“What works, what doesn’t.” Scientific American Mind 24.4 (2013): 46-53. 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. 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. help final exam study. What works and doesn’t may surprise you. Dunlosky: What works & what doesn’t work What doesn’t work? Much of the information contained within has been adapted from the work of: Dunlosky et al (2013). (1) Daniel’s visit to Shoshana’s class. This one may surprise you: summarization isn’t an effective study method. Here’s why it works. Yes. 1 method) Find out more . Course. Does highlighting per se improve learning? Yr10 & 11 Q&A Evening 2017 Mrs Legg Chace Community School . 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? HOW WE LEARN. Mind. Hattie J (2009) Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. However, Dunlosky and his team found that rereading doesn’t increase students’ test scores. The authors found that retrieval or self-testing is much more effective than underlining or rereading, two common study methods. What works, what doesn’t? Australia’s free online research portal. HOW WE LEARN. 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. Common Revision Mistakes •Research by Dunlosky et al. Share. Secondly, include regular low-stakes testing in lessons so that students are constantly being assessed on their learning from previous lessons and topics. What Works, What Doesn't. But reading leads to an illusion of learning • sham reading • reading without understanding . Please sign in or register to post comments. If you have the appropriate software installed, you can download article citation data to the citation manager of your choice. University of Waterloo. Stories by John Dunlosky. View Full Document. 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. That’s why after a full day of learning, you often can’t remember everything that was covered. BY JOHN DUNLOSKY, KATHERINE A. RAWSON, ELIZABETH J. MARSH, MITCHELL J. NATHAN AND DANIEL T. WILLINGHAM. SELF-TESTING Quizzing Yourself Gets High Marks; HOW IT WORKS: Unlike a test that evalu … For starters, our brains can’t handle a lot of new information at once. Nehm, Ross H. “Understanding undergraduates’ problem-solving processes.” Journal of microbiology & biology education 11.2 (2010). 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? Dunlosky, Katherine A. Rawson, Elizabeth J. Marsh, Mitchell J. Nathan and Daniel T. Willingham, Psychological Science in the Public Interest 14(1), pp. Dunlosky J, Rawson K, Marsh E, et al. 4. Concerning criterion tasks, the effects of rereading do appear to be durable across at least modest delays when rereading is spaced. John Dunlosky Department of Psychological Sciences | Research Area: Psychological Science - Cognitive Does Dr. Dunlosky plan to recruit a doctoral student for the next incoming class? Trove is a collaboration between the National Library of Australia and hundreds of Partner organisations around Australia. 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? It actually leads to superficial memorization and doesn’t help students build a foundation for long-term learning. rawson, eliza Beth J. Marsh, Mitchell J. n athan anD Daniel t . 1 thought on “What are the best ways to study? Is it useful to test myself using flashcards? 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. 0 0. Subscribe today. What Works, What Doesn’t. mind.scientificamerican.com scientific american mind 49. istOcKPHOtO (star) THE GOLD STAR WINNERS. First Class Visit; Nehm Paper; Dunlosky Paper. By John Dunlosky, k atherine a . What works, what doesn’t. The trick, however, is being aware of what works and what doesn’t, or rather, which techniques have been found to work for most people most of the time. 2 method) Find out more . Previewing pages 1, 2, 3 of actual document. Pages: 8 School: University of Illinois at Urbana, Champaign Course: Psyc 238 - … Available They can also try answering the sample questions at the end of a textbook chapter or study guide. View the full content. 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. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Cognitive and educational psychologists have developed and evaluated numerous techniques, ranging from rereading to summarizing to self-testing, for more than 100 years. Dunlosky et al 2014 What_works,_What_doesn't. 4, 2013, pp. University. Attending: Patrick, Daniel, Kristen, Emral, Shoshana. Read this review from Scientific American” John Martin says: February 2, 2015 at 2:08 pm Thanks for sharing this Mitch! Comments. Support our journalism. 46–53. Scientific American Mind Sep/Oct 2013, pp. The authors looked at more than 700 journal articles on ten commonly used study techniques. WHAT WORKS, WHAT DOESN’T. By Daniel R. Collins in 2016 Spring on April 18, 2016. Dunlosky, John, et al. 24, no. 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 Some study techniques accelerate learning, whereas others are just a waste of time—but which ones are which? talks about the different studying techniques that students are using. John Dunlosky, Katherine A. Rawson, Elizabeth J. Marsh, Mitchell J. Nathan, and Daniel T. Willingham. When you decrease the amount you learn in one session, and increase the time between learning sessions your brain is able to absorb more information. 47-53. Scientific American Mind, 24(4), 46-53. Firstly, teach them how memory works and the most effective ways to revise. This helps to dispel the myth that revision happens at the end of the year. It’s just too much to process. A Cognitive Scientist Answers Questions about How the Mind Works and What It Means for the Classroom. Roediger H, Putnam A and Smith M (2011) Ten benefits of testing and their applications to educational practice. Roedigger, Henry L. “How Tests Make Us Smarter.” New York Times, 28 July 2014. I recommend it! After reading the article “ What Works, What Doesn’t” by John Dunlosky et al. – ‘What Works, What Doesn’t?’ – reviewed 700 scientific articles on learning techniques. Psychological Science in the Public Interest 2013 14: 1, 4-58 Download Citation . Summarization. John Dunlosky, What works, what doesn’t (no. 3. Discussing: 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. Leave a Reply Cancel reply. Some common … “What Works, What Doesn’t.” Scientific American Mind, vol. willingha M enHancinG inteLLiGence what workS, what doeSn’t. Revision charts, highlighter pens and sticky notes around the room are some of the methods people use to ensure information stays in their mind. Helpful? 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. 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. Willingham, Daniel T. Why Don’t Students Like School? 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. Evidence-Based Instruction: What Works, What Doesn’t Doug Rohrer . Does reading help? being able to judge whether students have originally learnt the material, being able to create good questions), understanding (e.g. Posted in Issues. Scientific American Mind (23): 40–47. 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. New York: Routledge. 0 0 160 views. Self-Testing Distributed Learning Elaborative Interrogation . 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