Memory as an active three-way

We talk freely about memory, but there are really three different aspects to remember anything. The three "R" of memory, recording, storage and recall you need.:

(1) Be aware of new facts, and are actively working to transfer them to a long-term memory. And 'the registration of psychotherapists, or run' coding.

(2) Keep these facts in your long-term memory, and 

 

(3) I can not remember the facts when they are needed. Psychologists often refer to the "tip-of-the-tongue phenomenon" to describe the difference between

recognition and recall. It is the common experience of feeling that you know a name, for example, and perhaps even the first letter of the name, but is unable to remember accurately and completely. It is clear that the memory is there because you almost always recognize the name when it has gradually been given - but do not remember it completely without support.

When faced with an apparently new learning task, it is sometimes difficult to see how fast we can remember. If you are a fast talker, for example, you can talk with about 170 190 words per minute and the words occurring in grammatically correct order. Seems like a reflex, but the mechanism clearly involves an interesting example of the manipulation of logic (in the short-term memory) and the recovery of grammar and vocabulary (the long-term memory), simultaneous with the possible right brain left brain to conceptualize and to deliver results. Not for the first (or last) time in this book and the mind can see its own complexity!

The three activities of the enrollment, retention and recall are not necessarily so easy to prove.

Consider the following list of words and repeat twice. (This part of the code).

Test No. 1

Fox - Play

Place - Spy

Pen - Light

Tree - Full

Book - Sink

Far - Water

Easy - Grass

Bike - Arena

Now look away and write as many words as possible. Then back on the list. `Do you recognize" any words? If so, then you will recall, in the sense that it recognizes that he saw. So the memory was there, but it is unlikely that you will actually all correctly recalled. Memory is always potential higher than real memory. Remember it's not the same recognition. It is also evident in the trials of old age, if your memory is deteriorating in all, it is the ability to remember that no cuts, the ability to create or store information.

The difference between the memory defines the recognition of facts or events, or when we are reminded, "gives a hint," and the memory is defined as the ability to remember, without a prompt is important. And 'why accurate measurement of learning is difficult enough, and because it's important to be agree definition of learning firsthand. Here's a tip. After reading this book, memory elements, or the conclusion that you think might be important in creating the ideal learning program. For example, you have done that without the practice of a new element in the short-term memory, Iwould be transferred to long-term memory. It can also be inferred from the first chapter, the potential of your brain is so obviously a huge requirement for any learning system is that you should increase your intelligence, but it should be:. Free fraction of the talent you already have.

If you select to take notes, not only can benefit from most of this book - you learn something fundamental about memory and learning about himself.

Numerous studies have done experiments showing that the information that is not practiced in the short-term memory is quickly forgotten. On the other hand, there seems to be a direct correlation between

number of exercises, and the likelihood that the material should be remembered. Murdoch and Waugh (1963) showed that the probability of a word remember, who had listened to 2 seconds was nearly twice as likely to remember the word, which was listened to 1 second.

This is due to the short-term memory is the portion of memory that allows the encoding or recording, and the best encoding the strongest memory last.