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Understanding how learning actually works isn't just helpful—it's the foundation for succeeding in any course you'll ever take. The strategies in this guide are rooted in cognitive psychology research, which means you're being tested not just on whether you can define terms like encoding, retrieval, and metacognition, but on whether you understand why certain techniques work better than others. These concepts appear throughout units on memory, cognition, and educational psychology.
Here's the key insight: your brain isn't a passive sponge—it's an active processor that strengthens connections through effort and strategic repetition. Don't just memorize the names of these techniques. Know what cognitive principle each strategy leverages and when to apply each one. That's what separates students who struggle from students who thrive.
The most powerful learning techniques share one thing in common: they force your brain to actively pull information out rather than passively take it in. This process of retrieval strengthens neural pathways far more effectively than re-reading ever could.
Compare: Active Recall vs. Self-Testing—both leverage retrieval, but active recall focuses on the process of pulling information from memory, while self-testing adds the assessment component with feedback. On an FRQ about study effectiveness, use active recall to explain the mechanism and self-testing to discuss practical application.
These techniques work by aligning your study schedule with how memory naturally functions. The forgetting curve—the predictable rate at which we lose information—can be counteracted with strategic timing.
Compare: Spaced Repetition vs. Chunking—spaced repetition optimizes when you study, while chunking optimizes how you organize information. Both reduce cognitive load but through different mechanisms. If asked about memory improvement, these make an excellent paired response.
Surface-level processing (reading, highlighting, copying) produces weak memories. These techniques push you toward elaborative processing—connecting new information to what you already know and finding meaning in the material.
Compare: Elaborative Rehearsal vs. Feynman Technique—both create deeper processing, but elaborative rehearsal connects new information to existing knowledge, while the Feynman Technique simplifies complex information through teaching. Use elaborative rehearsal for building knowledge networks; use Feynman for mastering difficult concepts.
How you organize information affects how easily you can retrieve it later. These techniques create visual and conceptual structures that serve as retrieval cues.
Compare: Mind Mapping vs. Interleaving—mind mapping creates organization within a topic, while interleaving creates connections across topics. Mind mapping is ideal for initial learning; interleaving is ideal for building flexible, transferable knowledge.
Even the best cognitive strategies fail if you can't sustain focus. These techniques manage the limited resource of attention.
Compare: Pomodoro Technique vs. Spaced Repetition—both involve timing, but Pomodoro manages attention within a study session, while spaced repetition optimizes timing across study sessions. Use them together: Pomodoro for daily focus, spaced repetition for long-term scheduling.
| Cognitive Principle | Best Strategy Examples |
|---|---|
| Retrieval strengthens memory | Active Recall, Self-Testing |
| Timing optimizes retention | Spaced Repetition, Pomodoro Technique |
| Deep processing beats shallow | Elaborative Rehearsal, Feynman Technique, SQ3R |
| Organization aids recall | Mind Mapping, Chunking |
| Varied practice builds flexibility | Interleaving |
| Working memory has limits | Chunking, Pomodoro Technique |
| Teaching reveals gaps | Feynman Technique |
| Active beats passive | Active Recall, SQ3R, Self-Testing |
Which two strategies both leverage retrieval practice, and how do their applications differ?
A student re-reads their textbook five times before an exam but performs poorly. Using the levels of processing framework, explain why, and identify two strategies that would produce better results.
Compare and contrast spaced repetition and interleaving—what does each optimize, and when would you use one over the other?
How does chunking relate to working memory limitations, and why might an expert remember more information than a novice using the same technique?
An FRQ asks you to design an optimal study plan for a student learning a new subject. Which three strategies would you combine, and how would each address a different aspect of the learning process?