The Science of Previewing and Reviewing
 |
Description
Book Introduction
The Trinity of Preview-Lesson-Review Learning Method Proven by the Latest Science
A compilation of world-renowned learning psychology research! Detailed case studies of effective learning strategies are included!
Over the past several decades, active research has been conducted on learning methods based on cognitive psychology, and the principles that can maximize the effectiveness of studying in the same amount of time have been revealed.
The author of this book, a professor of psychology and doctor of education, says that he first realized the power of advance study when he failed the entrance exam for the University of Tokyo and was retaking the exam.
During class, he was busy trying to keep up with the progress and studied on his own, focusing on reviewing for school exams. However, he said that studying in his third year of high school served as a kind of preview, and that he reached a deeper understanding when studying at a prep school.
Additionally, I was able to study effectively for the college entrance exam by utilizing my own metacognitive strategies, such as calculating back in time from the college entrance exam date, making specific monthly, weekly, and daily study plans, executing them, and checking them.
Having realized the importance of learning strategies through experience, the author has continued to experiment and research effective learning methods for middle and high school students and college students, and to teach study methods, ever since his graduate studies and now as a university professor.
He hopes that students will develop the "studying power" while learning various subjects at school, and that they will later be equipped with the "power to think about and explore various problems" when they enter the world. He has compiled the results of research on learning psychology that has developed around the world over the past several decades into this book.
Chapter 1 explains the human information processing structure and reveals the principles by which new information is understood and acquired through prior knowledge.
Because knowledge is the foundation of thinking and application skills, studying knowledge is important even in the era of artificial intelligence (AI).
Chapter 2 introduces learning strategies by type and explains in detail cognitive strategies for effective information processing.
Chapter 3 covers metacognitive strategies for regulating and motivating one's own learning process, and Chapter 4 presents methods for organically linking preview, class, and review to maximize learning effectiveness.
Chapters 5 and 6 provide detailed guidance on how to apply specific preview and review methods to your daily studies.
A compilation of world-renowned learning psychology research! Detailed case studies of effective learning strategies are included!
Over the past several decades, active research has been conducted on learning methods based on cognitive psychology, and the principles that can maximize the effectiveness of studying in the same amount of time have been revealed.
The author of this book, a professor of psychology and doctor of education, says that he first realized the power of advance study when he failed the entrance exam for the University of Tokyo and was retaking the exam.
During class, he was busy trying to keep up with the progress and studied on his own, focusing on reviewing for school exams. However, he said that studying in his third year of high school served as a kind of preview, and that he reached a deeper understanding when studying at a prep school.
Additionally, I was able to study effectively for the college entrance exam by utilizing my own metacognitive strategies, such as calculating back in time from the college entrance exam date, making specific monthly, weekly, and daily study plans, executing them, and checking them.
Having realized the importance of learning strategies through experience, the author has continued to experiment and research effective learning methods for middle and high school students and college students, and to teach study methods, ever since his graduate studies and now as a university professor.
He hopes that students will develop the "studying power" while learning various subjects at school, and that they will later be equipped with the "power to think about and explore various problems" when they enter the world. He has compiled the results of research on learning psychology that has developed around the world over the past several decades into this book.
Chapter 1 explains the human information processing structure and reveals the principles by which new information is understood and acquired through prior knowledge.
Because knowledge is the foundation of thinking and application skills, studying knowledge is important even in the era of artificial intelligence (AI).
Chapter 2 introduces learning strategies by type and explains in detail cognitive strategies for effective information processing.
Chapter 3 covers metacognitive strategies for regulating and motivating one's own learning process, and Chapter 4 presents methods for organically linking preview, class, and review to maximize learning effectiveness.
Chapters 5 and 6 provide detailed guidance on how to apply specific preview and review methods to your daily studies.
- You can preview some of the book's contents.
Preview
index
Introduction
Introduction: Why do I study?
Why study? | What skills should I develop through studying?
Chapter 1: All learning begins with knowledge.
Study of learning methods based on cognitive psychology | Human information processing | Understanding varies depending on prior knowledge | Questions vary depending on prior knowledge | The harm of yutori education | The importance of deep understanding | Elaboration and organization
Chapter 2: Results vary depending on learning strategy
Types of learning strategies | Cognitive strategies | Repetition strategies | Repeating at the very moment when you are about to forget | Elaboration strategies that connect to your own knowledge | Easier to remember using images | Easier to remember when you give meaning to something | Elaboration strategies used in various subjects | Correlation between elaboration strategies and grades | Organizational strategies for studying by organizing | Organizational strategies in various subjects | Correlation between organization strategies and grades
Chapter 3 Metacognitive Strategies
Types and Contents of Metacognitive Strategies | Metacognitive Strategies for Turning Learning into a Habit | Motivational Regulation Strategies | What's Most Important in Studying? | Cognitive Learning | Non-Cognitive Learning | The "How" Matters | Let's Develop the "Power to Study"
Chapter 4: Preview, Class, and Review Cycle
Learning Strategies for Classes | The Relationship Between Preview and Review | The Effect of Preview on Class Quality | Discovering the Power of Preview During My College Years | Self-Regulated Learning | Metacognition Necessary for a Smooth Learning Cycle
Chapter 5: Previewing Methods to Maximize Learning Effectiveness
Common misconceptions about previewing | Previewing allows you to understand the 'why' of knowledge | Previewing changes the way you listen to class | You can listen to class while confirming what you don't know | You can express knowledge in your own words | Previewing allows you to ask questions | How to make previewing effective | Previewing stimulates active discussions | Formal previewing is meaningless | What should I do about subjects that are difficult or that I dislike?
Chapter 6: Review Methods to Solidify Knowledge
Limitations of Common Review Methods｜To Become a Problem Solver｜Practice 'Lesson Induction'｜Personalized Training｜Lessons on Weaknesses or Study Methods｜To Solidify Knowledge｜Easy and Effective Review Methods｜My Own 'Weakness Note'｜Studying How to Use Textbooks｜What Should I Do About Subjects I Find Difficult or Dislike?
Words that come out
References
Introduction: Why do I study?
Why study? | What skills should I develop through studying?
Chapter 1: All learning begins with knowledge.
Study of learning methods based on cognitive psychology | Human information processing | Understanding varies depending on prior knowledge | Questions vary depending on prior knowledge | The harm of yutori education | The importance of deep understanding | Elaboration and organization
Chapter 2: Results vary depending on learning strategy
Types of learning strategies | Cognitive strategies | Repetition strategies | Repeating at the very moment when you are about to forget | Elaboration strategies that connect to your own knowledge | Easier to remember using images | Easier to remember when you give meaning to something | Elaboration strategies used in various subjects | Correlation between elaboration strategies and grades | Organizational strategies for studying by organizing | Organizational strategies in various subjects | Correlation between organization strategies and grades
Chapter 3 Metacognitive Strategies
Types and Contents of Metacognitive Strategies | Metacognitive Strategies for Turning Learning into a Habit | Motivational Regulation Strategies | What's Most Important in Studying? | Cognitive Learning | Non-Cognitive Learning | The "How" Matters | Let's Develop the "Power to Study"
Chapter 4: Preview, Class, and Review Cycle
Learning Strategies for Classes | The Relationship Between Preview and Review | The Effect of Preview on Class Quality | Discovering the Power of Preview During My College Years | Self-Regulated Learning | Metacognition Necessary for a Smooth Learning Cycle
Chapter 5: Previewing Methods to Maximize Learning Effectiveness
Common misconceptions about previewing | Previewing allows you to understand the 'why' of knowledge | Previewing changes the way you listen to class | You can listen to class while confirming what you don't know | You can express knowledge in your own words | Previewing allows you to ask questions | How to make previewing effective | Previewing stimulates active discussions | Formal previewing is meaningless | What should I do about subjects that are difficult or that I dislike?
Chapter 6: Review Methods to Solidify Knowledge
Limitations of Common Review Methods｜To Become a Problem Solver｜Practice 'Lesson Induction'｜Personalized Training｜Lessons on Weaknesses or Study Methods｜To Solidify Knowledge｜Easy and Effective Review Methods｜My Own 'Weakness Note'｜Studying How to Use Textbooks｜What Should I Do About Subjects I Find Difficult or Dislike?
Words that come out
References
Detailed image
Into the book
Don't people who are good at explaining things in an understandable way often use the expression "for example" and have a habit of paraphrasing things the listener already knows? This is "elaboration."
When you learn something new, you'll remember it better if you break it down into easy-to-understand sentences and consciously connect it to your own knowledge.
Rather than blindly filling your head with knowledge, it is important to connect it to your own knowledge to make it meaningful (elaborate) and neatly categorize and organize it (organize).
Only then can it become knowledge that can be flexibly applied in various situations.
--- From the text, “Chapter 1: All learning begins with knowledge”
If you were told to hear the words "frog, fire truck, banana..." and recall and say them, how would you memorize them? Perhaps you could memorize them by visualizing something like "a frog holding a banana and riding a fire truck." The simple method of memorizing by repetition is a repetition strategy.
Meanwhile, the imagery strategy of memorizing using images is an elaboration strategy.
--- From the text “Chapter 2 Results vary depending on learning strategy”
The results of the experiment showed that people remembered a word best when there was a gap of about 5 words between the first and second appearances of the word, and when there was a gap of about 8 words between the second and third appearances of the word.
The reason for this result is that the interval is 'just the right time to forget'.
This means that studying again right before you forget something is more effective in recalling your memory than memorizing it multiple times all at once.
This is called 'reactivation'.
The field of psychology has long argued that distributed learning is more effective than concentrated learning. This study found a more specific method that suggests that when studying distributedly, studying again at the exact moment when you are most likely to forget is more effective.
--- From the text “Chapter 2 Results vary depending on learning strategy”
A study examining the effectiveness of directly teaching metacognitive strategies to elementary and middle school students encouraged them to "check" their learning behavior to address the problem of difficulty focusing on homework.
We had them check their own behavior by having them fill out a table that recorded things like, 'When did they start the given task and how long did it take?', 'Where did they do it and with whom?', and 'Were there any distractions around?'
Additionally, the teacher taught students to 'set regular study times', 'set achievable goals that are right for them', 'prioritize their work', and 'reward themselves'.
The results of the experiment showed that students who had difficulty learning were able to complete their homework better and their academic achievement also improved.
This study demonstrated that teaching metacognitive strategies such as monitoring, planning, and regulation is effective for learning.
--- From Chapter 3, Metacognitive Strategies
The five strategies of interest enhancement strategy, value assignment strategy, cognitive transformation strategy, achievement imagination strategy, and environmental control strategy can be called 'self-regulation strategies' because they attempted to motivate through mindset regardless of reward.
This study analyzed the relationship between each motivational regulation strategy and lack of persistence and learning attitudes.
As a result, people who used self-regulation strategies were more persistent in their studies and had better learning attitudes.
On the other hand, people who used cooperative and performance-oriented strategies were less likely to maintain persistent focus.
--- From Chapter 3, Metacognitive Strategies
Studies of notebook note-taking have shown that students can recall about 50% of the information they wrote down, but only about 15% of the information they didn't write down.
Taking notes in a notebook is a refinement strategy that allows you to reorganize information while leveraging your own knowledge to increase your understanding.
However, research on note-taking in class shows that only about 20 to 40 percent of important information is taken during class.
Metacognitive strategies are what help us pay attention to important information.
It's about listening to the class, focusing on the parts the teacher emphasizes, and checking regularly to see if there are any questions about the class content.
--- From the main text, “Chapter 4 Preview, Class, and Review Cycle”
The purpose of previewing is to 'predict what you will learn in class' and 'acquire the knowledge necessary to understand the class deeply.'
If you can predict what your class will be like, you can focus on the important content.
You don't need to fully understand the content during the preview stage.
If you do that, there will be no point in taking the class and it will quickly become boring.
The goal is to leave class feeling like you "clearly understand!", so you should think of the preview and class as a single package.
In many cases, it is sufficient to just preview for about 5 minutes during the break before class to get a general idea of the class content.
--- From Chapter 5, “Preview Methods to Maximize Learning Effectiveness”
Students in the preview class studied their textbooks for 5 minutes after class started and then took the class.
After class, the students in the review class read the textbook for five minutes.
The review class also had the same content as the preview class, and reviewed for 5 minutes, so the 'amount of learning' was similar.
Yet, there was a significant difference in the test measuring comprehension of the class.
We 'understand' things by connecting them to what we already know.
So, in order to properly understand difficult and complex stories, it is a good idea to go to class knowing at least the textbook content in advance.
In addition, as a result of analyzing how the effect of preview differs depending on the learning perspective, the effect of preview was only seen in people with a high orientation toward understanding meaning.
Those who don't wonder 'why' prove that they can never reach a deep level of understanding, no matter how much they study.
--- From Chapter 5, “Preview Methods to Maximize Learning Effectiveness”
In educational psychology, 'deriving points from a solved problem that can be applied to other problems' is called 'lesson induction.'
A study was conducted to teach inductive reasoning to a student whose math grades had declined significantly after entering middle school.
Rather than having the researcher teach students why each problem was wrong or what could have been done better, the researchers encouraged students to come up with their own solutions.
As a result of this guidance, grades that were about 20 points below the average score were raised above the average score.
Also, when studying other subjects, I developed the habit of actively writing down things like 'reasons for mistakes' and 'points of thought'.
--- From the text “Chapter 6 Review Methods to Solidify Knowledge”
A simple way to review is to 'explain to yourself what you have learned.'
This method corresponds to a refinement strategy.
Imagine the subject you are teaching virtually and explain it as if you were teaching it yourself.
This study method is called 'hypothetical instruction'.
When I explain something to younger students who are in a lower grade than me or who may not know the content, I feel the need to put it into their own words and explain it in a very simple way.
Through such work, the knowledge in your head is connected and your understanding deepens.
--- From the text “Chapter 6 Review Methods to Solidify Knowledge”
Excellent learners practice 'self-regulated learning' in the process of previewing, taking classes, and reviewing.
When trying to develop the 'power to think, explore, and study,' the role of teachers and parents is quite important.
Students develop the ability to self-regulate their learning by going through four stages: (1) learning the method, (2) following the method, (3) trying it on their own, and (4) applying it in various situations.
In the early stages, it is necessary for "senior learners" such as teachers or parents to teach and model various study methods and tips.
When you learn something new, you'll remember it better if you break it down into easy-to-understand sentences and consciously connect it to your own knowledge.
Rather than blindly filling your head with knowledge, it is important to connect it to your own knowledge to make it meaningful (elaborate) and neatly categorize and organize it (organize).
Only then can it become knowledge that can be flexibly applied in various situations.
--- From the text, “Chapter 1: All learning begins with knowledge”
If you were told to hear the words "frog, fire truck, banana..." and recall and say them, how would you memorize them? Perhaps you could memorize them by visualizing something like "a frog holding a banana and riding a fire truck." The simple method of memorizing by repetition is a repetition strategy.
Meanwhile, the imagery strategy of memorizing using images is an elaboration strategy.
--- From the text “Chapter 2 Results vary depending on learning strategy”
The results of the experiment showed that people remembered a word best when there was a gap of about 5 words between the first and second appearances of the word, and when there was a gap of about 8 words between the second and third appearances of the word.
The reason for this result is that the interval is 'just the right time to forget'.
This means that studying again right before you forget something is more effective in recalling your memory than memorizing it multiple times all at once.
This is called 'reactivation'.
The field of psychology has long argued that distributed learning is more effective than concentrated learning. This study found a more specific method that suggests that when studying distributedly, studying again at the exact moment when you are most likely to forget is more effective.
--- From the text “Chapter 2 Results vary depending on learning strategy”
A study examining the effectiveness of directly teaching metacognitive strategies to elementary and middle school students encouraged them to "check" their learning behavior to address the problem of difficulty focusing on homework.
We had them check their own behavior by having them fill out a table that recorded things like, 'When did they start the given task and how long did it take?', 'Where did they do it and with whom?', and 'Were there any distractions around?'
Additionally, the teacher taught students to 'set regular study times', 'set achievable goals that are right for them', 'prioritize their work', and 'reward themselves'.
The results of the experiment showed that students who had difficulty learning were able to complete their homework better and their academic achievement also improved.
This study demonstrated that teaching metacognitive strategies such as monitoring, planning, and regulation is effective for learning.
--- From Chapter 3, Metacognitive Strategies
The five strategies of interest enhancement strategy, value assignment strategy, cognitive transformation strategy, achievement imagination strategy, and environmental control strategy can be called 'self-regulation strategies' because they attempted to motivate through mindset regardless of reward.
This study analyzed the relationship between each motivational regulation strategy and lack of persistence and learning attitudes.
As a result, people who used self-regulation strategies were more persistent in their studies and had better learning attitudes.
On the other hand, people who used cooperative and performance-oriented strategies were less likely to maintain persistent focus.
--- From Chapter 3, Metacognitive Strategies
Studies of notebook note-taking have shown that students can recall about 50% of the information they wrote down, but only about 15% of the information they didn't write down.
Taking notes in a notebook is a refinement strategy that allows you to reorganize information while leveraging your own knowledge to increase your understanding.
However, research on note-taking in class shows that only about 20 to 40 percent of important information is taken during class.
Metacognitive strategies are what help us pay attention to important information.
It's about listening to the class, focusing on the parts the teacher emphasizes, and checking regularly to see if there are any questions about the class content.
--- From the main text, “Chapter 4 Preview, Class, and Review Cycle”
The purpose of previewing is to 'predict what you will learn in class' and 'acquire the knowledge necessary to understand the class deeply.'
If you can predict what your class will be like, you can focus on the important content.
You don't need to fully understand the content during the preview stage.
If you do that, there will be no point in taking the class and it will quickly become boring.
The goal is to leave class feeling like you "clearly understand!", so you should think of the preview and class as a single package.
In many cases, it is sufficient to just preview for about 5 minutes during the break before class to get a general idea of the class content.
--- From Chapter 5, “Preview Methods to Maximize Learning Effectiveness”
Students in the preview class studied their textbooks for 5 minutes after class started and then took the class.
After class, the students in the review class read the textbook for five minutes.
The review class also had the same content as the preview class, and reviewed for 5 minutes, so the 'amount of learning' was similar.
Yet, there was a significant difference in the test measuring comprehension of the class.
We 'understand' things by connecting them to what we already know.
So, in order to properly understand difficult and complex stories, it is a good idea to go to class knowing at least the textbook content in advance.
In addition, as a result of analyzing how the effect of preview differs depending on the learning perspective, the effect of preview was only seen in people with a high orientation toward understanding meaning.
Those who don't wonder 'why' prove that they can never reach a deep level of understanding, no matter how much they study.
--- From Chapter 5, “Preview Methods to Maximize Learning Effectiveness”
In educational psychology, 'deriving points from a solved problem that can be applied to other problems' is called 'lesson induction.'
A study was conducted to teach inductive reasoning to a student whose math grades had declined significantly after entering middle school.
Rather than having the researcher teach students why each problem was wrong or what could have been done better, the researchers encouraged students to come up with their own solutions.
As a result of this guidance, grades that were about 20 points below the average score were raised above the average score.
Also, when studying other subjects, I developed the habit of actively writing down things like 'reasons for mistakes' and 'points of thought'.
--- From the text “Chapter 6 Review Methods to Solidify Knowledge”
A simple way to review is to 'explain to yourself what you have learned.'
This method corresponds to a refinement strategy.
Imagine the subject you are teaching virtually and explain it as if you were teaching it yourself.
This study method is called 'hypothetical instruction'.
When I explain something to younger students who are in a lower grade than me or who may not know the content, I feel the need to put it into their own words and explain it in a very simple way.
Through such work, the knowledge in your head is connected and your understanding deepens.
--- From the text “Chapter 6 Review Methods to Solidify Knowledge”
Excellent learners practice 'self-regulated learning' in the process of previewing, taking classes, and reviewing.
When trying to develop the 'power to think, explore, and study,' the role of teachers and parents is quite important.
Students develop the ability to self-regulate their learning by going through four stages: (1) learning the method, (2) following the method, (3) trying it on their own, and (4) applying it in various situations.
In the early stages, it is necessary for "senior learners" such as teachers or parents to teach and model various study methods and tips.
--- From the text “What’s Coming Out”
Publisher's Review
Your grades will improve without increasing your study time!
The Trinity of Preview-Lesson-Review Study Method Proven by the Latest Science
★★★★★ A compilation of world-renowned learning psychology research! A must-read for elementary, middle, and high school students, test takers, teachers, and parents!
In areas where academies are concentrated, the scene of children pouring out of the surrounding buildings at 10 p.m. and the once-deserted streets becoming bustling is repeated every night.
Is it really necessary to study this late into elementary school to achieve excellent grades? Middle school and high school students, with their workloads increasing rapidly, find it difficult to increase their study time, often sacrificing sleep and exercise time.
Meanwhile, why do some children achieve average grades while others achieve first place in the entire school despite studying for similar amounts of time?
The study method field, like the self-help field, is overflowing with books written by successful people.
Just as people who have amassed wealth and fame tell their personal stories as if they were universal, in the field of study methods, graduates of prestigious universities and instructors at famous academies have been introducing the study methods of specific individuals or academies using the same principles as success stories and self-help books.
However, just as an individual's success depends not only on acquired effort but also on innate talent and numerous coincidences, innate intelligence and the given environment also play a significant role in being good at studying.
Over the past several decades, active research has been conducted on learning methods based on cognitive psychology, and the principles that can maximize the effectiveness of studying in the same amount of time have been revealed.
Thanks to these remarkable advances in learning psychology, anyone can now learn effective learning methods and maximize their potential, within the scope of conscious effort to change variables beyond those difficult for individuals to change, such as innate intelligence and given environment.
The author of this book, Keita Shinogaya, a professor of psychology at Gakushuin University and a doctor of education, says that he first realized the power of advance study when he failed the entrance exam for the University of Tokyo and was retaking the exam.
During class, he was busy trying to keep up with the progress and studied on his own, focusing on reviewing for school exams. However, he said that studying in his third year of high school served as a kind of preview, and that he reached a deeper understanding when studying at a prep school.
Additionally, he said that he was able to study effectively for the college entrance exam by utilizing his own metacognitive strategies, such as calculating back in time from the college entrance exam date, making specific monthly, weekly, and daily study plans, executing them, and checking them.
Having realized the importance of learning strategies through experience, the author has continued to experiment and research effective learning methods for middle and high school students and college students, and to teach study methods, ever since his graduate studies and now as a university professor.
He hopes that students will develop the "studying power" while learning various subjects at school, and that they will later be equipped with the "power to think about and explore various problems" when they enter the world. He has compiled the results of research on learning psychology that has developed around the world over the past several decades into this book.
Chapter 1 explains the human information processing structure, or cognitive structure, and reveals the principles by which new information is understood and acquired through prior knowledge.
Because knowledge is the foundation of thinking and application skills, studying knowledge is important even in the era of artificial intelligence (AI).
Chapter 2 introduces learning strategies by type and explains in detail cognitive strategies for effective information processing.
Chapter 3 covers metacognitive strategies for regulating and motivating one's own learning process, and Chapter 4 presents methods for organically linking preview, class, and review to maximize learning effectiveness.
Chapters 5 and 6 provide detailed guidance on how to apply specific preview and review methods to your daily studies.
Combine effective cognitive and metacognitive strategies!
In the age of AI, some question whether it's really necessary to go through the painstaking process of studying knowledge. As AI is applied to the real world, simple coding and routine office jobs are rapidly disappearing, while demand is growing for veterans equipped with not only expertise in their field but also application and decision-making skills. These individuals, who utilize AI as assistants and achieve productivity several times, even tens or hundreds of times higher than before, are capable of high-level thinking, capable of detecting hallucinations, the "plausible lies" of generative AI.
How can we develop these critical and application skills? The human cognitive system understands and judges external information based on prior knowledge.
Therefore, the knowledge in your head becomes the basis of your thinking ability.
In Japan, during the period of rapid economic growth in the 1960s and 1970s, accumulating a lot of knowledge and entering a good university or company was considered the most important.
As a result, it led to an incredibly fierce competition for college entrance, and the pressure of competition led to problems such as bullying and school refusal.
In reflection on this, 'Yutori (leisure) education' was developed to enable students to study without feeling pressured.
When teachers teach, it tends to just be about pouring knowledge, so they try not to teach as much as possible, and instead focus on respecting students' desire to learn and supporting their thinking skills.
However, from the 1990s to the 2000s, when the Yutori education policy was implemented, Japanese students' scores on the Program for International Student Assessment (PISA), an international academic assessment that requires applied skills rather than basic knowledge, fell significantly.
Yutori education has become an example of an educational experiment that has proven that thinking skills also deteriorate without the support of basic knowledge education.
Learning strategies are divided into cognitive strategies for processing information and metacognitive strategies for regulating the learning process.
Cognitive strategies are broadly divided into repetition strategies, elaboration strategies, and organization strategies, while metacognitive strategies are broadly divided into monitoring, control, and planning.
Studies in the psychology of learning have found that distributed learning, which involves studying several times, is more effective than concentrated learning, which involves studying all at once, and that the most effective interval for repeated memorization is when you just forget.
The "elaboration strategy," which integrates new information with prior knowledge to create "meaningful information," and the "organization strategy," which systematically organizes and acquires information, improve academic achievement.
Above all, the effectiveness can be maximized when combined with metacognitive strategies that allow you to look down on yourself while studying, adjust your pace and method, and motivate yourself to learn.
Develop the 'studying power' that will protect you throughout your life in this rapidly changing world!
The author, a university professor, enjoys research and writing, and while teaching at a university, he candidly admits that there are things he doesn't want to do during his work.
In such cases, they say they try to motivate themselves somehow by using strategies such as increasing interest by saying, "This job also has some interesting aspects," and giving value by saying, "If I do this, I will gain new abilities."
No one can live their life doing only what they like and what they are good at.
Even if it's something you don't like or something difficult, you have to think about it, explore it, and solve it somehow.
By studying a variety of subjects in school, we develop the strength to explore the various problems we will face in the future.
The author emphasizes that when we do not avoid difficult and unpleasant tasks but instead find solutions one by one, we can develop true "studying power."
The idea and concept of metacognitive learning strategy, or self-regulated learning, is well known in the workplace as the 'PDCA (Plan, Do, Check, Act) cycle.'
⑴ Setting goals, making plans on how to achieve them, ⑵ Executing the plans, ⑶ Evaluating whether things went as planned, and if they failed, why they failed, ⑷ Thinking about what measures and improvements are needed in the future, and then taking action to make this a habit will lead to high work performance.
If you have the "study power" to acquire and apply new information whenever necessary, you can adapt no matter how the world changes.
By learning effective study techniques, we can not only prepare for school exams and college entrance exams, but also learn to navigate the rapidly changing world as lifelong learners, ensuring our survival and prosperity.
The Trinity of Preview-Lesson-Review Study Method Proven by the Latest Science
★★★★★ A compilation of world-renowned learning psychology research! A must-read for elementary, middle, and high school students, test takers, teachers, and parents!
In areas where academies are concentrated, the scene of children pouring out of the surrounding buildings at 10 p.m. and the once-deserted streets becoming bustling is repeated every night.
Is it really necessary to study this late into elementary school to achieve excellent grades? Middle school and high school students, with their workloads increasing rapidly, find it difficult to increase their study time, often sacrificing sleep and exercise time.
Meanwhile, why do some children achieve average grades while others achieve first place in the entire school despite studying for similar amounts of time?
The study method field, like the self-help field, is overflowing with books written by successful people.
Just as people who have amassed wealth and fame tell their personal stories as if they were universal, in the field of study methods, graduates of prestigious universities and instructors at famous academies have been introducing the study methods of specific individuals or academies using the same principles as success stories and self-help books.
However, just as an individual's success depends not only on acquired effort but also on innate talent and numerous coincidences, innate intelligence and the given environment also play a significant role in being good at studying.
Over the past several decades, active research has been conducted on learning methods based on cognitive psychology, and the principles that can maximize the effectiveness of studying in the same amount of time have been revealed.
Thanks to these remarkable advances in learning psychology, anyone can now learn effective learning methods and maximize their potential, within the scope of conscious effort to change variables beyond those difficult for individuals to change, such as innate intelligence and given environment.
The author of this book, Keita Shinogaya, a professor of psychology at Gakushuin University and a doctor of education, says that he first realized the power of advance study when he failed the entrance exam for the University of Tokyo and was retaking the exam.
During class, he was busy trying to keep up with the progress and studied on his own, focusing on reviewing for school exams. However, he said that studying in his third year of high school served as a kind of preview, and that he reached a deeper understanding when studying at a prep school.
Additionally, he said that he was able to study effectively for the college entrance exam by utilizing his own metacognitive strategies, such as calculating back in time from the college entrance exam date, making specific monthly, weekly, and daily study plans, executing them, and checking them.
Having realized the importance of learning strategies through experience, the author has continued to experiment and research effective learning methods for middle and high school students and college students, and to teach study methods, ever since his graduate studies and now as a university professor.
He hopes that students will develop the "studying power" while learning various subjects at school, and that they will later be equipped with the "power to think about and explore various problems" when they enter the world. He has compiled the results of research on learning psychology that has developed around the world over the past several decades into this book.
Chapter 1 explains the human information processing structure, or cognitive structure, and reveals the principles by which new information is understood and acquired through prior knowledge.
Because knowledge is the foundation of thinking and application skills, studying knowledge is important even in the era of artificial intelligence (AI).
Chapter 2 introduces learning strategies by type and explains in detail cognitive strategies for effective information processing.
Chapter 3 covers metacognitive strategies for regulating and motivating one's own learning process, and Chapter 4 presents methods for organically linking preview, class, and review to maximize learning effectiveness.
Chapters 5 and 6 provide detailed guidance on how to apply specific preview and review methods to your daily studies.
Combine effective cognitive and metacognitive strategies!
In the age of AI, some question whether it's really necessary to go through the painstaking process of studying knowledge. As AI is applied to the real world, simple coding and routine office jobs are rapidly disappearing, while demand is growing for veterans equipped with not only expertise in their field but also application and decision-making skills. These individuals, who utilize AI as assistants and achieve productivity several times, even tens or hundreds of times higher than before, are capable of high-level thinking, capable of detecting hallucinations, the "plausible lies" of generative AI.
How can we develop these critical and application skills? The human cognitive system understands and judges external information based on prior knowledge.
Therefore, the knowledge in your head becomes the basis of your thinking ability.
In Japan, during the period of rapid economic growth in the 1960s and 1970s, accumulating a lot of knowledge and entering a good university or company was considered the most important.
As a result, it led to an incredibly fierce competition for college entrance, and the pressure of competition led to problems such as bullying and school refusal.
In reflection on this, 'Yutori (leisure) education' was developed to enable students to study without feeling pressured.
When teachers teach, it tends to just be about pouring knowledge, so they try not to teach as much as possible, and instead focus on respecting students' desire to learn and supporting their thinking skills.
However, from the 1990s to the 2000s, when the Yutori education policy was implemented, Japanese students' scores on the Program for International Student Assessment (PISA), an international academic assessment that requires applied skills rather than basic knowledge, fell significantly.
Yutori education has become an example of an educational experiment that has proven that thinking skills also deteriorate without the support of basic knowledge education.
Learning strategies are divided into cognitive strategies for processing information and metacognitive strategies for regulating the learning process.
Cognitive strategies are broadly divided into repetition strategies, elaboration strategies, and organization strategies, while metacognitive strategies are broadly divided into monitoring, control, and planning.
Studies in the psychology of learning have found that distributed learning, which involves studying several times, is more effective than concentrated learning, which involves studying all at once, and that the most effective interval for repeated memorization is when you just forget.
The "elaboration strategy," which integrates new information with prior knowledge to create "meaningful information," and the "organization strategy," which systematically organizes and acquires information, improve academic achievement.
Above all, the effectiveness can be maximized when combined with metacognitive strategies that allow you to look down on yourself while studying, adjust your pace and method, and motivate yourself to learn.
Develop the 'studying power' that will protect you throughout your life in this rapidly changing world!
The author, a university professor, enjoys research and writing, and while teaching at a university, he candidly admits that there are things he doesn't want to do during his work.
In such cases, they say they try to motivate themselves somehow by using strategies such as increasing interest by saying, "This job also has some interesting aspects," and giving value by saying, "If I do this, I will gain new abilities."
No one can live their life doing only what they like and what they are good at.
Even if it's something you don't like or something difficult, you have to think about it, explore it, and solve it somehow.
By studying a variety of subjects in school, we develop the strength to explore the various problems we will face in the future.
The author emphasizes that when we do not avoid difficult and unpleasant tasks but instead find solutions one by one, we can develop true "studying power."
The idea and concept of metacognitive learning strategy, or self-regulated learning, is well known in the workplace as the 'PDCA (Plan, Do, Check, Act) cycle.'
⑴ Setting goals, making plans on how to achieve them, ⑵ Executing the plans, ⑶ Evaluating whether things went as planned, and if they failed, why they failed, ⑷ Thinking about what measures and improvements are needed in the future, and then taking action to make this a habit will lead to high work performance.
If you have the "study power" to acquire and apply new information whenever necessary, you can adapt no matter how the world changes.
By learning effective study techniques, we can not only prepare for school exams and college entrance exams, but also learn to navigate the rapidly changing world as lifelong learners, ensuring our survival and prosperity.
GOODS SPECIFICS
- Date of issue: November 14, 2025
- Page count, weight, size: 244 pages | 327g | 140*210*15mm
- ISBN13: 9791193281147
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