MemoryForAcademicContentSlidesAndNarrative

MemoryForAcademicContentSlidesAndNarrative - Memory for...

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Page 1 Memory for Academic Content – Slides and Narrative Text of narrative begins on page 4 below. Memory for Academic Content Memory for the type of material you are trying to learn in this course is a complex combination of many processes and factors, including: Your level of motivation and interest. How much you already know. Your actions. How you plan and schedule your study time. What types of mental activities you perform when studying. How well you prepare yourself physically for learning. Motivation and Interest Memory is functional, meaning that we most easily learn what is most important and interesting to us. The more emotionally involved you are, the more alert and energetic you will be when you’re studying or in class. The more motivated you are, the more you will make finding time to learn a priority. Also, the more willing you will be to organize your sleeping, eating, and exercising in ways that put you in a better state for learning both in and outside of class. Increasing Your Motivation As you think about how you spend your time each day, and as you begin your study session, remind yourself of your reasons for taking the course. Think about how understanding and remembering the material will benefit you. Study with other people. When you go to supplemental instruction or study with a group, you increase arousal levels and engage social motivations. Set specific goals, stick to them, and reward yourself for achievement. Scheduling Your Study Time You already know that the more times you study something, the better you will know it. You may NOT know that: The spacing of your study time for the material makes a big difference. Study spaced out in time leads to better retention. Rohrer & Pashler (2007) – Optimal Spacing Subjects were given two study sessions to learn some academic material. The best spacing of the two sessions was a function of when the test was given. Test Administered Best inter-study interval 10 days after first study 1 day 6 months after first study 1 month
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Page 2 Karpicke & Roediger (2008) – Answering Questions (Testing) Very recent research provides evidence that answering quiz or test questions about previously studied material leads to better learning than restudying the material. Implementing these Principles Online assignments, podcasts, and clicker questions encourage the practices we just discussed: Spacing out the learning repetitions over time. Revisiting and reviewing the material multiple times. Responding to test questions about the material. The more thoroughly you do the work, the greater the learning benefits. These class features guide and assist you to be more effective and efficient, but your effort is what
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This note was uploaded on 09/30/2009 for the course PYSCH 101 taught by Professor Kowler during the Spring '08 term at Rutgers.

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MemoryForAcademicContentSlidesAndNarrative - Memory for...

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