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Types of Long-term Memory. Long-term memory is the site for which information such as facts, physical skills and abilities, procedures and semantic material are stored. Long-term memory is important for the retention of learned information, allowing for a genuine understanding and meaning of ideas and concepts. [6]
The learning pyramid (also known as “the cone of learning”, “the learning cone”, “the cone of retention”, “the pyramid of learning”, or “the pyramid of retention”) [1] is a group of ineffective [2] learning models and representations relating different degrees of retention induced from various types of learning.
It has been found that when acts of reading and acts of recall alternate, i.e., when every reading is followed by an attempt to recall the items, the efficiency of learning and retention is enormously enhanced." [15] Studies in retrieval practice started in 1987 by John. L Richards, who published his findings in a newspaper in New York.
A 75% savings would mean that relearning missed items required 25% as long as the original learning session (to learn all items). 'Savings' is thus, analogous to retention rate. In 2015, an attempt to replicate the forgetting curve with one study subject has shown the experimental results similar to Ebbinghaus' original data. [6]
A common criticism of repetition research has argued that many of the tests involved have simply measured retention on a short-term scale. A study conducted by Karpicke and Bauernschmidt [14] used this principle to determine the major differences between the different types of repetition. The two focused on studying long-term retention by ...
To reduce memory and learning to its genetic basis, mice can be genetically modified and studied. [22] [35] Generally animal studies depend on the principles of positive reinforcement, aversion techniques and Pavlovian conditioning. This type of research is extremely useful and has shed much light on learning and memory in humans.
This led to the abandoning of the decay theory, until the late 1950s when studies by John Brown and the Petersons showed evidence of time based decay by filling the retention period by counting backwards in threes from a given number. This led to what is known as the Brown–Peterson paradigm.
After one week, overlearners recalled more geography facts and word definitions than non-overlearners, but this improvement gradually disappeared after the study. [3] This research suggests that overlearning may be an inefficient study method for long-term retention of geography facts and word definitions. [3]