Date: July 12 2020
Summary: How to not only remember things but to understand work
Keywords: ##bibliography #learning #education #psychology #archive
P. C. Brown, Make it stick: the science of successful learning. Cambridge, Massachusetts: The Belknap Press of Harvard University Press, 2014.
The false idea that repetition improves memory traces back to the mid-1960's. Psychologist Endel Tulving, from the University of Toronto, tested people on their ability to remember lists of common English nouns.
Feedback has been extensively studied.  It can lead to the following conditions:
Strengthen effects of testing
Be of greater benefit if it's slightly delayed
Enhance positive and reduces the negative effects of multiple choice testing.
Frequent immediate feedback can be detrimental to long-term learning for motor skills at it provides a crutch during practice that isn't present during the test. 
Quizzing produced a significant improvement relative to no quizzing or directed review of target concepts on unit exams and on cumulative semester and end-of-year exams. A well-placed review quiz produced benefits on the exams that were as robust as several repeated quizzes in some cases.
This phenomenon was first researched at Columbia Middle School. ,  They reported well-controlled experiments on the benefits of quizzing for middle school students' performances on classroom exams in social studies and science.
Learning needs memory
Learning is a lifelong endeavor.
Learning is an acquired skill; often counterintuitive.
If you’re good at learning, you have an advantage in life.
Zelko, Jacob. Make It Stick: the Science of Successful Learning. https://jacobzelko.com/07122020164149-make-it-stick. July 12 2020.
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 M. A. McDaniel, P. K. Agarwal, B. J. Huelser, K. B. McDermott, and H. L. Roediger III, “Test-enhanced learning in a middle school science classroom: The effects of quiz frequency and placement.” J. Educ. Psychol., vol. 103, no. 2, p. 399, 2011.
 H. L. Roediger III, P. K. Agarwal, M. A. McDaniel, and K. B. McDermott, “Test-enhanced learning in the classroom: Long-term improvements from quizzing.” J. Exp. Psychol. Appl., vol. 17, no. 4, p. 382, 2011.