What are the methods of memorization?

Memorization, is the child part of learning, is an important means of consolidating knowledge. Scientific memory is conducive to improving learning efficiency and accelerating the accumulation of knowledge. Therefore, to improve learning efficiency, accelerate the accumulation of knowledge, we must learn to memorize scientifically.

1, alternate memory method.

Also known as the distribution of memory method type emphasis on the head and tail memory method. This is the different nature of the memorization of material according to the time distribution, alternating memory method. A long time simply memorize a subject knowledge effect is not good, because the same nature of the material on the brain nerve stimulation is too monotonous, a long time, the corresponding area of the brain is overburdened, easy to fatigue, will be from the state of excitation to the protective state of inhibition, manifested as dizziness, concentration, which is not conducive to memory.

Psychological research tells us that in the process of memorization, the first thing remembered has an inhibitory effect on the things remembered after, called the posterior inhibition (we use said); after remembering things remembered first also has an inhibitory effect, called the inverted suppression (we use said); then, the memory of the sequence is:

A B C D E F

See the beginning of the A and the end of the F are only subject to unidirectional inhibition, while the middle parts B, C, D, and E are subject to bidirectional inhibition, and the more intermediate they are, the stronger the inhibition. In order to reduce this inhibition, you can use the spacing method. That is to say, the sequence of memory is interrupted and non-memorized activities are inserted, so that the beginning and the end are increased and the middle part is reduced, and the inhibition is greatly weakened.

Some people have done an experiment, a long piece of material, a day to read sixty-eight times to memorize; but read a few paragraphs a day, read thirty-eight times in three days can be memorized. Therefore, the memorization of long texts, stage review, rather than focusing on the time to hit the raid, it is better to divide and conquer, every day to memorize a little, the effect is better. In other words, the study of different subjects alternately, to avoid too much of a single stimulus, can improve the efficacy of memory.

Intercourse exercise, is to interrupt the morning of a memory sequence, into two memory sequences. Napping, moreover, reduces the inhibition between morning and afternoon to a minimum program to restore energy for afternoon and evening study.

How can this feature of memory be utilized?

(1) Put the important things at the beginning and the end to remember, if it is a speech, you should tell the important things beforehand and emphasize them at the end.

(2) Memorize large material, can take the paragraph memorization method, so that each paragraph is the beginning and the end of the artificially created to enhance the memory conditions.

(3) a memorization of a number of terms or big questions can be changed in its order, every time you remember the beginning and end of a change, an even distribution of the power of review.

(4) rational organization of the literacy material, try to make the front and back of the adjacent learning content is very different, to prevent inhibition. For example, just after studying history, do not go to study the language, in order to reduce the interaction between the material.

(5) Reasonable time. Wake up in the morning, not subject to the influence of anterior inhibition, and go to bed at night after studying, not subject to the influence of inverted inhibition, these two "golden time" can not be missed, you can use it to memorize the more difficult material. In addition, in a long time to study, the middle of the break to rest, the best time is 10-15 minutes, so that, in turn, increased the number of the beginning and the end.

In short, make full use of the beginning and the end will make you in the same time, with the same energy to achieve significant memorization results.

Some people have introduced Mr. Feng Zikai's "twenty-two times reading method". These twenty-two times are not done in one go, but in four days. The first day to read ten times, the second and third days to read five times, and the fourth day to read two times. This is the Distributed Literacy Method. This method is less laborious and more scientific. Psychologist Shaldakov, once made such a test: respectively, let two groups of students to memorize the same verse, a group of centralized literacy method (that is, focused on a time, the literacy of the material to repeat the study, until memorized), the other group to use the distribution of literacy method (in three days, each day, read only once, and finally memorized). The results of the test found that distributed literacy was better than the centralized literacy method. In the distribution of memory, the human brain nerve cells can get proper rest; on the contrary, always repeating the same material, monotonous stimulation is easy to cause the protective inhibition of the cerebral cortex. Distributed literacy is also known as decentralized memory. The so-called dispersion also has a limit, can not be considered the more dispersed the better. Too short material should not be decentralized memory. At the same time, it is also necessary to master the interval time. Interval time is too long, easy to cause forgetting, interval time is too short, and easy to be disturbed.

2, self-test memory method.

This is a way to enhance memory by testing yourself.

First of all, it can help us to know exactly what we are "bottoming out." Through regular self-testing, we will be able to know what knowledge has not been learned, not remembered, which areas are easily confused, there are errors, and will be able to immediately verify the corrections, to avoid a mistake again and again. Secondly, it can develop our ability to improvise. In the examination, the test often changes the angle, and the original study is very different; in the work, will often encounter this or that tricky problem. If the frequent use of self-testing memory method, the knowledge learned from various aspects of understanding and digestion, then you can do a good job, not panic, even when encountering unexpected problems, due to the usual well-trained, but also get a good deal.

Specifically, self-testing memory methods are as follows:

(1) Regular tests. From time to time can be divided into the day test, Sunday test two kinds. ①The day test: before going to bed at night, you should choose the knowledge learned that day to recapitulate the main points or meditate once. ② Sunday test: Sunday rest, you can change the angle of the content of the week's course of study questions, written on a piece of paper to test themselves, and found that there are difficult or ambiguous, and immediately solve the problem, never default. From the course content can be divided into unit test, book test two kinds. ① unit of measurement: a unit of study, you can ask yourself what this unit of study, what are the main content, and what gains have been made. ② book to measure: after learning a book, you can open the catalog, chapter by chapter to recall the content, and you can select those important content for self-testing.

(2) mimeograph self-test. Silently writing out the text symbols than just reading without writing the memorization effect is significant. This is because when you are writing, your attention is highly concentrated and your brain is active, which will make the memorized knowledge well consolidated.

(3) Set up a question and answer. "If I were a teacher, what questions would I want my students to master?" If you often ask yourself this question, from a variety of perspectives, will receive unexpected results. Because the question and answer can make people further clarify the purpose of learning, enhance the interest in learning, stimulate the enthusiasm for learning. And these are favorable factors to enhance memory.

3, systematic memory

Systematic memory, is in accordance with the systematic nature of scientific knowledge, the knowledge of the logical, woven into a net, so that remember is a string. Scattered beads, we can not grasp a few, if a thread to wear the beads, put forward the thread can bring up a large series. Memory is the same, scattered, fragmented knowledge do not remember much, and can not be maintained for a long time. The knowledge is organized and systematized, it will leave a deep trace in the brain. For example: memorize the circle, fan, bow-shaped area formula, you can remember this way: first of all, seize the relationship between these three shapes: fan is part of the circle, the bow is part of the fan, and then several shapes of the area of the formula strung together.

It is not difficult to memorize in this way.

Systematizing knowledge can often also be done by comparing lists. Memory is the storehouse of wisdom, but this storehouse can not be cluttered, should be put in a variety of knowledge in different categories should be put on the location, so remember clearly, extraction is also convenient. In the process of listing, you can also develop the ability to compare and summarize. Often a table is organized, the knowledge in the brain is also clear, do not need to specialize in memorization, but also can remember very well.

4, argumentative memory method.

This is a way to strengthen memory by arguing with others about memorized material.

When arguing, both sides of the argument are in a high state of tension, on the one hand, concentrate on listening to each other's opinions, while analyzing the right and wrong; on the one hand, actively thinking, commenting on each other's insights, to elaborate their own views. In this case, the information input into the brain is easy to leave a deeper impression.

Arguments can help us check the accuracy of our memories. Through the argument, the error is exposed and corrected, thus forming a correct memory. And the correctly memorized knowledge is tested and applied, and consolidated and strengthened.

Argumentation can also enable both sides of the argument to broaden their horizons, broaden their thinking, and be inspired by each other. In the argument, due to the high concentration of attention, whether it is to hear a new point of view, or to find a new argument; whether they are refuted to the body, or by the other side of the admiration of the body, are a strong stimulus, can leave a deep impression.

Using the argumentative memory method should pay attention to the following points:

(1) The motive should be correct. The purpose of arguing is to identify the accuracy of knowledge, so as to deepen understanding and memorization, rather than to fight for the high and low, show off, and not to win, vilify the other side.

(2) The attitude should be correct. Argumentation should maintain a goodwill, equal attitude, should not be drilled into the bull's-eye. Both to allow each other to have the wrong opinion, but also to recognize their own inappropriate. The fallacy of others to be kindly corrected, their own mistakes to be courageous to correct, never stubborn.

(3) method to the right head. Do not run off the subject in the argument, if too far away from the subject, it is difficult to get the correct conclusion. Argument to adhere to independent thinking, can not be cloudy, do not pretend to understand.

5, comprehension and memorization

Psychology believes that comprehension is through the use of existing knowledge to establish a logical connection between things and things. In reading relatively easy articles, understanding is only manifested in perception, that is to say, all of a sudden think of the previous knowledge, or immediately be able to grasp from the existing knowledge of what is needed and combine it with new impressions. However, when reading and learning unfamiliar and incomprehensible knowledge, it is necessary to use the knowledge to establish new logical connections. Memorization of understanding is predicated on the understanding of the content of learning. This understanding does not mean that you generally get it, but mainly refers to the mastery of the content to be learned, especially the logical connection between the various parts, and the connection between it and previous knowledge and experience.

Understanding the method of memorization, understanding is the key, is the basis of memory. To understand, you should analyze and judge the contents of the memory. To grasp their internal logical connection and hierarchical relationship, to seize the key to the expression of the substance of the content (or key words, key sentences, paragraphs, key steps, etc.). In this way, also in the understanding of memorization.

6, try to recall method

perceived things are not in front of the eyes, but can be independently reproduced in the process called recall. Try to recall method is in the process of memorization, constantly test yourself. There are many ways to test yourself, mainly by using your own recapitulation, your own mimeograph and so on. For example, when memorizing foreign words, you can memorize and mimeograph them, or you can look at the English and mimeograph the Chinese, or look at the Chinese and read the English orally. When memorizing a text, you can keep trying to memorize it yourself. When you don't memorize correctly, look at it again and remember it. It is effective to try to recall in time what you have learned to recognize.

The advantages of this method are:① You can know in time how you memorize in learning. After each attempt to recall, you will know what you have remembered and what you have not remembered. You can then focus and selectively memorize when reading further. ② It can motivate people to learn. Try to recall, the purpose is to reproduce the reading word by word, which can motivate oneself to read word by word, targeting those who have not yet remembered the material.

Some students, when memorizing, are always bored reading over and over again. This boring repetition of recitation often fails to keep the cerebral cortex in a state of excitement. This will inevitably reduce the effect of memorization. Try to recall, although it is more laborious than reading from the book, especially when you can't recall, you have to use your brain. Because the nerve cells of the cerebral cortex are always in a state of excitement, it is also easy to remember the material read.

After repeatedly reading the material to be memorized, try not to look at the material. Recite once (or recall once), if you encounter difficulties and then read the book, this use of feedback effect to try to memorize the memory method is called try to memorize memory method.

For example, after memorizing English words, you can look at the English and write in Chinese, or you can look at the Chinese and write in English, and then compare the answers, correct the incorrect ones, and then memorize them again. Another example is that after memorizing a text, you can try to recall it, that is to say, memorize it yourself, and when you can't memorize it, look at it again and remember it again. Another example, in memorizing a more complex mathematical theorem proof, after memorizing on the basis of understanding, you can also try to use the pen to act out the memorization once, when the proof does not go on, then read and remember again.

Experiments have shown that allowing memorizers to understand the effect of their own memorization, i.e., giving feedback on the information, tends to improve the effect of memorization. The following psychological experiment illustrates this point:

Split the subjects into two groups, A and B. The main subject asks the students in group A to give him or her feedback on their memorization. The principal subject asked the students in group A to read a text four times in a row; he asked the students in group B to read the same text once, try to memorize it once, read it again, and try to memorize it once more. As a result, after one hour, group A remembered only 52.5%; group B remembered 75.5%; after one day, group A remembered only 30%, and group B remembered 72.5%; after ten days, group A remembered only 25%, and group B still remembered 57.5%.

Each attempt to memorize is to give feedback on the memorized information. Why can the attempted memorization method using the feedback effect improve the memorization effect? This is because feedback increases the consciousness and initiative of memorization. After memorizing a piece of material several times, there are always some parts that have been memorized and some parts that have not been memorized or have been misremembered. Feedback can tell you which parts have been memorized and which parts still need to be processed, help you understand the progress of your own memorization, memorization difficulties, and then, you can focus on the hard to remember parts of the attack down. Secondly, feedback can increase self-confidence in memorization, thus adding strength to literacy. If you find that you have memorized most of a difficult piece of material or a longer piece of material after reciting it a few times, this will greatly stimulate learning motivation, as well as the joy of success, and confidently go to complete the rest of the memorization task. Of course, it can also be after you memorize a few times, found that you have not yet remembered, the heart can not help but be annoyed, then you should understand: "annoyance will interfere with the memory, affecting the effect of memory." The best way is to control your emotions, make yourself calm, believe in your own ability to memorize, or think like this: "This material is difficult, is that you should memorize a few more times to remember." Then again, feedback can eliminate fatigue and maintain concentration in certain procedures. Stifled reading over and over again, this boring repetitive recitation is prone to fatigue, and over time, attention is easily distracted. If in the process of memorization, when there is information about the memory feedback to you, will undoubtedly eliminate some of the fatigue, or make the fatigue delayed, and at the same time can make the attention constantly focused on literacy. Therefore, try to recite the memory method is better than the kind of simple repetition of memory methods that simply repeat to read, to see, to write.

7, comparative memory method.

This is a comparative analysis of similar and different memorization materials, to clarify their similarities and differences in order to memorize the method.

Comparison is an important means of recognizing the objective world. Comparison is the only way to identify, without comparison, we can hardly recognize the characteristics of things, the essence of things, it is difficult to figure out the interrelationship of things and similarities and differences. Comparison of the important role is mainly manifested in three aspects:

(1) comprehensively recognize the material. Comparative reading of similar materials, will obviously receive a comprehensive understanding of the material, "three-dimensional" memory effect.

(2) Accurately memorize the material. The accuracy of memorization is directly related to the initial recognition. If the information input into the brain is wrong, then the extraction is bound to be inaccurate. And comparison is the key to achieving accurate memorization.

(3) Deeply memorize the material. There are similarities and differences between many memorized materials that are difficult to identify. When memorizing a certain material, if you find similar materials to read for reference, a little comparison, the characteristics of each will be highlighted, and the impression will also be profound.

There are many ways to compare, mainly the method of comparison, comparison method, order comparison method, similar comparison method. Comparison of the basic principles of two:

First, the same difference. That is, in the literacy material *** outside the same point to find its differences. Comparison should not stay on the surface of the material phenomena on the understanding, should focus on the comparison of their essential attributes, seize the subtle features of memory.

Second, the differences in the same, that is, in recognizing the differences in the material outside the effort to find their same or similar points. Things in the world are complicated, although the surface phenomena are very different, but often have the same or similar points in nature. If we can find them, we will remember them more solidly.