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A
Emerald Photo
Hitting the books is sometimes a lonely proposition.
Studying:
Learning experts list helpful suggestions
for achieving elusive scholarly goals
So, this term is going to be dif
ferent.
This term it’s straight A s all the
way. You’ve got a summer full of
sunny mornings (great for getting
up early and studying), hot after
noons (great for sitting outside in
the sun to tan while you’re read
ing) and warm evenings (great for
staying up late and writing pap
ers).
If this term is the one you’ve
chosen to raise your GPA high
enough so you can graduate —
or if it’s your first and you also
want to make it your best — here
are some helpful hints to get you
on your way.
Studying experts estimate the
difference between individuals in
their capacities for successful
work and study are determined
about 50 to 60 per cent by intel
ligence and special abilities, 30 to
40 per cent by effort and mastery
of effective study methods and 10
to 15 per cent by chance and en
vironmental factors. That leaves
a substantial margin (sometimes
more than 50 per cent) for im
provement.
Although it is always nicer to
spend a sunny afternoon in Alton
Baker Park than in your science
lab, studies have shown that bet
ter students attend class more
often, take fuller lecture notes
and are more likely to review their
notes the same day as the class.
Successful students spend an
average of 27 hours in class a
week, compared to only 18 hours
by failing students. Successful
students get nearty 64 per cent of
the classroom material in their
notes, while poorer students
manage to capture only 47 per
cent. Twenty-one per cent of suc
cessful students review their
notes, only 8 per cent of unsuc
cessful ones do.
As dreary as it sounds, regular
class attendance can be one of
the most helpful — and easiest —
ways of improving your academic
performance.
Besides the time spent in class,
the hours spent studying text
books is of prime importance.
Study counselors say one of the
best ways to work yourself
through long reading assign
ments is to break them into man
ageable parts. Often it's helpflil to
allow one hour every day for read
ing rather than trying to cover 15
chapters over a weekend.
They say the most important
thing, however, is to keep in mind
what you are trying to learn. Ac
cording to psychologists who
study studying patterns, most
professors arranged reading as
signments to provide an encom
passing picture of the general
themes of the course. If the stu
By LORA CUYKENDALL
Of the Emerald
dent constantly remembers that
each reading is designed to build
on the other — by providing a
contrasting or complementary
view of an issue — it's easier to
remember important facts.
At the beginning of each chap
ter, pause to think how this par
ticular chapter fits in with the
overall theme of the course and
jot down the information that
answers that question.
You can read ail you want, but
if you can’t remember it afterward
it just doesn't do any good. Harry
Maddox, a psychologist and wri
ter on learning techniques, exp
lains that two basic factors influ
ence your information retention:
1) the strength of the memory
trace (the learning pattern laid
down by your brain) and 2) the
strength of interfering factors
which can destroy or weaken that
trace.
Maddox says memory traces
can be strengthened by over
learning’' your material, which
means you continue to practice it
even after you can recall it 100
per cent correctly. Thus, if it takes
you 10 minutes to memorize
some verb conjugations, studying
another five minutes will mean
you’ll retain an additional 15 per
cent of the material after several
days.
Maddox also says it is best not
to follow your studying with
another form of strenuous mental
work because this work will les
sen your retention from your first
studying. This is especially
noticeable if the subjects are simi
lar — like math and chemis
try or French and Spanish.
(Continued on Page 7)
Test-taking tips told
Besides being able to study well and to know where to get
study materials, we figured you could also use some tips on
test-taking. The following is a condensed version of an editorial
we ran December 13, 1976. We hope it will be of some use
come finals week.
When taking Multiple choice tests:
If there's a yellow test and a pink test, the yellow test is
easier.
The guy next to you doesn’t know any more than you do.
Things are seldom always true or never false. Avoid abso
lutes.
Beware of “all of the above" and “none of the above.”
If you’re really stumped by a question, look for the answer in
another question.
Remember, your professor is trying to trap you.
When taking essay exams:
Structure your essay the way professors structure their lec
tures: say what you're going to say, say it, then say what you
said.
Qualify every statement you make.
Don’t argue against your professor's opinions unless you
really know your stuff.
If you’re not sure of a fact, skip it or be vague.
If you don’t know the facts and can’t avoid having to list
them, invent the most plausible ones you can.
Remember, your professor wants revenge.
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