Abstract

© Dr M D Magee Contents Updated: Wednesday, 03 December 2003

Recent Research

Purdue psychology professor Jeffrey Karpicke has shown (Science, “Retrieval Practice Produces More Learning Than Elaborative Studying With Concept Mapping”, 2011) that learning is not merely about getting knowledge into the brain, but also about getting it out, so practicing memory retrieval is an important part of studying. Students must, periodically, set aside the material they are trying to learn and instead practice calling it to mind.

Retrieval practice was tested by comparing its effectiveness to studying with creating concept maps. Concept mapping requires students to construct a diagram showing relationships among ideas, characteristics or materials. These maps help students to remember subject matter.

200 students studied texts on topics from different science disciplines. One group used concept maps while another practiced retrieval, by reading the texts, then, having put them aside, practising retrieving it from memory. Immediate tests of the two groups after a study session showed no meaningful difference between them, but tested again a week later, the group that studied by practicing retrieval was 50 percent better than that using concept maps. Practicing retrieval was still superior even when students were tested for information that is implicit in the study material, but not stated explicitly, for which mind mapping might have seemed more appropriate.

Using the visual map as an aid to retrieval should work better than either alone, and that is what Tony Busan and other taught 40 nyears ago, and is recommended here.

Use POPQR³

Preparation		Read
Overview	? Question ?	Recall
Preview		Review

A. Preparation

1. Time—allocate a fixed length of time for study
2. Amount—decide how many pages—use page markers:
   • provides guidelines
   • provides limits
   • avoids sense of oppression—fear of large amounts.
3. Check present knowledge:
   • quick survey—2-5 minutes
   • use creative patterns (mindmaps) to jot out your knowledge
     • nothing known—any associations, however remote
     • a lot known—any major theories, names, etc
     • ask questions—different coloured ink—where something is not known.
   • use keywords
   • advantages:
     • provides “anchor points” for new knowledge
     • activates the brain
     • improves concentration
     • gives good mental set.

B. Overview

A general view of what you have to study.

1. The book as a whole—read:
   • exterior and title page:
     • publisher’s blurb
     • fly-leaf reviews
     • notice the subject, level and approach
     • author and his qualifications
     • date of publication—might be out of date.
   • the preface:
     • why the author wrote the book
     • more about the level
     • how it should be used
     • who it is written for
     • outline and structure.
   • contents:
     • topics covered
     • sequence and hierarchy of ideas
     • logical organisation of the book.
   • index:
     • helps you judge whether book is suitable
     • essential for specific references.
   • leaf through the book—look for:
     • chapter and section headings
     • illustrations and graphs
       • NB use a visual guide eg end of a pen
       • trace the shape—eye and arm movements reinforce learning. Random eye fixations conflict with the shape.
     • tables.
2. The chapters:
   • go through page by page—look for:
     • section and sub-section headings
     • graphs and illustrations
     • tables
     • footnotes and marginal notes.

D. Preview

More careful than the overview. Initial search of language content.

1. Read headings and sub-headings:
   • what topics are treated?
   • what is the structure of ideas?
2. Read summaries, results and conclusions:
   • provides “anchor points”
   • saves time wasting—you know what the author is getting at
   • do summaries really summarise?
3. Read first paragraphs—author’s introduction to each chapter.
4. Actively select and reject:
   • note particularly significant sections
   • skip confusing sections:
     • releases tension—helps subsequent study
     • brain works subconsciously
     • tends to fill gaps in knowledge
     • later, can attack the problem areas from different directions.

D. Question

1. Formulate questions—write them down:
   • gives purpose to your studying—very important
   • helps concentration
   • keeps you actively participating.
2. Sources of questions:
   • the POP stages—preparation, overview, preview
     • Preparation
       • what didn’t I know?
       • what didn’t I understand in class?
       • what have other students mentioned?
     • Overview
       • what is the level?
       • what are the main ideas?
       • what do the graphs and illustrations show?
     • Preview.
       • are the conclusions valid?
       • what evidence is there, etc?
   • the book:
     • chapters often begin with questions
     • exercises/exam questions often end chapters.

E. Read

1. Maintain active reading
   • look for answers
   • find the main ideas:
     • of the book
     • of the chapter
     • of the section.
   • find the plan of the book.
2. Continue active selection and rejection:
   • read through
   • expand areas understood
   • skip if necessary—don’t get bogged down.
3. make marginal marks:
   • soft pencil—to erase later
   • important blocks of text, mark thus: ||
   • confusing blocks, mark thus: }?
   • don’t make notes at this stage:
     • too slow
     • impedes overall understanding
     • encourages copying.
4. Problem areas—questions not answered:
   • note them
   • refer to other text books
   • ask your tutor.

F. Recall

1. Reasons:
   • aids memory
   • helps concentration
   • indicates immediately what is forgotten—re-read
   • forces reconstruction of ideas.
2. Recall often:
   • main ideas in each section
   • at the end of each chapter
   • jot down what you recall
     • creative patterns
     • keywords.
3. Time spent on recall is not wasted—it promotes learning:
   • improves retention
   • don’t just think in terms of “getting through the recommended books”—little learning will occur
   • how much recall:
     • factual material—50-90% of learning time
     • light reading—very little.
4. Re-read as many times as are necessary.

G. Review

1. Look through the whole of the content area—re-read any difficult bits
2. Review the marginal notes you have made:
   • seem less important—reject
   • select the key areas.
3. Take notes only at this stage:
   • only now do you know what are the significant areas
   • review the author’s summaries
   • use your marginal notes
   • use creative patterns and keywords
   • convert creative patterns into graded notes—like these.

H. Taking Breaks

1. Improve recall initially—sub-conscious integration:
   
2. Fall of recall during study session:
   
3. Optimum times—approximately:
   • 2 minute creative pattern review
   • 30 minutes studying—POPQR³
   • 10 minute break
   • repeat—next topic.
4. Advantages
   • rest—releases tension
   • allows subconscious integration
   • gives peak recall for study session immediately following.

I. Flexibility

1. Stages are not always distinct:
   • questioning occurs throughout
   • recall should be frequent
   • stages can merge, eg overview and preview.
2. Order is not fixed:
   • repeat stages if necessary, eg overview/read stages
   • put in a rapid review whenever necessary.
3. Stages can be omitted:
   • library browsing—mainly overview
   • revision—mainly recall and review.

Finally: POPQR³ is not a rigid system—adapt it to the circumstances. But remember—just reading is rarely studying.