Christopher R. Madan and Megan A. Sumeracki published a tutorial review that aims to shed light on six cognitive strategies with proven effectiveness in learning and teaching. The study was published on January 24, 2018, and has since been accessed 131,000 times, cited 75 times, and scored 786 on Altmetric [1].
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Spaced practice: This strategy suggests that spacing out study sessions over time leads to greater retention of information, compared to cramming or studying the same material in one sitting. It stems from the "new theory of disuse", which proposes the existence of retrieval strength and storage strength in memory. When studying, both strengths receive a boost, but cramming tends to boost retrieval strength more than storage strength, resulting in rapid forgetting [1].
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Interleaving: Interleaving involves alternating between different topics or types of problems during study sessions, rather than focusing on one topic or problem type at a time. While it might be challenging initially, it allows for better discrimination between problem types and enhances problem-solving skills.
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Retrieval practice: This strategy involves actively recalling learned information. This process consolidates the learned information and makes it easier to remember later, improving memory, transfer, and inferences.
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Elaboration: It involves generating and answering "how" and "why" questions about the study material. By asking these questions, students can deepen their understanding of the subject matter and create connections between new information and existing knowledge.
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Concrete examples: It refers to the use of specific examples to understand abstract concepts. By categorizing problems based on underlying principles rather than surface features, students can develop a deeper understanding of the material.
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Dual coding: It involves the combination of verbal and visual information to enhance learning. For example, a student might view a visual representation of a concept while also reading about it, or they could create their own visual representation.
Despite the proven effectiveness of these strategies, the review found that they are not systematically being implemented in classrooms [1].
The review also discusses examples of the implementation of these strategies in classrooms and offers recommendations for their further use. It encourages educators to integrate these strategies into their teaching practices and recommends further research to expand the reach of these strategies [1]. The authors point out that while some teachers are interested in cognitive psychology and are keen to apply these strategies, they still form a small cohort.
By examining teacher's blogs and social media discussions, the authors identify how these strategies are being applied, how they might be misapplied, and what questions teachers may have that haven't been addressed in scientific literature. Such examination offers an insight into the practical implications of cognitive psychology in education [1].
In conclusion, Madan and Sumeracki's tutorial review provides valuable insights into cognitive learning strategies that can improve teaching effectiveness. The authors urge educators to adopt these evidence-based strategies in their classrooms and call for further research to expand their use. By doing so, they hope to bridge the gap between cognitive research and practical education, enhancing learning outcomes for students worldwide [1].