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Psychological Science in the Public Interest-2013-Dunlosky-4-58

Psychological Science in the Public Interest-2013-Dunlosky-4-58

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Psychological Science in thePublic Interest14(1) 4 –58© The Author(s) 2013Reprints and permission:sagepub.com/journalsPermissions.navDOI: 10.1177/1529100612453266http://pspi.sagepub.com
Corresponding Author:
 John Dunlosky, Psychology, Kent State University, Kent, OH 44242E-mail: jdunlosk@kent.edu
Improving Students’ Learning WithEffective Learning Techniques: PromisingDirections From Cognitive andEducational Psychology
 John Dunlosky
1
, Katherine A. Rawson
1
, Elizabeth J. Marsh
2
,Mitchell J. Nathan
3
, and Daniel T. Willingham
4
1
Department of Psychology, Kent State University;
2
Department of Psychology and Neuroscience, Duke University;
3
Department of Educational Psychology, Department of Curriculum & Instruction, and Department of Psychology,University of Wisconsin–Madison; and
4
Department of Psychology, University of Virginia
Summary
Many students are being left behind by an educational system that some people believe is in crisis. Improving educationaloutcomes will require efforts on many fronts, but a central premise of this monograph is that one part of a solution involveshelping students to better regulate their learning through the use of effective learning techniques. Fortunately, cognitive andeducational psychologists have been developing and evaluating easy-to-use learning techniques that could help students achievetheir learning goals. In this monograph, we discuss 10 learning techniques in detail and offer recommendations about theirrelative utility. We selected techniques that were expected to be relatively easy to use and hence could be adopted by manystudents. Also, some techniques (e.g., highlighting and rereading) were selected because students report relying heavily onthem, which makes it especially important to examine how well they work. The techniques include elaborative interrogation,self-explanation, summarization, highlighting (or underlining), the keyword mnemonic, imagery use for text learning, rereading,practice testing, distributed practice, and interleaved practice.To offer recommendations about the relative utility of these techniques, we evaluated whether their benefits generalizeacross four categories of variables: learning conditions, student characteristics, materials, and criterion tasks. Learning conditionsinclude aspects of the learning environment in which the technique is implemented, such as whether a student studies aloneor with a group. Student characteristics include variables such as age, ability, and level of prior knowledge. Materials vary fromsimple concepts to mathematical problems to complicated science texts. Criterion tasks include different outcome measuresthat are relevant to student achievement, such as those tapping memory, problem solving, and comprehension.We attempted to provide thorough reviews for each technique, so this monograph is rather lengthy. However, we also wrotethe monograph in a modular fashion, so it is easy to use. In particular, each review is divided into the following sections:1. General description of the technique and why it should work 2. How general are the effects of this technique?2a. Learning conditions2b. Student characteristics2c. Materials2d. Criterion tasks3. Effects in representative educational contexts4. Issues for implementation5. Overall assessment
 
Improving Student Achievement
5
Introduction
If simple techniques were available that teachers and studentscould use to improve student learning and achievement, wouldyou be surprised if teachers were not being told about thesetechniques and if many students were not using them? What if students were instead adopting ineffective learning techniquesthat undermined their achievement, or at least did not improveit? Shouldn’t they stop using these techniques and begin usingones that are effective? Psychologists have been developingand evaluating the efficacy of techniques for study and instruc-tion for more than 100 years. Nevertheless, some effectivetechniques are underutilized—many teachers do not learnabout them, and hence many students do not use them, despiteevidence suggesting that the techniques could benefit studentachievement with little added effort. Also, some learning tech-niques that are popular and often used by students are rela-tively ineffective. One potential reason for the disconnect between research on the efficacy of learning techniques andtheir use in educational practice is that because so many tech-niques are available, it would be challenging for educators tosift through the relevant research to decide which ones show promise of efficacy and could feasibly be implemented by stu-dents (Pressley, Goodchild, Fleet, Zajchowski, & Evans,1989).Toward meeting this challenge, we explored the efficacy of 10 learning techniques (listed in Table 1) that students coulduse to improve their success across a wide variety of contentdomains.
1
The learning techniques we consider here were cho-sen on the basis of the following criteria. We chose sometechniques (e.g., self-testing, distributed practice) because aninitial survey of the literature indicated that they could improvestudent success across a wide range of conditions. Other tech-niques (e.g., rereading and highlighting) were included because students report using them frequently. Moreover, stu-dents are responsible for regulating an increasing amount of their learning as they progress from elementary grades throughmiddle school and high school to college. Lifelong learnersalso need to continue regulating their own learning, whether it takes place in the context of postgraduate education, theworkplace, the development of new hobbies, or recreationalactivities.Thus, we limited our choices to techniques that could beimplemented by students without assistance (e.g., withoutrequiring advanced technologies or extensive materials thatwould have to be prepared by a teacher). Some training may be required for students to learn how to use a technique withfidelity, but in principle, students should be able to use thetechniques without supervision. We also chose techniques for which a sufficient amount of empirical evidence was availableto support at least a preliminary assessment of potential effi-cacy. Of course, we could not review all the techniques thatmeet these criteria, given the in-depth nature of our reviews,and these criteria excluded some techniques that show much promise, such as techniques that are driven by advancedtechnologies.Because teachers are most likely to learn about these tech-niques in educational psychology classes, we examinedhow some educational-psychology textbooks covered them(Ormrod, 2008; Santrock, 2008; Slavin, 2009; Snowman,
The review for each technique can be read independently of the others, and particular variables of interest can be easilycompared across techniques.To foreshadow our final recommendations, the techniques vary widely with respect to their generalizability and promisefor improving student learning. Practice testing and distributed practice received high utility assessments because they benefitlearners of different ages and abilities and have been shown to boost students’ performance across many criterion tasks andeven in educational contexts. Elaborative interrogation, self-explanation, and interleaved practice received moderate utilityassessments. The benefits of these techniques do generalize across some variables, yet despite their promise, they fell shortof a high utility assessment because the evidence for their efficacy is limited. For instance, elaborative interrogation and self-explanation have not been adequately evaluated in educational contexts, and the benefits of interleaving have just begun to besystematically explored, so the ultimate effectiveness of these techniques is currently unknown. Nevertheless, the techniquesthat received moderate-utility ratings show enough promise for us to recommend their use in appropriate situations, which wedescribe in detail within the review of each technique.Five techniques received a low utility assessment: summarization, highlighting, the keyword mnemonic, imagery use for textlearning, and rereading. These techniques were rated as low utility for numerous reasons. Summarization and imagery use fortext learning have been shown to help some students on some criterion tasks, yet the conditions under which these techniquesproduce benefits are limited, and much research is still needed to fully explore their overall effectiveness. The keyword mnemonicis difficult to implement in some contexts, and it appears to benefit students for a limited number of materials and for shortretention intervals. Most students report rereading and highlighting, yet these techniques do not consistently boost students’performance, so other techniques should be used in their place (e.g., practice testing instead of rereading).Our hope is that this monograph will foster improvements in student learning, not only by showcasing which learningtechniques are likely to have the most generalizable effects but also by encouraging researchers to continue investigating themost promising techniques. Accordingly, in our closing remarks, we discuss some issues for how these techniques could beimplemented by teachers and students, and we highlight directions for future research.
 
6
Dunlosky et al.
McCown, & Biehler, 2009; Sternberg & Williams, 2010;Woolfolk, 2007). Despite the promise of some of the tech-niques, many of these textbooks did not provide sufficientcoverage, which would include up-to-date reviews of their efficacy and analyses of their generalizability and potentiallimitations. Accordingly, for all of the learning techniqueslisted in Table 1, we reviewed the literature to identify the gen-eralizability of their benefits across four categories of vari-ables—materials, learning conditions, student characteristics,and criterion tasks. The choice of these categories was inspired by Jenkins’ (1979) model (for an example of its use in educa-tional contexts, see Marsh & Butler, in press), and examples of each category are presented in Table 2.
 Materials
pertain to thespecific content that students are expected to learn, remember,or comprehend.
 Learning conditions
pertain to aspects of the context in which students are interacting with the to-be-learned materials. These conditions include aspects of thelearning environment itself (e.g., noisiness vs. quietness in aclassroom), but they largely pertain to the way in which alearning technique is implemented. For instance, a techniquecould be used only once or many times (a variable referred toas
dosage
) when students are studying, or a technique could beused when students are either reading or listening to the to-be-learned materials.Any number of 
 student characteristics
could also influencethe effectiveness of a given learning technique. For example,in comparison to more advanced students, younger students inearly grades may not benefit from a technique. Students’ basiccognitive abilities, such as working memory capacity or gen-eral fluid intelligence, may also influence the efficacy of agiven technique. In an educational context, domain knowledgerefers to the valid, relevant knowledge a student brings to alesson. Domain knowledge may be required for students to usesome of the learning techniques listed in Table 1. For instance,
Table 1.
Learning TechniquesTechniqueDescription1. Elaborative interrogationGenerating an explanation for why an explicitly stated fact or concept is true2. Self-explanationExplaining how new information is related to known information, or explaining steps takenduring problem solving3. SummarizationWriting summaries (of various lengths) of to-be-learned texts4. Highlighting/underliningMarking potentially important portions of to-be-learned materials while reading5. Keyword mnemonicUsing keywords and mental imagery to associate verbal materials6. Imagery for textAttempting to form mental images of text materials while reading or listening7. RereadingRestudying text material again after an initial reading8. Practice testingSelf-testing or taking practice tests over to-be-learned material9. Distributed practiceImplementing a schedule of practice that spreads out study activities over time10. Interleaved practiceImplementing a schedule of practice that mixes different kinds of problems, or a schedule of study that mixes different kinds of material, within a single study session
Note. See text for a detailed description of each learning technique and relevant examples of their use.
Table 2.
Examples of the Four Categories of Variables for GeneralizabilityMaterialsLearning conditions Student characteristics
a
Criterion tasksVocabularyAmount of practice (dosage)AgeCued recallTranslation equivalentsOpen- vs. closed-book practicePrior domain knowledgeFree recallLecture contentReading vs. listeningWorking memory capacityRecognitionScience definitionsIncidental vs. intentional learningVerbal abilityProblem solvingNarrative textsDirect instructionInterestsArgument developmentExpository textsDiscovery learningFluid intelligenceEssay writingMathematical conceptsRereading lags
b
MotivationCreation of portfoliosMapsKind of practice tests
c
Prior achievementAchievement testsDiagramsGroup vs. individual learningSelf-efficacyClassroom quizzes
a
Some of these characteristics are more state based (e.g., motivation) and some are more trait based (e.g., fluid intelligence); this distinction isrelevant to the malleability of each characteristic, but a discussion of this dimension is beyond the scope of this article.
b
Learning condition is specific to rereading.
c
Learning condition is specific to practice testing.

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