Creating Study Materials from a Source Link Flashcards

Front

Active reading

Back

A method of engaging with text by annotating, asking questions, and summarizing, which improves comprehension and retention. It involves pausing frequently to paraphrase and reflect on key points.

Front

Skimming

Back

Quickly reading headings, abstracts, and topic sentences to gain an overview of material before detailed study. It helps form a mental map of the structure and main ideas.

Front

Summarization

Back

Condensing content into concise statements that capture core ideas and relationships. Effective summaries focus on the main point and omit trivial details.

Front

Spaced repetition

Back

A scheduling strategy that spaces reviews over increasing intervals to strengthen long-term memory. It reduces forgetting by reviewing material just before it would be forgotten.

Front

Active recall

Back

Retrieving information from memory without prompts, typically using flashcards or practice questions. This technique enhances retention more than passive review.

Front

Cornell method

Back

A note-taking system dividing a page into cues, notes, and summary sections to organize information and promote review. It encourages condensing and questioning after initial notes are taken.

Front

Concept map

Back

A visual diagram that shows relationships among concepts using nodes and labeled links. It helps reveal connections and structure within complex subjects.

Front

Prioritization

Back

Focusing study efforts on high-value topics such as core principles, definitions, and examples rather than peripheral details. It maximizes study efficiency and exam readiness.

Front

Annotation

Back

Adding brief notes, highlights, and questions directly to a text to mark important points and trigger later review. Good annotations are concise and meaningful, not just highlighting.

Front

Elaboration

Back

Expanding on ideas by explaining them in your own words, creating examples, and linking to prior knowledge. This deepens understanding and makes recall easier.

Front

Interleaving

Back

Mixing different topics or problem types during practice sessions to improve discrimination and transfer. It enhances long-term performance compared with blocked practice.

Front

Worked example

Back

A step-by-step demonstration of how to solve a problem, used to teach problem-solving processes. Studying worked examples reduces cognitive load and builds procedural knowledge.

Front

Metacognition

Back

Awareness and control of your own learning processes, including planning, monitoring, and evaluating study strategies. Strong metacognitive skills improve study efficiency and outcomes.

Front

Chunking

Back

Grouping related pieces of information into larger, meaningful units to reduce memory load. It makes complex information easier to remember and recall.

Front

Dual coding

Back

Combining verbal explanations with visual representations like diagrams to strengthen learning through two complementary channels. It improves comprehension and retention.

Front

Testing effect

Back

The phenomenon where taking tests or quizzes enhances later retention more than additional study. Frequent low-stakes testing strengthens retrieval pathways.

Front

Synthesis

Back

Integrating information from multiple sections or sources to form a coherent understanding or new perspective. Synthesis supports higher-order learning and original thinking.

Front

Note condensation

Back

The process of progressively shortening notes into essential keywords and formulas for quick review. It helps create portable summaries useful for spaced repetition.

Front

Teaching method

Back

Explaining material aloud to someone else or an imaginary audience to test and deepen understanding. Teaching reveals gaps in knowledge and reinforces memory.

Front

Revision cycle

Back

A planned sequence of reviews that moves from detailed study to periodic refreshers using active recall. A good cycle improves retention while minimizing wasted time.