Your memory is like a library. If this library had hundreds thousands of books stored in it is completely random, you can it is almost impossible to get a book. But if the books are stored systematically (by topic and author, for example), then the search should be simple and fast.
Encoding is the same index of the library. If you register for each new information strongly at first, you'll be able to retrieve (remember) easily later. All psychologists agree that better coding, or more associations, the best recovery. Thus, in the development of our accelerated learning, our Studies have focused on one central question - "What makes for strong encryption and powerful organizations? "Before we turn to But let us for more information from the opposite question - "Why do we forget?"
Ebbinghaus experiments
A pioneer in the research of memory was Hermann Ebbinghaus who have completed the first scientific experiments in Germany, between 1879 and the memory The 1885th. Since I realized that the meaning and associations have a powerful effect learning, which simply lists the learning of nonsense syllables as WUX. Caz, BIJ, zol. He noted that it seemed an almost straight line relationship between the initial moment spent learning and learned the amount. There seemed to be neither a law diminishing returns, nor is it a snowball effect. The time you used in a list, apparently the more you learn. He called the total Assumptions time. It seemed to support the theory, when the lesson is on the basis of this day - that the way to learn is in the dark determination and repetition. We now know this is simplistic and time, although certainly important, how time has passed and how information is presented, has a huge impact on learning pace. In fact, accelerated learning is the output the assumption of the total.
A technique to illustrate. Psychologists call it " distribution of practical effect. "This shows that the time it takes to learn something much less if the learning is shared. This task, taking 30 minutes, if you learned everything in a day, usually take 22 minutes if it is spread over two days, a nearly 30% savings.
The retreat is also greater if there is a gap between the short two presentations of the same material. In addition, if Test yourself and be successful in memory of the correct answer, I remember these conditions are much improved compared to only have the information you have. Active participation is always a most powerful memory enhancer liabilities.
Evidence of this success is desirable. And clearly faster than the test completed more likely the answer is correct. The solution is to use the learning according to the strategy, although offers short term / long term memory models. Would learn (for example, a new foreign word) and test (or repetition) immediately, within a short-term memory. Then learn and repeat the second new element in the short-term memory span. Then I would come back after a break, is the first goal.
You have reached the practice immediately, and also a constant practice. The above was something of a digression, since we are primarily interested in Ebbinghaus for his work to forget. Ebbinghaus found that forgetfulness can be plotted on a graph - now known as the Ebbinghaus forgetting curve. The graph looks like this: Few people is surprised by the result.
The common experience is that memory does not seem to decay over time, but This is just a point where there is little further deterioration is with experience.
But why?
There have been two basic theories. One is that the memory traces gradually fade over time, much like the sun can fade the color of your curtains. The other theory is that the number of new players experiences that weaken the memory footprint of origin, "displacement" of age memories. This is called the theory of interference.
Fortunately, thanks to a series of elegant experiments, it now seems clear that the interference is the main reason for forgetting, nor a simple decay with time. And closer to the event (or events) that reached more that has been forgotten. Arguably the confusion Factor.
Ebbing Haus experiments "suggest that forgetting is anunfortunate a fact. More recent studies have, however, explains the seemingly inevitable decline of memory that the new rival experiences of weakening the old memory trace. Now if this were true it would mean that more is learned (again) as to forget (Old).
It's a popular misconception. Many people seem to think that the memory a pot of water to a limited capacity. Some of the older must be paid to make way for the new. As we shall see, however, the reverse is true. His memory is like a tree. The branches on the tree, the greater the opportunity for new branches to grow. Ebbinghausm experiments were designed in such a way as to produce the maximum degree of oversight, because it has deliberately removed all that we have now come to identify, it is important to keep in memory. By with meaningless phrases, eliminated the management, organization and association, and thus eliminated the most powerful positive factors prevention of forgetting. So his conclusions were only relevant in difficult circumstances.
However, we see that it is possible to create an ideal learning situation in which there is almost no mention.
Encoding is the same index of the library. If you register for each new information strongly at first, you'll be able to retrieve (remember) easily later. All psychologists agree that better coding, or more associations, the best recovery. Thus, in the development of our accelerated learning, our Studies have focused on one central question - "What makes for strong encryption and powerful organizations? "Before we turn to But let us for more information from the opposite question - "Why do we forget?"
Ebbinghaus experiments
A pioneer in the research of memory was Hermann Ebbinghaus who have completed the first scientific experiments in Germany, between 1879 and the memory The 1885th. Since I realized that the meaning and associations have a powerful effect learning, which simply lists the learning of nonsense syllables as WUX. Caz, BIJ, zol. He noted that it seemed an almost straight line relationship between the initial moment spent learning and learned the amount. There seemed to be neither a law diminishing returns, nor is it a snowball effect. The time you used in a list, apparently the more you learn. He called the total Assumptions time. It seemed to support the theory, when the lesson is on the basis of this day - that the way to learn is in the dark determination and repetition. We now know this is simplistic and time, although certainly important, how time has passed and how information is presented, has a huge impact on learning pace. In fact, accelerated learning is the output the assumption of the total.
A technique to illustrate. Psychologists call it " distribution of practical effect. "This shows that the time it takes to learn something much less if the learning is shared. This task, taking 30 minutes, if you learned everything in a day, usually take 22 minutes if it is spread over two days, a nearly 30% savings.
The retreat is also greater if there is a gap between the short two presentations of the same material. In addition, if Test yourself and be successful in memory of the correct answer, I remember these conditions are much improved compared to only have the information you have. Active participation is always a most powerful memory enhancer liabilities.
Evidence of this success is desirable. And clearly faster than the test completed more likely the answer is correct. The solution is to use the learning according to the strategy, although offers short term / long term memory models. Would learn (for example, a new foreign word) and test (or repetition) immediately, within a short-term memory. Then learn and repeat the second new element in the short-term memory span. Then I would come back after a break, is the first goal.
You have reached the practice immediately, and also a constant practice. The above was something of a digression, since we are primarily interested in Ebbinghaus for his work to forget. Ebbinghaus found that forgetfulness can be plotted on a graph - now known as the Ebbinghaus forgetting curve. The graph looks like this: Few people is surprised by the result.
The common experience is that memory does not seem to decay over time, but This is just a point where there is little further deterioration is with experience.
But why?
There have been two basic theories. One is that the memory traces gradually fade over time, much like the sun can fade the color of your curtains. The other theory is that the number of new players experiences that weaken the memory footprint of origin, "displacement" of age memories. This is called the theory of interference.
Fortunately, thanks to a series of elegant experiments, it now seems clear that the interference is the main reason for forgetting, nor a simple decay with time. And closer to the event (or events) that reached more that has been forgotten. Arguably the confusion Factor.
Ebbing Haus experiments "suggest that forgetting is anunfortunate a fact. More recent studies have, however, explains the seemingly inevitable decline of memory that the new rival experiences of weakening the old memory trace. Now if this were true it would mean that more is learned (again) as to forget (Old).
It's a popular misconception. Many people seem to think that the memory a pot of water to a limited capacity. Some of the older must be paid to make way for the new. As we shall see, however, the reverse is true. His memory is like a tree. The branches on the tree, the greater the opportunity for new branches to grow. Ebbinghausm experiments were designed in such a way as to produce the maximum degree of oversight, because it has deliberately removed all that we have now come to identify, it is important to keep in memory. By with meaningless phrases, eliminated the management, organization and association, and thus eliminated the most powerful positive factors prevention of forgetting. So his conclusions were only relevant in difficult circumstances.
However, we see that it is possible to create an ideal learning situation in which there is almost no mention.
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