Improving Students’ Learning with Effective Learning Techniques
Improving Students’ Learning with Effective Learning Techniques is a journal article by John Dunlosky, Katherine A. Rawson, Elizabeth J. Marsh, Mitchell J. Nathan, Daniel T. Willingham (2013), published in Psychological Science in the Public Interest. IX Coach's practice library cites it in 12 practices across 9 concepts; each one is listed below, so you can see exactly where this journal article is put to use.
Where to find it
Practices on IX Coach that cite Improving Students’ Learning with Effective Learning Techniques
- Reduce: convert main notes to questions in the cue column
After the session, cover your notes and write a question in the cue column for each main idea.
Cornell Note-Taking: A System for Learning, Not Just Recording
- Recite: self-test from cue questions before re-reading
Cover your main notes and attempt to answer each cue question from memory before uncovering the answers.
- Ask "why is this true?" of every fact
After reading a fact, stop and answer why it would be the case before moving on.
Elaborative Interrogation: Ask "Why Is This True?"
- Confidence-accuracy gap tracking
After each test, compute and record the gap between your predicted and actual scores.
Feeling of Knowing: Why Your Confidence Misleads You
- Highlighting audit and replacement
Replace passive highlighting with active annotation that requires understanding to produce.
The Fluency Illusion: Why Easy Reading Fools You Into Thinking You’ve Learned
- Apply retrieval practice regardless of your preferred modality
Testing yourself works for everyone — not just "reading-writing" learners.
The Learning Styles Myth: What the Research Actually Says
- An example of elaborative encoding to improve memory
An example of elaborative encoding: to remember that the hippocampus forms new memories, picture a hippo enrolling in a class on its first day of school.
Levels of Processing: Why Depth of Encoding Determines What You Remember
- Generate questions before reading to drive deep processing
Set specific questions you want answered before engaging with any material — questions activate deeper processing than passive reading.
- Calibrate your confidence against real testing
Test yourself to find out what you actually know, not what you feel you know.
Metacognition: Knowing What You Actually Know
- Use your strategies deliberately: name the method before you start
Saying "I use my strategies" only means something if you can name which one and why — make the method an explicit choice instead of a default habit.
- Layer one: highlight the most important sentences
On first or second reading, highlight the sentences that carry the most signal in this note.
Progressive Summarization, Made Practical
- Deliberate strategy selection
Choose the study method that matches the type of knowledge you are building, not the one that feels most comfortable.
Self-Regulated Learning: Taking Control of How You Learn
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