Persuasive Essay: How Should Students Study?

1579 Words 7 Pages
How Should Students Study?
Learning is a challenging process and learning habits have always been an intriguing topic for researchers, but this topic is the greatest concern to us, the students. Students learn a variety of things in a limited time, and they would benefit from the so-called learning strategies. It appears that how information is presented not only changes what we have learned but also affects how well we have acquired it. Thus, I am going to talk about two learning strategies – the spacing effect and the interleaving effect.
The Spacing Effect
The concern here is whether, when learning a novel concept, we should immediately repeat what we have learned or wait for a while and then restudy it. A typical research design of spacing
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Cramming may work to learn the information for the exam the next day, but it won’t help you in the long term. So, if you crammed for a midterm and let’s say the final is cumulative. So, the same material will be in the final. In this case, you either have to cram the same material again, which would be a waste of time, or you can either be smart and space your study throughout the semester and have a better recall not just for the cumulative final exam but also in longer term. Thus, it is important to provide this evidence to the many students who think that massing is the best practice for learning. They should take the information in this paper into account and implement spacing practice into their study habits. It is clear that if you want to end the quarter with a good grade, you would be better off studying throughout the semester, studying the material with gaps in between, rather than cramming before an exam. You should study, wait and then study again, and you will see that you acquired more information after the second session of …show more content…
“Mastering one thing before moving on to the next.” Instead what he recommends is interleaving. This strategy will allow you to “seat” what you have just acquired. Therefore, Kornell and Bjork (2008) tested the benefits of interleaved and blocked study. Their participants studied multiple paintings by different artists in a massed practice or interleaved practice. So, they either represented with the paintings by the same artist consecutively, or they were represented with a painting by one artist and then a painting by another artist. Their results demonstrated that participants in the interleaved condition benefitted more when tested by induction, which is “learning by from

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