Is it because the information vanishes?
Or we are unable to access the information that is still there?
The problem could be with encoding,storage or retrieval, or some combination.
Retrieval of a memory is not a random process. It is basically a reconstruction of the past activity of encoding. The brain, like the other organs, is similar to a machine that needs to be used in the right manner.
Every learnt responses that brings about joy and solace is likely to be retrained and repeated , contrary to a response that provokes irritation and unhappiness. Uninterested tasks or those that have resulted in some kind of pain are easily forgotten. An unpleasant experience, such as admonishment or ridicule, can affect the learning experience. A happy environment is essential for effective learning and recall. When you are made aware of the beauty or utility of the lessons through pleasant experiences, not only will you learn well, but you will remember, retain and reproduce the lesson.
While you will find it easy to remember interesting information or positive experiences, the things you learned without enthusiasm or were forced to study will not be as easy to recall.
Thus, the first reason why we forget is usually that the encoding or learning was not a pleasant experience and therefore it was not effective.
It may seem hard to make every learning experience a positive or enjoyable one. There will always be subjects you enjoy less than others But the key is to have a positive attitude and an enthusiastic, inquisitive mind that can make even the dullest subject seem interesting in every class, You will always succeed
Another factor which has a vital influence on recall is the distance between learning and recall, either in terms of time or in terms of material learnt in the interim. What adds to the confusion is when old and new materials have elements in common.
For example, if you learn about the rotation and revolution of the earth in quick succession. While you might have understood the concept taught first when it was being taught, as soon as the second topic, which has certain simililarities with the earlier one, is introduced, concepts might get a bit hazy.
When similiar subjects are taught, the only solution is to write out flow charts to get the concepts---both the similarities and the differences--clear in your mind.
Lessons taught and studied in a hurry will be soon forgotten. Go slow to go fast. This maxim works well for both teachers and students. The speed of recall of information from long term memory depends partly on how recently the information has been activated, and also how much it has been revised and reinforced. The effect of practice decays much more slowly over time. Researches indicate that we forgot a lot at first, but over time forgetting diminishes.
Information that has no been used for some time will be lost forever. This may seem unfair, but you have to keep in mind how much information your brain has to deal with all the time.
Knowing that information that falls into disuse may disappear should serve as motivation for you to revise at regular intervals. After all, you cannot afford to let anything you have learnt disappear, because then you will need to relearn it again. You cannot allow these strengths to fall below a certain threshold, as then you would not be able to recall the information. You should make use of the memory traces to retrieve whwtever information you can, and relearn if required.
Repetition and revision, while essential, must not be allowed to become boring as then their effectiveness would reduce. As far as possible, bring variety into the exercise. A theory can be worked out in practice. The parts of a plant can be revised once with the help of a digram, and the next time with the help of a real flower. A different variety of flower may be used on the next occasion ; that will not only reinforce previous knowledge, but prove an exercise in comparison, thus strengthening the concept. Most of the information you learn is absorbed just through the act of writing it down.
If you suspect there may be a medical or psychological problem why you have trouble remembering lessons even after studying, You should seek professional help as soon as possible. Almost all such medical or psychological problems can be sorted out satisfactorily.
Or we are unable to access the information that is still there?
The problem could be with encoding,storage or retrieval, or some combination.
Retrieval of a memory is not a random process. It is basically a reconstruction of the past activity of encoding. The brain, like the other organs, is similar to a machine that needs to be used in the right manner.
Every learnt responses that brings about joy and solace is likely to be retrained and repeated , contrary to a response that provokes irritation and unhappiness. Uninterested tasks or those that have resulted in some kind of pain are easily forgotten. An unpleasant experience, such as admonishment or ridicule, can affect the learning experience. A happy environment is essential for effective learning and recall. When you are made aware of the beauty or utility of the lessons through pleasant experiences, not only will you learn well, but you will remember, retain and reproduce the lesson.
While you will find it easy to remember interesting information or positive experiences, the things you learned without enthusiasm or were forced to study will not be as easy to recall.
Thus, the first reason why we forget is usually that the encoding or learning was not a pleasant experience and therefore it was not effective.
It may seem hard to make every learning experience a positive or enjoyable one. There will always be subjects you enjoy less than others But the key is to have a positive attitude and an enthusiastic, inquisitive mind that can make even the dullest subject seem interesting in every class, You will always succeed
Another factor which has a vital influence on recall is the distance between learning and recall, either in terms of time or in terms of material learnt in the interim. What adds to the confusion is when old and new materials have elements in common.
For example, if you learn about the rotation and revolution of the earth in quick succession. While you might have understood the concept taught first when it was being taught, as soon as the second topic, which has certain simililarities with the earlier one, is introduced, concepts might get a bit hazy.
When similiar subjects are taught, the only solution is to write out flow charts to get the concepts---both the similarities and the differences--clear in your mind.
Lessons taught and studied in a hurry will be soon forgotten. Go slow to go fast. This maxim works well for both teachers and students. The speed of recall of information from long term memory depends partly on how recently the information has been activated, and also how much it has been revised and reinforced. The effect of practice decays much more slowly over time. Researches indicate that we forgot a lot at first, but over time forgetting diminishes.
Information that has no been used for some time will be lost forever. This may seem unfair, but you have to keep in mind how much information your brain has to deal with all the time.
Knowing that information that falls into disuse may disappear should serve as motivation for you to revise at regular intervals. After all, you cannot afford to let anything you have learnt disappear, because then you will need to relearn it again. You cannot allow these strengths to fall below a certain threshold, as then you would not be able to recall the information. You should make use of the memory traces to retrieve whwtever information you can, and relearn if required.
Repetition and revision, while essential, must not be allowed to become boring as then their effectiveness would reduce. As far as possible, bring variety into the exercise. A theory can be worked out in practice. The parts of a plant can be revised once with the help of a digram, and the next time with the help of a real flower. A different variety of flower may be used on the next occasion ; that will not only reinforce previous knowledge, but prove an exercise in comparison, thus strengthening the concept. Most of the information you learn is absorbed just through the act of writing it down.
If you suspect there may be a medical or psychological problem why you have trouble remembering lessons even after studying, You should seek professional help as soon as possible. Almost all such medical or psychological problems can be sorted out satisfactorily.
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