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Preface
Introduction
1. The Big Picture
2. Techniques of Studying
3. Examinations
4. Thinking Process
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1. The Big Picture
2. Techniques of Studying
3. Examinations
4. Thinking Process
Resources
Exam Help ArticlesAdd URL
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2. Mechanics and Techniques of Studying
A methodical approach | The weekly schedule card | Why study? – Material rewards | Why study? – Non-material rewards | The wall calendar | The pocket date book | Sleep | Tools of the trade general | Tools of the trade specific | Go out for sports? | How detailed should class notes be? | Four methods of taking notes | Notebook inspection | Some note-taking hints | What is important? | What is not important? | Study old exams? | Working conditions | A typical study session | “Take ten!” | Retroactive amnesia | The curve of learning | The law of diminishing returns | The curve of forgetting | Hypnosis | Teaching machines | Reading-acceleration machines | Television | Scrambled books | Distractions enemies of retention
The Curve of Forgetting
The graph in Fig. 6 shows a one-shot learning experience.* As time passes, the percentage of well-known material just studied appears to slip
away rapidly at first (steep slope), but then the rate of loss is slower as the days pass. (Under the right circumstances, we could probably remember most things we have learned.) If the first study period (at extreme left) is followed a day later by a review (at X), there is a recovery of recall, but again the curve of forgetting slopes steeply and levels off. It seems to approach the bottom curve, but not rapidly. Again at Y a review is given to some of the people tested and their retention is increased. Reviewing is accepted as a means of lengthening the time one can recall material of the type used. Some lessons are learned once and not forgotten, but it is not known for certain whether this is due to reviewing mentally or not.
A sharp and impressive lesson is forgotten much less rapidly, of course. Ideas, too, may either stick better or they may be subconsciously reviewed without realizing it, and thus retained a long time.
This graph offers several lessons: The first is that one should not rely upon a one-shot study session. The second is that studying too far ahead and not reviewing for reinforcement may bring about a decline of effectiveness.
Fig. 6. Curve of decreasing retention with time
* Modified at X and Y from data of H. F. Spitzer, "Studies in retention," J. Educ. Psychol. 30, 641-659, 1939.
