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Douglas Guerra

Professor Wendy Brooks, Psy.D.

General Psychology

08 March, 2018

MIND; Forget What You Know About Good Study Habits

Many students have been trying improve their grades and the scientists developed four

techniques to improve it. An editorial in The New York Times, published on the website in

September 7, 2010. the entitled, “MIND; Forget What You Know About Good Study Habits” by

Carey, Benedict. There are factors that Students are passing through in the development of Study

Habits which are very inconsistent of what scientists are saying.

First of all, such theories have lack of clarity because of the way the information had

been gathered whereby the research does not offer clear guidance. Nevertheless, the student’s

approach does not match to the style of teaching or school philosophy. As a result, the studies

vary a lot. Cognitive Scientists have shown a few simple techniques that can improve what

matters most: how much students learn from studying. And also, a team of psychologists found

out anything that can be proved that for those ideas.

Alternating study environments consist of changing the location of the room where

person studies. The students that were studied showed distinct but related skills or concepts,

rather than focusing in a single place to study. Robert A. Bjork said “We have known these

principles for some time, and it’s intriguing that schools do not pick them up, or that people do

not learn them by trial and error”. The researches made from many student courses insists that

students find a right place, a room or a library, to do their homework doesn’t change the results.

Sometimes it actually resulted in the opposite.

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Mixing content is another theory that scientists are trying to prove that will be working.

It means the variation of subjects that study. For example, Musicians have known this for years,

and they are practicing include a mix of scales in their music and rhythmic. when the

student is studying something. “With many students. It is not like they can not remember the

material” when they move to a more advanced class, said Henry L. it is like they have never seen

it before. In addition, they can not prepare students to be able higher their score.

Spacing study sessions explains how long students have been doing. It holds the content

that they have been study when this is applied a long time before tests. In short, it means constant

practice. For example, study for one hour per day or a period in the week. In other words, when

this is applied a long period it is process as self-reinforcing. But they can not remember may be

that the brain when it reviewed.

Self-testing or practice tests and quizzes as a stronger tool of learning. that is one reason

cognitive. The information is subsequently stored in the brain consequently making it more

easily accessible in our brain in the future. Dr. Roediger says “Testing not only measures

knowledge but changes it”. Otherwise, they can not prove this technique help the students

improve their score.

The kind of Study Habits the students hear and how they respond to the factors can affect

the speed of study development. Students with factors disorders frequently do not perform at

grade level. They may struggle with reading or writing. Similarly, they may have difficulty

understanding and expressing spoken. They also my have trouble using those techniques to think

and learn. Clearly, it would be a mistake to deprive them, and individual communities, of the

beauty of these skills. There are reasons are Straightforward and clear. To conclude it is not

assuring an improvement in their scorer to turn in a grade-A. On the other hand, Motivation

Matters. This factors According the Scientists.