Traditional study methods like highlighting text or reviewing notes repeatedly may offer short-term benefits but fall short in promoting long-term retention, according to cognitive psychologists specializing in learning strategies. Emerging research suggests that more effective approaches involve actively engaging with the material through mental effort rather than passive review.

Pooja K. Agarwal, a cognitive psychologist and author of “Smart Teaching Stronger Learning: Practical Tips From 10 Cognitive Scientists,” explained that students often rely on strategies that feel easiest—such as note-taking or highlighting—believing they aid retention. However, these methods primarily maintain short-term focus without supporting durable learning. Similarly, commonly touted study hacks found on social media, such as chewing gum, inhaling essential oils, or listening to music, though potentially boosting mood or alertness, do not significantly enhance learning outcomes.

Robert Bjork, professor emeritus of cognitive psychology at UCLA and founder of the Bjork Learning and Forgetting Lab, emphasized that repetitive mass practice—the repeated reviewing of notes or texts—can be inefficient and largely ineffective for long-term memory consolidation. Instead, he advocates for introducing “desirable difficulties,” or small cognitive challenges that require effortful retrieval of information, thereby strengthening neural connections and improving future recall.

One highly recommended technique is retrieval practice, which involves recalling learned material without immediate reference to notes or textbooks. Agarwal suggests reading a portion of text, then pausing to write down what can be remembered before continuing. This deliberate mental struggle enhances memory more than simply re-reading or passively reviewing content. Henry L. “Roddy” Roediger, professor at Washington University in St. Louis and co-author of “Make it Stick: The Science of Successful Learning,” supports this view, noting that retrieval practice is effective whether the information is written, spoken aloud, or mentally rehearsed—but requires careful, active recall rather than superficial recognition.

Additionally, learners are encouraged to engage in metacognition, or self-reflection on their own learning process. Before reviewing material anew, taking a moment to summarize what has been retained and assessing which aspects posed challenges can deepen understanding and improve the quality of subsequent study sessions.

Spacing study sessions over time also enhances retention compared to cramming, Agarwal said. While studying intensively before a test may facilitate passing, spreading study sessions across several days leads to better performance on exams and stronger long-term memory. The process of allowing some forgetting between sessions is, paradoxically, beneficial to learning.

Finally, adequate sleep plays an essential role in memory consolidation, according to Roediger. Contrary to the common student practice of sacrificing rest for late-night study, research indicates that consistent, sufficient sleep supports the stabilization of newly acquired knowledge, making it a critical component of effective learning strategies.