Quotes About Retention

The most important use to which he had put his memory was that he had stuffed an unprecedented number of mathematical constants and equations into it. Most of us have very few mathematical constants in our mind, perhaps only the up-to-twelve-times multiplication table. Johnny had put in his mind layers and layers of algebraic verities. These were the explanation of his extraordinary powers of mental calculation.

Those who achieved power were satisfied so long as they could merely retain it, and advertise it uncritically in the conventionally self-assertive manners.

I think experience will teach you a combination of liberalism and conservatism. We have to be progressive and at the same time we have to retain values. We have to hold onto the past as we explore the future.

Dogs never have any difficulty in remembering the slightest event or the lightest word that has ever occurred or was ever spoken in their presence. Our power of memory is something marvelous

The ability to remember names peaks, on average, in your early twenties.)

What this tells me is that facts are only the smallest components of memory.

One important finding is that it is not enough for babies to hear language sounds from electronic devices. In order to learn—or retain—the ability to distinguish between sounds, they need to interact with a human speaker (Conboy and Kuhl 2011). The Internet abounds with remarkable videos of infants reacting to language sounds.

If you want to teach something quickly, reinforce it every time. But if you want it to stick once the teaching phase is over, reinforce it occasionally

I stored the information for later use. My mind is a warehouse of information like that, bushels of scrap paper filled with notes.

There are images that stay vividly in your mind, even after many years: images coupled with the feeling that at the same time came to you. Sometimes you can know that such an image has been selected to stay with you forever out of the hundreds you every day encounter.

Those who were frequently tested reached the end of the semester on top of the material and did not need to cram for exams. How

At a minimum, Larsen would like to see something done to interrupt the forgetting: give a quiz at the end of a conference and follow it with spaced retrieval practice. "Make quizzing a standard part of the culture and the curriculum. You just know every week you're going to get in your email your ten questions that you need to work through.

Periodic practice arrests forgetting, strengthens retrieval routes, and is essential for hanging onto the knowledge you want to gain.

Knowledge, skills, and experiences that are vivid and hold significance, and those that are periodically practiced, stay with us.

Effortful retrieval makes for stronger learning and retention.

By massed practice we mean the single-minded, rapid-fire repetition of something you're trying to burn into memory, the "practice-practice-practice" of conventional wisdom. Cramming for exams is an example. Rereading and massed practice give rise to feelings of fluency that are taken to be signs of mastery, but for true mastery or durability these strategies are largely a waste of time.

People commonly believe that if you expose yourself to something enough times—say, a textbook passage or a set of terms from an eighth grade biology class—you can burn it into memory. Not so.

Researchers began to ask whether the schedule of testing mattered. The answer is yes. When retrieval practice is spaced, allowing some forgetting to occur between tests, it leads to stronger long-term retention than when it is massed.

When retrieval practice is spaced, allowing some forgetting to occur between tests, it leads to stronger long-term retention than when it is massed.

students need to take more control of their own learning by employing strategies like those we have discussed. For example, they need to test themselves, both to attain the direct benefits of increased retention and to determine what they know and don't know to more accurately judge their progress and focus on material that needs more work.

Trying to come up with an answer rather than having it presented to you, or trying to solve a problem before being shown the solution, leads to better learning and longer retention of the correct answer or solution, even when your attempted response is wrong, so long as corrective feedback is provided.

where more cognitive effort is required for retrieval, greater retention results.

central challenge to improving the way we learn is finding a way to interrupt the process of forgetting.2

when the mind has to work, learning sticks better.