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Embracing Research-Based Strategies for Effective Learning

Your Name

Department of ABC, University of

ABC 101: Course Name

Professor (or Dr.) Firstname Lastname

Date
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Introduction

From highlighting text in different colors to avoiding studying after midnight, students

are exposed to all sorts of suggestions about how to learn better. Most of these ideas are simply

myths that have been perpetuated without scientific basis. For example, the notion that

individuals have specific "learning styles" and should be taught according to their style is a

prevalent myth. People continue to hold certain beliefs regarding how we learn and retain

information. Different techniques have been recommended to enhance our ability to learn as a

result of these narratives. Grounding learning strategies in cognitive psychology and empirical

evidence, rather than unfounded folkloric claims, allows students to study more efficiently and

effectively.

The Myth of Left-Brain vs Right-Brain Learners

One widely perpetuated myth is that people are either "left-brained" or "right-brained"

learners. The idea is that since the brain's two hemispheres control different functions,

individuals naturally favor one side over the other. Left-brain dominant people are more logical,

analytical and verbal, while right-brain dominant people are seen as more visual, creative and

intuitive learners.

However, as explained in different studies, this myth has been debunked by neuroscience

research. The idea of a dominant hemisphere for learning is an oversimplified misinterpretation

of brain lateralization (Macdonald et al., 2017). In reality, we use both hemispheres in an

integrated manner for most cognitive tasks involved in learning. In his writings, Plato also

emphasizes the importance of educating both the rational and creative faculties through subjects

like philosophy as well as arts like music and drawing (Summers, 2019).
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I recall that when I was in high school, we conducted a "brain dominance" test to see if

we were more left- or right-brained. I came out slightly right-brained dominant, so I thought that

meant I should focus on more visual and creative learning strategies. Looking back now, I see

how misleading and restrictive that categorization was.

The Myth of Learning Styles

One other commonly held myth is that students have different "learning styles" (visual,

auditory, kinesthetic, etc.) and teaching should be tailored to match their preferred style. The

assumption is that when learning is presented in a preferred style, students learn better (Newton

& Miah, 2017).

However, as the article "Plato's Theory of Education Explained" states, Plato advocated

for a comprehensive system of education that develops students' faculties across multiple

domains like reading/writing, physical education, music, and drawing (Summers, 2019). This

goes against the learning styles myth which pigeonholes students into one narrow way of

learning.

The article cites how "Plato didn't see a difference between what men and women were

capable of, and their roles in a perfect society required both sexes to be educated" in a well-

rounded manner (Summers, 2019). Additionally, Aristotle's educational ideas outlined in the

other reading emphasize the importance of training the physical, mental, and spiritual aspects of

students through a mix of subjects and activities (Dung et al., 2016).

I distinctly remember in middle school being told I was a "kinesthetic learner" who

learned best through physical movement and hands-on activities. While that teaching method did

engage me at times, I now realize I was able to grasp concepts equally well through other modes

like lectures, readings, and visual aids when I applied holistic and effortful learning strategies.
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Limiting myself to any one supposed "learning style" would have been a detriment.

Effective Learning Strategies Grounded in Research

Rather than adhering to unsubstantiated myths, students should focus on applying

learning strategies that are backed by extensive research in cognitive psychology and

neuroscience. Some of the key interventions are spaced learning, review learning, processing

learning, gazing learning, and relaying learning.

Spaced practice involves spreading out study sessions on a topic over a longer period,

with gaps in between, rather than cramming. Retrieval practice means actively trying to recall

information from memory through practices like free recall or practice testing. Elaboration is the

process of explaining and describing new information in depth to make connections to your prior

knowledge.

These methods have demonstrated time and again to improve the learning and recall of

materials compared to methods such as reading over material or cramming. As the passage on

Aristotle notes, he believed "educating a citizen to become a virtuous man is a particularly

important matter" and that a strong education system is vital for the well-being of society (Dung

et al., 2016).

Employing effortful, cognitive techniques that align with how our brains optimally

encode and consolidate memories allows us to better achieve the lofty goals of education that

ancient philosophers espoused.

In my own experience, I've found that using a strategy like free recall practice, where I

attempt to write down everything I know about a topic from memory, is extremely effective for

identifying gaps in my understanding. Combined with spaced repetition through flashcards, this

has helped me retain information for my courses much better than cramming before tests.
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Conclusion

As long as myths are handed down, we will continue to hear the same old myths about

how students learn best. Students need research-backed principles of learning and memory to

make their education effective and efficient. Testing learning approaches on empirically

validated cognitive strategies are not only consistent with this vision of learning, it is precisely

what Plato and Aristotle had in mind. Intensive skills promote mastery of competencies and

values enumerated by the approaches of how our brains store data and information. Instead of

falling prey to unfounded learning myths, students must reject folk pedagogy and apply research-

proven strategies like spaced practice, retrieval, and elaboration. Doing so will allow us to truly

master subjects, rather than just make surface-level efforts misguided by neuromyths. Embrace

learning backed by scientific evidence to maximize your potential.

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References

Dung , V. V., Trang, D. T. T., & Vy, B. T. K. (2016). Aristotle’s Educational Ideas.

Www.academia.edu, 2(9).

https://www.academia.edu/29985320/ARISTOTLES_EDUCATIONAL_IDEAS

Macdonald, K., Germine, L., Anderson, A., Christodoulou, J., & McGrath, L. M. (2017). Dispelling the

Myth: Training in Education or Neuroscience Decreases but Does Not Eliminate Beliefs in

Neuromyths. Frontiers in Psychology, 8(1314). https://doi.org/10.3389/fpsyg.2017.01314

Newton, P. M., & Miah, M. (2017). Evidence-Based Higher Education – Is the Learning Styles “Myth”

Important? Frontiers in Psychology, 8(444). https://doi.org/10.3389/fpsyg.2017.00444

Summers, E. (2019, December 11). What Were Plato’s Thoughts on Education? Through Education.

https://througheducation.com/platos-theory-of-education-explained/