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“Learning results depend on too many variables to enable such
precision,” said learning expert Will Thalheimer, PhD.

The proliferation of this myth, he said, “is a truly dangerous and
heinous result of incompetence, deceit, confirmatory bias, greed, and

other nefarious human tendencies.”

6. People don’t forget at predictable rates.

The forgetting curve is real—we wrote about that in
our spaced learning post, but you can’t put a number on it. For

example, don’t believe anyone who says: “Students forget x% after

two days or y% after two weeks.”
Too many factors are at play to make such statements,

including the learning method, the lesson’s content, the type of
information conveyed, the student’s existing knowledge, and the

information’s emotional relevance to the student.

7. Cramming before an exam doesn’t work.

If you want to do well on an exam, space out your study
sessions over time. When you cram, any information your tired brain

might retain is quickly fleeting since it will be stored only in the short-
term memory section of your brain.

“Prolonged ‘cramming’ is inefficient—only one set of

synapses is being engaged,” said UC Irvine neurobiologist Gary
Lynch. “Repeated short training sessions, spaced in time, engage

multiple sets of synapses. It’s as if your brain is working at full
power.”

8. Highlighting and rereading information won’t get you far.
Ditch the highlighter. Rereading is passive. You need to apply

what you’ve learned, make sense of it, paraphrase it in your own
words, put it in context, relate it to what you already know, and recall

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