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McDaniel, Mark A.; Einstein, Gilles O.; Een, Emily – Psychology Learning and Teaching, 2021
The use of effective study strategies is important for academic achievement, yet research indicates that students often use relatively ineffective learning strategies. Though potent strategies to promote durable learning exist, there is a lack of theoretical and empirical work on how to train students to self-regulate use of these strategies…
Descriptors: Undergraduate Students, College Curriculum, Psychology, Learning Strategies
Einstein, Gilles O.; Mullet, Hillary G.; Harrison, Tyler L. – Teaching of Psychology, 2012
An important recent finding is that testing improves learning and memory. In this article, the authors describe a demonstration that illustrates this principle and helps students incorporate more testing into their learning. The authors asked students to read one text using a Study-Study strategy and one text using a Study-Test strategy. One week…
Descriptors: Testing, Study Habits, Memory, Tests
Scullin, Michael K.; McDaniel, Mark A.; Einstein, Gilles O. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2010
To examine the processes that support prospective remembering, previous research has often examined whether the presence of a prospective memory task slows overall responding on an ongoing task. Although slowed task performance suggests that monitoring is present, this method does not clearly establish whether monitoring is functionally related to…
Descriptors: Cues, Memorization, Recall (Psychology), Memory