Conscious retrieval of information from memory

Memories without awareness of their existence and unconscious retrieval

Obtained once through language teaching; extraction requires conscious participation

Acquired through multiple attempts; no conscious involvement required

For example: visual afterimage

Very short time

Larger capacity

Distinctive image

Information is primitive and memory traces fade easily

Image (within 1s)

Audio and video (2-4s)

time is short

Limited capacity

Clear consciousness

susceptible to interference

auditory coding

visual encoding

Unlimited capacity

Information is retained for a long time

meaning encoding

Semantic encoding

representational coding

According to whether there is a clear purpose when memorizing and whether it requires volitional effort.

According to whether it is based on understanding

Definition: Being able to identify something experienced in the past when it reappears

Example: Recognizing a long-lost friend at a glance

Definition: Things experienced can appear in the mind even when they are not in front of you.

Classification

Forgetting is caused by the fact that memory traces are not strengthened in time and fade away with the passage of time.

Thorndike - the father of modern psychology

Forgetting is caused by the interference between old and new experiences in memory, such as the interference of proactive inhibition and retroactive inhibition.

Freud proposed

Forgetting is caused by individuals often repressing painful memories, such as shame, fear, and guilt. Privacy is always managed to be suppressed.

Example: Examination stage fright

People do not find appropriate retrieval cues when retrieving relevant information

Tip of the tongue effect 👅

Ausubel proposed

Forgetting is the process of simplification of knowledge organization and cognitive structure

Inversion suppression

proactive inhibition

Generally, 50% of the time spent on over-learning is appropriate

Establish that long-term memorization tasks have a significant impact on memory performance

Eliminate mutual interference

Use unconscious and conscious memory

Overall recognition and segmental recognition

Multiple senses are involved and reviewed in various forms

Appropriate overlearning

Review in a variety of ways

Drawing lines—commonly used paraphrase strategies

Take Notes – The note-taking strategy is the most common finishing strategy used

mnemonics

Ask a question

generative learning

Use background knowledge and connect with objective reality

Classification strategy

outline strategy

Set learning goals

Browse reading materials

generate questions to be answered

Analyze how to complete learning tasks

Ask yourself questions about the material

Monitor your speed and time during exams

Tracking attention while reading

Do the questions first easy and then hard

Slow down when reading is difficult or unfamiliar

Arrange study time as a whole

Use your best time efficiently

Make flexible use of odd time

Choose and create an environment based on your own habits and preferences

Pay attention to adjusting natural conditions

Design a good study space

Create a psychological environment

Carry out self-motivation, including stimulating inner motivation, building learning confidence, etc.

Good at using reference materials, reference books, computers and the Internet, etc.

Be good at using teachers' help and deepening understanding of content through cooperation and discussion among classmates.