e both their comprehension and the time required to learn new
subjects.

One useful method of reducing new material learning time is the SQ3R
method[2]:

Scan.
Question.
Read.
Review.
Recite.

Scanning provides a rapid overview. Many well written books follow
logical outlines that can orient the reader to the subject matter.
The outline might follow this pattern:

Title.
Table of Contents.
Main Introduction and conclusion.
Chapter 1.
Introduction.
Conclusion.
Chapter 2.
Chapter 3.
Conclusion.
Definitions.

Questioning is a natural, instinctive, second step that most learners
follow. In the scanning process, certain questions naturally arise.
These should be noted in a short list of questions to be answered
through reading. The questioning procedure helps the reader stay
focused.

Reading occurs very rapidly if a systematic plan is followed:

First, determine the main idea from the title, the first paragraph,
and the last paragraph.

Second, determine if a large subject is divided into smaller subjects
with some outlining scheme.

Next, follow the title, introduction, body, conclusion rule to find
the main idea of each smaller section. Each smaller section can then
be scanned for keywords. Keyword recognition signals the reader to pay
closer attention for critical definitions and ideas that follow.

Finally, review as often as necessary to keep focused. Outlining and
note taking often help.

Reviewing new material on a strict schedule is necessary to solidify
new material in the memory, and to transfer it from short term memory
to long term memory.

Forgetfulness is a matter of periodic review. Memorization through
repetition and forgetfulness follow a similar pattern. Each is gained
or lost by halves for the same time period. The following graph
illustrates the phenomenon.

The memory loss/recall increase with review phenomenon has been
verified many times.[3]

Generally memory is lost by one-half for each doubled time increment.
One day after first learning one-half is lost. By day two, one-half of
that remaining memory is lost, and by day four, one-half again is
lost. By day four, only one-sixteenth of the original memory is
intact.

At a similar rate, with review after one day only one-half of the
material that was reviewed will be lost. If reviewed again on day two,
the amount lost is again divided by two. If reviewed six times in a
thirty-two day period, the ab