was wrote they collected facts from more than 700 different scientific studies, and they picked out the 10 most common used learning techniques. Australia’s free online research portal. Summarization. SELF-TESTING Quizzing Yourself Gets High Marks; HOW IT WORKS: Unlike a test that evalu … Some study techniques accelerate learning, whereas others are just a waste of time—but which ones are which? being able to judge whether students have originally learnt the material, being able to create good questions), understanding (e.g. talks about the different studying techniques that students are using. Comments. What Works, What Doesn't. Subscribe today. Yr10 & 11 Q&A Evening 2017 Mrs Legg Chace Community School . Nehm, Ross H. “Understanding undergraduates’ problem-solving processes.” Journal of microbiology & biology education 11.2 (2010). John Dunlosky's 170 research works with 11,340 citations and 38,605 reads, including: The influence of making judgments of learning on memory performance: Positive, negative, or both? View the full content. HOW WE LEARN. What Doesn't Work hese techniques were rated as low utility because they are inefficient, ineffective or beneficial only for cer- tain types of learning and for short periods of retention. Dunlosky et al.’s (2013) article in Scientific American Mind titled “What Works, What Doesn’t” summarized more than 700 academic articles about study techniques. BY JOHN DUNLOSKY, KATHERINE A. RAWSON, ELIZABETH J. MARSH, MITCHELL J. NATHAN AND DANIEL T. WILLINGHAM HOW WE LEARN WHAT WORKS, WHAT DOESN’T miq513Dunl3p.indd 47 7/1/13 6:04 PM. Previewing pages 1, 2, 3 of actual document. John Dunlosky, Katherine A. Rawson, Elizabeth J. Marsh, Mitchell J. Nathan, and Daniel T. Willingham. Helpful? Dunlosky J, Rawson K, Marsh E, et al. Share. Available However, Dunlosky and his team found that rereading doesn’t increase students’ test scores. – ‘What Works, What Doesn’t?’ – reviewed 700 scientific articles on learning techniques. “What works, what doesn’t.” Scientific American Mind 24.4 (2013): 46-53. Self-Testing Distributed Learning Elaborative Interrogation . The authors looked at more than 700 journal articles on ten commonly used study techniques. Does reading help? What Works, What Doesn’t. 0 0. Intro Cell Biology (Biol 130) Academic year. Posted in Issues. A Cognitive Scientist Answers Questions about How the Mind Works and What It Means for the Classroom. New York: Routledge. A few years ago a review by five psychologists in Scientific American Mind told us in a few pages which study strategies ‘accelerate learning’ and which are ‘just a waste of time’ under the banner heading ‘What works, what doesn’t’ (Dunlosky J. , Rawson, Marsh, & Willingham, 2013). Highlighting Rereading What does work? This one may surprise you: summarization isn’t an effective study method. Concerning criterion tasks, the effects of rereading do appear to be durable across at least modest delays when rereading is spaced. Roedigger, Henry L. “How Tests Make Us Smarter.” New York Times, 28 July 2014. 2 method) Find out more . That’s why after a full day of learning, you often can’t remember everything that was covered. Dunlosky: What works & what doesn’t work What doesn’t work? “What works, what doesn’t.” Scientific American Mind 24.4 (2013): 46-53. Scientific American Mind (23): 40–47. HOW WE LEARN. Leave a Reply Cancel reply. Trove is a collaboration between the National Library of Australia and hundreds of Partner organisations around Australia. By John Dunlosky, k atherine a . After reading the article “ What Works, What Doesn’t” by John Dunlosky et al. In an increasingly digital world, one shift in learning has gone largely unremarked: the decline of handwriting. John Dunlosky, What works, what doesn’t (no. Please sign in or register to post comments. Attending: Patrick, Daniel, Kristen, Emral, Shoshana. 4–58 Popular press citation: “What Works, What Doesn’t”, by John Dunlosky, Katherine A. Rawson, Elizabeth J. Marsh, Mitchell J. Nathan and Daniel T. Willingham. 4. Yes. Simply select your manager software from the list below and click on download. 4, 2013, pp. Evidence-Based Instruction: What Works, What Doesn’t Doug Rohrer . Dunlosky, John, et al. Most students report reread- ing and highlighting, yet these techniques do not consistently boost performance, and they distract students from more pro- ductive strategies. help final exam study. The authors describe each learning technique in detail and discuss the conditions under which each technique is most successful. In this report, Dunlosky (Kent State University), Rawson (Kent State University), Marsh (Duke University), Nathan (University of Wisconsin–Madison), and Willingham (University of Virginia) review the effectiveness of 10 commonly used learning techniques. Discussing: Dunlosky, John, et al. (1) Daniel’s visit to Shoshana’s class. For starters, our brains can’t handle a lot of new information at once. Some common … Pages: 8 School: University of Illinois at Urbana, Champaign Course: Psyc 238 - … 2016/2017. 47-53. Stories by John Dunlosky. What works, what doesn’t. Is it useful to test myself using flashcards? View Full Document Dunlosky et al 2014 What_works,_What_doesn't. University of Waterloo. Does highlighting per se improve learning? Roediger H, Putnam A and Smith M (2011) Ten benefits of testing and their applications to educational practice. Dunlosky, Katherine A. Rawson, Elizabeth J. Marsh, Mitchell J. Nathan and Daniel T. Willingham, Psychological Science in the Public Interest 14(1), pp. Related documents. It actually leads to superficial memorization and doesn’t help students build a foundation for long-term learning. Read this review from Scientific American” John Martin says: February 2, 2015 at 2:08 pm Thanks for sharing this Mitch! BY JOHN DUNLOSKY, KATHERINE A. RAWSON, ELIZABETH J. MARSH, MITCHELL J. NATHAN AND DANIEL T. WILLINGHAM. 1 method) Find out more . It’s just too much to process. Dunlosky et al 2014 What_works,_What_doesn't. Secondly, include regular low-stakes testing in lessons so that students are constantly being assessed on their learning from previous lessons and topics. By Daniel R. Collins in 2016 Spring on April 18, 2016. Cognitive and educational psychologists have developed and evaluated numerous techniques, ranging from rereading to summarizing to self-testing, for more than 100 years. View Full Document. Firstly, teach them how memory works and the most effective ways to revise. What works and doesn’t may surprise you. Willingham, Daniel T. Why Don’t Students Like School? willingha M enHancinG inteLLiGence what workS, what doeSn’t. University. The Spacing Effect “Long delays between study periods are ideal to retain fundamental concepts that form the basis for advanced knowledge.” John Dunlosky, What works, what doesn’t (no. What works, what doesn’t? WHAT WORKS, WHAT DOESN’T. 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