demonstrate course-related knowledge, and include at least 3
scholarly sources, not including the course text and/or Bible. In addition to the discussion thread,

Peer1 Karly

Cognitive psychology principles have provided us with numerous study techniques and memory enhancement methods. Understanding which study method best suits oneself is crucial in excelling in one’s academic endeavors and life in general. There will always be something that we have to try and memorize, recall, or study. My current study habit is more closely aligned with the idea of practice retrieval (McDermott, 2021). I often use resources such as Quizlet to create online study guides; these study guides allow me the opportunity to slowly memorize various facts and concepts over varying windows of time. Being able to associate a word with an example or definition has always been the easiest way for me to study. I think a lot of my draw to practice retrieval is that I saw it as the only way to study for school. However, after reading more about cognitive psychology principles I now have the knowledge to branch out and redesign my study strategy. The three new strategies I would like to add to my studying technique are metamemory, active recall, and interleaved practice. Using the metamemory strategy would allow me to look at my current knowledge of said content and create my study plan around this (Murphy et al., 1981). Say I am learning about the various lobes of the brain, if I am comfortable with naming the various lobes then I would spend less time on this area of study recall. I would then be able to focus more time on the various subcategories associated with each lobe. I think my favorite aspect of meta-memory is chunking. Chunking proposes the idea of bullet lists and content outlines; between these I love the idea of content outlines (Murphy et al., 1981). I normally associate outlines with research papers and the first few drafts; however, using an outline to break down more complex content could result in better retention and memorization (Murphy et al., 1981). Active recall is another study practice I plan to add into my current strategy. Active recall allows the individual to attempt to remember previously learned knowledge (Postman et al., 1948). When studying complex content I might begin by doing a few overviews of all of the information, then use the active recall method. This would allow me the opportunity to see which material I already have a solid grasp on, and which areas I need to spend more time focusing on. Active recall methods often result in long-term memory creation; this is vital when attempting to study for various courses (Postman et al., 1948). The final study strategy I plan to add-in is, interleaved practice. Interleaved practice is used for the understanding and memorization of multiple concepts. Most times these concepts are closely related, however they can provide help in the understanding of one another. Interleaved practice stresses the importance of breaks and switching material (Schorn & Knowleton, 2021). I know when I am studying one concept for hours on end, I begin to feel as if I am just reading the material but not processing anything. Using interleaved practice would allow me to focus on one concept for a shorter period of time, then switch to another. Switching between content can help the brain breakup all the repetitive material and focus more on memorization (Schorn & Knowleton, 2021). Cognitive psychology has provided us with multiple study techniques and I cannot wait to test out each of these new strategies. 

Reference

McDermott, K. B. (2021). Practicing retrieval facilitates learning. 
Annual Review of Psychology, 72, 609-633.

Murphy, M. D., Sanders, R. E., Gabriesheski, A. S., & Schmitt, F. A. (1981). Metamemory in the aged. 
Journal of Gerontology, 36(2), 185-193. 

Postman, L., Jenkins, W. O., & Postman, D. L. (1948). An experimental comparison of active recall and recognition. 
The American Journal of Psychology, 61(4), 511-519.

Schorn, J. M., & Knowlton, B. J. (2021). Interleaved practice benefits implicit sequence learning and transfer. 
Memory & Cognition, 1-17. 

Peer 2 Jerrie

            The first study strategy that resonated with me was the variation of the PQ4R method presented by Anderson (2020) on how to study and be able to remember a textbook such as the one we are using for this course. The gist of the method is to give each chapter a cursory review, paying attention to section headings and summaries, and compare the summaries to knowledge you already hold. The next step is to create a study question for each section, using the headings. Then, read the chapter and answer your own questions, reviewing the summaries and deciding if you agree that they each tie up the main focus of the section. Last, go over the chapter again and try to answer your formulated questions as you review.

            Although the article by Theis and Junita (2021) is technically on the benefits of the PQ4R method, this article also integrates the benefits of the PQ4R method due to elaboration. Bauer and Jackson (2015) discuss semantic elaboration and how through it new knowledge is gathered through older, related knowledge. Using semantic elaboration, the new self-derived knowledge (through logic, deduction, induction, analogy, etc.) shifts rather quickly to “known”. This is another strategy I plan to adopt as semantic elaborations help build connections of new knowledge to old knowledge so it naturally (and more rapidly) makes better sense. If we can connect new knowledge to concepts and information we already understand we will likely be able to process and learn new information more efficiently.

            The PQ4R method described by Anderson (2020), similar to the variation noted above, involves 
Previewing the material you will be reading, develop 
Questions for each section, 
Read each section while considering the question(s) you formulated, 
Reflect on the material in each section while trying to relate it to knowledge you already hold, 
Recite the information you want to retain (repeat over and over, if need be), and finally, 
Review the material in your head, and try to answer the questions you created. I already do most of these steps while I am reading/studying, and now that I am aware this is a method identified by qualified experts as an effective way to “learn” or remember material, I plan to continue using this method. Theis and Junita (2021) present using the PQ4R method as a path to Self-Regulated Learning, which is essentially a person exerting control over their learning environment and being able to comprehend what they are seeking to learn. This study includes components of planning, and monitoring and evaluating one’s own behavior as well.

            Lastly, McDaniel et al. (2009) investigated specifically, the Read-Recite-Review (3R) method, and compared this strategy to note-taking and rereading. In both experiments the authors found 3R to result in greater immediate recall of material as well as deferred examination of recall of the material. In the second experiment, though, which involved more complex processes, 3R showed better results than rereading for solving problems and for multiple choice testing. 3R was found equal, though, it required less time than note-taking. Ultimately, I find it is the PQ4R strategy or variations of it, that I plan to continue or adopt features of to improve my own study habits, although I am likely to continue note-taking since it is also an effective study method.

References

Anderson, J. R. (2020). Cognitive psychology and its implications (9th ed.). Worth Publishers. VitalSource Bookshelf version. Retrieved from 
vbk://9781319106997 

Bauer, P. J., & Jackson, F. L. (2015). Semantic elaboration: ERPs reveal rapid transition from novel to known. Journal of Experimental Psychology., 41(1), 271–282.

          
https://doi.org/10.1037/a0037405
Links to an external site.

McDaniel, M. A., Howard, D. C., & Einstein, G. O. (2009). The Read-Recite-Review Study Strategy: Effective and Portable. Psychological Science, 20(4), 516–522.

          
http://www.jstor.org/stable/40575053
Links to an external site.

Theis, R., & Junita, R. (2021). Implementation of real analysis module with PQ4R strategy in facilitating self-regulated learning (SRL). Journal of Physics: Conference

           Series, 1940(1) 
https://doi.org/10.1088/1742-6596/1940/1/012095