Do you find yourself forgetting what you’ve learned? Even though you’re certain you’ve gone over your notes as carefully as possible, your mind goes blank on the day of your chemistry or biology exam. You go through your thoughts in an attempt to find that words or concepts, but nothing comes to mind.
You’ve probably heard the terms “short-term” and “long-term” used to describe how well you remember things. Things that we recall quickly, such as a phone number or a set of directions, are known as short-term memories. Short-term memories last about 20 seconds before being moved to long-term memory for permanent storage or being deleted. The distinction between short-term and long-term memory is that short-term memory has limited storage capacity, but long-term memory has infinite capacity. Now we want to turn those short-term recollections of the altered information into long-term memories!
遗忘曲线是由德国心理学家赫尔曼·艾宾浩斯在 1880 年代提出的。艾宾浩斯发现，除非我们努力记住信息，否则随着时间的推移，我们会忘记更多的信息。因此，间隔重复和主动回忆等记忆策略（我们将在后面详细介绍）对于避免自然遗忘过程至关重要
The next step is active recall. While learning, active recall is a process in which you actively trigger your memory. This is where you put your textbooks and notes down and recall what you’ve studied without consulting your notes. Prepare a list of questions about the chapter you’ve just finished studying, then sit in your thoughts and answer them on your own. Another option is to jot down everything that comes to mind on a sheet of paper. This procedure compels you to retrieve data from your memory.
Many students assume that writing out their notes as a sort of revision will help them remember what they have learned. If you’ve been using this study approach for a long time, be honest with yourself: can you remember more than half of what you’ve written? There’s a definition here, the main notion there, and that’s all there is to it. Active recall, in contrast to passive study methods such as reading and rewriting your notes, is an active and exciting procedure that aids memory retrieval and retention.
When studying the term of a cell, for example, correlate its name with color. You’ll be reminded of the cell’s name every time you think about that color.
Verbalize what you’ve learned to someone else to help reinforce the information you’ve learned. Teaching is a tried and true means of retaining knowledge. According to studies, explaining an idea to someone else increases your chances of remembering what it is and why it is essential. Consider a period when you were asked to mentor a classmate or teach a sibling something. You may not realize it, but you went above and above to completely comprehend the concept in order to effectively communicate the information. You not only enlighten others, but you also re-learn the information. If you can, try to include teaching in your study plan—it may be as simple as asking a buddy who is studying the same subject to listen to you explain a concept.
This introduces you to various effective approaches you may not have considered before, such as doing practise papers to help you apply what you’ve learned. You are basically preparing for the actual exam by doing so.
Comprehension is the final step in properly grasping and remembering knowledge. Someone else wrote the textbook you’re studying on their own terms. Because the words are uniquely yours, in an expression that you are comfortable with, you will find it simpler to recall things when you process and write out information in your own terms.
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