This engaging, student-friendly book debunks major myths about studying and provides practical tips for studying smarter, not harder.

Preface: Or Why You Should Really Care About What’s in This Book
I. Groundwork 
Chapter 1. So You Think You Know How To Study? Let’s FoK About It
Chapter 2. First Things First: Planning!
Chapter 3. Take Notes Well
II. Strategies
Chapter 4. Spacing It Out
Chapter 5. Retrieval Practice for Monitoring and Mastery
Chapter 6. Specialty Strategies for Problem-Solving Courses: Interleaving, Self-Explanation, and Worked Examples
Chapter 7. When to Use Highlighting, Rereading, Summarizing, and Imagery
Chapter 8. A Quick Look at Something New: Mixing and Matching
III. Beyond the Classroom
Chapter 9. The A(ffect), B(ehaviors), and C(ognitions) of Champions
Appendix. Championship Practice Exercises
Glossary
References
Index
About the Authors

Regan A. R. Gurung, PhD, is Professor of Psychological Science and Associate Vice Provost and Executive Director for the Center for Teaching and Learning at Oregon State University.  Winner of the American Psychological Foundation’s Charles L. Brewer Distinguished Teaching of Psychology Award and the U.S. Professors of the Year (Wisconsin) Award, Dr. Gurung is a social psychologist whose work focuses on improving teaching and learning. He is past President of Psi Chi and the Society for Teaching of Psychology, and has published over 120 articles in peer-reviewed journals and co-authored/co-edited 15 books. 

John Dunlosky, PhD, is Professor and Director of SOLE Center in the Department of Psychological Sciences at Kent State University. Dr. Dunlosky's research program has focused on understanding three inter-related components of self-regulated learning: (1) monitoring of learning, (2) control of study time, and (3) the application of strategies during learning. These three components of learning fall under the rubric of metacognition, which concerns people's cognition or beliefs about their cognitions. By studying metacognition in students across the life span, a major goal of all facets of his research involves developing techniques to improve student learning and achievement across multiple domains.