How Does Your Study Plan Look? Share your calendar and keep yourself accountable!

For "Study Nerds" interested in a deep dive, here are some fun reads

References for Evidence Based Study Strategies

Examining the testing effect with open- and closed-book tests (Agarwal et al. 2008)
Does expanded retrieval produce benefits over equal-interval spacing? Explorations of spacing effects in healthy aging and early stage Alzheimer's disease (Balota et al. 2006)
Learning with retrieval-based concept mapping (Blunt et al. 2014)
Repeated testing produces superior transfer of learning relative to repeated studying (Butler 2010)
The limited benefits of rereading educational texts (Callender et al. 2009)
Optimizing distributed practice: theoretical analysis and practical implications (Cepedam et al. 2009)
Spacing effects in learning: a temporal ridgeline of optimal retention (Cepeda et al. 2008)
When does retrieval induce forgetting and when does it induce facilitation? Implications for retrieval inhibition, testing effect, and text processing (Chan 2009)
Improving students' learning with effective learning techniques: Promising directions from cognitive and educational psychology (Dunlosky et al. 2013)
The testing effect: Illustrating a fundamental concept and changing study strategies (Einstein et al. 2012)
Expanding retrieval practice: An effective aid to preschool children's learning (Fritz et al. 2007)
Guided retrieval practice of educational materials using automated scoring (Grimaldi et al. 2014)
Testing the limits of testing effects using completion tests (Hinze et al. 2011)
Teaching to the test ... or testing to teach: Exams requiring higher order thinking skills encourage greater conceptual understanding (Jensen et al. 2014)
A testing effect with multimedia learning (Johnson et al. 2009)
Metacognitive control and strategy selection: Deciding to practice retrieval during learning (Karpicke 2009)
Spaced retrieval: Absolute spacing enhances learning regardless of relative spacing (Karpicke et al. 2011)
Retrieval practice produces more learning than elaborative studying with concept mapping (Karpicke et al. 2011)
Metacognitive strategies in student learning: Do students practise retrieval when they study on their own? (Karpicke et al. 2009)
The critical importance of retrieval for learning (Karpicke et al. 2008)
The importance of seeing the patient: Test-enhanced learning with standardized patients and written tests improves clinical application of knowledge (Larsen et al. 2013)
Improving students' long-term knowledge retention through personalized review )Lindsey et al. 2014)
Retrieving essential material at the end of lectures improves performance on statistics exams (Lyle et al. 2011)
The read-recite-review study strategy: Effective and portable (McDaniel et al. 2009)
Why testing improves memory: Mediator effectiveness hypothesis (Pyc & Rawson 2010)
Memory Metaphors in Cognitive Psychology (Roediger 1980)
Test-Enhanced Learning : Taking Memory Tests Improves Long-Term Retention (Roediger et al. 2006
Retrieval Practice With Short-Answer, Multiple-Choice, And Hybrid Tests (Smith & Karpicke 2014)
Conceptualizing Spaced Learning In Health Professions Education (Verstee et al. 2020)

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