Most college and high school students think they know how to study, but cognitive science has unveiled many myths about what really works.

This engaging, student-friendly book debunks major myths about studying and provides practical tips for studying smarter, not harder. Written by expert psychology teachers who also conduct the very research that these tips are based on, this book outlines clear steps students can use throughout their high school and college careers to plan, monitor, and evaluate their learning. Numerous examples and self-assessments will help students apply the strategies to their own unique situations, so that they can begin and maintain habits that foster life-long learning.  

Psychologists Regan A. R. Gurung and John Dunlosky are both award-winning teachers and researchers who have spent years conducting studies on how students learn. Not only have they published a significant number of scientific peer-reviewed papers on the topic, but they have received national recognition as teachers.
 

Regan A. R. Gurung, PhD, is a Professor of Psychological Science and Associate Vice Provost and Executive Director for the Center for Teaching and Learning at Oregon State University.  Winner of the American Psychological Foundation’s Charles L. Brewer Distinguished Teaching of Psychology Award and the U.S. Professors of the Year (Wisconsin) Award, Dr. Gurung is a social psychologist whose work focuses on improving teaching and learning. He is past President of Psi Chi and the Society for Teaching of Psychology, and has published over 120 articles in peer-reviewed journals and co-authored/co-edited 15 books. Visit Regan.Gurung.com and follow him on @ReganARGurung (Twitter) and gurungrar (Instragram).

John Dunlosky, PhD, is Professor and Director of SOLE Center in the Department of Psychological Sciences at Kent State University. Dr. Dunlosky's research program has focused on understanding three inter-related components of self-regulated learning: (1) monitoring of learning, (2) control of study time, and (3) the application of strategies during learning. These three components of learning fall under the rubric of metacognition, which concerns people's cognition or beliefs about their cognitions. By studying metacognition in students across the life span, a major goal of all facets of his research involves developing techniques to improve student learning and achievement across multiple domains.

I. Groundwork
Chapter 1: So You Think You Know How to Study? FoK It
Chapter 2: First Things First: Planning and Time Management
Chapter 3: Take Note: Good Note-Taking Practices
II. Strategies
Chapter 4: Spread it Out: Spaced Practice
Chapter 5: Practice Makes Perfect: Practicing for Monitoring and Mastery
Chapter 6: Take it Up a Notch: Interleaving, Elaborative Interrogation & Using Worked Examples
Chapter 7: In Moderation: Rereading, Summarizing, Highlighting, Keyword, Imagery
Chapter 8: The A(ffect), B(ehaviors), and C(ognitions) of Champions