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Let’s Mix it Up: A Study Method That Actually Works!

How Interleaving seems harder, but works better.

By: Brailyn Zimmerman

Let me guess… you go to study for a test by rereading the same material, focusing on one subject for hours until it “feels” mastered, or doing the same problems over until you physically can’t, just to get to the exam and realize that all the cramming didn’t work as well as you thought. 

It’s okay, you aren’t alone! Most of us study this way because it’s organized and productive, right? Cognitive psychology research suggests this may be one of the least effective ways to learn. 

That disconnect is exactly why interleaving is such a game-changer. Mixing up different types of problems or topics during the study session instead of focusing on one at a time may feel harder in the moment, but research in cognitive psychology shows it actually leads to better learning and retention in the long run.1

Read more: Let’s Mix it Up: A Study Method That Actually Works!

What is Interleaving?

Instead of studying like:

Algebra-Algebra-Algebra

Geometry-Geometry-Geometry

You mix it up like this:

Algebra-Geometry-Algebra-Geometry-Algebra-Geometry

At first, your brain is confused like “wait… what are we doing and why are we jumping around?” But that confusion is kind of the point. It forces you to stop relying on pattern recognition and actually think through what each problem is asking. 

Why it Works

Here’s the weird part: interleaving often feels like you’re doing worse while you study. You make more mistakes, it takes longer, and you don’t get that satisfying “I’m crushing this” feeling.

But that “easy feeling” is kind of fake confidence. It’s just getting used to the copy paste material you’re cramming. Research shows that when you mix topics, your brain must constantly retrieve the right information instead of repeating the same steps over and over. That repeated retrieval actually strengthens memory and helps you remember things later.2 

One of the biggest benefits of interleaving is that it trains your brain to figure out what kind of problem you’re looking at.

Like in math, a lot of problems look similar but you know you have to solve them with different approaches. If you only practice one type at a time, your brain gets used to the pattern and doesn’t really learn how to distinguish between problem types.

But when you mix them, you’re constantly asking:

“Okay… is this a geometry thing or an algebra thing?”

That struggle is what builds real understanding instead of just memorization.3

A Real World Analogy:

Think of it like working out.

If you only do bicep curls for an hour, you’ll get good at bicep curls, but that’s it.

Interleaving is like doing a full circuit workout where you switch between exercises and focus groups. Yes, it’s more tiring and less “comfortable,” but it builds overall strength because you are working your entire body.

Studying works the same way.

Research backs this up

This isn’t just a “TikTok study tip” or whatever, there’s actually a lot of research behind it I swear.

A major study by Rohrer and Taylor found that students who used interleaving in math performed significantly better on later tests compared to students who practiced in blocks, even though the blocked group felt more confident while studying.1

Other research reviews have shown the same pattern: interleaving improves long-term retention across different types of learning tasks, especially when it comes to problem-solving and applying knowledge.4

Basically, it keeps showing up as one of the most effective study strategies we have.

One of the biggest reasons people don’t naturally use interleaving is because it doesn’t feel productive in the moment… we’re used to thinking: “If I understand it right now, I’ve learned it.” and trust me, I get it.

But research calls interleaving a desirable difficulty. Meaning it feels harder during practice, but actually leads to stronger learning later.5 

So if you’re studying and it feels a little chaotic or frustrating, that might actually be a good sign! Remember, using your brain in real time will help you recall it later.

Don’t Overthink!

Let’s plan out how you’ll use these tips. You don’t need to completely change how you study. You can just tweak it a bit:

  • Mix problem types instead of grouping them 
  • Rotate subjects during study sessions 
  • Combine old material with new material 
  • Use shuffled flashcards instead of sectioned ones 
  • Even small changes make a difference.

Conclusion

Interleaving is one of those study strategies that feels worse but works better, which is probably why most of us don’t naturally do it.

But if you’re seriously trying to remember material long-term and not just recognize it the night before the test, mixing up your practice is one of the smartest moves you can make.

Our brains just learn better when things aren’t too neat and predictable.

I think that’s the part that surprised me the most. We’re so used to judging our studying based on how it feels in the moment. If it feels easy or familiar, we assume it’s working, right? But interleaving flips that idea. It shows that a little confusion, a few mistakes, and even that “wait… what am I doing” feeling can actually mean your brain is working harder in a good way.

So instead of aiming for perfect, smooth study sessions, or cramming everything by the subject, it might be more helpful to aim for ones that challenge you. Mix your topics, switch things up, and don’t panic if it feels harder than usual.

Because at the end of the day, the goal isn’t just to get through your study session, it’s to actually learn something that sticks.

  1. Rohrer, D., & Taylor, K. (2007). The shuffling of mathematics problems improves learning. Instructional Science, 35(6), 481–498. https://www.researchgate.net/publication/227181272_The_shuffling_of_mathematics_problems_improves_learning   ↩︎
  2. Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Science, 17(11), 1099–1106. https://pubmed.ncbi.nlm.nih.gov/16719566/  ↩︎
  3. Kang, S. H. K. (2016). Spaced repetition promotes efficient and effective learning. Educational Psychology Review, 28. https://www.researchgate.net/publication/290511665_Spaced_Repetition_Promotes_Efficient_and_Effective_Learning_Policy_Implications_for_Instruction ↩︎
  4. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques. Psychological Science in the Public Interest, 14(1), 4–58. https://www.academia.edu/13564364/Improving_Students_Learning_With_Effective_Learning_Techniques_Promising_Directions_From_Cognitive_and_Educational_Psychology  ↩︎
  5. Bjork, R. A., & Bjork, E. L. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In M. A. Gernsbacher, R. W. Pew, L. M. Hough, & J. R. Pomerantz (Eds.), Psychology and the real world: Essays illustrating fundamental contributions to society (pp. 56–64). Worth Publishers. ↩︎

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Constantly studying but still lost well organization might be the key to your solution

By Chloe Pluger

Introduction

Have you ever stayed up hours on end studying: rereading the notes, writing everything down, even pulling an all nighter to open the test and thinking your still going to fail.

It’s very annoying when you know you put all that effort into studying. The issue is though the problem might not be how much you were studying all that information it could be the way you organized what you were learning.

While in college theres so much going on multiple classes, different deadlines, sports, and other responsibilities. Without having a clear schedule all the information you are told could start to come together or you could forget it. Now this is when cognitive psychology comes into play.

This post will be going over how organization affects memory, why your brain relies on structure to process the information, and how you can apply simple, research-backed strategies so you are able to change the bad study habits into more organized and effective ways to recall the information.

What Is Organization When It Comes To Learning?

Organization in cognitive psychology is how information is structured, grouped, and connected in your mind.

When it comes to your brain it doesn’t just store information randomly it will organize it into related patterns. When the information is stored in an organized way it’s easier to understand, store, and retrieve later. But once you start making your notes in a unorganized or unstructured way your brain will start to struggle to understand all the information.

For example: Trying to remember disorganized notes is like searching through your camera roll for one exact photo you have no idea where it is and its not in any albums but you know its there just it will take awhile to find.

Why Organization Helps Memory

A very important finding when it comes to cognitive psychology is that organized information is remembered significantly better than random information.

In a classic study by Bower et al,. there were participants who would study words arranged into categories recalled significantly more than those who studied the same words randomly. 1 This highlights the hierarchical organization which is grouping information into multiple categories than this is helping memory by giving it that structure.

This is able to work because your brain is using mental frameworks to organize knowledge, creating a easier way to store and retrieve information.

Working Memory Has Limits

Another reason organization is very important is because your working memory is limited.

According to research by Miller, people can only attain about 7(plus or minus 2) pieces of information at once. 2 This means if you attempt to study a big amount of unorganized information your brain will start to become overwhelmed.

Now this is when chunking becomes useful it will group information into smaller and manageable parts.

Chunking: Organizing Information Into Groups

Chunking involves you to organize big amounts of information into smaller groups, reducing the demand on working memory. 2

Rather than memorizing a long list of unrelated facts, you can categorize them into specific categories, this than helps making them easier to remember and process.

Cognitive Load: Why Disorganization Overwhelms You

Have you ever looked back at your notes and thought how unorganized they were?

That feeling is shown through the cognitive load theory, which shows that too much unstructured information can overwhelm your brain and reduce learning effectiveness. 3

When your notes are very unorganized this will cause your brain to work harder to: make connections, find key ideas, and being able to process all the information.

Dual Coding: Why Visual Organization Works

One of the top ways to be able to organize your information is by using visuals.

Dual coding theory is meaning people learn better when information is presented through both verbally and visually.

This leads to many different pathways for memory which is improving recall. 4

This is why when you use diagrams, color code, or even maps for notes make them so much more effective in the long run for your brain.

Depth of Processing: Organization Means Better Understanding

Not all studying habits are equal.

According to depth of processing theory, this is when information is processed deeply especially through meaning and connections is able to be remembered better than information processed shallowly. 5

When you go to organize your notes naturally people tend to connect ideas, create meaning, and then form different relationship’s.

Organized studying leads to stronger, longer-lasting memory.

Spacing Effect: Organizing Your Time Matters Too

Organization is not just about how you make your notes but it also is when you decide to study.

Research by Cepeda et al. show that spacing out study sessions improves long-term retention compared to cramming. 6

When you start to spread out studying it will help your brain have more time to process information, memory becomes stronger, and you will avoid all that overload.

Real-Life Situations You May Experience

In life at some point you have probably gone through disorganized learning without even noticing it.

This tends to happen when you study from random notes, slides, or even screenshots. When you go and highlight everything without any sort of reason why. Mixing up different concepts from other classes. You may just feel overwhelmed before exams.

When you go and study different subjects without organizing your notes it could make you mix the information up and put them together.

Your brain just needs structure to study so it can function and work effectively.

How To Study Smarter With Organization

Here are easy ways that are research backed strategies to study!

  • Chunk information into small categories
  • Use structured notes
  • Add visuals
  • Make connection between ideas
  • Space out your study sessions

In Conclusion

As a college student who struggled in the beginning to learn how to organize her information you are able to change those habits and become better at them when you: structure your notes, create headlines and subtitles, use visuals, connect concepts, and just space out your studying times.

You don’t want to just memorize all that information you want to be able to build a space for your brain so it can actually be used.

Next time you go don’t ask yourself: “How long am I gonna study for”

Ask yourself: “How can I structure this to retain all the information I study”

References

  1. Bower, G. H., Clark, M. C., Lesgold, A. M., & Winzenz, D. (1969). Hierarchical retrieval schemes in recall of categorized word lists. https://www.researchgate.net/profile/Gordon-Bower/publication/223321611_Hierarchical_Retrieval_Schemes_in_Recall_of_Categorized_Word_Lists/links/5ad69731458515c60f569908/Hierarchical-Retrieval-Schemes-in-Recall-of-Categorized-Word-Lists.pdf
  2. Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. https://labs.la.utexas.edu/gilden/files/2016/04/MagicNumberSeven-Miller1956.pdf
  3. Sweller, J. (1988). Cognitive load during problem solving. Paivio, A. (Dual Coding Theory). https://mrbartonmaths.com/resourcesnew/8.%20Research/Explicit%20Instruction/Cognitive%20Load%20during%20problem%20solving.pdf
  4. Paivio, A. (Dual Coding Theory). https://www.sciencedirect.com/topics/neuroscience/dual-coding-theory
  5. Craik, F. I. M., & Tulving, E. (Depth of processing framework). https://www.apa.org/ed/precollege/topss/teaching-resources/depth-of-processing
  6. Cepeda, N. J., et al. (2006). Distributed practice in verbal recall tasks. https://augmentingcognition.com/assets/Cepeda2006.pdf
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How much  Space? – Spacing Effect 

By: Natallie Tobuk

Thinking back to my time as a freshman in college, I think that my advice to myself would be to rethink how I study for tests. I think that cramming for a test can be successful on occasion but doing it all the time will make your life more stressful than it needs to be. Procrastination was a method that I relied on throughout high school for assignments and even studying for tests and exams. Now that I have been in college for three years, I know that though I am a busy person, it is not effective and causes a lot of unnecessary stress. By rethinking how you study, you too can save yourself a lot of stressful nights and mornings by using the spacing effect to make your study sessions more effective.  

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Study Smarter, Not Harder: How “Levels of Processing” Can Change the Way You Learn

By: Braylon Boyer

If I could go back to my first year of college, I wouldn’t tell myself to study more, I would tell myself to study differently. Like most students I thought college was cramming everything to the night before exams and reread notes a million times. It felt productive, but the results didn’t always match my effort.

A concept that changes how we think about studying from cognitive psychology is Levels of Processing. Once you understand it, you stop wasting time on useless strategies and start using ones that work.

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Think You Can Multitask? Think Again

By: Breannyn Dixon

Picture this: You have a test that you need to study for. You get ready at your desk with your textbook and notes to begin studying. Then your phone goes off and before you know it, you are scrolling on TikTok or Instagram while trying to study. Does this sound like you before tests?

In this scenario, you can feel like you are getting a lot more done than you are because you are studying and scrolling or answering friends on your phone. There is a misconception that when you are working through multiple tasks at the same time, or multitasking, you are getting a lot done faster. However, in reality, you are actually less productive. This is called divided attention, and it could be the real reason why you are not able to remember the material you try to study before a big test or final. So how do you avoid falling into the trap of divided attention? We will dive into different solutions for your scrolling time and study time not overlapping.
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The Hidden Study Method Your Brain Uses Without You

By: Jayden Crowder

Have you ever seen a term on a test and thought, “I’ve definitely seen this before,” even if you couldn’t fully explain it? That feeling isn’t random, it’s your brain using something called repetition priming. And even though it usually happens automatically, you can actually design your studying around it. Most students think learning only happens when they sit down and focus, but cognitive psychology shows that your brain is constantly learning from repeated exposure, even when you’re not trying. Repetition priming is one of the clearest examples of this.

What Is Repetition Priming?

Repetition priming happens when your brain processes something faster or more easily simply because you’ve seen it before. It doesn’t require conscious effort. In fact, it’s part of what psychologists call implicit memory, which works without you actively trying to remember anything. Research shows that when a stimulus, like a word or concept, is repeated, your brain becomes more efficient at processing it later, even if you don’t consciously remember seeing it before (1). This is why a vocabulary word looks more familiar the second time you see it, or why a concept starts to feel easier after repeated exposure. Your brain isn’t just remembering it’s becoming more efficient.

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Wait… Did That Actually Happen?

How Your Memory Can Be Rewritten and What to Do About It

By: Railynn Brown

Introduction

Have you ever been talking with a friend about something that happened, and suddenly your memory of it starts to change? Maybe you were completely sure about what you saw or learned, but then someone describes it a little differently, and now you’re second-guessing yourself. This actually happened to me during my first year of college when I was studying with a group and realized later that something I “remembered” for the exam was completely wrong.

Picture this: you’re talking with a friend about something that happened last week, and they confidently say, “Remember when that car sped through the stop sign?” You pause. You thought the car just rolled through it, but now you’re not so sure. As it turns out, the way someone describes something after the fact can actually change how you remember it.

In this post, I’m going to break down the misinformation effect and source monitoring errors in a way that actually connects to your experience as a college student. Once you understand how easily your memory can be influenced, it becomes a lot easier to avoid studying the wrong thing and walking into an exam feeling confident only to be disappointed with the results.

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Study Techniques; Spaced v.s Mass Practice

By: Leon Danta

Introduction

Have you ever tried to intensely study for a long period of time without breaks? If so, do not worry, you are amongst many who believe that this is an efficient way of studying. As a first year freshman, I came into college with some knowledge about studying, but not as much as I know now. It can be overwhelming entering a new stage in your life, especially if no one in your family was interested in furthering their education. With your first lectures you may think to yourself: Am I taking notes right? What does that mean? Is this useful? I can’t push you to study a certain way as to each their own but, personally what I thought was the best way to study was to cram everything into one session right before a test, although the outcomes varied. Or even studying for a long amount of time with no breaks.

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Want to be more confident before a test? Well then, Never Eat Soggy Waffles!

By: Naitzy Garcia

You’re studying and studying, but can’t retain the information, no matter how many times you review it? However, if you were asked for directions, you’d know to Never Eat Soggy Waffles? That is a mnemonic; a golden tool to help create shortcuts for information we want to remember. This same tool is used by top participants at the “World Memory Championship”, who credit their success not to the anatomy of their brain, but to their training with mnemonics.

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Way of studying; Relating words to survival value

By: Joshua Stanley

Studying for classes or a test can be stressful at times, and prevent you from fully understanding the full material. Even when you prepare for a big exam you may not remember everything you studied and that can lead to an unwanted grade. A way to make your studying easier is by relating words or information to survival value. Doing this will make studying more effective because it taps into how human memory naturally works.

Our brains are wired to prioritise information that seems important for survival, so when something feels relevant to staying alive or solving real-life problems, the brain processes it more deeply and remembers it better. For example, instead of trying to memorize vocabulary or facts you can ask yourself how that information might help you in a real life situation, that way the information comes easier to remember because you related it to a real world experience. Say you were studying biology terms, you should think about how knowing them could help you identify or understand an illness.

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