Klasifikace
Znalosti:výslovnost (zhìjì)je pochopena jako:knowandremember
Knowledgecanbedividedintotwocategories:unconsciousandconscious.Consciousmemorycanbedividedintomechanicalmemoryandmeaningmemory.Allkindsofmemorizationplayacertainroleinlearning.
Neúmyslná a vědomá paměť
Unconsciousmemoryisakindofmemorythathasnoconsciouspurposeanddoesnotrequireanywillfuleffort.Thescientificandculturalknowledgethatpeoplelearncontainsmanyextremelyimportantbasictheoriesandbasicfacts,whichmustbefirmlygraspedthroughconsciousmemorization.Itiswiththehelpofconsciousmemorizationthatpeoplecanaccumulateknowledge,consolidateknowledge,andmasterknowledgesystematically.Inthelearningprocess,teachersguidestudentstocombineunconsciousmemorizationandconsciousmemorizationskillfully,whichisaneffectivemeasuretoreducetheburdenandpromotelearning.
Mechanismus a význam zapamatování
Themainfeatureofmechatronicsmemorizationisthatitdoesnotneedtounderstandthemeaningofthelearningmaterialsandsimplyreliesontherepetitionofthematerials;noorlittleuseofpastknowledgeExperience;doesnotrequireavarietyofeffectivememorizationmethods.Itsbasicconditionisreview.Forlearningmaterialsthatlackmeaning,suchashistoricalyears,tasknames,elementsymbols,foreignlanguagewords,etc.,mechanicalmemorizationisnecessary.Themaincharacteristicsofmeaningmemorizationare:needtounderstandthemeaningoftextbooks;needtousepastknowledgeandexperience;adoptavarietyofeffectivememorizationmethods.Inlearning.Mosttextbookscontaincertainmeanings,suchasscientificdefinitions,theorems,laws,andlaws.Youneedtouseexistingknowledgeandexperiencetounderstandtheminordertorememberitsmainspiritandbasiccontent.
Memorizationisthefirststepofmemoryandthefoundationofmemory.Toimprovethememoryeffect,youmustfirsthaveagoodmemorization.Therefore,itisextremelyimportanttounderstandwhichfactorsaffectmemorization.
Dopad
Dopad na účinek zapamatování
Účel a úkol zapamatování
Isthereaclearpurposeandtaskofmemorization,Directlyaffecttheeffectofmemorization.Aclearpurposeandtaskofmemorizationisconducivetomobilizingaperson'smemorizationenthusiasmandpertinence.Sincethereisaclearpurposeandtaskformemorization,allmemorizationactivitieswillbefocusedonthememorizedobject,andvariousmethodswillbeusedtomemorize,sounderthesameotherconditions,Theeffectofconsciousmemorizationismuchbetterthanunconsciousmemorization.
Peterson(L.R.Peterson,1959)conductedacomparativeexperimentontwogroupsofsubjectsinlearningvocabularywithorwithoutpurpose.Result:Purposefulmemorization,14wordsarerecalledimmediately,and9wordstwodayslater;forpurposelessmemorization,10wordsarerecalledimmediately,and6wordsarerecalledtwodayslater.Inanotherexperiment,twogroupsofsubjectswereaskedtolistentothesamestory.GroupAhadthetaskofretellingandgroupBdidnot.Asaresult,thememoryeffectofgroupAwasbetterthanthatofgroupB.
Proposingmorespecific,partial,andspecialtasksinmemorizationhasdifferenteffectsontheprocessandeffectsofmemorization.Inteaching,teachersrequirestudentstomemorizethetextverbatimandsentencebysentence.Comparedwiththerequirementtomemorizethemainideaofthetext,theeffectandemphasisonthesituationaresignificantlydifferent.Forexample,inastudy,theresearcheraskedthefourthgradestudentstomemorizeatext,andaskedthestudentsingroupAtomemorizethetextasaccuratelyaspossible;whileforthestudentsingroupB,theywererequiredtomemorizethestorycontentofthetextandusetheirownSpeakout.Asaresult,underthesameconditions,studentsingroupAcanremember31wordsofthetextonaverage,whilestudentsingroupBcanonlyrecall23words.Atthesametime,thereisalsoabigdifferenceinthenumberofwordsaddedbythetwogroupsofstudentswhentheyreproducethetext.StudentsingroupAhaveanaverageincreaseof14words,whilestudentsingroupBhaveanaverageincreaseof24words.
Itcanbeseenthatwereadittentimescarelesslywhileremembering,ratherthanconsciouslyrememberingittwoorthreetimes.Clarifyingthepurposeandtaskofmemorizingwillhelpimprovethememoryeffect.
Povahaúkolů
People’sknowledgeofthingsiscarriedoutinactivities.Therefore,whetheritisunconsciousorconsciousmemorization,itdependstoalargeextentonactivitytasks.Nature.Whenthememorizingmaterialbecomesthedirectobjectofhumanactivities,theeffectofmemorizingisgood.Forexample,someonehasdoneacomparativeexperimentofwritinganoutlineandnotwritinganoutline.Aftermemorizinganarticle,checkingafterninedays,43.2%wereforgottenbythegroupwhodidnotwritetheoutline,andonly24.8%wereforgottenbythegroupwhowrotetheoutline.Itisoftendifficultforstudentstorememberthenamesofmountains,rivers,islands,etc.withexistingmaps.Iftheyareallowedtodrawmapsindependently,theycanrememberthesenamesmoreeasilyandfirmly.Itcanbeseenthatallowingstudentstodirectlymanipulatethememorizationobjectcanimprovethememorizationeffect.
Množství materiálu a povaha
Množství zapamatovatelných materiálů
Thenumberofmemorablematerialshasanimpactontheeffectofmemorization.Generallyspeaking,toachievethesamelevelofmemorization,themorematerials,themoreaveragetimeandnumberoftimesthememorizationwilltake,showingatrendthatthenumberofmaterialsisnegativelycorrelatedwiththeefficiencyofmemorization.Experimentsshowthatittakes14secondstomemorize12meaninglesssyllablesandonesyllableonaverage;29secondstomemorize24meaninglesssyllablesandonesyllableonaverage;andonesyllableonaveragetomemorize36meaninglesssyllables.Ittakes42seconds.Theexperimentofmeaningrecognitiononmeaningfulmaterialswillalsogetthesameresult.Inanexperiment,somepeopleaskedsubjectstorecitetextswithdifferentnumbersofwordsbutwiththesamedifficulty.Asaresult,theaveragenumberofwordsper100wordsincreasedwiththeincreaseofthenumberofwordsintheclass,andtherewasalsoatrendthatthenumberofwordsmemorizedwasnegativelycorrelatedwiththeefficiencyofmemorization.
Pamatování vlastností materiálu
Memorizationisnotonlyaffectedbythequantityofmaterials,butalsorestrictedbythepropertiesofmaterials.Generallyspeaking,thememorizingeffectofvisualmaterialsisbetterthanthatofabstractmaterials;memorizingvisualmaterialsisbetterthanmemorizingauditorymaterials;memorizingarelatedstorytextisbetterthanmemorizingaseriesofindividualtextsYoucanrememberalotmoresentences,butintermsofthedegreeandaccuracyofreproducingwordbyword,itisbettertomemorizeindividualsentencesthantomemorizestories.
Metoda rozpoznávání
Whatkindofmethodandapproachareusedtorecognizethematerial,theeffectisdifferent.Meaning-basedmemorizationbasedonunderstandingismuchbetterthanmechanicalmemorization.Significantmemorizationismuchsuperiortomechanicalmemorizationintermsofcomprehensiveness,accuracy,andconsolidation.Thisisbecausewhatisunderstoodisinternallyrelatedtotheknowledgeandexperiencethathasbeenconsolidatedinthepast.Itdoesnotexistinisolation,butisincorporatedintotheexistingknowledgesystemandbecomesapartofit.Onthecontrary,thingsthatdonotunderstandalwaysappearinthemindasisolatedthingsthatarenotrelatedtopastexperienceincontent.Eveniftheycanbememorizedtemporarily,theywillbeforgottensoonerorlater.Therefore,wemusttryourbesttounderstandwhenwearememorizing,andconnectwhatwehavelearnedwithexistingknowledge.
Emocionální stav při zapamatování
Theemotionalstateduringmemorizationhasanimpactontheeffectofhumanmemorization.Generallyspeaking,inapositiveemotionalstate,aperson'smemorizationeffectisgood;inanegativeemotionalstate,thememorizationefficiencyislow.Someonehasdoneanexperimentinwhichsubjectswereaskedtomemorizethecontentof6sentencesindifferentmoods.Theresultsfoundthattheefficiencyofmemorizationtendstoincreasewiththeriseofmoodlevels;
Usually,peopleareTheexperienceofhavingapleasantcolorisstrong.However,ifthemoodswingsareverystrong,excited,andagitated,regardlessofwhetherthemoodispositiveornegative,thememoryisequallydeep.