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Making learning more efficient
Remembering and forgetting
We all, more or less, have the same powers of memory. It is how we manage the problem of forgetting that makes the difference. Think of a lesson you had recently. You will probably remember how it started and how it finished but find it difficult to recall the details of what went on in between.
Information slips away from memory at an alarming rate, around half in the first few days and then more slowly. Beginnings and endings are easier to remember for a variety of reasons, the interest at the beginning, perhaps, while we see how things are going to develop and perhaps relief that the lesson is finally coming to an end are memory markers which help us to remember what went on at these times. But in between, unless there was some stimulus or change in routine, we find it difficult to recall what went on.
What can be learned from that ? The main conclusion is that passive learning, which is what a lot of class teaching tends to be, is very inefficient. Learning can’t always be beginnings and endings but it can and should be active. The question you were asked in class and gave a brilliant response to/messed up completely lives with you for ever ! On the one hand there is the pride of achievement and on the other the degradation of the other students relishing your discomfort. In both cases you tend to relive the moment many times with delight/shame and each time you do makes it more likely you will never forget! If you messed up you will, probably, have found out and remembered the correct response - a positive result !
Something happening while we learn, as long as it does not distract us, can provide a bookmark for information and make it easier to recall. So while you learn, be active, write a note, practice using the information, draw a diagram, a flowchart, write a list - anything useful that prevents the information bypassing your brain (in one eye and out the other - you know the feeling) will help you to remember. Also, the more often you go over things the less likely you are to forget.
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This graph suggests how information slips away in days
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This graph suggests how revising helps you to retain information.
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Studying for exams
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Tom Duncan, BSc, BSc(Hons), Dip.Ed., C.Phys., M.Inst.P.
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