Study Like a Champ

This book should be essential reading for high school and college students, among others. The authors, both experts in their field, write in an informal way about how to plan to study, how to study, and how to assess the effects of study to prepare for evaluations. Reading this book will prepare students to master various types of subject matter in any level of education. - Henry L. Roediger, III, PhD, James S. McDonnell Distinguished University Professor of Psychology, Washington University in St. Louis, St. Louis, MO Regan Gurung and John Dunlosky, two leaders in the field of how people learn and what they can do to make learning last, have written a gem of a book for everyone who wants learning to be easier, more effective, and longer lasting. This book will pay lifelong dividends for everyone who wants to learn. - Diane F. Halpern, PhD, Professor Emerita, Claremont McKenna College, Claremont, CA

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 2 articles in peer-reviewed journals and co-authored/co-edited 5 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.