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Improving Students' Learning With Effective Learning Techniques - Dunlosky, John et al. (2013) (EN)24_Sciences_apprentissageImproving Students' Learning With Effective Learning Techniques - Dunlosky, John et al. (2013) (EN).txt85d83f2825ed6ff1 — word count. 47,942 words — lines. 5,161The monograph opens with a Summary and an Introduction (selection criteria; the four categories of generalizability variables — learning conditions, student characteristics, materials, criterion tasks — in Table 2). Each of the 10 techniques is then reviewed in a fixed modular structure: (1) general description and why it should work; (2) how general are the effects (2a learning conditions, 2b student characteristics, 2c materials, 2d criterion tasks); (3) effects in representative educational contexts; (4) issues for implementation; (5) overall assessment / utility rating. Sections in file order:
Then Closing Remarks: relative utility of the techniques (Table 4), implications for research, implications for students/teachers/achievement, and why students under-use effective techniques.
The monograph argues that student learning could be improved cheaply if students adopted a handful of well-evidenced study techniques and abandoned popular but weak ones. The authors selected 10 techniques that students can use largely without teacher assistance, then rated the relative utility of each by asking whether its benefits generalize across four categories of variables — learning conditions, student characteristics, materials, and criterion tasks — plus evidence of effects in real educational contexts and issues for implementation. Utility is a criteria-based judgment about the breadth and robustness of the evidence, not a raw effect size. Two techniques (practice testing, distributed practice) earned high utility; three (elaborative interrogation, self-explanation, interleaved practice) earned moderate; and five (summarization, highlighting/underlining, the keyword mnemonic, imagery for text, rereading) earned low. Notably, the two techniques students report using most — rereading and highlighting — are among the low-utility group.
"In this monograph, we discuss 10 learning techniques in detail and offer recommendations about their relative utility." (§ Summary)
"the techniques vary widely with respect to their generalizability and promise for improving student learning." (§ Summary)
"Practice testing and distributed practice received high utility assessments because they benefit learners of different ages and abilities" (§ Summary)
"Five techniques received a low utility assessment: summarization, highlighting, the keyword mnemonic, imagery use for text learning, and rereading." (§ Summary)
Prompting learners to generate an explanation for why an explicitly stated fact is true. Effects appear across a range of factual topics and for learners at least as young as upper-elementary age, but benefits may be reduced for learners with low domain knowledge, are best established on associative-memory measures after short delays, and have not been well tested for comprehension, long delays, or real educational settings — which is why it fell short of a high rating.
"We rate elaborative interrogation as having moderate utility." (§ 1.5 Overall assessment)
"the need for further research to establish the generalizability of elaborative-interrogation effects is primarily why this technique did not receive a high-utility rating." (§ 1.5 Overall assessment)
Having learners explain aspects of their own processing — how new information relates to what they know, or the steps taken in problem solving. Its strength is breadth: effects appear across content, task domains, ages, and outcome types (memory, comprehension, transfer). Open questions concern durability over educationally relevant delays, efficacy in real classrooms, and its non-trivial time cost.
"Elaborative interrogation, self-explanation, and interleaved practice received moderate utility" (§ Summary)
"A major strength of this technique is that its effects have been shown across different content materials within task domains" (§ 2.5 Overall assessment)
"further research is needed to establish the durability of these effects across educationally relevant delays and to establish the efficacy of self" (§ 2.5 Overall assessment)
Writing summaries of to-be-learned text. It can work for learners already skilled at summarizing, but many learners (including many undergraduates) need extensive training, and findings are mixed on which tasks it actually helps and how text features (e.g., length) moderate the effect.
"On the basis of the available evidence, we rate summarization as low utility." (§ 3.5 Overall assessment)
"many learners (including children, high school students, and even some undergraduates) will require extensive training, which makes this strategy less feasible." (§ 3.5 Overall assessment)
Marking important portions of text while reading. Despite being extremely popular, it does little to boost performance in most situations and with most participants; it may help skilled users or with difficult texts but can even hurt on higher-level inference tasks.
"we rate highlighting and underlining as having low utility." (§ 4.5 Overall assessment)
"In most situations that have been examined and with most participants, highlighting does little to boost performance." (§ 4.5 Overall assessment)
Using keywords and mental imagery to associate verbal material (classically, foreign-language vocabulary). It shows promise for "keyword-friendly" materials but is time-costly to train, may not yield durable retention, and is outperformed in head-to-head comparison by practice testing.
"we rate the keyword mnemonic as low utility." (§ 5.5 Overall assessment)
"We cannot recommend that the keyword mnemonic be widely adopted." (§ 5.5 Overall assessment)
Forming mental images of text material while reading or listening. Imagery can improve learning and is more broadly applicable than the keyword mnemonic, but benefits are largely confined to imagery-friendly materials and memory tests, with too little evidence across other criterion tasks and realistic retention intervals.
"Accordingly, we rated the use of imagery for learning text as low utility." (§ 6.5 Overall assessment)
"the benefits of imagery are largely constrained to imagery-friendly materials and to tests of memory" (§ 6.5 Overall assessment)
Restudying text after an initial reading — one of the techniques students report using most. Benefits appear across text materials and can be durable when rereading is spaced, but generality across ages and learner characteristics is poorly established, comprehension gains are unclear, and rereading is typically much less effective than competing techniques.
"Based on the available evidence, we rate rereading as having low utility." (§ 7.5 Overall assessment)
"The relative disadvantage of rereading to other techniques is the largest strike against rereading and is the factor that weighed most heavily in our decision to assign it a rating of low utility." (§ 7.5 Overall assessment)
Self-testing or taking practice tests over to-be-learned material. The evidence is broad and robust — across test formats, materials, learner ages, outcome measures, and retention intervals — with demonstrated efficacy in real educational contexts, low time cost, and minimal training. Feedback strengthens the effect further. A remaining gap is how benefits depend on learner prior knowledge or ability.
"we rate practice testing as having high utility." (§ 8.5 Overall assessment)
"Testing effects have been demonstrated across an impressive range of practice-test formats, kinds of material, learner ages, outcome measures, and retention intervals." (§ 8.5 Overall assessment)
Spreading study or practice out over time rather than massing it. It works across ages, a wide variety of materials, most standard laboratory measures, and long delays, and is easy to implement — one of only two techniques for which durable learning is well supported.
"we rate distributed practice as having high utility: It works across students of different ages, with a wide variety of materials, on the majority of standard laboratory measures, and over long delays." (§ 9.5 Overall assessment)
Mixing different kinds of problems or materials within a study session rather than blocking them. It has produced relatively dramatic gains for mathematical skills and rarely hinders other cognitive skills, but the literature is small and contains enough null effects to raise concern, so its mechanisms and moderators (dosage, ability, material difficulty) still need systematic study.
"we rate interleaved practice as having moderate utility." (§ 10.5 Overall recommendations)
"the literature on interleaved practice is currently small, but it contains enough null effects to raise concern." (§ 10.5 Overall recommendations)
x.5 Overall assessment verdict lines, then reading the Summary, Introduction, each technique's overall assessment, and the Closing Remarks. Utility ratings are transcribed exactly as the article assigns them..txt and was re-grepped on a flattened + de-hyphenated copy; only HITs were kept..txt; this summary grounds nothing.85d83f2825ed6ff1; 47,942 words; 5,161 lines.