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Some people find mnemonics valuable in helping them learn otherwise not very meaningful material, particularly lists (Harris & Morris, 1984). Acronyms that spell a word from the initials of a list, like OCEAN for the components of the Big Five (see Appendix 4) are the simplest example. Making up a sentence from the initials is another way. We remember the order of the colours of a rainbow – red, orange, yellow, green, blue, indigo, violet – by the mnemonic ‘Richard Of York Gave Battle In Vain’. The sillier it is, the more memorable it is likely to be, but it does need to make some kind of sense because it is the meaning that makes the mnemonic memorable. Another system, for people who have strong visual imagery, is to imagine placing the words or objects to be remembered around a familiar location (Maguire, Valentine, Wilding & Kapur, 2003). Although these techniques are probably not very helpful unless you want to impress your friends by memorizing chunks of the telephone directory, they might be worth a try for arbitrary lists of things. If the institution offers a student mentor or ‘buddy’ from the second or third year, do not be too proud to accept and to ask them how they tackle organizing their work. They will probably be able to tell you things to avoid as well as things to do, and they can also brief you on any short cuts or on the things in all institutions that can safely be ignored without incurring official rebuff. Active learning Try to develop a more active learning style. If you do not understand what I mean, try the following exercise. Exercise 2.1 An experiment in active learning ORGANIZING INPUTS 23 Ask someone to take you on quite a complicated, unfamiliar route, ideally driving you in a car or taxi, and then try to retrace it later. Compare this to a situation where you have had to find your own way, perhaps using a map or directions, and then try to repeat it. You will be astonished at the difference in your success in the two conditions. The distinction between active and passive learning styles dates from the work of Eric Fromm (1979). In a passive learning condition, the student listens to lectures, takes notes, memorizes and reproduces the material for the required assessments without really reflecting upon it, whereas during active learning the student becomes much more involved in the material being presented, critically evaluating it, thinking through the implications, noting questions and issues, and trying to relate it to other observations or information of their own. Although some people are more easily disposed in terms of their personality to be active or passive learners, active learning skills can be developed by adopting this
24 STUDY SKILLS FOR PSYCHOLOGY STUDENTS particular mindset, and engaging with ideas and information on the course and reflecting upon them, leading to improvements in understanding and critical appreciation. It is notable that some students paddle along in passive mode until the impending examinations galvanize them into trying to really get to grips with their subject, and only at this point do they begin to appreciate quite how interesting it is. Tips: Putting things in your own words ➢ There is good evidence that you are much more likely to remember material that you have organized yourself and put into your own words, however roughly, which is why study groups and seminars are such effective ways of learning. ➢ As E.M. Forster (1976, p. 99) said, “How do I know what I think until I see what I say?” ➢ This is also a good way of checking that you have understood everything and that you have identified the further work that needs to be done. Figure 2.1. Kolb’s model of a reflective learning cycle.
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164 SUCCESSFUL STUDYING Assessing t
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166 SUCCESSFUL STUDYING Networking
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Appendix 2 Answers to exercises Exe
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Appendix 3 Acronyms and abbreviatio
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References Aserinsky, E., & Kleitma
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218 INDEX Blindsight, 189 Body mass
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222 INDEX Phenomenology, 196 Piaget
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224 INDEX t-test, 209 Turnitin, 84-
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