Traditional study techniques like passively rereading notes or highlighting text may offer temporary benefits, but research indicates they are less effective for long-term learning. Cognitive psychologists emphasize that incorporating certain challenges during study—so-called “desirable difficulties”—can improve retention and understanding.

Pooja Agarwal, a cognitive psychologist and author, notes that students often default to familiar habits such as taking notes while reading or using highlighters. These approaches provide a sense of engagement but do not significantly enhance memory over time. Agarwal warns against popular study “hacks” found on social media, such as chewing gum or listening to music, which may boost alertness but do not improve learning outcomes.

Robert Bjork, professor emeritus at UCLA and co-founder of the Bjork Learning and Forgetting Lab, highlights that massed practice—studying large amounts of material in one sitting—can waste time and be less efficient. Instead, he advocates for incorporating mental effort when studying, which strengthens neural connections and facilitates retrieval later.

One widely supported strategy is retrieval practice, which involves actively recalling information from memory rather than passively reviewing it. Agarwal suggests reading a passage, then pausing to write down or mentally retrieve what has been learned before continuing. This mental effort, though initially more challenging, has been shown to improve long-term retention in both laboratory and classroom settings.

Henry L. “Roddy” Roediger, a cognitive psychology professor at Washington University in St. Louis and co-author of “Make it Stick,” concurs that retrieval practice can take various forms—including writing, speaking, or mentally rehearsing—but cautions that superficial recognition is not enough. Effective retrieval requires deliberately reconstructing knowledge rather than simply feeling familiar with it.

Another technique that complements retrieval practice is metacognition, or reflecting on one’s own learning process. Agarwal recommends students periodically pause to assess what was difficult to learn and to estimate how well they have retained the material. This self-monitoring helps deepen understanding and directs further study efforts.

Spacing study sessions over days or weeks, rather than cramming just before a test, is another evidence-based approach. Agarwal explains that while cramming may suffice for short-term recall, spreading study time enhances long-term memory retention. For example, studying in three one-hour sessions across several days produces better results than a single three-hour session immediately before an exam.

Finally, cognitive experts emphasize the importance of adequate sleep in consolidating memories. Roediger points out that sleep is critical for integrating newly learned material and that sacrificing rest for late-night study sessions is counterproductive.

Overall, research suggests that embracing more effortful study activities combined with thoughtful planning and sufficient rest can lead to more durable learning outcomes.