1. The origin of the memory method. Some Chinese books record some people and events with super memory. For example, Zhang Song described in "The Romance of the Three Kingdoms" read Cao Cao's "New Book of Meng De" and was able to recite it from beginning to end. Another example is the Book of Han, Zhang Anshijia. It is recorded that the Prime Minister Zhang Anshi of the Western Han Dynasty wrote silently the three boxes of books that the emperor had lost. There are countless people with super memories described in various literature and classic works. It's a pity that there are no records in the books about how these people with super memories have super memories. Are their super memories innate? Or do they use some unknown memory skills when remembering? About 500 years ago, the Greeks already knew how to use the location method to memorize poems, scriptures, etc. This ancient memory method has been used to this day and is recognized as one of the most effective memory methods. About 100 years ago, the Romans also used a memory method similar to the location method to memorize speeches, scriptures, etc. This method is now known as the Roman room method. Around the same time, the Greek Miurodulus invented the use of horoscopes to aid memory. He divided the 12 constellations into 36 parts, and each part had a certain image as a hanging object. He used this method to easily remember what others said. In the 16th century, the Italian Gerogia Milo invented a memory method called "memory theater". He used this method to teach students to memorize astronomy information. In 1648, the German Stenlichlaus invented the memory method of using words instead of numbers. Method. In 1813, Coligo improved this method to teach students to memorize pharmacopoeia information. In the 19th century, German psychologist Hermann Ebbinghaus began to use experimental methods to study memory. Basic questions: 1. How much memory can humans store? 2. How long does it take to keep the memorized information? After that, more and more scientists studied memory. . Humanity’s understanding of memory laws and methods has become increasingly rich and profound. Modern scientists have published a large number of academic research reports on memory related to children, youth, adults and the elderly. From the mid-1970s to the 1980s. In the mid-1990s, the number of published reports on research on the elderly alone increased from about 500 to more than 1,000 per year. On July 25, 1989, the U.S. Congress approved. From January 1, 1990 to December 31, 1999, the 10 years were named "The Decade of the Brain". The President of the United States was requested and authorized to call on the American people to organize appropriate activities to publicize, observe, and comment on these 10 years. In order to cooperate with the "10 Years of Brain", the British founded the World Memory Association and held the first World Memory Competition in 1991. One of its purposes was to improve and promote memory skills. In 1997, the World Olympic Games The Thinking Games also successfully held its first competition in the UK. The memory skills competition was one of the important projects. In 1999, the third Olympic Thinking Games attracted nearly 5,000 people from all over the world and invited memory experts. On-site guidance on memory skills. These world-wide competitions and activities have continuously improved memory skills that were previously considered impossible. At the same time, the learning of memory skills has been promoted, allowing many students to achieve their goals. Learning becomes more effective. 2. Memory rules (1) Stage of memory I. Instant memory A. Also called sensory memory, it is transmitted from the external memory to the sensory memory. B. The memory retention time is only 0.25 to 2 seconds. . C. Instant memory allows us to do some continuous activities such as driving, walking, etc. D. Instant memory is the prelude to short-term memory preparation. Strictly speaking, instant memory still does not form a memory trace. Short-term memory can be activated by external memory. II. Short-term memory A. The time for short-term memory to store information is not consistent. Some people think that it can be called short-term from 5 seconds to several months. Memory. B. Memory traces have the characteristic of automatically fading with the passage of time. At this stage, they are also easily disturbed by other information. C. The storage capacity of short-term memory is about 5 to 9 pieces of information. For example, 7 numbers are easy to remember. If we need to remember 20 numbers, we will actively divide them into smaller memory chunks to promote memory. D. Through review, the information stored bit by bit in short-term memory will be transferred to long-term memory. III. Long-Term Memory A. The capacity of long-term memory is staggering and seemingly unlimited. B. Some psychologists suggest that memory storage for more than three months is called ultra-long-term memory, while memory storage for less than three months is called long-term memory. C. Information in the short-term memory stage will not be transferred to long-term memory without review. Unless the sensory organs are strongly stimulated when obtaining information, such as seeing a plane explode in front of one's own eyes. (2) Steps of memorization I. Acquisition of information I. Acquisition of information is the process of memorization and the beginning of memory.
II. Can be divided into two types: conscious and unconscious memory. III. Conscious memory is a memorization task that has a predetermined purpose and consciously uses methods. IV. Unconscious memory has no predetermined purpose and does not use memory methods. It does not leave traces randomly and accidentally. . II. Retention of information A. Retention is the storage of information and is the central part of memory. B. Retention of information is a process of consolidation of memory traces. C. During the consolidation process of memory traces, memorizing materials are easily interfered by other information. D. Review is the best way to consolidate memory traces. III. Retrieval of information A. Retrieval of information can be divided into two types: recognition and recall. B. Recognition is recognizing the material that has been perceived once again. The object to be extracted is presented to the subject, for example, someone's face feels familiar. C. Recall is a process in which material that has been perceived is reproduced in the mind without being in front of the subject, such as recalling someone's name. (3) Types of memory 1) Memory content According to changes in memory content, the types of memory are: image memory, abstract memory, emotional memory and action memory. , Image memory type is a memory type based on the specific image of things. , abstract memory type is also called word logic memory type. It is an abstract type of memory with words, concepts, and logical relationships as its main objects, such as "philosophy", "market economy", "liberalism" and other words and texts, entire theoretical articles, and some disciplines. Definitions, formulas, etc. , Emotional memory type, emotions and emotions refer to the attitude experience generated by whether objective things meet people's needs. This experience is profound, spontaneous, and uncontrollable. Therefore, the content of memory can be deeply and firmly maintained in the brain. , action memory action memory is a memory based on various actions, postures, habits and skills. Motor memory is the basis for developing various skills. 2) Perceptual organ Visual memory type refers to the type of memory in which vision plays a leading role in the memory process. In visual memory, memory is mainly based on shape impressions and color impressions. , Auditory memory type refers to the type of memory in which auditory perception plays a dominant role in the memory process. , Olfactory memory type refers to the memory type in which olfactory perception plays a dominant role in the memory process. Olfactory memory is a kind of memory that ordinary people have. , Taste memory type refers to the memory type in which taste perception plays a dominant role in the memory process. Taste memory is also a kind of memory that ordinary people have. , Skin-sensory memory type refers to the type of memory in which skin-sense perception plays a dominant role in the memory process. , Mixed memory type refers to a type of memory in which two or more (including two) sensory organs play a leading role in the memory process at the same time. 3. The law of forgetting 1. The disappearance theory A. It is the law of forgetting first discovered by German psychologist Hermann Ebbinghaus. B. He used meaningless syllables as materials to test the speed of forgetting, such as wux, caz, bij, etc. C. Because of the passage of time, memory traces disappear and forgetfulness occurs. D. The process of forgetting has the characteristics of being fast at first and then slowing down. E. The uneven forgetting process is affected by the nature, quantity, and memorization method of materials, but the characteristic of fast first and then slow remains unchanged. F. The following are the results of Ebbinghaus's forgetting process experiment. 2. Interference theory A. Interference theory refers to forgetting caused by new and old information interfering with each other. B. Interference theory is divided into two types: i. Proactive inhibition - the previously learned content interferes with the later learned content ii. Retroactive inhibition - the later learned content interferes with the previously learned content C. The phenomenon of retroactive inhibition was first described by M. Le and Pierjack discovered. D. Previously learned material interferes with currently learned material (proactive inhibition). E. Material to be learned in the future will interfere with material being learned now (postactive inhibition). 3. Metamorphosis Theory A. Metamorphosis theory was proposed by Gestalt psychologists. B. Metamorphosis theory refers to forgetting caused by changes in remembered information that affect the original image. 4. Theory of Motivation and Emotion A. The motivation and emotion of the ontology will affect the material to be memorized. B. People will subconsciously want to forget or suppress the recall of unpleasant things, which psychoanalysts call motivated forgetting. 5. Recall cue theory A. Recall cue theory emphasizes that forgetting occurs because of retrieval failure. B. The memory trace has not faded or been disturbed, but remains stored in the memory bank. C. The failure to retrieve information is due to the fact that no suitable clues were found, which means that there is no key to open the memory bank. No single theory can fully explain the causes of forgetting. Forgetting may be a combination of the above factors. Memory methods and learning ability training There are different opinions on the definition of learning ability. Some people say: ""Learning ability refers to students mastering scientific learning methods through the guidance of teachers, which is commonly known as "learning"." Some people say: ""General learning ability refers to performance in many kinds of basic activities. Ability that emerges, such as observation, memory, abstraction ability, attention, understanding, etc." Some people say: ""General learning ability refers to the ability demonstrated in many kinds of basic activities, such as observation, memory, etc." Abstract generalization ability, attention, understanding ability, etc." There are countless definitions like this, but it is not difficult to find that almost all definitions will mention learning methods, so learning methods have become a core component of a student's learning ability. one.
I believe that a student's learning ability is a student's ability to comprehensively use observation, imagination, memory, concentration, thinking, creation, understanding, language expression, operation, calculation, listening/visual perception and other methods during learning. A student's learning ability is often more important than the learning content itself. So in China's exam-oriented education environment, students' abilities in understanding, memory and thinking application are mainly examined. However, in traditional Chinese classrooms, teachers mainly teach skills and methods in understanding and application. Memory methods are less involved in teaching and are mainly assigned in the form of homework for students to complete independently. In fact, in terms of memory, each student has a larger space for independent development, resulting in children's memory efficiency varying greatly. Therefore, the degree of learning and use of memory methods directly affects a student's learning efficiency and interest, and then affects the final learning results. At the same time, although "" rote memorization" in the traditional sense is commonly used by most students, it is worth studying whether it can meet the current learning task requirements of students. In recent years, after painstaking research by many experts, it has been found that scientific The brain training method can indeed improve memory efficiency and improve students' learning results. In the next update, Da Lei will tell you how to use memory methods correctly and scientifically in learning to effectively improve memory ability and thereby improve learning. Ability to solve various memory problems in various subjects. Memory method is a very important content in learning ability training, and it is also an effective way for many students to improve their learning ability.