Real scientific techniques for revision

What does revision involve? We've often been told that it's based on rereading course material, highlighting important parts of notes and making little flashcards summarizing everything for reference before an exam. But these methods have no scientific validity. In fact, they run counter to what research has shown about brain function and learning.

The first step is to understand the pattern of knowledge. In general, it starts with memorizing knowledge, then apprehending it, using it to solve problems and finally using it creatively. And that's just the beginning. Memorization is based on two systems:

• working memory, which is in the here and now and focuses on what the senses perceive, and
• long-term memory, which retains information for longer.

Thus, memorizing knowledge requires encoding it from working memory to long-term memory, and then retrieving it on various occasions, including evaluations.

To do this, you need to be proactive.

• Spaced repetition allows you to review the material so that it doesn't fall into oblivion. However, it's best to space out the sessions gradually, so that the process of losing knowledge takes longer and longer.
  
  
• In addition to this technique, self-tests give you the chance to work on the effort involved in retrieving information. Using the Leitner box process, it is possible to study difficult elements on a regular basis, and to distance ones that seem to stick.

This means adopting a generative learning approach. In this way, the learner structures knowledge in long-term memory, making it easier to reassure in due course. Active note-taking with added questions or additional information helps to make sense of the lessons. The use of free recall, i.e. rewriting everything you often remember about a concept, also promotes consolidation. Mind maps can also play a key role in revision based on scientific precepts.

Running time: 28min58