Study….Huh?
I already perfected
Study in High School
THE EVIDENCE
General Biology students: 29% DWIF
The common thread = Fresh from High School
Drop Withdraw Incomplete Fail
Fail = Grade of C- or Lower
It’s All About the Brain
Three Pounds of Stuff that Makes
Connections With Other Parts of Itself
From National Geographic, Feb 2014
From National Geographic, Feb 2014
From University of California San Francisco
Trying to Map Connections
It’s Also All About Connections
Your Own Study
The Goal?
My Study:
Building Knowledge
Is it efficient ? Does it result in A’s ?
Can you remember material from last semester’s
courses ? Or does your knowledge EVAPORATE?
What’s the deal with “SHALLOW” and “DEEP”
Knowledge?
GRADES are different than LEARNING
Lets Make Some Connections
and Look at Some Evidence
HAS ANYONE BOTHERED TO STUDY
EFFECTIVE LEARNING?
How to get to 100%
Learning Curve?
Forgetting Curve?
A Study of Studying Has Been Done:
The Swahili Experiment
Experimental Setup: 4 Groups of Students (Purdue University
and Washington University) study 40 Swahili/English word pairs
with four rounds of study/testing.
Group
ST
S NT
S TN
SN TN
Study Mode / Test Mode
Study all words, Test all words.
Study only pairs missed on previous Test,
Test all words.
Study all words, Test only missed words on
previous test.
Study only pairs missed on previous Test,
Test only words missed on the
previous Test
Tests given after study session interrupted by a short “distracter task”
verifying multiplication problems.
Ref: Karpicke, J and H.L. Roediger III, 2008. The Critical Importance of
Retrieval for Learning. SCIENCE 319:966-968 (Feb 15, 2008)
The Learning Curve
1. Learning enhanced by
repeated intervals of
studying and testing.
2. No significant
difference in Study
Modality for learning
curve.
3. Four study/test
sessions were required
to get to 100%
Longer Term Memory Greatly Affected by Study
Method
Test Results a Week after
Study/Testing.
1. Repeated Testing All Words
increases Longer Term
Learning.
2. Studying missed words
works as long as Testing
All was used.
3. The difference between
short term (shallow)
memory and longer term
(deep) memory are
significant !
Testing is Retrieving Knowledge with the Book Closed
1. Many instructors know that they actually
LEARN best from testing and teaching.
2. Testing is really a form of accountability: do
you know what you have studied? How much
have you successfully recalled to build
knowledge?
3. Testing can be accomplished at textbook
websites with practice tests (as long as they
are done with the book closed), AND end of
chapter problem sets, or other serious self
tests.
4. Accountable study sets the student up to be a
better problem solver. It builds confidence!
AND makes LEARNING FUN
Study Takes Time and Energy
ENERGY: has anyone studied the brain using energy?
Get Ready for Positron Emission Tomography (PET):
measurement of energy (ATP) producing metabolism.
Positron Emission Tomography
Left panel – CT scan.
Middle panel - PET scan dark
colors higher glucose use,
higher rate of metabolism.
Right panel - panel PET scan
superimposed on CT scan with
false colors (greenred)
increasing glucose utilization
Brain really lights up in
PET !
Normal ?
Tumor ?
Red then pink, highest
rate of metabolism
Brain Uses Energy
Learning requires
Brain Activity
PET Brain Scans - Rate of Glucose Use
Rested
Sleep Deprived
glucose
Cramming Results in a Thoughtless Brain.
Sleep is Also related to Memory
Go to the Video:
http://www.pbs.org/wgbh/nova/body/sleep.html
After the short video…think about your SLEEP
and Exam preparation!
Can you think about YOUR OWN Learning Curve
and Forgetting Curves?
Bloom’s Taxonomy of Learning
Bloom’ sTaxonomy
Learning Skill
Question stems…
KNOWLEDGE
memorization and
recall
What is….?
Who, what, when, where, how,
describe…?
COMPREHENSION
understanding
What would happen if…?
What does.. illustrate about….?
What is analogous to….?
APPLICATION
using knowledge
How could…be used to…?
What is another example of…?
ANALYSIS
taking apart
information
How does…affect…?
What are
differences…similarities…?
SYNTHESIS
reorganizing
information
What is the solution of…..?
Create or design a new….?
EVALUATION
making judgments
Why is….important?
What is best for….?
Do you agree/disagree that…?
Blooms Old 
New
College Level
Exam Questions
Cone of Learning
What is this List?
1. Being good at a subject is a matter of inborn talent
rather than hard work.
2. Learning is fast.
3. Knowledge is composed of independent facts.
4. I’m really good at multi-tasking, especially during
classes and studying.
5. I’m good at lots of things, but not math.
Adapted from Dr. Stephen Chew, Samford University, Alabama
Beliefs that Make You Stupid
1. Being good at a subject is a matter of inborn talent
rather than hard work.
2. Learning is fast.
3. Knowledge is composed of independent facts.
4. I’m really good at multi-tasking, especially during
classes and studying.
5. I’m good at lots of things, but not math.
Adapted from Dr. Stephen Chew, Samford University, Alabama
What is this List?
1. The intention and desire to learn.
2. Playing close attention to the material as you study.
3. Learning in a way that matches your personal
learning style.
4. The time you spend studying.
5. What you think about while studying.
Adapted from Dr. Stephen Chew, Samford University, Alabama
What is the Most Important Ingredient
for Successful Learning?
1. The intention and desire to learn.
2. Playing close attention to the material as you study.
3. Learning in a way that matches your personal
learning style.
4. The time you spend studying.
5. What you think about while studying.
Adapted from Dr. Stephen Chew, Samford University, Alabama
Here is a Word List for Analysis
(1) Evening
(2) Country
(3) Salt
(4) Easy
(5) Peace
(6) Morning
(7) Pretty
(8) Expensive
(9) Poor
(10) Doctor
(11) City
(12) Dry
(13) Cold
(14) Love
(15) Bargain
(16) War
(17) Hate
(18) Wet
(19) Rich
(20) Nurse
(21) Pepper
(22) Hard
(23) Ugly
(24) Hot
Adapted from Dr. Stephen Chew, Samford University, Alabama
Previous Data
Hyde, TS and J.J. Jenkins. 1973. Recall for Words as a Function of Semantic, Graphic and
Syntactic Orienting Tasks. J. Verb. Learn. Verb. Behav. 12:471-480
FIU Data…24 Words: Two Study Methods
Words One at A Time (5 seconds each):
Pleasantness
E and G Checking
Hyde and Jenkins, 1973
17.3 +/- 3.2
9.2 +/- 3.6
SEA PHAGES-FIU, 2014
17.3 +/- 2.3
8.5 +/- 1.6
24 Words for 5 Minutes, Group Work
QBIC SLS 1501-FIU, 2014
19.9 +/- 4.0
17.3 +/- 4.2
Group Work: Unrelated Responses
Were the Lowest Scores
Group Work: Associated
Words
Two of the 24 right
= 100%
What is the Most Important Ingredient
for Successful Learning?
1. The intention and desire to learn.
2. Playing close attention to the material as you study.
3. Learning in a way that matches your personal
learning style.
4. The time you spend studying.
5. What you think about while studying.
Adapted from Dr. Stephen Chew, Samford University, Alabama
Link to How to Study Videos
Dr. Stephen Chew’s 5 Videos on YouTube:
https://www.youtube.com/watch?v=RH95h36NChl
They are all short, it is good to watch one and think about
it before going on the the next one.
QBIC Class Response to Study Techniques Thought Important
Chapter 3 Homework
Flash (note) cards: 5
Group Study: 9
Postits: 1
Reading: 1
Rewriting notes: 5
Summarize notes: 4
Notetaking: 2
Ask questions: 2
Test knowledge (quiz): 1
Practice Problems: 1
Videos: 2
Break Study into Blocks: 2
Class Discussion: 5
Highlighting: 1
Go to Class and Lab: 1
Focused and Diffuse (Creative) Brain Activity
The Pin Ball Machine
Oakley, B. 2014. A Mind for Numbers: How to Excel at Math and Science (Even If You Flunked Algebra).
Tarcher/Penguin. New York
Edison and Dali
Museums in Ft. Meyers and St. Petersburg
How were these guys PROBLEM SOLVERS = CREATIVE ?
Photos: Wikipedia
A Chunk
Oakley, B. 2014. A Mind for Numbers: How to Excel at Math and Science (Even If You Flunked Algebra).
Tarcher/Penguin. New York
Chunking Information to a Solution
Oakley, B. 2014. A Mind for Numbers: How to Excel at Math and Science (Even If You Flunked Algebra).
Tarcher/Penguin. New York
Chunks Can Get Better With Repeated
Retrieval.
Getting It
Getting it Better
Got It, a Fast
Working Chunk
Oakley, B. 2014. A Mind for Numbers: How to Excel at Math and Science (Even If You Flunked Algebra).
Tarcher/Penguin. New York
Focused Study works for a Short Time
Focused study (attention) works for 15 – 30 minutes.
Continued work is useless (= cramming).
Take breaks, turn off the focused work…go for a
short walk, have a snack, take a short nap, etc. Then
refreshed, you can get back to efficient study.
Problem Solving = Connecting Focus and
Diffuse Thinking…Getting to a Useful
Chunk
Oakley, B. 2014. A Mind for Numbers: How to Excel at Math and Science (Even If You Flunked Algebra).
Tarcher/Penguin. New York
Negative Thoughts  Procrastination
Oakley, B. 2014. A Mind for Numbers: How to Excel at Math and Science (Even If You Flunked Algebra).
Tarcher/Penguin. New York
Procrastination = The Inner Zombie
Ha, Ha, I studied for
hours, Wanna Play…?
This happy zombie playing neural pinball, and your
future career………??
GET OVER IT !!…Lets Look at the Evidence
Adapted from Oakley, B. 2014. A Mind for Numbers: How to Excel at Math and Science (Even If You Flunked
Algebra). Tarcher/Penguin. New York
How to Study Effectively
Karpicke and Blunt. 2011. Retrieval Practice Produces More Learning that Elaborative
Studying with Concept Mapping. SCIENCE. 331:772-775
Performance on Two Types of Exams
Karpicke and Blunt. 2011. Retrieval Practice Produces More Learning that Elaborative
Studying with Concept Mapping. SCIENCE. 331:772-775
Retrieval RULES at First, but
Karpicke and Grimaldi. 2012. Retrieval-based learning: A perspective for enhancing
meaningful learning. Educ. Psychol. Rev. 24:401-418
Retrieval Really Rules Down the Road:
Take The Test 1 Week Later Without Prep
Karpicke and Grimaldi. 2012. Retrieval-based learning: A perspective for
enhancing meaningful learning. Educ. Psychol. Rev. 24:4014018
So, Now Whatcha Going to Do ?
1. For EACH Course, Find out where practice
quizzes, exams, tests are?
- in the text? -at the textbook’s website?
- on the syllalbus?
-or make your own from the textbook’s
chapter summaries?
3. Do you do the whole chapter or?
4. What are Lectures there for? To show you
what is important and why…which is just a
part of each Chapter: it is a big hint on what
will be on the course Exam.
Now, How are you going to Study?
1. Check your schedule - Find out WHEN and WHERE
you can Study.
2. Pencil in times for Group Study, Individual Study
(keep in mind: you take the test, not the group = you
are the most important in this equation).
3. ACCOUNTABILITY is only important to YOU: Test all
the material by yourself well before the Exam.
4. If you planned your time well and studied early and
often with the BOOK CLOSED…you can walk into an
exam with a rested with an active and confident brain:
your knowledge will produce accurate and thoughtful
answers to questions/problems on the exam.
Keep Chunking
When Study becomes FUN, the brain is really receptive
and this reduces exam anxiety.
Now, How are you going to Study?
1. Check your schedule - Find out WHEN you can Study.
2. Pencil in times for Group Study, Individual Study (keep in mind:
you take the test, not the group = you are the most important
in this equation).
3. ACCOUNTABILITY is only important to YOU: Test all the material
by yourself (textbook web sites have practice exams, take them
with the bookclosed).
4. If you planned your time well and studied early and often with
the BOOK CLOSED…you can walk into an exam with a rested,
active and confident brain: your deeper knowledge will produce
accurate and thoughtful answers to questions and problems on
the exam.