Rereading/Reviewing Learning Technique

One technique consists of dissecting already known information as a form of review and simple way of understanding. Once a person rereads an essay or paper, they are provided with an ease of learning information that is related. Specifically, if a person reviews information about neuroscience that he was already taught, he gains a better ability to verbalize facts and form related opinions. This technique is built off the idea that most people skim as they read. Rereading allows the person to read at a slower pace. During this, people notice facts that went unviewed and mental visualization becomes easier.
Within this technique, the individual being tested is exposed to the material and asked to locate facts that seem to be important. As the student singles out important sentences and focuses upon them, the concepts within them are integrated into their mind. Ideas about neuroscience that may become more easily understood include the effects of classical and operant conditioning, vocabulary involved, or a visualization of the body’s functions regarding neuroscience. The systematic break-down of the topic of neuroscience is expected to yield grades that achieve higher than others.
The paced study of a subject uses techniques such as spaced learning. Little distractions are also available when this type of learning is performed alone. Competent students tend to utilize variants of this form of study. The history of this technique resides in educational systems that focus on heavy individual work and higher learning. The purpose of this technique is to overall, add additional knowledge to a basis of learning that one already holds.
The effectiveness of this technique varies with the different people who attempt to benefit from it. Such a technique requires focused, extensive time committed to understanding. To learn topics that are of difficulty, simple learning techniques of memorization cannot be performed. Those who merely look over information or create note cards produce poorer quality work. A thorough examination of historical documents usually occurs during the jobs of most professional fields involving social studies or history. When studying psychology, this understanding of ideas can happen during an extended review of concepts or while discussing the information with others. Such conversation and commitment towards this technique is necessary to continue receiving acceptable grades.
The mentioned technique is not perfect for multiple reasons; however, it can be quite valuable for students. Neuroscience, a difficult subject to master, inhibits certain individuals from fully understanding it. Since the technique requires extensive evaluation of what is taught, the general population of a school refrains from looking deeply into material when studying. Although this is true, attaining knowledge through rereading can be loosely interpreted and allows for great flexibility. The main idea of the technique is to encourage individuals to learn what is taught rather than be able to recite information. By doing so, they gain a familiarity with the subject and are able to explain it fully.
When individually testing this strategy, it is found that, out of the two tested, improvement was generally found. To a certain point, this technique positively affects those who use it. The ineffectiveness only appears as students lose interest in the topic or their ability to focus on studying. As a result, the careful, self-directed review of material is only effective on students who surpass others. This issue can be fixed through modification towards the technique. Relying on the individual, it can also adapt to best serve them. Additions for the technique could include a guided study from a knowledgeable person or spacing study sessions for longer periods to ponder subjects. Within this single technique, learning occurs as one thinks about topics and becomes familiar with information while doing so. The use of language in the technique can vary depending on how the material is being presented. While testing, words spoken generally offered little help apart from forcing the subjects to rely on themselves.