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Learn to Rehearse

First detect and note the key points to remember in a text or happening. Learn the key points you get to. Practice often improves it.

Then rehearse to get the most out of the time you spend on it. It is quite easy. The way to do it is to jog your memory of things learnt by taking a restful look at their key points for several minutes. If you do it right, the key points serve as association "pegs" to more of the material to remember, and you recall more of the things you set out to learn.

To solidify what you have learnt for maximum benefit you may space out the rehearsal periods over weeks and months by taking into account the curve of forgetting - let the frequency taper off after some time.

Forgetting curves
Fig. Students forget much in a matter of days. After 6 days, perhaps 8% of something learnt can be recalled; it gets worse afterwards. (Averaged estimates. Top: 100% recall; bottom: 0% recall.) Source: Wikipedia, "Forgetting curve".

Sad facts: Curves of forgetting show that about 80 percent of the details of a lecture are forgotten after 24 hours. After a fortnight, next to nothing remains, in average. Memorisation helps against silly learning where the content is forgotten after a few weeks. Jarand Rystad (1993) once conducted as study at what is now termed the Norwegian University of Science and Technology. The study showed that all students and former students (researchers) in the study had forgotten so many of their mathematical skills some time after exams that all of them failed an unannounced exam on what was then a medium (second-grade) university level. They had all passed it earlier. Q. e. d. The stark lesson: Don't be silly; learn to memorise.

Memorisation

Cognitive maps can help in forming and "knitting together" key points so that they are readily available for surveys and memorisation work. To be well allied with how the brain works is fine.

Or mark the key words that you identify with a felt pen. Perhaps one tenth of the text may be worth marking off like that. And maybe down to one-fifth of the text we have colorred, gets to the sentral issues and are key points. It is good to not well such key words and key phrases: terminology, meaningful words to remember, something central, as the case may be.

An idea map (mind map) is ideally a poignant, visually accessible overview. You may want to draw an idea map (mind map) of the central points of a chapter after going through it. The editing may take more than five minutes. In this way, by peeling away from a chapter the quite unneeded words from the keys that help your recall, you may focus on perhaps ten percent of the whole chapter and let they serve as "memory pegs" to more of the material, by the associations they carry with them in the network that the idea maps presents. It is a good way to recall more material than you might have done unaided by "pegs". Try it and see for yourself.

By memorising the association-pegs in the idea-map frame, chances are you manage the learning process much better.

Good keywords are word we remember well. By rehearsing and memorising the pegs, more of the other content they are associated with, comes to mind too.

How to space out repetitions

Allround suggestions:

  1. After about ten minutes.
  2. The same night before going to sleep.
  3. After half a week.
  4. After a week.
  5. After three weeks.
  6. After two to three months.
  7. After a year, maybe.
  8. Afterwards, a little from time to time, as is convenient.

How often and how many times to memorise key words? It depends on such as how well you want to remember, and how much time you really have. It depends on one's interests too. It is easier to recall things that gladden or interest us.

Otherwise, a human tends to forget the most right after the lecture or learning session. Therefore it is rather vital to memorise one's notes or key points very soon afterwards, so as to save as much as possible from being forgotten. The first five repetitions help the most (study the curves). What has been refreshed by then, may "sit" longer (that is, you remember better). Space out the memorisation sessions in more or less similar proportions as suggested above, and then your Long Term Memory (LTM), may not fail you so much and often. Great learning involves lsuch as earning for life or an occupation in life, and much depends on getting material into the long-term memory. Some parts of learning may be worked into the organism as well - how to do certain things or feats, for example riding a bike. (Cf. Use Your Head, 2010:41-58)

Overlearning

A simple way of m Simple words about learning LET OUR SEE We fight with ten French words: After reading the ten Gongars, we can think of French from Norwegian to the other way, if we learn such words. It was common before. When we are lucky enough to cope with that guy we all hug all the best, and work around 25 percent of gongar more than we needed at the moment, we are doing education. Thus: When we think about the thing after ten repetitions and read the three gongar on top of this, we drive learning. Such may be necessary for subjects that require knowledge of words and a quarter of anna. Language requires words to be learned. The finest second manages to learn languages, but it is not meininga to come to ANNA other than learning with this. Noko nearly 25 percent of education can pay off well. When one looks through a mind map in light of this, the thought is safe: "I'm learning well at first, but the desire to learn becomes a lab, it may be shortening learning times and some of the rehearsals." Maybe. One will see to what extent it helps and takes the steam alone, individually. Learning needs to be a pleasure. When one forces themselves into natural pleasures in the city to lean oneself, one gets tired sooner. When one gets bored, one may need to twist. Rather than being regular in the kroa. One therefore struggles to be overdue. The value of keywords Here are some good tips to do the work of studying for mastering: Pugg does not solve everything. That one reads with great aversion and unhappiness and unwillingness, one wants to go away, and can use displacement (which includes glowing theft) for it. So be sure to enjoy yourself when you can. Besides, it helps to score. Gordon Howe and Associates at Exeter University in the UK have studied the best practices for listing. The best are keywords noted by the teacher. Nest best are keywords given by the leader / teacher. So, companionships make it by the teacher. Secondly, compilations are written by the supervisor / teacher. Third, the lesser is that the teacher, write down everything, rub and rake. Nest's hardest is to teach / teach out the printout of all the first lessons. Worst: No note. One pair of notes: Their findings are linked to the glow curve and the memorization work (repeat and learning). If one does not work to get the main points and key points into memory by working with them, one can doubt that which will help most after a long time: Full note or scratch. But in the big deal, Howe can be helpful. When one learns enough about books, one chooses to find and mark keywords after understanding that way. Keywords can be defined as (1) those that contain central meining and preferably map and godarta - and (2) such words that promote recall by testing, Tony Buzan. One may therefore look for words that mean soft, meaningful content, see [see Buzan 1988, 113-14]. Psyche does not necessarily hug in sentences, but by keyword and thought image. Keywords can be combined into key phrases. It's also - And the visual memory is quite big. We think the picture very well, it has been shown by many experiments. Only note "one or two out of ten" when it is necessary Here, love rosina in the sausage: Of the words we hear, read and use, there may be only one or two out of ten, which are key words - meaningful meaningful words (and phrases). Those we should be aware of, because those we think may help recall them too. It has become apparent that the student thinks more scope easier on these ways. To fix the word words (key words and key phrases) in long lines or downwards, called linear organization of the ones. It is hardly good enough for long-term learning in general, even if exceptionally, the finest. It should be a good idea to use a good thought image and keywords (please research the criterion, we think about the picture and Gordon Howe's findings about listing methods). In order to use the brain, we should allow ourselves and take advantage of the correlation he seems best. Keywords can thus be found in figures and forms, and in forms that also include the image (call kuge, mind maps and idea maps about each other). From that moment, find a theoretical background for korfor mind maps of various kinds helps. Good form mind maps can also promote more coordinated brain use, which in turn gives noticeable profit (see also Buzan 1988, 114). Translate Turn off instant translation 1089/5000 492 characters over 5000 maximum: verast att ganske utan mageknip. [sjå Atkinson m.fl. 1987, eit appendiks] Ein får komme gjennom lærebøkene og notere ned ting å memorere i dei, og så legge hovudinnsatsen der det er lønnsamt. Studering er hard og tung jobbing i hovudet. Det finst heldigvis kjekke måtar å få til desse tinga på. Men tid tar dei. Human og grundig studieteknologi og kvile hand i hand kan få ein frametter. Metodane og karta kan kanskje hjelpe også den som er litt makleg av seg, like fullt. Og takk for det. Memorization work against gløymie branch The word 'gløymslehegren' is one metaphor used in Håvamål, verse 13. Up to 80 percent of study time should be used for memorization. Then the dividend will be the best, says American studier. It will not be far from 50 minutes of time left - but if one thinks to "bake in" take care of distorted twists during the learning period, one can say that one of them has cramped and frowned and looked good through the textures that debt To spend most of the time for memorization work on one substance. Then it is transferred to LTM (long-term memory) and can thus be activated to be quite without a power button. [See Atkinson and others 1987, an appendix] One may get through the textbooks and note things to memorize in them, and then put the main effort into where it is profitable. Studying is hard and heavy work in the head. The best luckily cool way to get to that stuff. But time takes them. Human and thorough study technology and quilts hand in hand can get one framing. Methods and maps may also help the one who is a little comfortable with him. And thanks for that.

Contents


Unifying study approach, how to study, Helpful Study Strategies, Study Skill, study aids, study support, study methods, SQ3R, PQRST, study ways, Literature  

Atkinson, Richard, et al. Introduction to Psychology. 9th ed. San Diego: Harcourt, Brace, Jovanovich, 1987.

Buzan, Tony. Buzan's Study Skills: Mind Maps, Memory Techniques, Speed Reading and More! Harlow, Essex, UK: BBC Actice, 2007. (Repackaged edition by Pearson Education, 2011).

Buzan, Tony. Make the Most of Your Mind. Rev. ed. London: Pan, 1988 (latest edition so far: 2000).

Buzan, Tony. The Memory Book: How to remember anything you want. Harlow: BBC Active / Person, 2010.

Buzan, Tony, and Barry Buzan. The Mind Map Book: Unlock your creativity, boost your memory, change your life. Harlow: BBC Active / Pearson, 2010.

Buzan, Tony. The Speed Reading Book: Read more, learn more, achieve more. Harlow: BBC Active / Pearson, 2010.

Buzan, Tony. Use Your Head. Harlow: BBC Active / Pearson, 2010.

Gross, Ronald. Peak Learning: A Master Course in Learning How to Learn. Rev. ed. New York: J. Tarcher/Putnam, 1999.

Gross, Ronald. Socrates' Way: Seven Master Keys to Using Your Mind to the Utmost. Rev. ed. New York: J. Tarcher/Putnam, 2002.

Hansen, Randall S., and Katherine Hansen. The Complete Idiot's Guide to Study Skills. New York: Alpha Books, 2008.

Malone, Samuel A. Mind Skills for Managers. Aldershot: Gowers, 1997.

Nast, Jamie. Idea Mapping: How to Access Your Hidden Brain Power, Learn Faster, Remember More, and Achieve Success in Business. Hoboken, NJ: John Wiley and Sons, 2006.

Price, Geraldine, and Pat Maier. Effective Study Skills. Harlow, Essex: Pearson Education, 2007.

Robinson, Francis P. Effective Reading. New York: Harper and Row, 1962.

Rystad, Jarand. "Alt glemt på grunn av ubrukeleg eksamensform? En empirisk unders&olsahs;kelse av Matematikk 2 eksamen ved NTH. (Everything forgotten because of a form of exam that won't do? An empirical investigation of the Mathematics 2 exam at NTH)" In UNIPED No. 2-3, 1993:29-50.

Walsh, Frank. The Regis Study Skills Guide. Updated by Chris Reisig. 5th ed. New York: International Debate Education Association, 2008.

Wilson, Elizabeth, and Dorothy Bedford. Study Skills for Part-Time Students. Harlow, Essex: Pearson Education, 2009.

Wood, Gail. How to Study: Use Your Personal Learning Style to Help You Succeed When It Counts. 2nd ed. New York: LearningExpress, 2000.

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