如何学习才不会遗忘

<正>摘自:www.wikihow.com A common fear among students is to enter the exam room and immediately experience your brain emptying itself of every fact you’ve studied. To overcome this fear and really help yourself remember what you’ve learned, it is useful to use a wide range of study tips.     

Reading and Forgetting among Young Children

Kyöstiö, O. K. & Vaherva, T. (1969). Reading and Forgetting among Young Children. Scand. J. Educ. Res., 129‐146. The aim of this article has been to analyze learning to read and forgetting, and to determine an optimal time for starting primary school. The study is a follow‐up type, of an experimental nature, using kindergarten children as an experimental group, and primary and kindergarten children as control groups. The children were tested three times to measure their reading standard before and after a period of tuition, and after the summer vacation interval to determine forgetting. The results show that children are able to learn to read earlier than the present starting of school in Finland presumes. Factors which influence learning are intelligence, age, social status, and teaching method. The large number of drop‐outs from the sample groups diminish the value of the generalizations that can be made from the results.     

记忆心理学之定向遗忘研究的新进展

定向遗忘是记忆研究的重要范式.本文从定向遗忘的涵义、研究方法、机制等展开论述,尝试勾勒出定向遗忘的研究的最新进展,以期丰富记忆心理学的研究.     

Young Children's Understanding of Forgetting over Time

2 studies investigated young children's understanding that as the retention interval increases, so do the chances that one will forget. In Study 1 (24 3-year-olds and 24 4-year-olds), 4-year-olds but not 3-year-olds understood that of 2 characters who simultaneously saw an object, the character who waited longer before attempting to find it would not remember where it was. In study 2 (24 3-year-olds and 24 4-year-olds), 4-year-olds but not 3-year-olds understood that of 2 objects seen by a character, the object that was seen a "long long time ago" would be forgotten and the object seen "a little while ago" would be remembered. The findings are discussed in relation to research on young children's understanding of the acquisition, retention, and retrieval of knowledge over time.     

论薛宝钗的几次失态

人们一般认为薛宝钗性格上最大特点就是以理御情,但她在以理御情的同时,其潜意识里却仍有压抑不住的青春冲动。小说中多次写了她的失态,有人说这是她的虚伪,却无如说正表现了薛宝钗人格在心理层次上的分裂,是她意识和潜意识里矛盾冲突的反映。     

庄子与伽达默尔:忘己与体道

把庄子"忘己以体道"的思想同伽达默尔"一个人只有失去自身才能发现自身"的思想加以比较.伽达默尔发展了海德格尔的一个观点:与一件艺术作品遭遇,就是接受一次"冲击".运用伽达默尔的思想走近庄子,可以得到一种道家诠释学."冲击"的哲学意蕴何在?柏拉图认为哲学始于惊讶,亚里士多德进而认为,哲学始于惊讶,但"并不终止于惊讶的对立面",即惊讶的消失.庄子与伽达默尔把我们带到了哲学思想的开端.我们发现自己处在哲学的源头处:一种惊讶的状态.在惊讶的状态中,我们陷入未知领域之中,失去了置身于熟悉领域之时的确定感.无论是在庄子的认识论,还是在他的伦理学与美学思想中,忘己都是体道的核心.     

Infants' Forgetting of Correlated Attributes and Object Recognition

Infants as young as 3 months of age can encode the relations among object features. Because object recognition depends critically upon a match between perceived feature configurations and representations of the object in long-term memory, the present experiments focused on infants' long-term memory for feature correlations. In 3 experiments with 72 3-month-olds, we documented the forgetting functions of different feature correlations, examined their relation to infants' memory for individual features, and replicated the findings with different stimuli. Infants were trained to activate a mobile composed of two kinds of blocks that differed in color, the figures displayed on them, and the figures' colors and were tested after different delays with recombinations of either the block colors, the figures, or the figure colors. Infants remembered some of the original feature combinations for up to 3 days but forgot all of them after 4 days. Even after 4 days, however, infants remembered the individual features that had entered into the original combinations. These results demonstrate that very young infants not only encode the relations among object features but also remember them for several days. Moreover, there is a dissociation in memory between features and feature relations: Feature relations are forgotten sooner than the individual features that comprise those relations.     

试析遗忘特性在教学工作中的应用

根据遗忘过程的变化规律及人们在不同学习材料、不同学习方法等情况下学习所表现出来的遗忘特性,分析论述了如何运用遗忘特性指导教师备课、课堂教学、课程设置与安排、平时学习和考前复习及整体教学工作。提出了遗忘特性及遗忘过程的变化规律在教学工作中的应用具有普遍性。     

负性情绪记忆有意遗忘的脑机制

负性情绪性记忆大多是一些给个体带来痛苦的记忆,对于这些记忆能否有意遗忘将直接影响人们的生活.负性情绪记忆有意遗忘的本质就是负性情绪记忆的主动抑制.不管是定向遗忘还是压抑遗忘研究都发现负性情绪影响记忆抑制,但是这种影响究竟是促进还是损害并没有一致的结论,并且都能获得脑机制研究结论的支持.将来应进行负性图片与负性词有意遗忘的比较研究,负性情绪记忆有意遗忘提取阶段的ERP研究以及定向遗忘与压抑遗忘的比较研究.     

不忘初心 持续发挥示范引领作用

实验教学示范中心建设的初心,就是引领高校实践教学改革和实验室建设的创新发展,全面提高教育教学质量。针对目前存在的示范意识不强、内涵引领不足、辐射效应薄弱等主要问题,通过建立"1明确、3层次、4全员"提高示范意识的方法,坚持"7先进、1突出"示范中心的持续内涵建设,建立"3交流、2开放、1总结"拓宽示范作用的途径等,建立了"强化宗旨意识、持续内涵引领、拓宽辐射路径"发挥示范作用的模式,对带动全国高校实验室的建设与发展、提高人才培养质量发挥了重要作用。     

定向遗忘影响FOK的实验研究

定向遗忘是记忆研究的重要范式,是记忆心理学家关注的热点。本文以定向遗忘为编码条件,探讨了定向遗忘对FOK判断广度和准确度的影响,结果表明:编码操作提升了记忆成绩和FOK判断的广度,但没有提高其准确度。     

中职英语词汇学习遗忘原因与对策

中职学生在英语词汇学习中产生遗忘的原因,主要有英语基础不扎实、学习兴趣不浓厚、记忆方法不正确等,应从教学与指导两方面予以加强和改进,指导学生掌握记忆方法,培养学生强化记忆能力,从而提高学生英语词汇学习效率,达到防止遗忘的目的。     

叩问生态困境:“类本质”的遗忘与回归

当前,生态困境已成为人类普遍关注的全球性问题,理性思考并合理化解生态难题是人类生存与发展的内在要求.生态困境不仅是人与自然的关系困境,同时更是一场人文困境和价值困境.遗忘了"类本质"的人类必然会以动物本能式的思维模式和生存方式向自然开战,通过拓展人类的道德关怀范围并超越人类中心主义的局限,进而向人的生命"自由"之境提升,不仅能够推进人的"类本质"的真正回归,同时也是对人类的最后的拯救.     

如何预防普通车床车削加工时忘记取下卡盘扳手

针对技校学生在普通车床实训操作时,经常忘记取下卡盘扳手的现象,应该增设各种安全装置,以避免人身与设备安全事故的发生,保障良好的实训效果。     

定向遗忘的抑制解释之困境

提取抑制曾被用于解释词表法中的定向遗忘效应,但近来它的实验基础受到质疑。分别解释代价和获益产生的原因成为近来理论探讨的一个特点,而中枢控制和情境是建构一个合理的理论的两个重要的方面。     

记忆与忘却——《宠儿》所展示的美国黑人成长史

非裔美国女作家托妮.莫里森是上世纪晚期最著名美国小说家之一,《宠儿》作为她光华夺目的代表作,以美国黑人种族的伤口为题材,将黑人的折磨与耻辱,成长与忘却都在小说中字里行间,入骨三分的描摹了出来。     

遵循遗忘规律探索复习方法

遵循遗忘的客观规律,不断探索科学的复习方法,提高复习的效率,会使我们对所学的知识,掌握得更加扎实、牢固.