PQRST Technique and 5 Important Ways to Boost Your Memory

Introduction

Memorization is a critical skill in both academic and professional settings. One of the most effective strategies for improving retention and comprehension of information is the PQRS technique. The acronym stands for Preview, Question, Read, State, and Test. This structured approach to studying enhances memory retention by encouraging active engagement with the material rather than passive reading. The PQRS technique is rooted in cognitive psychology principles that emphasize meaningful learning and self-assessment.

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Understanding the PQRS Technique

The PQRST technique is a structured study method designed to enhance comprehension and memory retention. It consists of five steps, these include-

1. Preview

The first step in the PQRS method is Previewing the material before reading it in detail. This involves skimming through the content to gain a general idea of its structure, key themes, and main arguments. Previewing helps the learner form a mental framework, making it easier to understand and retain the information.

According to Mayer (2003), previewing activates prior knowledge, which facilitates comprehension by connecting new information to existing cognitive structures. When students skim through a chapter, they get an overview of the concepts, making the subsequent reading more effective.

How to Preview Effectively

• Look at headings, subheadings, and bullet points.
• Examine any images, graphs, or charts.
• Read the introduction and conclusion for a summary of key points.
• Identify keywords that are repeated throughout the text.

2. Question

The second step is Questioning, where the learner formulates questions based on the previewed content. This step encourages curiosity and deepens engagement with the material. By generating questions, learners set specific goals for their reading, which helps in active comprehension rather than passive reading.

A study by King (1992) found that self-questioning improves students’ ability to process and recall information. When students ask themselves questions about a text before reading, they are more likely to remember the answers after reading.

How to Formulate Effective Questions

• Convert headings into questions (e.g., If a section is titled “The Causes of Climate Change,” ask, “What are the causes of climate change?”).
• Use Bloom’s Taxonomy to generate different types of questions (e.g., factual, analytical, and application-based).
• Ask, “How does this relate to what I already know?”

3. Read

The Reading phase involves actively going through the text while seeking answers to the questions formulated in the previous step. Unlike passive reading, this step requires learners to focus on specific details, arguments, and explanations.

According to McDaniel et al. (2009), active reading, when combined with self-questioning, significantly improves comprehension and long-term retention. It is also recommended to take notes, highlight important sections, and summarize key ideas while reading.

Tips for Effective Reading

• Read slowly and attentively, focusing on understanding rather than speed.
• Use annotation techniques such as underlining, highlighting, and writing marginal notes.
• Re-read difficult sections to ensure comprehension.
• Summarize sections in your own words to reinforce understanding.

4. State (Self-Recite or Summarize)

In this step, the learner states the key information aloud or writes it down in their own words. This process of self-recitation strengthens memory by actively retrieving information rather than passively reviewing it.

Karpicke and Roediger (2008) demonstrated that self-retrieval is a highly effective learning strategy. Their study found that students who regularly tested themselves on material retained significantly more information than those who simply reread their notes.

Ways to Effectively Recite Information

• Close the book and try to recall key points.
• Explain the concepts to someone else as if you were teaching them.
• Use mnemonic devices to aid memorization.
• Summarize the content in a way that is easy to remember.

5. Test

The final step, Testing, involves assessing one’s knowledge through quizzes, self-examinations, or peer discussions. Testing not only measures retention but also strengthens memory through the process of retrieval practice.

Research by Roediger and Butler (2011) found that students who engaged in regular self-testing performed better on final assessments compared to those who did not. Testing provides immediate feedback on knowledge gaps, allowing learners to revisit and reinforce weak areas.

Effective Testing Strategies

• Use flashcards for active recall.
• Attempt past papers or practice quizzes.
• Teach the topic to someone else and ask them to question you.
• Engage in spaced repetition—reviewing the material at increasing intervals.

Scientific Basis of the PQRS Technique

The effectiveness of the PQRS method is supported by cognitive psychology and educational research. The technique aligns with principles of active learning, spaced repetition, and retrieval practice, all of which are essential for effective memory retention.

• Active Learning- The PQRS method transforms passive reading into an active process, ensuring that learners engage with the material. Studies have shown that active learning improves comprehension and long-term retention (Bonwell & Eison, 1991).
• Spaced Repetition- The structured approach of PQRS encourages reviewing material over time, which enhances memory consolidation (Cepeda et al., 2006).
• Retrieval Practice- The State and Test steps involve recalling information, a proven method for strengthening memory traces (Karpicke & Blunt, 2011).

Conclusion

The PQRS technique is a powerful memorization strategy backed by cognitive science. By following the five-step process—Preview, Question, Read, State, and Test—learners can significantly improve their comprehension and retention of information. Whether used in academic settings, professional development, or daily learning, the PQRS method enhances active engagement and ensures long-term recall.

Implementing PQRS as a consistent study habit can lead to better academic performance, improved professional knowledge, and enhanced lifelong learning skills.

References

Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. ERIC Digest.

Carretti, B., Borella, E., Zavagnin, M., & De Beni, R. (2011). Gains in language comprehension relating to working memory training in healthy older adults. Aging, Neuropsychology, and Cognition, 18(6), 577-599.

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 Bulletin, 132(3), 354.

Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319(5865), 966-968.

Mayer, R. E. (2003). Learning and Instruction. Pearson.

Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20-27.