Conclusions

Conceptually, the distinction between learning and memory is as straightforward as the difference between putting money in a bank and taking it out. Learning is the acquisition of knowledge, memory is the recall of that knowledge. There would be no reason to make the distinction if we could recall everything that we have learned. But the truth, of course, is that we forget things that we once knew very well. (Can you still name all of your elementary school teachers?) Hence, education is not just learning; it is also trying to insure that what you have learned will be accessible in the future. Preparing for an exam means going that extra step to improve memory.

The ideal fruition of college learning is doing well on a final exam. With that thought in mind, wise students start preparing for a final exam even while they are learning. Because îorganizationï is the most useful memory tactic, one can begin organizing information while engaged in periodic reviews. One does not need to wait until just before the final to start making up îmnemonicsï for important material. And the third memory tactic, îrehearsalï, is also an inherent aspect of the learning process. Thus, memory can be incorporated into learning.

Conversely, one continues to learn when engaged in tactics for improving memory. Organization often reveals new relationships, and rehearsal of potential exam items enriches one's understanding. When preparing for a multiple-choice exam, searching for înegativesï should sharpen one's discrimination among similar concepts. Accordingly, it is also the case that additional learning accompanies memory tactics.

Even though the "putting in versus getting out" distinction is an over-simplification, the fact remains that preparing for exams is an important part of college education. Some colleges designate the week before finals as "closed week," meaning that no new material is to be introduced. Even without such external pressure, experienced professors usually conclude a course with a review and an overview of the material intended to help students prepare for the final exam. An upcoming exam serves to alert students to the need to devote time to the memory tactics. The most appropriate tactics depend to some extent upon the nature of the exam. For essay exams, making up items and rehearsing answers in one's own words is the best preparation. In this process, one should try to write several different items over the same material in order to broaden one's perspective. This tactic practices îrecall of informationï as required on essay exams.

For multiple-choice exams, making up items is also the best way to prepare. In this case, one should try to make up as many sensible alternatives as possible in order to practice îrecognizingï negative as well as positive foils. Multiple-choice is the preponderant method in freshman courses because it is an expedient way to assess learning in a large class. Hence, skill in detecting subtle differences is an essential one for success in college.

One final word. Ask the professor if there will be names/dates/places on the exam. If not, don't waste time with rote memorization of trivial details.