The blog
What research says about memory, turned into simple habits for your revision. Every article is signed, dated and lists its sources.
Memory
Active recall means pulling information from memory instead of rereading it, and the testing effect is the finding that this makes you remember more. In a 2006 experiment, students who had tested themselves three times recalled 61 percent of a text a week later, against 40 percent for students who had reread it four times. They were also less confident.
Read the articleTesting yourself instead of rereading, spacing your reviews: what actually helps you remember. 2 articles
Methods
Cornell notes step by step: the three-part page, the five steps, what research says, and how to turn your notes into study guides and flashcards.
Methods
How to make flashcards you remember: one idea per card, a precise question, cloze deletions, bad cards rewritten and the research behind each rule.
How we forget, and how to remember for longer. 2 articles
Memory
The Ebbinghaus forgetting curve explained: the 1885 experiment, its 2015 replication, the popular numbers that don't hold up, what it means for studying.
Memory
What spaced repetition does for memory, study by study: Cepeda, Dunlosky, Donoghue and Hattie. What is proven, what is not, and how to apply it.
Finals, entrance exams, mock papers: planning and testing yourself before the day. 1 article
Exams
How to study for an exam in a week: a day-by-day plan built on active recall and spacing, plus an honest three-day emergency version.
Using AI to learn, without letting it do the work. 1 article
AI
How to use AI to study without cheating: where the line is, what research and schools say, five safe uses, five to avoid, and a reusable prompt.
FAQ
Two methods stand out: active recall, which means testing yourself instead of rereading, and spaced repetition, which means revisiting a topic at growing intervals. The testing effect is documented by Roediger and Karpicke (Psychological Science, 2006), the benefit of spacing by the meta-analysis of Cepeda and colleagues (Psychological Bulletin, 2006). They combine well: you test yourself, and you do it just as you were about to forget.
A lesson you never revisit fades within days. To keep it, review it just before you would forget it, then at longer and longer intervals. Lindsey and colleagues (Psychological Science, 2014) measured 16.5% better retention with personalised reviews than with massed study. The principle is explained on our spaced repetition page.
For an exam coming up soon, turn the course into questions and test yourself instead of rereading. For long-term memory there is no shortcut: you need spacing. Rereading everything the night before feels like knowing, but the feeling does not last. Mindlet draws questions from your own course and schedules the reviews for you.
Make the first step smaller. In Mindlet, a short session is about ten cards, roughly five minutes: little enough that you do not need much willpower to start. Today's list is ready, so you never have to decide what to review.
Mindlet's two co-founders, Anthony and Mehdi. Every article carries its author's name, cites its sources with full references and shows when it was last updated. Anthony is dyslexic: accessibility and the different ways people read are subjects he knows from the inside.
Drop a PDF, a link or a lecture recording. Mindlet does the preparation, you do the learning.
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