Chapter 10: Repetition and Elaboration
"SMART" Learning Objectives:
By the end of this section, you will be able to:
1) Support the use of repeated practice for long term memory formation.
2) Describe four reasons why people forget information.
3) Create a plan for gaining student attention and enhancing student learning by repeated practice.
1) Support the use of repeated practice for long term memory formation.
2) Describe four reasons why people forget information.
3) Create a plan for gaining student attention and enhancing student learning by repeated practice.
Chapter Summary:
How do we form memories?
The initial step in memory formation involves processing and analysis of inputted information by the hippocampus and frontal cortex of the brain (Doyle, 2011). As the new information is practiced and used, neuronal connections are strengthened reinforcing the new information learned (Doyle, 2011).
The initial step in memory formation involves processing and analysis of inputted information by the hippocampus and frontal cortex of the brain (Doyle, 2011). As the new information is practiced and used, neuronal connections are strengthened reinforcing the new information learned (Doyle, 2011).
Why do we forget?
Research performed by Dr. Loftus, a psychologist at the University of California at Irvine has shown that people may forget due to retrieval failure, interference, failure to store, or by motivated forgetting (Doyle, 2011). Without repetitive use and practice, the neuronal connections representing new memories decay making it difficult to retrieve the information at a later time (Doyle, 2011).
Research performed by Dr. Loftus, a psychologist at the University of California at Irvine has shown that people may forget due to retrieval failure, interference, failure to store, or by motivated forgetting (Doyle, 2011). Without repetitive use and practice, the neuronal connections representing new memories decay making it difficult to retrieve the information at a later time (Doyle, 2011).
According to the theory of interference, when learning new concepts that are similar to a previously established neuronal network in the brain, the previously learned memory may interfere with learning the new information (proactive interference), or the new memory may interfere with remembering the old information (retrograde interference). It is important for students to pay attention for proper storage of newly learned information. Motivated forgetting refers to situations where the brain suppresses formation and retrieval of traumatic memories (Doyle, 2011).
How can we enhance memory formation?
Studies have shown that getting at least 7 to 8 hours of uninterrupted sleep is important for long-term memory formation. During sleep, the brain works to consolidate and process the newly learned information necessary for long term memory retention (Doyle, 2011).
Studies have shown that getting at least 7 to 8 hours of uninterrupted sleep is important for long-term memory formation. During sleep, the brain works to consolidate and process the newly learned information necessary for long term memory retention (Doyle, 2011).
Studies have also shown that stress and test anxiety can disrupt memory formation and retrieval in the hippocampus by stimulating corticotropin releasing hormones (Doyle, 2011). Therefore, it is important for educators to create a stress-free and non-threatening learning environment to encourage student learning. Some other strategies that have been research-proven to be beneficial in memory formation include consuming caffeine and sugar together (Doyle, 2011).
How do we help our students remember what they learn long term?
Repetition and practice of newly learned information is key to formation of long term memory. This means that as educators we should encourage students to use the information learned by planning activities requiring critical thinking and reflection, test them periodically rather than just at the end of the term, have students rephrase information learned in their own words and/or create their own mnemonic devices, encourage them to organize new information in a way that makes sense to them, and provide visual cues to strengthen memory formation. Using an emotional lead-in to introduce a topic or during the middle of the talk can help focus students' attention which is key to information storage in the brain (Doyle, 2011).
Repetition and practice of newly learned information is key to formation of long term memory. This means that as educators we should encourage students to use the information learned by planning activities requiring critical thinking and reflection, test them periodically rather than just at the end of the term, have students rephrase information learned in their own words and/or create their own mnemonic devices, encourage them to organize new information in a way that makes sense to them, and provide visual cues to strengthen memory formation. Using an emotional lead-in to introduce a topic or during the middle of the talk can help focus students' attention which is key to information storage in the brain (Doyle, 2011).
What are the key take-home points from this chapter?
For ideal memory formation and retrieval, it is necessary to focus attention on the new material and reinforce newly formed neuronal connections by repeated use and practice.
For ideal memory formation and retrieval, it is necessary to focus attention on the new material and reinforce newly formed neuronal connections by repeated use and practice.
References:
Doyle, T. (2011). Learner centered teaching: Putting the research on learning into practice. Sterling, VA: Stylus Publishing.
Connections to Medical Education:
As a medical student I was unaware of the research behind long term memory formation but have personally experienced many of the findings listed in this chapter. For example, I found that it was much easier for me to learn something new when I took a brief study break allowing my brain to process the new information. It was easier to remember new concepts with I drank cappuccinos (cold coffee with lots of sugar). I remember taking a final exam in my pharmacology course where I stayed up most of the night to cram information about the mechanisms of action of various drugs; I almost missed the test the next morning by sleeping through the alarm, was stressed out during the exam, and couldn't remember half of what I had learned the night before. Needless to say, that was the last time I attempted to cram a lot of information or stay up late the night before a big exam.
As a medical student I was unaware of the research behind long term memory formation but have personally experienced many of the findings listed in this chapter. For example, I found that it was much easier for me to learn something new when I took a brief study break allowing my brain to process the new information. It was easier to remember new concepts with I drank cappuccinos (cold coffee with lots of sugar). I remember taking a final exam in my pharmacology course where I stayed up most of the night to cram information about the mechanisms of action of various drugs; I almost missed the test the next morning by sleeping through the alarm, was stressed out during the exam, and couldn't remember half of what I had learned the night before. Needless to say, that was the last time I attempted to cram a lot of information or stay up late the night before a big exam.
Suggestions for Implementation:
Here are some ways I have attempted to encourage repetition when teaching medical students:
1) We provide reading assignments for all pathology topics, often with in-class or online lectures and practice quizzes students can use when learning material. This allows them to hear and see the same information in different formats and evaluate their knowledge acquisition by working on challenging practice questions.
1) We provide reading assignments for all pathology topics, often with in-class or online lectures and practice quizzes students can use when learning material. This allows them to hear and see the same information in different formats and evaluate their knowledge acquisition by working on challenging practice questions.
2) Currently I advise our medical students preparing for Step I of their board exams to get plenty of sleep and exercise while they study for the exam and to try deep breathing or stretching exercises if they feel stressed out during the test. I also advise them to take a relaxation break the day before the exam since cramming is highly unlikely to help them perform well.