There is one straightforward trick to help you remember more. Today, Dr. Ranganath reveals why testing yourself (even when you fail) can supercharge your memory.

You’ll learn:

Why re-reading notes doesn’t work, but testing yourself does.

How a study with dental students proved the power of error-driven learning.

Why guessing the answer before hearing it makes information stick.

The science-backed technique that beats cramming for exams.

How I memorised my (embarrassing) best man speech

----

Sign up to my newsletter: https://www.nudgepodcast.com/mailing-list

Connect on LinkedIn: https://www.linkedin.com/in/phill-agnew-22213187/

Watch Nudge on YouTube: https://www.youtube.com/@nudgepodcast/

Charan’s book Why We Remember: https://charanranganath.com/

----

Sources:

Ebbinghaus, H. (1885). Über das Gedächtnis: Untersuchungen zur experimentellen Psychologie. Duncker & Humblot.

Karpicke, J. D., & Roediger, H. L., III. (2008). The critical importance of retrieval for learning. Science, 319(5865).

Liu, X. L., O’Reilly, R. C., & Ranganath, C. (2021). Effects of retrieval practice on tested and untested information: Cortico-hippocampal interactions and error-driven learning. Psychology of Learning and Motivation, 75, 125–155.

Ranganath, C. (2024). Why we remember: Unlocking memory’s power to hold on to what matters. Doubleday.

Roediger, H. L., III, & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3).

Shotton, R. (2023). The illusion of choice: 16 ½ psychological biases that influence what we buy. Harriman House.

Varghese, A. S., Sankeshwari, R. M., Ankola, A. V., Santhosh, V. N., Chavan, P., Hampiholi, V., Khot, A. J. P., & Shah, M. A. (2024). Effectiveness of error-based active learning compared to conventional lecture-based method among undergraduate dental students: A randomized controlled trial. Journal of Education and Health Promotion, 13, 268.

(19) Masken können andere schützen