• MindTap Mastery Training for Psychology Courses powered by Cerego

  • MindTap Mastery Training uses distributed practice to help your students master and retain course concepts in Psychology. 

  • Why encourage MindTap MasteryTraining?


    Because cramming doesn’t work.

    Designed around distributed practice – proven as the best way to learn and retain information – MindTap Mastery Training offers remarkably precise methods to improve study time and outcomes.

    • Enriched, interactive tools set up a study schedule based on targeted goals – with individual activities typically taking just five to ten minutes per day.
    • Students are told when to start working, and when to stop for maximum retention.
    • Result: Students master concepts without cramming.

    Feeling "confident"?


    This adaptive doesn’t run on confidence.

    Unique among study aids, MindTap Mastery Training shows students when they’re ready to advance, and when their retention is falling short.

    • Each dot represents a topic in the chapter.
    • As students retain more concepts, the dots rise from first-level to the Mastery Zone.
    • The dots lower when students show signs of forgetting – so they can re-learn right away, instead of the night before the exam.
    • Detailed reporting shows you where the whole class stands, or where individual students are struggling.

    Students have time for this!


    An apple a day keeps the doctor away.

    But you wouldn’t eat 30 apples the day before your doctor visit. MindTap Mastery Training works on the same principle.

    • Students absorb concepts in “bites” of just five to ten minutes a day.
    • These brief, easy, consistent study habits help them master foundational concepts and vocabulary – then come to class better prepared for assignments and tests.

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    For Best Results, Spread Your Study Over Time

    Excerpted from Dunlosky, John, et al., “What Works, What Doesn’t,” Scientific American Mind, September/October 2013: 49-50. 

  • Students often “mass” their study—in other words, they cram. But distributing learning over time is much more effective. In one classic experiment, students learned the English equivalents of Spanish words, then reviewed the material in six sessions. One group did the review sessions back to back, another had them one day apart and a third did the reviews 30 days apart. The students in the 30-day group remembered the translations the best. In an analysis of 254 studies involving more than 14,000 participants, students recalled more after spaced study (scoring 47 percent overall) than after massed study (37 percent).
    Children as young as age three benefit, as do undergraduates and older adults. Distributed practice is effective for learning foreign vocabulary, word definitions, and even skills such as mathematics, music and surgery.
    Yes. Although textbooks usually group problems together by topic, you can intersperse them on your own. You will have to plan ahead and overcome the common student tendency to procrastinate.
    Longer intervals are generally more effective. In one study, 30-day delays improved performance more than lags of just one day. In an Internet-based study of trivia learning, peak performance came when sessions were spaced at about 10 to 20 percent of the retention interval. To remember something for one week, learning episodes should be 12 to 24 hours apart; to remember something for five years, they should be spaced six to 12 months apart. Although it may not seem like it, you actually do retain information even during these long intervals, and you quickly relearn what you have forgotten. Long delays between study periods are ideal to retain fundamental concepts that form the basis for advanced knowledge.
    High utility. Distributed practice is effective for learners of different ages studying a wide variety of materials and over long delays. It is easy to do and has been used successfully in a number of real-world classroom studies.

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    Improving Students’ Learning With Effective Learning Techniques

    Excerpted from Dunlosky, John, et al., “Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology,” Psychological Science in the Public Interest. 14(1) 4–58. 

  • On the basis of the available evidence, we rate distributed practice as having high utility: It works across students of different ages, with a wide variety of materials, on the majority of standard laboratory measures, and over long delays. It is easy to implement (although it may require some training) and has been used successfully in a number of classroom studies. (p. 39-40)

    Students mass much of their study prior to tests and believe that this popular cramming strategy is effective. Although cramming is better than not studying at all in the short term, given the same amount of time for study, would students be better off spreading out their study of content? The answer to this question is a resounding “yes.” (p. 35)

    The distributed-practice effect is robust. Cepeda et al. (2006) reviewed 254 studies involving more than 14,000 participants altogether; overall, students recalled more after spaced study (47%) than after massed study (37%). In both Donovan and Radosevich’s (1999) and Janiszewski et al.’s (2003) metaanalyses, distributed practice was associated with moderate effect sizes for recall of verbal stimuli. (p. 36)

    Students will not necessarily engage in distributed study unless the situation forces them to do so; it is unclear whether this is because of practical constraints or because students do not understand the memorial benefits of distributed practice (p. 39).