Self-testing is basically a test that can be completed without the help of any trained professionals. Researchers have devoted a lot of time of theirs in studying how to study (Burton, 2010). The researchers have found out several techniques that may help the students in remembering their studies. The two of the techniques that helped the students most in remembering their studies is the practice testing and the distributed practice (Zawadzka & Hanczakowski, 2018). The researchers have shown that self-test can help in improving the long-term memory and the capability of the students to recover significant data when people need it. It has already been proved that self-testing can help the students a lot and students practicing self-testing can outperform the other students who are not practicing self-testing. Though self-testing is so much effective in enlightening the long-term ability of recalling the evidences but still people do not use this technique often. This is because of the fact that students feel that the standard study methods are quite comfortable than the tests. As the brain is firm wired to follow the path of the least struggle so the learners are more tending to opt for the relaxed options.
It is the peculiarity of our mind that memory of the people is better impressed by the active than by the passive repetition. The retrieval practices often produce greater learning and help in retaining the long-term studying. It has been found out by the researchers that the retrieval of the information from the memory may help in producing a better retention that studying the similar data for same quantity of time has been termed as the result of testing. In the recent years several researches have shown strong mnemonic benefits of the retrieval benefits (Roediger III & Butler, 2011). The retrieval practice can prove to be an effective enhancer of memory but evidently the situations of the matter of retrieval. It has also been seen that the retrievals in the easy condition or situation does not produce the required long-term effect but retrievals under the difficult conditions can produce a much better long-term retrieval. The benefits from these retrievals can persist over very long delays.
The researchers who perform the analysis of the behavior or remediation of the memory among the neuro psychological population of patients believe that the attempts of the retrieval should be arranged in a proper way so that they do not produce any errors (Hartwig & Dunlosky, 2012). There is always a fear that exist that if there is an error then it will be learned which can make the learning of the accurate replies much harder. It has also been said that if the retrieval happens under the easy circumstances in which the errors are to made in a smaller amount then the impact of those retrievals on the long-term withholding may be damaged (Roediger III & Butler, 2011). Although it has been found that the retrieval practices help in the promotion of the long-term retaining in the absenteeism of the feedback but providing the accurate answers after an effort of the retrieval may increase the reminder benefits of the testing.
The feedbacks that may contain the correct answers may help in the increase in the learning because it can help in enabling the takers of the test to correct the errors and also helps in maintaining the correct responses. Thus, providing the response after a retrieval effort in spite of whether the effort will be productive or unproductive can help to confirm that the retrieval will be fruitful in the future. The need for the feedback is quite serious after any kind of test but it is mostly vital for the recognition tests because the takers of the tests are exposed to the false data. The conventional knowledge and the trainings in the behavioral psychology always indicates that providing the feedback instantly after a test is always a best but the experimental results has already shown that the delayed feedbacks might be even more influential (Roediger III & Butler, 2011). The retrieval practices always help in the production of the better long-term retention than studying alone. This finding clearly proposes that the testing which is normally theorized as a tool of evaluation can also be used as a learning tool (Tran Rohrer & Pashler, 2015).
Many students while starting their semester even after studying hard may flounder. Students who may struggle in the school during the start of their semester in managing the time can use some of the time management techniques to head start their semester learning. There are some of the habits that can help the students in their semester (Putnam, Sungkhasettee & Roediger III, 2016).
Organization of the time
The students at the starting of the semester will get a hand out of the syllabus of the semester from the professor. After getting the syllabus the students need to read the syllabus and make table of studying. They can even mark on the calendar the exam date of every month and also the project submission date. If the student studies 1 week prior the exam or starts preparing for the project 1 week prior the submission then the student will not face any problem during the semester (Putnam, Sungkhasettee & Roediger III, 2016).
Buying or renting the book before the starting of the course
Some of the students prefer to have used books because the used books come at a cheaper rate than the new books. But it should be kept in mind that the previous owner may have highlighted the unimportant part so the students must check all these possibilities (Karpicke & Roediger, III. 2008).
Finding a quiet place to study
Students who seriously want to do well in their semester need to focus on their studies. Students who studies in the coffee shops suffers from broken concentration which can create a problem for the students (Putnam, Sungkhasettee & Roediger III, 2016). To focus on studying the students must develop the practice of studying in a silent place.
Writing notes rather than typing it
In recent study it has been found out that the students who take notes by hand remember the important points and the notes much more than the students who type it. This is because when a student takes notes, he starts typing the notes without even processing it but when the students take the notes by their hand, they know that they are unable to write fast and so they are unable to write everything (Putnam, Sungkhasettee & Roediger III, 2016). So, they process the notes and write only the important parts which prove to be beneficial for them in the future.
Conclusion
The self-testing is a great process of analyzing the strength of own self. This process of self-testing helps the students in remembering their studies in a much better way than any other studies. Though it has proved to be beneficial but still the students do not use it much because it a tough process for the students to give tests. The process of retrieval is very important because it gives a long-term effect of remembering the things. Moreover, fast retrieval can prove to be less beneficial than if the retrieval is done after some times. The students to get through the college and doing good in tehir semester need to study in an organized manner. They need to organize their time and they should give more concentration on their studies by studying in a quite place. Taking notes by hand has also proved to be beneficial for the students.
References
Burton, L. J. (2010). An interactive approach to writing essays and research reports in psychology. John Wiley & Sons Australia, Ltd.
Hartwig, M. K., & Dunlosky, J. (2012). Study strategies of college students: Are self-testing and scheduling related to achievement?. Psychonomic Bulletin & Review, 19(1), 126-134.
Karpicke, J. D., & Roediger, H. L., III. (2008). The critical importance of retrieval for learning. Science, 319, 966-968. doi:10.1126/science.1152408
Putnam, A. L., Sungkhasettee, V. W., & Roediger III, H. L. (2016). Optimizing learning in college: tips from cognitive psychology. Perspectives on Psychological Science, 11(5), 652-660.
Roediger III, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in cognitive sciences, 15(1), 20-27.
Tran, R., Rohrer, D., & Pashler, H. (2015). Retrieval practice: the lack of transfer to deductive inferences. Psychonomic Bulletin & Review, 22(1), 135-140.
Zawadzka, K., & Hanczakowski, M. (2018). Two routes to memory benefits of guessing. Journal of Experimental Psychology: Learning, Memory, and Cognition.
Essay Writing Service Features
Our Experience
No matter how complex your assignment is, we can find the right professional for your specific task. Contact Essay is an essay writing company that hires only the smartest minds to help you with your projects. Our expertise allows us to provide students with high-quality academic writing, editing & proofreading services.
Free Features
Free revision policy
$10Free bibliography & reference
$8Free title page
$8Free formatting
$8How Our Essay Writing Service Works
First, you will need to complete an order form. It's not difficult but, in case there is anything you find not to be clear, you may always call us so that we can guide you through it. On the order form, you will need to include some basic information concerning your order: subject, topic, number of pages, etc. We also encourage our clients to upload any relevant information or sources that will help.
Complete the order form
Once we have all the information and instructions that we need, we select the most suitable writer for your assignment. While everything seems to be clear, the writer, who has complete knowledge of the subject, may need clarification from you. It is at that point that you would receive a call or email from us.
Writer’s assignment
As soon as the writer has finished, it will be delivered both to the website and to your email address so that you will not miss it. If your deadline is close at hand, we will place a call to you to make sure that you receive the paper on time.
Completing the order and download
