Combined mnemonics-woodmam

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(26) Combination of learning and use memorization method

  Use what you have learned - in the process of using it, choose the best and discard the worst, remove the falsehoods and keep the truth, correct the errors, is the most important initiative to let the knowledge learned take root in the brain and be sublimated and form skills (develop habits).

  The reason why Rousseau in 18th century France grew up to be a famous literary thinker through self-education, the combination of learning and memorization method played a role that cannot be underestimated: after learning music, he engaged in music composition; after learning mathematics, he went to measure the land; after learning pharmacology, he picked medicine and made medicine for Mrs. Warren; after learning Italian history, he worked as a translator for others and practiced interpretation; after learning astronomy during the day, he observed the stars with a telescope at night ......

  It can be said that having the ability to memorize is a prerequisite for purposeful and focused physical and mental work. Correct literacy and accurate recall are important qualities of labor.

  Brain work needs memory, physical work needs memory, and combined physical and mental work needs memory even more. Memory can help people to master labor skills more skillfully, to train and work in a way that "practice makes perfect, and function accelerates", and to produce material and spiritual products necessary for life, study, work and recreation.

  Memory benefits from labor, whether it is mental labor or physical labor, or a combination of physical and mental labor, which enables memory, which is a mental activity, to be consolidated through repetition and practice in the concretization of thought.

  (27) Speed-appropriate memory method

  Everyone has a speed of memory that is suitable for him or her, that is, a speed to which he or she is accustomed. The appropriate speed can improve the effectiveness of memory, and can remember more information to remember. The following psychological experiment has been conducted.

  Subjects were divided into three groups, each with approximately the same level of intelligence and academic performance, and were asked to read the same material at different times and then tested for retelling performance, with the following results.

  Score of retelling meaningful and coherent content

  The first group took 2 min to finish reading 6.3 points

  The second group took 6 min to finish reading 9.5 points

  The third group spent 10 min to finish reading 5.2 points

  The above results show that the best memory effect is in the second group which has the middle speed of reading. The first group has too fast memory speed, not enough time for thinking, not deep enough understanding of the information to be remembered, similar to the "greedy chewing" type often said in life, nearly 4/10 of the information to be remembered in the brain as if passing by in a flash; the third group has too slow memory speed, the thinking process is easy to appear " Only in the second group, the speed of memory is neither slow nor fast, and there is just the right amount of time for thinking, and the information to be remembered is understood more thoroughly, only 5% of the information to be remembered becomes a passerby in the brain. The rest of the information is transferred to long term memory.

  Therefore, every student should experience the memory practice, find out the appropriate speed for their own memory, and make appropriate adjustments with their physiological age.

  From the physiological point of view, as we enter middle age, we should pay attention to slow down the speed of memory as we grow older. Because the brain cells are getting less and less, the aging of non-brain parts is gradually appearing, the energy is not as abundant as when you were young, and the stress of life and distracting factors are increasing.

  (28) Assistive action memory method

  Some kind of auxiliary action suitable for oneself is conducive to memory activities.

  Löscher of East Germany realized that walking in memory can stimulate the reception process and make it more active, thus producing the dual effect of enhancing both reception and memory efficiency. In his book "Memory Training" he also introduces the reader to the example of Marx's preference for walking in memory.

  Marx's son-in-law wrote: "One could say that by pacing in his study he was working; it was only in order to record what came to him during his pacing that he sat down a little at his desk. A trail was trodden on the carpet between the door and the window, precisely like a path through the grass."

  As a teenager, the psychologist Freud always paced back and forth between a round table and a wall, in an environment suitable for his concentration, and knocked on the table or the wall from time to time whenever he had to memorize Latin word-end changes or Greek grammar. He believed that the environment suitable for him coupled with the brisk rhythm of his body could immerse him in pleasure while memorizing.

  Cicero, who was highly skilled in the art of oratory, did not read the script during his speeches and paced before his speeches to promote memory.

  Smooth pacing can make memory activities in an orderly manner and more calm when it is urgent. Many famous people in the world, such as Beethoven, Tolstoy, Hegel, Field Marshal Montgomery, etc., also developed the habit of pacing in the study when they were engaged in creative work or strategy development, so as to promote memory thinking activities unhurriedly.

  (29) The method of memorizing arguments

  The ancients also called it cutting. Arguing is a way of having the opportunity to modify and improve or deny the information you have memorized through others. The process is the argumentative process of using the recalled information grouped to make an argument to illustrate an argument.

  In the process of arguing, the arguer thinks actively, and important arguments and points may be repeated several times, unconsciously reinforcing the memory effect.

  If one's own arguments are untenable and are refuted by the other side with convincing arguments, the argument will purify the brain by giving up one's own arguments and arguments, and for the first time the other side's correct arguments and sufficient arguments and smooth and reasonable argumentation process will be remembered in the brain, so that the original experience can be updated.

  Arguments can form a lively atmosphere conducive to memory, this atmosphere is conducive to the concentration of scattered attention and the establishment of strong neural connections, but also to arouse interest in the issue, but also to exercise and improve the ability to think logically, the memory of the argument in the two hemispheres of the brain in concert to strengthen, especially to help recall afterwards.

  Experience has shown that it is fruitful to remember issues that are confusing and that one is not sure about; knowing right from wrong is another benefit of arguing. Three people watch an experiment at the same time - "A stone is tied to a rope, and when the other end of the rope is grabbed and swung hard in a circle, the rope breaks and the stone flies out in the direction of the tangent." Then discuss what force makes the stone fly out along the tangent direction, A says it is centrifugal force, B says it is inertia, and C says it is inertial centrifugal force.

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