If rereading is largely ineffective, why do students favor it? One reason may be that they’re getting bad study advice. But there’s another, subtler way they’re pushed toward this method of review, the phenomenon mentioned earlier: rising familiarity with a text and fluency in reading it can create an illusion of mastery....The illusion of mastery is an example of poor metacognition: what we know about what we know. Being accurate in your judgment of what you know and don’t know is critical for decision making. …students who don’t quiz themselves (and most do not) tend to overestimate how well they have mastered class material. Why? When they hear a lecture or read a text that is a paragon of clarity, the ease with which they follow the argument gives them the feeling that they already know it and don’t need to study it. In other words, they tend not to know what they don’t know; when put to the test, they find they cannot recall the critical ideas or apply them in a new context. Likewise, when they’ve reread their lecture notes and texts to the point of fluency, their fluency gives them the false sense that they’re in possession of the underlying content, principles, and implications that constitute real learning, confident that they can recall them at a moment’s notice. The upshot is that even the most diligent students are often hobbled by two liabilities: a failure to know the areas where their learning is weak—that is, where they need to do more work to bring up their knowledge—and a preference for study methods that create a false sense of mastery.
Make It Stick
The Science of Successful Learning
Peter C. Brown Henry L. Roediger III Mark A. McDaniel
Illusions of Knowing
