Why do we forget what we study? Harvard neuroscience professor shares 5 tips to retain learning

Every student has experienced this at some point. Hours spent studying a topic, only to find that much of it fades soon after the exam. The problem is often seen as a lack of effort. But research suggests the issue may lie elsewhere, in how learning is approached.

According to the Harvard University, retaining what is learned is not only about storing information. It is also about how that information is used later. Tracey Tokuhama-Espinosa, a neuroscience professor who studies learning and memory, frames the question in two parts. “How do you make the information meaningful and get it into your brain? How do you get it back out in a new context?”

She adds, “The ultimate litmus test of learning is using the information in a new context, not just performing it within a classroom setting.”

Learning is not just about remembering

Tokuhama-Espinosa emphasises that retaining knowledge begins with a broader change in how students think about learning. “It starts with a long-term attitudinal shift about self-investment and self-critique of your own learning,” she says.

She draws on the idea of “know thyself”, suggesting that students need to examine their own habits and conditions. Sleep, diet, study environment and peer interaction all play a role in how well information is retained. Instead of following fixed routines, students are encouraged to adjust their approach based on what they need at a given time.

The brain does not have a single learning style

One of the common assumptions about learning is that individuals have fixed styles, such as visual or auditory. However, this idea is not supported by current research.

“Your brain would love to learn through all of your senses,” Tokuhama-Espinosa says. “The more input, the better.”

Learning through multiple senses creates different neural pathways for the same concept. This increases the chances of recalling the information later. Instead of relying on a single method, combining reading, discussion, writing and visual aids can strengthen retention.

Research by Johns Hopkins University explains that learning forms connections between neurons. The more often these connections are used, the stronger they become.

Five ways to improve retention

Based on these principles, Tokuhama-Espinosa outlines practical methods that students can apply.

Spaced repetition

• Reviewing material over time helps reinforce it. “When you rehearse, you enhance the speed with which recall occurs because you enhance the myelin sheath,” she explains. This makes it easier for the brain to access stored information. More complex topics may require longer gaps between revisions.

Practice tests and low-stakes testing

• Testing is not only a way to measure learning but also a way to build it. Attempting questions, even informally, helps strengthen memory and identify gaps.

Teaching others

• Explaining a concept to someone else requires clarity of understanding. It also exposes areas that are not fully grasped. This makes teaching a useful way to reinforce learning.

Active note-taking

• Writing notes in a structured way helps organise information. Methods such as outlining, mapping or using question-based formats allow students to engage more actively with the material rather than copying it passively.

Receiving and applying feedback

• Feedback can be used to improve future performance. Tokuhama-Espinosa refers to this as “feed-forward”. “One of the best ways to learn is to take the time to assess what you didn’t do, or where you didn’t spend time,” she says.

Making learning meaningful

Another factor that influences retention is whether the material feels relevant. Students are more likely to remember what they can connect to their own lives.

For instance, a text or historical event may seem distant at first. But identifying parallels with present-day situations or personal experiences can make it easier to understand and recall. “If you are able to help yourself find that personal connection, you enhance the probability that you are going to be able to recall it,” Tokuhama-Espinosa says.

The role of environment and autonomy

The environment in which students study also matters, but there is no single ideal setting. Some tasks may require quiet focus, while others may benefit from discussion or group interaction.

Tokuhama-Espinosa says that students need to take control of their own learning. “Students have to become much more autonomous in their learning and they need to become way more autonomous in how they assess themselves,” she says.

This includes creating opportunities for engagement, even in lecture-based settings. Activities such as self-testing, discussion with peers or rewriting notes can help make learning more active.

What changes over time

The impact of these methods is not always immediate. Students may not notice a difference after a single study session. But over time, these approaches can change how information is processed and retained.

For many students, the challenge is not the ability to learn, but the method used to do so. The shift from memorising for tests to applying knowledge in new situations may be gradual. But it is this shift that determines whether learning stays or fades.
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