As with every of the codecs above, the important thing to creating mixture notes is recognizing what sort of knowledge must be recorded/realized and selecting the suitable format, whereas ensuring it’s in a format you can apply spaced retrieval with.
I actually like utilizing these completely different codecs as a result of they’re already set as much as apply spaced retrieval with, they condense massive quantities of knowledge, and by choosing how the knowledge is organized they assist learners construct their understanding of the fabric. An extra tip that I give college students is to create a canopy sheet, or a monitoring sheet, to assist observe and monitor their progress on the fabric. This is also achieved by a header on the high of the web page of notes that logs earlier apply makes an attempt with this set of fabric (e.g. “11/5 40%”, “11/6 70%”, “11/7 100%”, “11/15 95%”, “11/30 100%”). Recording progress can assist you to establish which materials you continue to have to work on, which materials you may have a great deal with on and may put aside for now, and which materials it’s possible you’ll have to revisit for some spaced apply.
References
(1) Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Benefits of longhand over laptop computer be aware taking. Psychological Science, 25, 1159-1168.
(2) Kelman, E. G., & Straker, Ok. C. (2000). Study With out Stress: Mastering Medical Sciences. Sage Publications.
(3) Rivers, M. L. (2021). Metacognition about apply testing: a Assessment of learners’ beliefs, monitoring, and management of test-enhanced studying. Instructional Psychology Assessment, 33, 823-862. https://doi.org/10.1007/s10648-020-09578-2
(4) Ebbinghaus, H. (1885). Über das Gedächtnis: Untersuchungen zur experimentellen Psychologie. Dunker & Humbolt.
(5) Küpper-Tetzel, C. E., Kaper, I. V., & Wiseheart, M. (2014). Contracting, equal, and increasing studying schedules: The optimum distribution of studying periods relies on retention interval. Reminiscence & Cognition, 42(5), 729-741. https://doi.org/10.3758/s13421-014-03941
(6) Gerbier, E. Toppino, T. C., & Koenig, O. (2015). Optimising retention by a number of research alternatives over days: The advantage of an increasing schedule of repetitions. Reminiscence, 23(6), 943-954. https://doi.org/10.1080/09658211.2014.944916
(7) Maquet, P. (2001). The position of sleep in studying and reminiscence. Science, 294(5544), 1048-1052. https://doi.org/10.1126/science.1062856
(8) Pan, S. C. (2015). The interleaving impact: Mixing it up boosts studying. Scientific American, 313(2). www.scientificamerican.com/article/the-interleaving-effect-mixing-it-up-boosts-learning/
(9) Blunt, J. R., & Karpicke, J. D. (2014). Studying with retrieval-based idea mapping. Journal of Instructional Psychology, 106(3), 849–858. https://doi.org/10.1037/a0035934
(10) Clark, J. M., & Paivio, A. (1991). Twin coding concept and training. Instructional Psychology Assessment, 3(3), 149-210. www.jstor.org/secure/23359208
(11) Meyers-Levy, J. (1991). Elaborating on elaboration: The excellence between relational and item-specific elaboration. Journal of Shopper Analysis, 18, 358-367.