9 Scientifically Proven Ways to Get the Most Out of Study Time

Studying? 9 Scientifically Proven Ways to Supercharge Your Learning.

For anyone in the thick of study, or about to be, science has been working hard and has found ways to help you get the most out of your study time, all backed by hefty research. Here’s how to study smarter, supercharge your learning and store the information away in your head so it’s ready to jump into your arms when you need it. 

  1. Get your heart pumping.

    When you exercise, your blood chemistry changes and your brain becomes the very happy recipient of important nutrients. It repays the favour by amping up its performance – specifically memory, attention, information processing and problem solving. Here are a couple of reasons your brain and exercise are one of the great love stories:

    •  Exercise increases the levels of a crucial brain-derived neurotophic factor, (let’s call it BDNF – it’s much easier to spell). BDNF is important for the growth of brain cells, mood and learning. 

    •  Exercise releases a powerful cocktail of important hormones including serotonin (the mood booster), dopamine (for learning and attention) and norepinephrine (for awareness, attention and concentration). 

    Try for 20-30 minutes a day. Anything that increases your heart rate will do the trick – running, bike-riding, walking, kicking a ball or turning up the beats and dancing it out. It doesn’t have to be beautiful, strong or graceful. It just has to be active.  

  2. Spread your study. Yep. You got it. No cramming.

    Cramming doesn’t work, which is one of the great pities – life would be so much easier if it did. The problem with cramming is that the material doesn’t get the opportunity to transfer into long-term memory. Short term memory is like the party space in your head – information is there for a good time but not a long time. When information hits long-term memory, it’s committed and there when you need it. The transfer of information from short-term memory into long-term memory takes time and repeated exposure to the material. It’s not clear why spacing your study is so much better for you, but it’s likely that over a few days you’ll forget some of the material, then remember it again when you come back to your books. This increases exposure to the information which takes it closer to long-term memory. 

  3. Know what’s to come.

    We only have a limited amount of mental resources, and during a test you want as much of those resources available as possible. The thoughts that come with test anxiety steal some of those mental resources for, you know, worrying, leaving fewer resources available to retrieve important information. Researchers have found that looking through an exam before working on it will reduce anxiety and improve performance. Remember though, that all the mental resources in the world won’t find the right answers in memory if the answers aren’t put there solidly in the first place. 

  4. Teach what you’ve learnt.

    Expecting to teach what’s been learned has been shown to be better for learning and memory than expecting only testing. It’s a subtle shift in mindset, but the effect on learning is an important one. Learning material with an intention to teach ensures that material is actively understood and stored away in memory, and not passively looked over. 

  5. Test yourself.

    Testing yourself will force you to remember information. Every time you remember something, the information becomes a little more enduring. Testing yourself might also help to take the fire out of test anxiety, in the same way that exposure to any feared object eventually makes that object less frightening.  Testing yourself on the material you’ve learned is more effective than reading the material over and over. Re-reading material might get you thinking that you’re familiar with the material, but until you try to retrieve that material from memory, you won’t actually know how well you know it or where the gaps in your knowledge are.

  6. Get some sleep.

    Sounds simple enough, but it’s not always easy when there’s so much to do. Deep sleep causes physical changes in the brain. When you learn something, your brain cells grow new connections that reach out and connect to other brain cells. This strengthens the pathways in your brain around whatever it is your learning. Sleeping after learning encourages memories of the information to be wired into your brain, so it’s less likely to fade. Think of your brain like a tree. Learning causes a branch to grow, but sleep helps it to grow the leaves and other tiny branches that will sustain and strengthen it.

  7. And ditch the all-nighters.

    All-nighters will mess with your ability to remember and process information. Sleep prepares your brain for learning, so pulling an all-nighter can cut your capacity to learn new things by up to 40% – and that’s not the only problem. Research has shown that it can take up to four days for your brain to return to normal after you’ve been awake all night. 

  8. Take a break.

    For those feeling shackled to all that is study, here is some sweet, sweet news. Taking a short break after every hour of learning is better than working straight through as it improves your ability to focus on a particular task without being distracted. Research has found that the greatest improvement come following 15 minutes of moderate activity (jogging, a brisk walk, dribbling a ball) but improvement was also shown following vigorous activity (running, jumping, skipping) or a passive break (such as listening to music or watching funny YouTube clips – because for sure that’s why they were invented). Memory is strongest for the things learned immediately before and after a break so keep those times for the tough stuff. 

  9. Power pose.

    Before a test, find somewhere private (or, totally public – up to you) and strike a power pose. Think Wonder Woman – hands on hips, legs apart; Superman – tall, shoulders back, chest expanded, arms stretched out in front of you; or that boss thing that bosses in the movies do – sitting back the bottom of one leg resting  on the thigh of the other, hands behind your head and expanded. This will reduce cortisol (the stress hormone), and increase testosterone (the dominance hormone). The mind-body connection is a strong one. If you don’t believe you can do it, act like you can – eventually your mind won’t know the difference and will have you believing you can do anything – which you can.

So, if study and you are spending a lot of time together, remember to take breaks, get some pillow time, get active, or dig for comedy gold on YouTube – whatever works for you. Maybe try a bit of everything – not for too long though – the world can’t be brilliant without you. 

[irp posts=”1463″ name=”A Message to Students In Their Final Year of School …”]

22 Comments

Lucas M

I have so much interest in your article. Thanks a lot. I admire your kind heart in sharing your knowledge.

Reply
Souhaib S

Indeed, precise and helpful advice, all tips mentioned match with the research findings especially spaced repetition, teaching others, and self-testing.
pulling all-nighters is the worst based on my own experience as well.

Much gratitude for this superb article Karen.

Reply
Karabo L

Hi,your article is good and i have a feeling that it is going to be helpful, however i wanted to ask if sleeping during the evening for about a minimum of five hours and waking up at midnight to study can be helpful or not and why?

Reply
Karen Young

Your body needs at least 8-10 hours sleep. There is a lot that happens while you sleep – the body and brain restore, memories are consolidated etc. The restorative sleep happens at the end of the sleep cycle, during REM sleep. If you aren’t getting the sleep you need, you aren’t spending as much time in that healing, nourishing part of sleep.

Reply
Riri

Hi, thank you very much for this article, I think it will help me lot for my exams ! Can I have the names of the scientifical studies, I would like to read them, thank you in advance !

Reply
shanya

Hey Karen…….this article is absolutely what I was looking for!!!! but can you please recommend me a study method which is effective for remembering information for a long period of time??? it would be a pleasure if you did!! and by information I meant the subjects which need a lot of patience and focus……like history and geography??……but anyways thanks and love ya!!!!

Reply
shreya

i love how the writer incorporated sweet motivation like the last sentence (the world can’t be brilliant without you.) and (eventually your mind won’t know the difference and will have you believing you can do anything – which you can.) how nice and sweet i love you guys so much, and these study tips i will live by. can’t thank y’all enough. x

Reply
Shadrach festus

Hi i find so dificult to study because get distracted. Thinking about work, money etc. What can i do.

Reply
Jess Hodgson

Just discovered your website! It is AMAZING! Can’t wait to start reading all the articles. This one was particularly relevant today as I’m just about to go into yearly exams and trying to keep everything balanced and in perspective 🙂 Thank you so much and looking forward to lots more reading x

Reply
Harrier

Wonderful article with simple, doable tips for the many tests one must take & pass in life. Thank you Karen!

Reply

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When you can’t cut out (their worries), add in (what they need for felt safety). 

Rather than focusing on what we need them to do, shift the focus to what we can do. Make the environment as safe as we can (add in another safe adult), and have so much certainty that they can do this, they can borrow what they need and wrap it around themselves again and again and again.

You already do this when they have to do things that don’t want to do, but which you know are important - brushing their teeth, going to the dentist, not eating ice cream for dinner (too often). The key for living bravely is to also recognise that so many of the things that drive anxiety are equally important. 

We also need to ask, as their important adults - ‘Is this scary safe or scary dangerous?’ ‘Do I move them forward into this or protect them from it?’♥️
The need to feel connected to, and seen by our people is instinctive. 

THE FIX: Add in micro-connections to let them feel you seeing them, loving them, connecting with them, enjoying them:

‘I love being your mum.’
‘I love being your dad.’
‘I missed you today.’
‘I can’t wait to hang out with you at bedtime 
and read a story together.’

Or smiling at them, playing with them, 
sharing something funny, noticing something about them, ‘remembering when...’ with them.

And our adult loves need the same, as we need the same from them.♥️
Our kids need the same thing we do: to feel safe and loved through all feelings not just the convenient ones.

Gosh it’s hard though. I’ve never lost my (thinking) mind as much at anyone as I have with the people I love most in this world.

We’re human, not bricks, and even though we’re parents we still feel it big sometimes. Sometimes these feelings make it hard for us to be the people we want to be for our loves.

That’s the truth of it, and that’s the duality of being a parent. We love and we fury. We want to connect and we want to pull away. We hold it all together and sometimes we can’t.

None of this is about perfection. It’s about being human, and the best humans feel, argue, fight, reconnect, own our ‘stuff’. We keep working on growing and being more of our everythingness, just in kinder ways.

If we get it wrong, which we will, that’s okay. What’s important is the repair - as soon as we can and not selling it as their fault. Our reaction is our responsibility, not theirs. This might sound like, ‘I’m really sorry I yelled. You didn’t deserve that. I really want to hear what you have to say. Can we try again?’

Of course, none of this means ‘no boundaries’. What it means is adding warmth to the boundary. One without the other will feel unsafe - for them, us, and others.

This means making sure that we’ve claimed responsibility- the ability to respond to what’s happening. It doesn’t mean blame. It means recognising that when a young person is feeling big, they don’t have the resources to lead out of the turmoil, so we have to lead them out - not push them out.

Rather than focusing on what we want them to do, shift the focus to what we can do to bring felt safety and calm back into the space.

THEN when they’re calm talk about what’s happened, the repair, and what to do next time.

Discipline means ‘to teach’, not to punish. They will learn best when they are connected to you. Maybe there is a need for consequences, but these must be about repair and restoration. Punishment is pointless, harmful, and outdated.

Hold the boundary, add warmth. Don’t ask them to do WHEN they can’t do. Wait until they can hear you and work on what’s needed. There’s no hurry.♥️
Recently I chatted with @rebeccasparrow72 , host of ABC Listen’s brilliant podcast, ‘Parental as Anything: Teens’. I loved this chat. Bec asked all the questions that let us crack the topic right open. Our conversation was in response to a listener’s question, that I expect will be familiar to many parents in many homes. Have a listen here:
https://www.abc.net.au/listen/programs/parental-as-anything-with-maggie-dent/how-can-i-help-my-anxious-teen/104035562
School refusal is escalating. Something that’s troubling me is the use of the word ‘school can’t’ when talking about kids.

Stay with me.

First, let’s be clear: school refusal isn’t about won’t. It’s about can’t. Not truly can’t but felt can’t. It’s about anxiety making school feel so unsafe for a child, avoidance feels like the only option.

Here’s the problem. Language is powerful, and when we put ‘can’t’ onto a child, it tells a deficiency story about the child.

But school refusal isn’t about the child.
It’s about the environment not feeling safe enough right now, or separation from a parent not feeling safe enough right now. The ‘can’t’ isn’t about the child. It’s about an environment that can’t support the need for felt safety - yet.

This can happen in even the most loving, supportive schools. All schools are full of anxiety triggers. They need to be because anything new, hard, brave, growthful will always come with potential threats - maybe failure, judgement, shame. Even if these are so unlikely, the brain won’t care. All it will read is ‘danger’.

Of course sometimes school actually isn’t safe. Maybe peer relationships are tricky. Maybe teachers are shouty and still using outdated ways to manage behaviour. Maybe sensory needs aren’t met.

Most of the time though it’s not actual threat but ’felt threat’.

The deficiency isn’t with the child. It’s with the environment. The question isn’t how do we get rid of their anxiety. It’s how do we make the environment feel safe enough so they can feel supported enough to handle the discomfort of their anxiety.

We can throw all the resources we want at the child, but:

- if the parent doesn’t believe the child is safe enough, cared for enough, capable enough; or

- if school can’t provide enough felt safety for the child (sensory accommodations, safe peer relationships, at least one predictable adult the child feels safe with and cared for by),

that child will not feel safe enough.

To help kids feel safe and happy at school, we have to recognise that it’s the environment that needs changing, not the child. This doesn’t mean the environment is wrong. It’s about making it feel more right for this child.♥️

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