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This post continues a series of posts on the value of memory. I wrote a few months ago about how memory is used in everything we do, and we recently published a post-humus guest blog by Ralph A. Raimi in defense of rote memory. Today I continue this theme by discussing an article from the 1990s (1) that argues for the importance of both memorization (i.e., rote learning) and understanding. I came across this article while putting the finishing touches on the book Megan and I are writing, illustrated by Oliver Caviglioli and to be published by David Fulton (Routledge). Look out for it this summer!
The article I found, titled 'The Intention to Both Memorise and Understand: Another Approach to Learning?', first describes an earlier literature that drew a distinction between two approaches to learning. According to this older literature (2), students approach learning in one of two ways: either in a kind of utilitarian, surface manner, wanting only to memorize as much as possible, in order to pass exams; or in a deeper, more meaningful manner, wanting to understand the material and relate it to their personal lives. A quotation from the explanation of this 'deep' learning approach really resonated with me:
Using a deep approach a student has the intention to understand. Information may be remembered, but this is viewed as an almost unintentional by-product. (p. 343)
Reading this, I had a bit of an 'aha' moment. It made me realize what teachers are talking about when they say they want their students to learn through understanding, rather than memory. When I hear that, I am often surprised because I hear it as a denial of the importance of memory as a process, whereas I don't believe there is any other way to demonstrate learning other than by encoding and retrieving from memory! But it's not that people don't believe memory is important or necessary - it's more that they believe understanding will naturally lead to memories being formed, without any effort to specifically commit things to memory, and practice retrieving them. As I was writing this post, I shared the quotation with Dr. Jen Coane, who also studies memory. Her response was 'But really remembering (and knowing) is hard work'. This leads us to the main thrust of the paper: the author proposes a hybrid approach, where development of understanding takes place alongside or in conjunction with intentional encoding and strengthening of information in memory.
Evidence for this approach is cited mainly from education systems in Asian education systems, including Hong Kong, China, and Japan. The author makes the very important point that these systems are often mis-characterized in the West as being heavily based on passive, rote memorization. But based on studies that included careful observation of the teaching techniques used in these education systems, the author concludes that they actually rely on a hybrid understanding/memorization approach. This approach can go in two directions. One version is to develop understanding, followed by memorization. In this approach, students develop a deep understanding of the material (through what we might call elaboration), and then students practice that information so that they can remember it accurately (through what we might call retrieval practice). However, it is important to note that we encourage students to use retrieval practice in a meaningful, elaborative way rather than 'just' for memorization.
An alternative version of the hybrid approach is that students memorize some information first, and then over time come to understand it more and more deeply. Although this example is not used in the paper, I immediately thought of multiplication tables. There is a big debate in teaching regarding whether children should or should not memorize their multiplication tables. Briefly, those who argue against it hold that this is meaningless memorization and does not lead to understanding (3), whereas those who argue for it maintain that it decreases working memory load so students can later concentrate on more advanced math without having to perform additional mental operations to multiply numbers (4). For example, if you want to teach a child how to 'solve for x' and the equation you give them is 12x = 144, they could concentrate on solving the equation (i.e., rearranging it to x = 144 / 12 ), rather than laboriously doing the arithmetic. By the time children are able to solve these equations, they understand more about how numbers work. In this case, it can be said that memorization came before understanding.
Purrfect Memory 1 02 – Memorization And Study Toolkit
I liked this article because it comes from an adjacent field to mine (Education, not Cognitive Psychology), but taps into some of the same ideas that we attempt to study. In a similar vein, I recently co-authored a piece comparing the teaching strategies used by Applied Behavior Analysts with those recommended by cognitive psychologists(5); we found many of the same conclusions, but different terminology leading to a complete lack of cross-talk between the fields. It is sometimes difficult and uncomfortable to read literature from such fields, because terms that we so carefully define in one field are used somewhat different in another. However, I think it is a worthwhile exercise, and I would encourage other researchers and teachers reading this post to do so.
When test time rolls around, many students ask themselves the same question:
'How can I study and remember everything?'
First things first—memorization will only get you so far. In order to perform your best in school, it's important to make sure you have a meaningful understanding of a subject.
However, studying does require students to use memory in order to remember ideas, concepts, and material for test day. So, while you shouldn't rely on cramming for a test the night before, you can take steps to improve your memory and make the most of your study sessions.
How can I improve my memory for studying?
Everything takes practice. Many students struggle with remembering facts and material because they simply don't take the time work their mind on a regular basis. As subjects get harder, they find that their mind is unprepared to tackle the information.
Rather than asking how to memorize faster for exams, students should be learning how to use their memory more effectively while they study.
The answer? Regular study sessions.
Purrfect Memory 1 02 – Memorization And Study Tool Organizer
The more regularly you review material, the better you can train your mind to remember what you have studied with much more accuracy.
On top of regularly reviewing class material, there are also some memory tricks you can use to help improve your recall for your next test.
8 Easy Memory Techniques for Studying
https://herezload869.weebly.com/roland-dxy-990-drivers-for-mac.html. Try out these memorization tips for students that will help you exercise your mind and improve recall.
- Organize your space
- Visualize the information
- Use acronyms and mnemonics
- Use image-name associations
- Use the chaining technique
- Learn by doing
- Study in different locations
- Revisit the material
To improve your memory, you need to be able to focus. Distractions of any kind will prevent this, so make sure your space is clear of clutter and has all the materials you need for your study session.
Use the Method of Loci. This is a technique where you visualize a house, associating rooms in the house with bits of information. New information goes into a new room. Open a drawer to find a chemical formula. Open a closet to find the names of the bones in the foot.
Create patterns and words with from the information you need to remember. Rapidweaver 8 1 7 download free. Associating the first letter of each item with a word, phrase, or rhyme, can make information easier to recall. These tricks are especially useful to help remember lists and ordered information.
Recalling names can be easier by associating images and names in a clever, unique way. Remember the names of the presidents by associating a facial feature with their name, such as ‘Mutton Chops Van Buren'.
Create a story or sentence around a bit of information so that it can be more easily recalled. Remember the order of the planets by telling a tale about them going on a picnic. The story can be silly and fun, which will make it easier to remember.
Learn information by acting it out. Using hand gestures and other movements can help you better remember information with muscle memory. Kite compositor 2 0 18. If you can't move around when studying, use your imagination to picture it in your mind.
Your memory can be triggered by different cues in your environment. If you are having trouble remembering the material you are studying, try moving to a new spot to help the information stand out in your mind.
Review the material you studied a couple days after your study session. Make a mental note of anything you have forgotten, and review those areas again.
Learning Isn't Just About Memorization
Purrfect Memory 1 02 – Memorization And Study Tools
Remember, it's important to use these memory techniques on top of other good study habits like proper time management and organization. This will help make sure you're not simply memorizing the material, but working toward a deeper understanding of the subject.
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Purrfect Memory 1 02 – Memorization And Study Tool Set
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