Learning Strategies
Learning Strategies - Related Videos
09:45
New Variations for Strategy Set-shifting in the Rat
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Cited by 3 •
2017
Set-shifting, a form of behavioral flexibility, requires an attentional shift from one stimulus dimension to another. We extended an established rodent set-shifting task1 by requiring attention to different stimuli according to context. The task was combined with specific lesions to identify neuron subtypes underlying a successful shift.
12:59
Barnes Maze Testing Strategies with Small and Large Rodent Models
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Cited by 171 •
2014
The dry-land Barnes maze is widely used to measure spatial navigation ability in response to mildly aversive stimuli. Over consecutive days, performance (e.g. latency to locate escape cage) of control subjects improves, indicative of normal learning and memory. Differences between rats and mice necessitate apparatus and methodology changes that are detailed here.
11:18
Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task
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Cited by 18 •
2015
A method is described in which 3-4 month old infants learn a task by discovery and their leg movements are captured to quantify the learning process.
10:06
An Introduction to Learning and Memory
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2023
Learning is the process of acquiring new information and memory is the retention or storage of that information. Different types of learning, such as non-associative and associative learning, and different types of memory, such as long-term and short-term memory, have been associated with human behaviors. Studying these components in detail helps behavioral scientists understand the neural mechanisms behind these two complex phenomena. JoVE's overview on learning and memory introduces common...
09:01
The Double-H Maze: A Robust Behavioral Test for Learning and Memory in Rodents
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Cited by 7 •
2015
The goal of this protocol is to investigate spatial cognition in rodents. The double-H water maze is a novel test, which is particularly useful to elucidate the different components of learning, consolidation and memory, as well as the interplay of memory systems.
FAQs
Retrieval practice strengthens learning by requiring a learner to bring information back to mind, making retrieval part of the learning process rather than relying only on repeated exposure. This approach can support long-term retention because it exercises access to stored knowledge. It is especially relevant when instruction aims to improve later recall, comprehension, or application.
Spaced practice distributes learning opportunities over time, creating repeated encounters with information rather than concentrating them in a single session. This timing supports retention and can make learners engage with material across multiple study periods. Compared with a single concentrated effort, it offers a strategy for strengthening knowledge that must remain accessible beyond the immediate learning situation.
Elaboration helps learners connect new information with meaningful ideas, while organization structures information so relationships among concepts are easier to use. Metacognitive monitoring adds awareness of what has been understood and what still requires attention. Together, these processes guide encoding, support retrieval, and help learners adapt their approach to task demands and prior knowledge.
A learner can organize new material, elaborate on its meaning, and use retrieval practice to check whether it can be recalled and applied. Spaced practice can distribute these activities across time, while metacognitive monitoring identifies areas needing further work. This combination addresses both initial understanding and later use, rather than treating studying as a single repetitive activity.
Learning strategies are relevant in workplaces and clinical training as well as classrooms. In these settings, learners may need to retain information, understand procedures or concepts, solve problems, and apply knowledge independently. The same broad processes of organizing, retrieving, and monitoring learning can support instruction designed for different environments and practical demands.
Strategy selection depends partly on what learners already know, what the task requires, and how motivated they are to engage with it. A method suited to organizing unfamiliar material may not address a task centered on application or problem solving. Studying these influences helps educational and cognitive psychologists design instruction that accommodates individual differences and encourages strategic adaptation.