Some text on this page is in English for now.
Learning
Pull it out of your head. Come back to it later.
The idea
Learning sticks when you pull it out of your head, not when you read it again.
Compared with what
A review of ten study methods rated practice testing and spreading study out over time as the most useful, and rereading and highlighting as the least Dunlosky and colleagues, 2013. Across hundreds of experiments, spacing sessions apart helped people remember for longer Cepeda and colleagues, 2006.
How this site uses it
Every section asks you to try something before it tells you the answer. If you turn reminders on, a step comes back a few days later. Reminders start off.
Start with
- Close the page and say three things you remember.
- Come back in a few days and try again before you reread.
Steps to try
A tiny step
Come back in a few days
When I learn something I want to keep, I'll put a note in my calendar to try recalling it later in the week.
A tiny step
Say it back
When I finish reading something I want to keep, I'll close it and say the main points out loud.
Sources for this page
Dunlosky and colleagues (2013). Improving students' learning with effective learning techniques.
Review: experts read and summed up the research.
What we use: Practice testing and spreading study out over time rated most useful; rereading and highlighting rated low.
Checked Oct 11, 2026 · https://doi.org/10.1177/1529100612453266 · DOI 10.1177/1529100612453266 · PubMed 26173288
Cepeda and colleagues (2006). Distributed practice in verbal recall tasks: a review and quantitative synthesis.
Pooled analysis of many studies, 317 experiments: an average across studies; only as good as the studies inside.
What we use: Spacing study sessions apart helps people remember longer; the longer you need to remember, the wider the best gap.
Checked Oct 11, 2026 · https://doi.org/10.1037/0033-2909.132.3.354 · DOI 10.1037/0033-2909.132.3.354 · PubMed 16719566