Stop rereading.
Start remembering.
Flashcard decks built on the only two study techniques that science rates “high utility.”
Abstract
Rereading is the most prevalent study strategy among university students (84%[1]), yet comprehensive reviews consistently rate it as having low utility for durable learning. In contrast, practice testing and distributed practice are the only techniques rated “high utility” across hundreds of experiments.[1] NoReread implements the SM-2 spaced repetition algorithm, combining both into a single tool. Converging evidence from multiple labs suggests this approach can roughly double long-term retention compared to rereading alone.[2]
Key Findings
recall rate with active testing versus passive rereading — a 2.2x improvement.
Science, 319(5865), 966–968.[2]
recall after one week for students who tested once, versus those who read the same passage four times.
Psychological Science, 17(3), 249–255.[3]
of participants learned more from spaced flashcards — yet a majority believed cramming was more effective.
Applied Cognitive Psychology, 23(9), 1297–1317.[6]
more long-term retention from retrieval practice than elaborative concept mapping.
Science, 331(6018), 772–775.[8]
studies in a meta-analysis confirm the testing effect with a moderate-to-large effect size (d = 0.50).
Psychological Bulletin, 140(6), 1432–1463.[7]
Table 1
Effectiveness ratings from Dunlosky et al., 2013[1]
| Technique | Rating |
|---|---|
| Practice testing (flashcards) | High |
| Distributed practice (spacing) | High |
| Interleaved practice | Moderate |
| Elaborative interrogation | Moderate |
| Rereading | Low |
| Highlighting | Low |
| Summarization | Low |
Method
NoReread implements the SM-2 algorithm. After reading material once, you extract key concepts into card pairs. During study, you rate recall (Again, Hard, Good, Easy) and the system schedules reviews at optimal expanding intervals.
References
- Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Strengthening the student toolbox. American Educator, 37(3), 12–21.
- Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319(5865), 966–968.
- Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning. Psychological Science, 17(3), 249–255.
- Ebbinghaus, H. (1885). Über das Gedächtnis. Duncker & Humblot.
- Cepeda, N. J., et al. (2006). Distributed practice in verbal recall tasks. Psychological Bulletin, 132(3), 354–380.
- Kornell, N. (2009). Optimising learning using flashcards. Applied Cognitive Psychology, 23(9), 1297–1317.
- Rowland, C. A. (2014). The effect of testing versus restudy on retention. Psychological Bulletin, 140(6), 1432–1463.
- Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning. Science, 331(6018), 772–775.
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