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GUIDE TO THE METHOD

Learn a language with Super Memory method from Loecsen

Super Memory has you learn useful expressions, retrieve them actively, and work first on those that still resist.

For more than twenty years, our content and our method have been shaped by human experience. Technology then adapts the progression to each person.

Loecsen logo and learning world
Why this method?

Learn a language,
even when you doubt yourself or lack the time.

The Loecsen method was designed to help people who struggle to learn a language or put off starting because they lack the time.

Progress you can see from the first session.

From the first moments, you listen, you understand, you repeat and you test yourself: it all follows on simply. Expressions become familiar, and the ones you struggle to memorise come back more often. You then catch yourself understanding and remembering more and more easily.

Our mission: make languages alive and accessible.
Our method draws on how languages are learned naturally, so you can progress at your own pace without feeling overwhelmed.

A simple loop to move forward.
Listen
Understand
Repeat
Test yourself
To begin 8 expressions in a small set

You listen, you understand, you repeat.
Then you test what you retained.

Illustrative example of a session

Small wins to build confidence.

With each pass, the set tightens around the expressions that still need work. You start again, at your own pace.

Behind this simplicity lie more than twenty years of observation, trials and improvements.

SUPER MEMORY LOOP

The Super Memory loop: what resists comes back

When an expression makes you hesitate, it comes back in the session until you retrieve it.

WHAT RESISTS COMES BACK
1 START First pass 8 expressions in the series: ✓ 1 ✓ 2 ✓ 3 ✓ 4 ✓ 5 ⚡ 6 ⚡ 7 ⚡ 8 5 already fluent 3 to work on again End of the pass · the series is sorted
3 expressions
THE 5 FLUENT ONES LEAVE THE SERIES
THE SERIES TIGHTENS
 BACK AT ONCE ON WHAT RESISTS 1
Tighter series: 3 expressions
 2
2 successful1 still
 3
Last expression successful
 ✓
3/3 in this series
 “We stay until the series is successful.” ✓ RESULT Series closed 8/8 SERIES Closed
8/8 in this session
5 fluent on the first pass3 worked on again at onceWHAT RESISTS COMES BACK
No immediate return

A difficult expression is noted, then the session continues.

With Super Memory

The expression stays in the loop and comes back until you retrieve it.

As the session goes on, your effort focuses on the expressions that still resist.

THE CHOSEN RHYTHM

How Loecsen helps you remember for the long term

When you make the effort to retrieve an expression from memory, you strengthen what you have learned. By repeating this exercise after longer and longer pauses, you train yourself to retrieve it even several weeks later.

What this calendar does

You meet the expression again after gradually longer intervals: J+3, J+10, J+26, then J+60.

J+0
J+3
J+10
J+26
J+60
Discovery
Recall 1
+3 days
Recall 2
+7 days
Recall 3
+16 days
Recall 4
+34 days
J+0
J+0 — Discovery
You have just discovered the expression: it is still new.

A chosen calendar. After a success, the next recall is further away.

Day 60 is the last review on this path, not the end of the language. The expression is still there to say, to hear, and to read.

See the scientific sources

TWO PRINCIPLES

Retrieve and space

Two simple principles: try to retrieve the expression rather than only reread it, then come back to it after a delay.

Review everything at once

A long session can give a strong feeling of mastery in the moment. Without new reminders, that immediate mastery does not guarantee lasting retention.

A lot of time, few returns
Spacing and active retrieval

Spacing reviews supports longer-term retention, on average, compared with massed practice. Trying to retrieve information can also be more effective than simply rereading.

You retrieve it, on dates that move apart
15 min
the length Loecsen recommends
Discovery, then 4 recalls
if you are there on the day
Day 0 to day 60
then practice continues

Retrieving information after a delay takes more effort than simply rereading. What feels easy during learning is not always what produces the best long-term retention.

Your appointments are already in the calendar. If you arrive late, Loecsen retests you. If the expression is not retrieved, it comes back sooner.

See the scientific sources

Forgetting curve, Loecsen reviews

Why the recalls are spaced

Without reactivation, an expression gradually becomes less accessible. Spaced recalls ask you to retrieve it after longer and longer delays. Illustrative drawing.

Illustrative diagram

The drawing shows an idea: without a reminder, the expression becomes less available; with spaced returns, you work it again.

Without seeing it again
With Loecsen reviews
J+0 J+3 J+10 J+26 J+60
Day: 0 | With reviews: you retrieve it | Without seeing it again: just met
Day 0: you meet it. The drawing starts here.
Drag to move along the sixty days: Day 0 / 60

The drawing shows the idea of forgetting, then of a return.

Gaps that grow longer

Three days, then seven, sixteen and thirty-four days between each appointment.

A Loecsen choice

Appointments, not a list

You do not review everything every day.

Short, and on the day

Day 60 is not the end

J+60 closes this path of reminders. After that, the expression keeps being met and used when you speak, listen or read.

Illustrative drawing
Read this with the diagram

Does this drawing measure my memory?

No. It illustrates a general principle: without reactivation, information can become less accessible; reminders create new chances to retrieve it.

On Loecsen, a level test passed on the planned day opens the next appointment: day 3, day 10, day 26, then day 60. Being late, or an expression that is not retrieved, changes what follows.

Keep this: you do not review everything every day. You come back for the appointments, and you keep using the language after the last review.
Path of an expression on Loecsen
Five steps
Discover · Retrieve · Space · Check · Practice

The path in five appointments

“Where is the station?”

J+0 Day 1
Discovery

You discover it and hear it. It is still new.

J+3 +3 days
Recall 1

You have to retrieve it.

J+10 +7 days
Recall 2

You retrieve it after a longer delay.

J+26 +16 days
Recall 3

A new reminder.

J+60 +34 days
Recall 4

The last scheduled reminder of the path.

See the scientific sources

MEASURE, AND PRACTISE

Measure your progress or practise freely

The level test moves the calendar forward. The free test lets you practise without moving it.

Why the first returns are close
At the start, the gap is three days

The first gap is three days. After a success, the intervals gradually become longer.

Then: seven days, then sixteen, then thirty-four.

After each success, the next recall is further away.
Level test and free test
Level tests

A success opens the next reminder. If the expression is not retrieved, it comes back sooner.

Free tests
Free practice

Free tests let you practice without changing the due date.

You can practise before a trip, or simply because you want to.

The free test does not change the calendar.

The free test does not update the calendar. The level test does: it opens the next appointment, or brings back sooner what was not retrieved.

See the scientific sources

A LATE RETURN

You can miss the appointment. Loecsen does not punish you

If you come back later, Loecsen retests the expression and adapts what follows to what you still remember.

1. It is tested again

If you still retrieve it, the path continues. If you do not retrieve it, it comes back sooner.

Passing a late return is not a failure

2. What is not retrieved comes back sooner

A missed expression enters a shorter loop. The rest of the list is not restarted with it.

The effort stays on what resists

3. No pile to catch up

A pause does not turn into a mountain of cards. You come back, you take the test, you continue.

The rhythm resumes without a punishment

The expression is tested again. What is retrieved continues on the calendar. What is not retrieved comes back sooner.

See the scientific sources

OFF THE SCREEN

Your allies off-screen: voice, audio, cards

Active practice stays at the centre. The rest lets you continue away from the session.

1. Speech recognition

You say the sentence. Speech recognition shows whether your sentence was recognised. It does not score each sound separately.

Produce the sentence, not only read it

2. Audio tracks

Listening completes active practice and lets you stay in touch with the language outside the session.

Hear it again, without replacing the test

3. Sheets to take with you

The sheets let you take the expressions with you, on paper or in a digital version.

Take your expressions with you

Saying and retrieving the expression stay at the heart of practice. Hearing it again helps you stay in touch with the language, away from the session.

See the scientific sources

HABITS

4 simple habits for learning better

A few habits that make practice more regular, more active and closer to real life.

1. 15 minutes a day

Loecsen recommends short, regular sessions rather than one occasional long block. This pace makes it easy to come back to the planned reminders.

A rhythm that's easy to keep
2. Say it out loud

Actually saying the expression adds a production effort: you no longer only recognise it, you also practise producing it.

You produce it, as well as recognise it
3. Simulate real life

Linking an expression to a concrete situation helps give it meaning and prepares you to use it in real life.

Meaning you can use
4. Zero guilt

Mistakes and pauses are part of learning. The aim is to be able to resume easily, without turning an interruption into a penalty.

Coming back matters more than feeling guilty.

See the scientific sources

WHAT IS USEFUL Learn less · Use it better

Learn less. Use it better.

The aim is not to pile up as many words as possible. It is to choose expressions with which you can understand, speak, and act.

What comes up often

Useful expressions, not a maximum stock

We favour expressions that are useful in everyday situations and easy to reuse.

useful reusable
Formulas you can say Not a stock for its own sake
Learn less, use it better
Ready to use

Chunks, not only isolated words

A chunk gives you a formula ready to say. It does not replace grammar: it makes grammar visible in a complete, natural sentence.

Isolated word: “station”
“Station” gives you a word. “Where is the station?” already gives you a pattern you can reuse: Where is the hotel? Where is the exit?

You can then enrich the chunk: “Where is the station, please?”

The chunk shows grammar in context; the explanations stay available if you want to understand the structure.

Grammar in context
If you want to go further

Four layers, when you want to understand

Each expression can be opened. You do not have to read everything in order to move on.

These expressions are chosen, set in context and refined over time: the content is an editorial choice, not an automatic stock of vocabulary.

How to use it
Context and nuance
Word by word, and grammar
Pronunciation and rhythm
The meaning, the sentence, and how to say it
FIVE CHOICES Twenty years of improvements

What makes Loecsen's Super Memory method different

Five choices that, together, define how Loecsen organises learning.

Here, expressions that still resist stay in the session until they are retrieved in this series.

Here, the level test moves the calendar forward. The free test lets you practise without moving it.

Here, you resume without a pile to catch up.

Here, an expression can show how it is built, in which situation to say it, and how to pronounce it. You can move on without opening everything.

Here, you can also listen to the tracks again and look at a sheet, away from the session.

These choices have been refined over more than twenty years of observation, use and improvements.

Languages for life

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Start now

Scientific foundations

This research supports several of the general principles used by Super Memory and helped shape the design of our method. It does not, however, amount to an experimental validation of the Loecsen protocol as a whole.

The Super Memory method has also been built over more than twenty years of observing how millions of learners use Loecsen and how they progress. This data, the difficulties users run into, and the continuous improvement of the method have gradually led us to the way it works today, with one constant aim: to make memorising a foreign language more accessible, including for people who have always felt they struggle to learn languages.

  1. Spaced practice improves retention, on average, compared with massed practice, in verbal recall tasks. 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), 354–380. https://doi.org/10.1037/0033-2909.132.3.354
  2. The most useful gap depends on how long you want to remember. Loecsen chose the calendar J+3, J+10, J+26, J+60. Cepeda, N. J., Vul, E., Rohrer, D., Wixted, J. T., & Pashler, H. (2008). Spacing effects in learning: A temporal ridgeline of optimal retention. Psychological Science, 19(11), 1095–1102. https://doi.org/10.1111/j.1467-9280.2008.02209.x
  3. Retrieval tests improve retention, on average, compared with simply rereading. Rowland, C. A. (2014). The effect of testing versus restudy on retention: A meta-analytic review of the testing effect. Psychological Bulletin, 140(6), 1432–1463. https://doi.org/10.1037/a0037559
  4. A good performance during a session does not by itself guarantee lasting learning: immediate performance and long-term learning should be distinguished. Soderstrom, N. C., & Bjork, R. A. (2015). Learning versus performance: An integrative review. Perspectives on Psychological Science, 10(2), 176–199. https://doi.org/10.1177/1745691615569000
  5. Comparing gaps that grow and equal gaps gives nuanced results. Loecsen chose gaps that grow. Nakata, T. (2015). Effects of expanding and equal spacing on second language vocabulary learning: Does gradually increasing spacing increase vocabulary learning? Studies in Second Language Acquisition, 37(4), 677–711. https://doi.org/10.1017/S0272263114000825
  6. These chunks — also called formulaic sequences — give learners groups of words that are already usable in context. A chunk does not replace learning the grammar. Boers, F., & Lindstromberg, S. (2012). Experimental and intervention studies on formulaic sequences in a second language. Annual Review of Applied Linguistics, 32, 83–110. https://doi.org/10.1017/S0267190512000050
  7. Under some experimental conditions, saying an item out loud can improve its memorisation compared with silent reading. MacLeod, C. M., Gopie, N., Hourihan, K. L., Neary, K. R., & Ozubko, J. D. (2010). The production effect: Delineation of a phenomenon. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(3), 671–685. https://doi.org/10.1037/a0018785
  8. Ebbinghaus described forgetting, and his experiments already showed an advantage in spacing repetitions rather than massing them. Ebbinghaus, H. (1885/1913). Memory: A contribution to experimental psychology. Teachers College, Columbia University. https://doi.org/10.1037/10011-000
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