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How to Use Free Recall to Learn More Effectively
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How to Use Free Recall to Learn More Effectively

Using Free Recall as a Study Technique

In this video, the speaker addresses common questions about using free recall as a study technique. They discuss different modes of free recall, the intervals between recall sessions, and misconceptions about retrieval-based study techniques.

Modes of Free Recall

  • Speaking vs. writing or typing
  • Speaking may be more efficient due to faster speed and not having to think about letters.
  • Writing or typing can help slow down and clarify thinking.
  • Use of computer, text files, or visualization software
  • All modes have trade-offs but are generally effective for free recall.

Intervals Between Recall Sessions

  • No strict timing requirements for intervals between recall sessions.
  • Recommended to space out sessions based on personal judgment and understanding of the material.
  • Use free recall when information feels scattered, unclear, or forgotten to clarify understanding and organize knowledge.

Misconceptions About Free Recall

  • Not necessary to fully understand material before using free recall; it helps identify areas of weakness.
  • Retrieval-based study techniques complement encoding-based techniques; both are important for learning.
  • Frequent self-testing through free recall helps improve encoding and aids in making informed decisions about what to study next.

Importance of Sense-Making in Free Recall

  • Free recall is not just vomiting words onto paper but a sense-making activity.
  • Focus on identifying relationships, themes, ideas that connect information together.
  • Different fields may require different approaches to sense-making in free recall.

Conclusion

Free recall is a valuable tool in studying that can be adapted to individual preferences and needs. It helps improve understanding, organization, and encoding of information. Experimentation with different modes and intervals is encouraged to find what works best for each learner.

Video description

People have some good questions about how to use free recall to study. Here, I try to answer them. 0:00 Is one recall mode better than another? 1:21 What should the recall interval be? 2:20 Do I need to master the material first? 2:43 Which is better, encoding or retrieval? 4:03 Is free recall just vomiting out words? 4:57 Some further thoughts For more videos on learning, check out my learning community: https://www.benjaminkeep.com/community/ Sign up to my email newsletter, Avoiding Folly, here: https://www.benjaminkeep.com/ REFERENCES On the differences between different modes of recall, see the three references below: Janczyk, M., Aßmann, M., & Grabowski, J. (2018). Oral versus written recall of long-term memory items: Replicating and extending the writing superiority effect across knowledge domains. The American Journal of Psychology, 131(3), 263-272. (Finding a written superiority effect) Bekerian, D. A., & Dennett, J. L. (1990). Spoken and written recall of visual narratives. Applied Cognitive Psychology, 4(3), 175-187. (spoken superiority) Sauerland, M., Krix, A. C., van Kan, N., Glunz, S., & Sak, A. (2014). Speaking is silver, writing is golden? The role of cognitive and social factors in written versus spoken witness accounts. Memory & Cognition, 42, 978-992. (favoring written, but not finding large differences; in the eyewitness area) For a wonderful summary of how tests effect learning, check out: Roediger III, H. L., Putnam, A. L., & Smith, M. A. (2011). Ten Benefits of Testing and Their Applications to Educational Practice. In Psychology of Learning and Motivation (Vol. 55, pp. 1–36). Elsevier. https://doi.org/10.1016/B978-0-12-387691-1.00001-6 On test expectancy effects (how expecting a test influences encoding), see: McDaniel, M. A., Blischak, D. M., & Challis, B. (1994). The effects of test expectancy on processing and memory of prose. Contemporary educational psychology, 19(2), 230-248.