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Repetition and Memory By Dave Kettner One of the best ways to force you to remember something is through repetition. How many times have you been somewhere and needed to remember it without writing it down and then started repeating it to your self over and over so that you could memorize it? We’ve all been there, whether it’s phone numbers or where we parked our car, we have been conditioned to memorizing through repetition.
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When we were in grade school we memorized times tables and spelling through continuous repetition. There are even those of us who had to memorize every single president in order, or all of the state and capitals. The way we learned this was through repetition.
Even in sports, coaches have practices with drills that the athletes have to go through a series of repetitions until they get the move right. This also is helpful in creating muscle memory. It’s a movement done over and over again until it becomes natural. The brain works in the same way. Since it is the greatest muscle in our bodies, the brain gets exercised with information. The more things are repeated, the more likely the brain will be to quickly retrieve it.
Memorization happens when information moves from the short term place in our heads into the long term banks. This doesn’t happen instantly all the time, and for those menial pieces of information that are crucial like phone numbers and people’s names, we rely on repetition to get us to store that information in the long term banks.
The mind is a very complex muscle that controls all of our thoughts. The better we condition our minds, the faster they will be at retrieving the information that we need. It’s just like dialing your best friends new phone number. You may have to look at it the first few times you call it, but then after you’ve called it enough times, your brain has memorized the information and you no longer need the written phone number to gossip!
Here are some more memory articles...
ROTE Learning
By Dave Kettner
We all remember memorizing the multiplication tables. Our teachers would show us flash cards and then have us write down the times tables over and over so that we could memorize them. Read more...
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Improving Memory
By Dave Kettner
Improving memory information and skills are based on the latest research on how students study, learn, and remember. Psychologists have discovered a number of techniques that can significantly Read more...
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Improving Memory
By Dave Kettner
Improving memory information and skills are based on the latest research on how students study, learn, and remember. Psychologists have discovered a number of techniques that can significantly Read more...
|
Repetition and Memory
By Dave Kettner
One of the best ways to force you to remember something is through repetition. How many times have you been somewhere and needed to remember it without writing it down and then started Read more...
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The joy of beta
<P>I love the new excitement and energy that's been around the web lately. Of course at some level it is just another bubble, but there's a lot that seems fresh to me and that really is changing how we do stuff online. One of the things I enjoy about the current mood on the web is that people have become so willing to think of everything as a work in progress. If you're Microsoft and you launch something that <A href="http://www.live.com">isn't quite finished</A> people will hate you for it, but just about anybody else can (and should) get away with it. One of the people who have been willing to take the risk of "launching early and updating often" is James Farmer, whose <A href="http://www.edublogs.org">edublogs</A> is based on the not-yet-quite-finished multi-user version of WordPress. Like almost 2000 others, I signed up for a <A href="http://knowledge2go.edublogs.org">blog</A> on edublogs and have been happy to go along with the occasional technological glitches and changes to the interface - simply because it is nice to be part of something new and exciting. What also makes a big difference is that the people behind so many of the new online services now communicate openly with their 'customers' about what is going on behind the scenes. If there's some big stuff-up, they'll tell you about it. And they'll try to keep you informed about where they think things are going, as in the <A href="http://edublogs.org/2005/11/04/the-edublogsorg-plan-for-the-next-12-months/">edublogs plan for the next year</A>. We have probably already become used to this sort of thing, and it may seem like nothing remarkable now. But when I think about what things were like a few years ago, it feels to me like maybe we now have a better, more open online environment.</P> By Martin Terre Blanche 9 Nov 2005
Edubloggers map
<P>Check out the the <A href="http://www.frappr.com/edubloggers">edubloggers map</A> at <A href="http://www.frappr.com">frappr</A>. Great use of the google maps. Amongst other things it shows very nicely where the geographical gaps are. I suspect that maps of most other communities that I (sort of) identify with (e.g. critical psychologists) would show a similar pattern - i.e. most everybody clustered together in North America, Europe (especially the UK) and Australasia. Makes one think.</P> By Martin Terre Blanche 27 Oct 2005
Online teaching case studies
<P>The Institute of Teaching and Learning at Deakin University (where <A href="http://incsub.org/blog/">James Farmer</A> hangs out when he's not <A href="http://edublogs.org">doing other things</A>) has released a wonderful collection of <A href="http://www.deakin.edu.au/teachlearn/cases/index.htm">online teaching case studies</A>. The case studies are incredibly slick, with audio recordings, video clips etc. and the categories for browsing among case studies make a lot of sense. In browsing through half a dozen of these, the best part for me was getting a sense of the personalities involved and of the everyday bits of teaching wisdom that they have picked up from their experiences.</P>
<P>This is clearly in part meant as a glossy, image-building initiative, and it works extremely well as that (I'm impressed and envious). Perhaps with version 2, they could afford to give it a bit more of an inclusive feel, though. I would for example love to see a function for people to comment on case studies (and for the people involved to be able to reply). Also - while I really, really like the "teacher's voice" section of each case study, it would be great also to hear some student voices.</P> By Martin Terre Blanche 26 Oct 2005
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