学习专家肖恩·康指出，许多学生采用的常见学习方法存在明显缺陷。根据2018年的研究汇总，美国大学生和成人中有78%采用重读笔记作为学习策略，超过一半的学生将突出显示或下划重点作为这一方法的组成部分1。然而康认为，单纯的重复阅读效果有限，且学生对自己学习状态的自信程度往往与实际考试表现不符1。
康提出了三类改进的学习方法来替代这些低效做法。第一，学生应在多天内间隔重复阅读材料，而非在单个学习会话中集中完成1。第二，应在类似真实考试的环境下进行自测，不参考任何辅助资料1。第三，学生需要加强信息提取能力，可通过完成练习测验、使用闪卡、回答章末问题和定期暂停回忆等方式进行训练1。此外，康建议学生通过定期问自己"为什么"来创建新信息与已有知识之间的联系，并采用自我解释技巧——即像向陌生人讲述一样来解释学习内容，以强化记忆和知识整合1。
Sean Kang, a learning expert, has identified three widespread misconceptions about effective study habits and outlined evidence-based alternatives to improve learning outcomes. According to a 2018 research synthesis covering five surveys of American university students and adults, 78% of participants relied on re-reading notes as their primary study strategy 1. More than half of these students incorporated highlighting or underlining as part of their re-reading approach 1. However, this commonly adopted method proves to have limited effectiveness.
The first myth centers on the assumption that re-reading notes facilitates retention. Rather than massing all re-reading into a single study session, Kang recommends spacing repeated review of material across multiple days 1. The second misconception involves student confidence; many learners overestimate their grasp of material, which does not align with actual exam performance. To address this, testing oneself in exam-like conditions without access to notes, textbooks, or devices is advised 1. The third myth involves focusing solely on information absorption while neglecting information retrieval. Kang proposes practicing retrieval through completing practice quizzes, using flashcards, answering end-of-chapter questions, and pausing regularly to recall information 1. Additionally, he recommends establishing connections between new information and existing knowledge by regularly asking oneself "why" 1. The self-explanation technique encourages students to explain learning material as if teaching someone unfamiliar with the topic 1.
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