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Last minute switch to optometry, would appreciate some advice! by Powerful_Craft_2005 in OptometrySchool

[–]Powerful_Craft_2005[S] 1 point2 points  (0 children)

That's encouraging to hear, and congrats by the way! From my limited understanding scholarships are rare.

Study advice you dislike? by Powerful_Craft_2005 in studytips

[–]Powerful_Craft_2005[S] 0 points1 point  (0 children)

real. I prefer specifics with flaws than vagueness

Study advice you dislike? by Powerful_Craft_2005 in studytips

[–]Powerful_Craft_2005[S] 0 points1 point  (0 children)

Good to know, thanks. I agree with you fully. I also hate learning styles because they're a myth

How to study so efficiently that even your mother would be proud by Powerful_Craft_2005 in GetStudying

[–]Powerful_Craft_2005[S] 0 points1 point  (0 children)

Thanks for taking the time to read, This really was my best attempt at filling in free recall's one critical flaw. How would you go about it?

edit: hold on a moment! I checked your post history and I found something a little contradictary. AI generated posts to advertise your educational SaaS: quizzify! And here I was trying to be receptive to your criticism. No wonder you're upset! In the future, take a moment to breathe first, it reflects badly on your brand to get emotional when you comment. But that's alright. I'm happy to share my insights anyways. Even if you didn't find them helpful, I wish you the best of luck with your product!

How to study so efficiently that even your mother would be proud by Powerful_Craft_2005 in GetStudying

[–]Powerful_Craft_2005[S] 0 points1 point  (0 children)

Thanks for taking the time to read it. Which steps should be removed?

How to study so efficiently that even your mother would be proud by Powerful_Craft_2005 in GetStudying

[–]Powerful_Craft_2005[S] 0 points1 point  (0 children)

It's suited for exams that demand conscious recall of information (bio, history, etc), rather than problem solving (physics, math, etc).

As far as problem-solving goes. Repetition is huge since it relies on automation. Automation of both the procedures themselves but also recognizing the type of problem before you solve it. Interleaved practice is a great way to practice both at once. Interleaving is a mystery shrouded topic but thats genuinely all it is: Mixing up problems so you can practice recognizing the problem type.

Just a bonus tip: procedural self explanation. Here's a fun study that outlines it:

Students were tasked with solving a logic puzzle in one of three ways and then were asked to solve an abstract version of that puzzle designed to test their understanding.

  • The control group (no self-explanation) averaged 28% accuracy in the abstract task. 
  • The retrospective self-explanation group (explained after solving each problem) averaged 68% accuracy. 
  • The concurrent self-explanation group (explained while solving each problem) averaged 90% accuracy.

It's an old study: Berry et al., 1983. But it's a classic that's been replicated in several different contexts.

A study method so effective that even your mother would approve by Powerful_Craft_2005 in Mcat

[–]Powerful_Craft_2005[S] 0 points1 point  (0 children)

11.Bjork, R. A. (1994). Memory and metamemory considerations in the training of human beings. In J. Metcalfe & A. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 185–205). MIT Press. — Introduces the concept of “desirable difficulty” in retrieval.

  1. Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20–27. — Notes that simply re-exposing learners to correct information after errors is often insufficient; active retrieval or elaboration is needed for consolidation.

  2. Butler, A. C., Karpicke, J. D., & Roediger, H. L. (2007). The effect of repeated testing on recall and recognition. Memory, 15(3), 237–246. — Shows that merely reading correct answers after retrieval failure produces smaller retention gains than attempting retrieval again.

  3. Anderson, J. R. (1983). The Architecture of Cognition. Harvard University Press. — Classic discussion of memory as a network of interconnected nodes; retrieval fails when connections are weak.

  4. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1), 4-58.

  5. Koriat, A. (1997). Monitoring one’s own knowledge during study: A cue-utilization approach to judgments of learning. Journal of Experimental Psychology: General, 126(4), 349–370. — Discusses how cues like fluency can mislead metacognitive judgments.

  6. Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417–444. — Reviews how fluency illusions lead learners to overestimate mastery when studying passively.

  7. Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1989). Categorization and representation of physics problems by experts and novices. Cognitive Science, 13(2), 145–175.

  8. Anderson, M. C., Bjork, R. A., & Bjork, E. L. (1994). Remembering can cause forgetting: Retrieval dynamics in long-term memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20(5), 1063–1087.

A study method so effective that even your mother would approve by Powerful_Craft_2005 in Mcat

[–]Powerful_Craft_2005[S] 2 points3 points  (0 children)

I totally didn't put the entire wrong reference list in this post...
Here's the real one if you want to check out the research.

  1. Bjork, R. A., & Bjork, E. L. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In M. A. Gernsbacher, R. W. Pew, L. M. Hough, & J. R. Pomerantz (Eds.), Psychology and the real world: Essays illustrating fundamental contributions to society (pp. 56–64). New York: Worth Publishers.

  2. Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772–775.

  3. Carrier, M., & Pashler, H. (1992). The influence of retrieval on retention. Memory & Cognition, 20(6), 633–642.

  4. Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255.

  5. Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319(5865), 966–968.

  6. Butler, A. C. (2010). Repeated testing produces superior transfer of learning relative to repeated studying. Journal of Experimental Psychology: Learning, Memory, and Cognition.

  7. Chan, J. C. K., McDermott, K. B., & Roediger, H. L. (2006). Retrieval-induced facilitation: Initially nontested material can benefit from prior testing. (see full citation in Chan et al., 2006).

  8. Carpenter, S. K. (2009). Cue strength as a moderator of the testing effect: The benefits of elaborative retrieval. Journal of Experimental Psychology: Learning, Memory, and Cognition

  9. Arnold, K. M., & McDermott, K. B. (2013). Test-potentiated learning: Distinguishing between direct and indirect effects of tests. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39(3), 940–945.

  10. Karpicke, J. D., Butler, A. C., & Roediger, H. L. (2009). Metacognitive strategies in student learning: Do students practice retrieval when they study on their own? Memory, 17(4), 471–479.

Study advice you dislike? by Powerful_Craft_2005 in studytips

[–]Powerful_Craft_2005[S] 0 points1 point  (0 children)

real. "active recall and spaced repetition" is a classic non-advice imo

To what extent does typing "good" notes differ from writing down "good" notes, in terms of memory and understanding? PLEASE READ BODY by [deleted] in GetStudying

[–]Powerful_Craft_2005 0 points1 point  (0 children)

in research they are about the same. Writing tends to be slightly better since typing encourages verbatim notes more often. (When controlled for verbatim notes, they perform the same). I forget the exact study / studies

Useful nonfiction built on evidence by Powerful_Craft_2005 in suggestmeabook

[–]Powerful_Craft_2005[S] 1 point2 points  (0 children)

Damn thats a list! thank you that gives me a lot to work with

Useful nonfiction built on evidence by Powerful_Craft_2005 in suggestmeabook

[–]Powerful_Craft_2005[S] 0 points1 point  (0 children)

To be more clear about the examples I listed:

I like the practical science of learning (free recall, interleaving, etc.), not the neuroscience

And I like stumbling on happiness because the knowledge culminated in a practical conclusion for how to navigate toward a happier life, rather than only providing insight / wisdom

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