Quick answer: Active recall (testing yourself) and spaced repetition (reviewing at increasing intervals) are the two highest-impact study techniques in cognitive science, with effect sizes 2–3× larger than re-reading or highlighting (Dunlosky et al., 2013). Past papers under timed conditions are the single most predictive activity for exam performance. Build a 4–6 week revision schedule that mixes these three techniques, rather than relying on any one in isolation.
Revision strategies by the numbers
- 50% of new material is forgotten within 24 hours without active review (Murre & Dros, PLoS ONE, 2015).
- Effect size d = 0.81 for active recall vs d = 0.13 for re-reading (Dunlosky et al., Psychological Science in the Public Interest, 2013).
- Effect size d = 0.74 for spaced practice vs massed (cramming) practice.
- 3.7× improvement in delayed recall when learning is spaced over a week vs one session (Cepeda et al., 2008).
- 4 to 6 weeks of revision is the sweet spot for most UK university exams.
- 2 to 3 timed past papers are the single most predictive preparation activity for exam performance (Roediger & Karpicke, 2006).
The Dunlosky ranking — what actually works
| Technique | Effect Size | Verdict |
|---|---|---|
| Practice testing (active recall) | d = 0.81 | High utility |
| Distributed practice (spaced) | d = 0.74 | High utility |
| Elaborative interrogation (asking why) | d = 0.42 | Moderate utility |
| Self-explanation | d = 0.38 | Moderate utility |
| Interleaved practice (mixing topics) | d = 0.27 | Moderate utility |
| Highlighting / underlining | d = 0.10 | Low utility |
| Re-reading | d = 0.13 | Low utility |
| Summarisation (passive) | d = 0.18 | Low utility |
Most students spend 70–80% of their revision time on the bottom three (highlighting, re-reading, passive summarising) — the techniques with the smallest effect.
Active recall in practice
Active recall = retrieving information from memory rather than recognising it on the page. Three implementations:
- Closed-book question generation. Read a chapter once, close it, write 8–10 questions. Then answer them.
- Anki / Quizlet flashcards. Especially powerful with cloze deletions (fill-in-the-blank) for definitions, formulas, dates.
- Blank-page method. After studying, take a blank A4 page and write everything you remember about the topic. Compare with notes; the gaps are exactly where you need to study next.
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Spaced repetition schedules
Anki’s algorithm spaces reviews automatically; Leitner boxes are the manual equivalent. Typical interval pattern after first learning:
| Review # | Time after initial learning |
|---|---|
| 1 | 1 day |
| 2 | 3 days |
| 3 | 7 days |
| 4 | 2 weeks |
| 5 | 1 month |
| 6 | 2 months |
A 6-week revision schedule
| Week | Focus |
|---|---|
| 1 | Audit syllabus → identify topics → estimate hours per topic. Make Anki cards for definitions and formulas. First past paper (open-book, untimed, just to learn the format). |
| 2 | Active recall on weakest 30% of topics. Daily Anki review (15 min). Second past paper. |
| 3 | Move to mid-strength topics. Continue Anki. Blank-page method on each topic. Third past paper (closed-book, timed, half-time). |
| 4 | Strongest topics get one round. Past paper #4 (full timed conditions). Identify recurring weak areas; create targeted Anki cards. |
| 5 | Past papers #5 and #6 under exam conditions. Mark with examiner mark scheme; discuss errors with study group. |
| 6 | Light review of weakest cards only. One final past paper. Sleep well. No new material in last 48 hours. |
Why past papers are the highest-leverage activity
Past papers do four things at once:
- Active recall under realistic conditions
- Identify exact gaps in your knowledge
- Build exam-day stamina (writing speed + sustained focus)
- Familiarise you with phrasing examiners actually use
Get past papers from your university’s Moodle/Blackboard archive, your professional body (BMA, ACCA, CIPD), and from the institutional library.
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References
- Dunlosky, J. et al. (2013) “Improving students’ learning with effective learning techniques”, Psychological Science in the Public Interest, 14(1), pp. 4–58.
- Roediger, H. L. and Karpicke, J. D. (2006) “The power of testing memory”, Perspectives on Psychological Science, 1(3), pp. 181–210.
- Cepeda, N. J. et al. (2008) “Spacing effects in learning: a temporal ridgeline of optimal retention”, Psychological Science, 19(11), pp. 1095–1102.
- Murre, J. and Dros, J. (2015) “Replication and analysis of Ebbinghaus’ forgetting curve”, PLoS ONE, 10(7).
- Brown, P. C., Roediger, H. L. and McDaniel, M. A. (2014) Make It Stick: The Science of Successful Learning. Cambridge, MA: Harvard University Press.
- Karpicke, J. D. and Blunt, J. R. (2011) “Retrieval practice produces more learning than elaborative studying”, Science, 331(6018), pp. 772–775.
- Higher Education Policy Institute (2024) Student Academic Experience Survey. Oxford: HEPI.
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Frequently asked questions
For very short-term recall (next-day exam) yes; for actual learning, no. Spaced repetition produces 3–4× better recall at 1-month delay than the same total study time crammed.
3–5 hours of focused, active study daily for 4–6 weeks. More than 6 hours/day shows diminishing returns and increased burnout risk. Quality matters more than duration.
Most students retain better in morning to early afternoon. Sleep consolidates memory — revising late at night and getting 5 hours of sleep is worse than revising 2 hours less and getting a full night’s sleep.
Yes if structured: each member explains a topic to the others (teaching tests true understanding). No if unstructured chat. Limit groups to 3–4 people; meet for 90 minutes max.
Anki is best for facts, formulas, definitions, vocabulary. For concepts and arguments, the blank-page method and past papers work better.
Stop new material 48 hours before the exam. Last day: light review of weakest cards only, exam logistics check, early sleep. Cramming the night before reduces sleep quality and exam performance.
