People are better able to recall information that they were curious about, as well as incidental material learned during states of high curiosity.
This article studies the generalizability of contextual interference effects on learning new skills.
Appropriate distribution of recitation activities relative to reading improves learning results.
Sleep’s five stages allow for the consolidation of learning in different ways (e.g. deep sleep for foreign languages, REM for math).
Using worked examples for novices and unsolved problems for experts will improve learning experiences.
Returning to the original learning environment (space, music playing in background) improves learning results.
Hands-on activities improve knowledge retention. Doing rather than viewing enhances learning.
Changing the surroundings and context in which one learns improves learning results as it increases available learning cues.
Segmenting learning into smaller, more digestible chunks, improves learning experiences. This is especially true in online learning environments.
Processes of incubation and percolation increase learning when breaks are taken at the point when one is stuck and just prior to completion of the task.
Spacing learning activities over time is more effective for long-term retention. This article recommends optimal study intervals.