Abstract
This experiment compared 2 study methods that involved self-referencing. Three groups of college students studied a chapter from a child psychology text. One group used the survey, question, read, reflect, recite, and review method, a second group used a self-referencing method, and the control group received no special instructions on how to study other than "do your best." All students took an exam immediately after studying the chapter and again 2 weeks later. Results support the hypothesis that self-referencing enhances retention. However, there was no significant difference between the 2 self-referencing methods.
