Citation
Dunlosky, John, Katherine A. Rawson, Elizabeth J. Marsh, Mitchell J. Nathan, and Daniel T. Willingham. Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest, 2013. APS summary page used for this review.
What it says
- This review evaluated ten common learning techniques and rated their utility.
- The APS summary reports that practice testing and distributed practice were judged high-utility across many learners and settings.
- Techniques such as underlining and rereading were judged low-utility.
Why it matters here
- It gives the project a more evidence-backed direction for reinforcement and retention than generic “learning styles.”
- It supports using retrieval checks and spaced follow-up in AI enablement for adult technical teams.
Limitations
- This review is not specific to software delivery or adult workplace learning.
- It is broader on study techniques than on collaborative workplace training.
Project takeaways
- Build reinforcement around retrieval and spacing, not passive review.
- Favor small, repeated follow-ups over one-shot training events.