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Illusion of learning. Illusions of learning should be avoided when improving memory. Some learning and studying strategies people use may seem more effective than they actually are. This creates a problem where the individual thinks they know the material, when they don't necessarily. This could be caused by fluency and the familiarity effect.
A study conducted by students of the Information Science Department in Nara, Japan sought to measure different types of memory augmentation. They used a computer system, the "Ubiquitous Memories," to demonstrate if the technology aided to augmentation better than other methods such as notes with a pen and paper, portraits used in a previous ...
In addition, memory and the process of learning are also closely connected. Memory is a site of storage and enables the retrieval and encoding of information, which is essential for the process of learning. [2] Learning is dependent on memory processes because previously stored knowledge functions as a framework in which newly learned ...
Working memory training is intended to improve a person's working memory.Working memory is a central intellectual faculty, linked to IQ, ageing, and mental health.It has been claimed that working memory training programs are effective means, both for treating specific medical conditions associated with working memory deficit, and for general increase in cognitive capacity among healthy ...
Elaboration strategies include paraphrasing or summarizing the material to be learned, creating analogies, generative note-taking (where the student actually reorganizes and connects ideas in their notes in contrast to passive, linear note-taking), explaining the ideas in the material to be learned to someone else, and question asking and ...
Metamemory or Socratic awareness, a type of metacognition, is both the introspective knowledge of one's own memory capabilities (and strategies that can aid memory) and the processes involved in memory self-monitoring. [1] This self-awareness of memory has important implications for how people learn and use memories.
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The testing effect (also known as retrieval practice, active recall, practice testing, or test-enhanced learning) [1] [2] [3] suggests long-term memory is increased when part of the learning period is devoted to retrieving information from memory. [4]