It's more natural to forget something than to remember it. If you intend to remember something, apply as many of the following techniques as possible.
Be flexible.
Experiment with many learning procedures. Be willing to abandon outmoded and faulty learning procedures so you will be free to acquire new and more efficient methods.
Schedule.
Schedule your study time so that the time at which something is learned or relearned is close to the time at which it will be used. Include review as part of your weekly study program.
Recite, rephrase and explain.
Study in a group and drill each other on the material. Try a little role-playing. Take the point of view of the teacher, for a change. Rephrase and explain the material in your own words to a classmate. Allow him to criticize your presentation. Then let the classmate be the teacher while you criticize. If you can't explain something, you don't really know it.
Know what's real.
A common trap is the so-called warm-body test-taking strategy. A "warm" feeling toward one particular answer becomes the basis for its selection, regardless of whether one really knows why the answer is correct. This strategy often results when true-false and multiple-choice items are used exclusively for testing. Testing in this manner encourages the attitude that mere recognition of the most probable answer constitutes learning.
Even though a course may not use more penetrating recall-type questions, don't allow yourself to fall into this warm-body learning trap. Insist on testing yourself! If you can explain the material, most certainly you can pass any "objective" test calling for superficial recognition. However, the reverse is most certainly not true. Learning only to a point of recognition breaks down when many "warm" choices are given for one question, and they will be given. Sooner or later this habit will result in total failure in a demanding test situation.
Eliminate booby traps from your study time.
A study situation in which a phone is constantly jangling produces breaks in the mental association process. Remove the receiver from your phone. A proper use for a television during a study period is to donate the set to someone that is not involved in higher education.
Eliminate previous mistakes.
Take note of all previous mistakes and make every effort to eliminate them from future practice. It has been shown experimentally that consciously reviewing mistakes, taking note to exactly why they were incorrect, helps to reinforce the correct response.
Decide on an order of importance.
Some things are more important than others. In a particular study unit, decide what these are and organize the important material into an outline or framework. Recite, rephrase, and review this framework.
Become emotionally involved.
Assume the attitude that you fully believe the viewpoint of the author. Strive for perfection. You may never achieve it, but you will most certainly improve your performance. Learn to discuss your current beliefs calmly with people holding different attitudes. Cite authorities to back up your position.
Use mechanical memory aids.
Use flash cards, diagrams, abbreviations, and picture sequences to hold ideas in place and help you review. See our handout on Active Learning.
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