Where is it better to review new material: in the same place where you first learned it, or in a new place?

Contents:

• How the first experiment was conducted and what they found out
• How the second experiment was conducted and what it showed
• What conclusions the researchers made in general
• What else the researchers noticed

Scientists studying human memory strive to understand the factors that influence the memorization of new information. One key question is how the study location affects the effectiveness of memorization. Experts analyze whether information is better remembered when people study and review it in the same place or when they change locations and environments. These aspects are important for developing effective learning methods and improving memory.

There are many hypotheses regarding optimal study conditions, and each has its own experimental evidence. Some studies indicate that consistency in the choice of study location contributes to better results, while others prove that changing the environment can improve concentration and productivity. It's important to consider that individual preferences also play a significant role in choosing the most effective approach to learning. A fixed location for studying or working has its advantages. Changing locations creates a variety of distractions, which can reduce concentration. However, a change of scenery is also beneficial. Research shows that people tend to pay attention to details in the environment. For example, when studying by looking at a wallpaper pattern, these details can serve as cues for recalling information. This phenomenon is called ecphoria—the restoration of a complete memory from fragmented fragments. Thus, a fixed location helps with concentration, while a change of scenery promotes improved memory and retention. When you try to recall a formula, images associated with the place where you first studied it often come to mind. This could be a visual image of a classroom window, a neighbor's brightly colored blouse, or even the sound of a door slamming in a draft. These random details, although not directly related to the formula, can significantly facilitate its recall. The more diverse "associates" you remember, the easier it will be for your brain to retrieve the information you need. Changing locations, for example, can help you accumulate more of these associations, making the memorization process more effective. Therefore, it is recommended to periodically change your environment to improve your memory.

Which study method is most effective? Renowned psychologists from the University of California, Robert and Elizabeth Bjork, as well as Megan Imundo and Stephen Peng from the National University of Singapore, answered this question. In their scientific article, they presented the results of their research and offered recommendations for students on how to effectively review material before exams, especially if the exam is taking place in a new, unfamiliar location. We summarize the results of the experiment and share key tips.

How the first experiment was conducted and what they found

The researchers noted that effective memorization of information involves not only initial familiarization and regular repetition, but also the important practice of recall, or retrieving information from memory. In this regard, a series of interconnected experiments aimed at studying these processes was conducted.

The first experiment involved 106 psychology students. The study consisted of three sessions, each held at the same time of day. Each session lasted 45 minutes, with a strict 48-hour interval between sessions.

Each session was held in a unique location, adding a special atmosphere and creating a unique experience. The choice of location played a key role in setting the mood and enhancing the effectiveness of each session. The variety of locations allowed participants to immerse themselves in new sensations and inspiration. This also contributed to the development of creativity and improved interaction between participants. The use of different spaces enriched the experience and made it more memorable.

• Location A — a small hall typically used for exams and tests (inside, several tables with computers, bare walls, a small window);
• Location B — a university courtyard (metal tables, natural light, high level of external noise);
• Location C — a medium-sized seminar room (a large wooden oval table without computers, around which participants were seated, natural light).

The experiment was conducted with participants who were distributed among different locations. For some participants, the first session took place at location A, and the second at location B. Other participants had the option of completing both sessions at the same location, choosing either location A or location B. All participants completed the third session at location C. This approach to location assignment yielded a variety of data and allowed for a more in-depth analysis of the impact of different conditions on the experimental results.

During the first session, participants were shown words on a computer or laptop. Each word was displayed for five seconds. A total of 36 simple nouns were presented, such as "cream," "liquid," and "monument." All words were in English, the participants' native language. The order in which the words were presented was random, but each word appeared on the screen seven times. Participants were tasked with memorizing as many words as possible from the list.

The second session took place two days later. During this session, some students were reminded of the words by showing them only once. Other students did not receive a visual list and were forced to reproduce the words on their own—they were given three minutes to type out everything they could recall from memory.

During the second session, the students were divided into four groups. Each group was formed based on the interests and skill level of the participants. This optimized the learning process and ensured deeper interaction among the students. Each group focused on solving different problems, which contributed to the development of teamwork and improved comprehension. English: The distribution into groups also gave each participant the opportunity to contribute to the overall process and learn from others.

• Some students repeated the words, that is, saw the list again (the first group) in the same location and in the same environment as in the first session, and some in a new location (the second group);
• Some students tried to recall without repetition, that is, reproduce the words in the same location and in the same environment as in the first session (the third group), and some did this in a new location (the fourth group).

During the second session, the largest number of participants who reproduced the words were in the third group, where the location remained unchanged. This demonstrates the importance of environmental stability for improving memorization and retrieval of information.

Two days later, all students completed the third and final session in Hall C, which was new for all participants in the experiment. Participants were given five minutes to write down the words they remembered. This was a final test designed to verify the material they remembered from the first two sessions. The test results showed:

• of those who did not change location during the previous (second) session, participants who reproduced words during the second session, rather than simply repeating them, recalled slightly more words during the final test;
• however, of those who changed location during the second session, participants who repeated words during the second session recalled significantly more words during the final test, while those who tried to reproduce them then recalled few words.

When comparing the participants' final results, it is important to pay attention to the activities they chose during the second session. This will allow a better understanding of how each of them applied the acquired knowledge and skills in practice. By analyzing these actions, we can identify key aspects that influenced their achievements and overall progress.

• Of those who repeated words in the second session, those whose location changed during the second session recalled slightly more words in the final test;
• Of those who reproduced words in the second session, those whose location did not change during the second session recalled significantly more words (almost twice as many) in the final test.

The results are presented in the schematic image below.

The authors concluded that retrieving new information from memory is easier under the same conditions in which it was originally learned. However, repeating new information in different settings contributes to better memorization. This highlights the importance of changing the learning environment to improve retention.

Changing the environment and practicing retrieving new information through testing are beneficial for long-term retention. However, combining these two factors may be ineffective. It is better to use them separately to achieve the best results in learning and retention.

The results were further verified in a second experiment.

How the second experiment was conducted and what it showed

The second experiment used a similar organization, but with a number of changes. This study involved a larger number of students—203.

This time, we again used three different locations.

• Location D was a windowless, bare-walled exam room with a tiled floor, tables separated by wooden partitions, and bright fluorescent lights.
• Location E was a study lounge (something like a reading room), where many students usually study at the same time. It had high, ornate ceilings with chandeliers, carpeted floors, paintings on the walls, and cozy sofas and armchairs.
• Location F was a medium-sized, windowless office-type room with a low ceiling, dim lighting, a dirty carpet on the floor, and a musty smell. Colored tables and chairs lined the walls.

This experiment consisted of three sessions, 48 ​​hours apart. New participants worked with the same word list, but the procedure was slightly modified.

All participants had their first session in location D, where they were shown words from a list on computer screens twice.

Forty-eight hours after the first session, a group of students had a second session. Some participants remained in location D, where they worked on desktop computers, while others moved to a new location, location E, where the sessions took place without computers. In location E, students studied words written on flashcards. During the second session, some students simply repeated the words after seeing them twice, while others repeated the words once and then spent three minutes recalling them from memory. In location D, students typed the words on a computer, while in location E, they took notes manually with a pen.

In the second experiment, participants who were required to recall the words were given an additional repetition opportunity, which was intended to facilitate the process of retrieving information from memory. However, those subjects whose environment changed during the second session experienced not only changes in location but also in the format of their work, as they used paper instead of computers. These changes, in fact, may have hindered the recall process.

In the second session, participants who changed their location and format as well as those who remained in the same conditions demonstrated similar results in the number of words recalled. This suggests that environmental changes do not have a significant impact on memory, at least in the context of this experiment. Such results highlight the importance of other factors, such as individual participant characteristics and the learning context.

In the third session, a final test was conducted, during which students were asked to recall and write down words. The test took place in the new location F, where the students worked on laptops. The test results demonstrated the level of material assimilation and allowed us to assess the progress of each participant.

• Among those who did not change location in the second session, participants who reproduced words in the second session, rather than just repeating them, recalled significantly more words in the final test (the effect was more pronounced than in the first experiment);
• Those who changed location in the second session recalled approximately the same number of words, regardless of what they did in the second session—just repeating words or also reproduced them.

When analyzing the final results of the participants in the second session, several key aspects related to their activities can be identified. Participants demonstrated a variety of approaches and achievements, which allows for a deeper understanding of their contribution and progress within the framework of the activity. Discussing these results will help identify each participant's strengths and identify areas for further development.

• Of those who only repeated words, those whose location changed during the second session recalled more words in the final test (this was also the case in the first experiment);
• Of those who not only repeated but also reproduced words in the second session, the final results were almost the same for those who changed the location and for those who did not.

The results are presented in the form of a diagram, which is located below.

The researchers concluded that the results of the second experiment confirm their hypothesis.

• The benefits of repeating new information in a new place (that is, the conclusion from the first experiment).
• The benefits of tasks on retrieval (reproduction) of information for the sake of better memorization - but only if this occurs in the same environment in which the information was studied. Scientists explain this as follows: recall is a more powerful event than simple repetition, therefore it has a more powerful effect on long-term memorization. But new environmental conditions complicate such a task.
• The benefit of a single repetition before a task to retrieve new information - if such a task still needs to be performed in a new environment, then repetition helps to smooth out the effect of the difficulty of such a task in the new environment.

What conclusions did the researchers draw in general?

The main conclusions from the experiments and the corresponding practical recommendations are as follows:

• Repeating new information in new conditions (a different location, a different format) improves its memorization, that is, it helps you recall it later, even in a new, different environment. Researchers believe that this effect is especially noticeable when a significant interval separates the initial learning of the new information and its repetition—that is, the repetition occurs not on the same day, not the next day, but two or more days later.
• However, testing (when you need to retrieve new information from memory) in changed conditions is more difficult than in familiar ones, and reduces memorization, although, in fact, in familiar conditions, such testing is a very useful practice for memorizing new information. That is, giving students tasks to recall information they are barely familiar with, if they are in a new environment, is simply harmful.
• If testing must be conducted in new conditions, the effect of unnecessary complexity can be mitigated by repeating the information once before the test.
• The researchers also suggest that this effect of unnecessary testing complexity in new conditions should be mitigated in the case of testing with feedback. Simply put, when students not only retrieve information from memory, but also receive explanations for their errors and reminders of what they have forgotten. After all, this also turns out to be repetition practice. For example, in these experiments, instead of repeating before the word recall task, in the second session, it would be possible to show the students the words they have forgotten after completing this task.
• Furthermore, the authors of the experiments believe that with a high quality of memorization of new information, due to which it is easier and faster to recall, testing in a new environment may not be so difficult. Here, in both experiments, participants essentially remembered the words superficially—after all, they were simply shown them in the first session. If they had trained them properly before the second session, perhaps the results even in the new location would have been better.

In conclusion, the study offers recommendations for students seeking to effectively prepare for exams that will be held in an unfamiliar environment. Firstly, it is important to study the course material in a variety of conditions, which promotes better memorization. Secondly, at the initial stage of learning, you should try to assimilate new material as much as possible, which will also improve the memorization process. It is useful to actively recall what you have learned, using feedback to identify errors and gaps in knowledge. For example, studying together with friends can be effective, as it allows you to check each other and deepen your understanding of the material.

What else did the researchers notice?

The scientists made an interesting observation during their experiments. In the final test, in both the first and second experiments, students mostly recalled the same words that they were able to recall during the second session. However, they also recalled several words that had not been recalled in the second session. This finding underscores the importance of memory mechanisms and suggests the possibility of improving them through repetition and association.

The research supports the concept of memory function developed by Robert and Elizabeth Björk in 1992. The basic idea is that each repetition or retrieval of information from memory, for example during testing, gradually increases the storage capacity. This allows you to remember more information with each new access to it. This approach to learning and memorizing data can significantly improve learning efficiency and enhance memory processes.

Regular repetition and retrieval tasks play a vital role in the memorization process. These methods contribute to improved memory and knowledge consolidation, making them indispensable in learning. Effective repetition techniques help you learn material more deeply and retain it in your memory for a long time, which is especially important for students and professionals striving for continuous development. Using such strategies in your learning process can significantly enhance information retention and improve academic performance.

The importance of reading cannot be underestimated. It not only develops your intellect but also helps you broaden your horizons. Reading books, articles, or blogs helps improve your vocabulary and writing skills. It's also a great way to immerse yourself in new ideas and concepts, which plays a key role in personal growth. Regular reading also helps reduce stress and improve concentration. In today's world, where information is available in vast quantities, the ability to select quality sources and analyze what you read is becoming increasingly important. Invest time in reading, and you will notice positive changes in your thinking and perception of the world.

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