Educators cooperated with psychologists to do repeated tests, and the first group of people read constantly and constantly. The second group of people read it once, and after reading it once, they read it again a week later. When I put these two groups together to test their results, I found that the person who read it again a week later had much better memory than the person who read it ten times in a row and had much higher memory scores. So what is better than reading it again after two weeks? Test him once.
As long as you give him a search opportunity and let him recall it hard with his brain. Exam, such a small exam can greatly improve the memory effect. Why is this situation? Because there is something in our brain called metacognition, which is your judgment of your own cognitive level, which is called metacognition.
Our metacognition is very prone to deviations, and even the hardest students will fall into two misunderstandings. One is that they do not know the weaknesses in their studies and do not know where to spend more energy to improve their knowledge level; the other is that they love to use learning methods that make them mistakenly think that they have mastered their knowledge, that is, they desperately take notes, underline them, desperately use highlighters, and desperately read them repeatedly.
This psychologist said, why do many children like to repeat this constantly? It's because this kind of thing will not bring challenges. What will bring challenges? Just like I take a blank piece of paper, it is very challenging to rewrite the book. In the process of writing this thing, your brain has to go through pain and those parts that you can't remember. What should I do if I can’t remember? I can’t remember to think hard. During the process of thinking hard, I may have thought it out, but I may not have thought it out. This will help you re-understand this matter. The premise is that you have to not read the book first, and search carefully without reading the book. This process has a term called search in this book.
Why are a large number of teachers and students dislike search? It is because searching brings pain. Of course, if you are a student, you don’t like exams. The reason is that every exam we puts a lot of pressure on you, making you rank, asking parents, making you feel embarrassed, etc. You can put these things aside. But the exam itself is of great benefit to us remembering things. As long as you add a little chance to challenge your brain power and let you take the initiative to search, and some pain will arise in your memories, and the learning effect will be doubled at this time.
Here is an experiment case, which happened in a middle school in Columbia, Illinois. The experimenter arranged eighth grade students to accept unimportant tests and also arranged feedback. Feedback means that after you finish the test, I will tell you which one is right and which one is wrong. Then the content is some small knowledge points in the science class. The test scores only account for three credits. The other part of the knowledge points will not appear in the test, but students will be arranged to review three times. Please note that this is called the control group. The control group is the one set of knowledge that needs to be tested. I will ask you to review the knowledge three times using the old method. Then during the one-month big test, which part of the knowledge points will be remembered more firmly?
In the big test, whenever the knowledge points that are learned using small tests, the average score of students is A-, and when the knowledge points that are only reviewed but do not have tests, the students' scores become C+, from A- to C+, which is a big gap. The reason is that there is a group taking the exam, and there is a group not having the exam, and this is a search. The deviations caused by metacognition are reduced through the exam, so we finally draw a conclusion here that the easier the learning, the worse the effect. The easier it is to learn
, the worse the effect is. Those who seem very diligent, keep memorizing, memorizing over and over again, drawing over and over again, or even copying over and over again, just look very diligent. It seems that he is diligent and takes a lot of time, but his learning process is very easy and he does not do challenging things.
This vivid metaphor is to tie a memory knot to our knowledge chain. If you keep reading and drawing notes every day, it is equivalent to stroking the knowledge chain over and over again. I can't remember it after scrutinizing it, and I have no results. Then when you take the exam once, it is equivalent to tie a knot. Only when you tie a knot can you remember the knot rope. We know that learning needs to be challenging.
