Who would study psychology unless they had some issues?! Chapter 329 - 329 327 The Feeling of Knowledge Entering the

329: Chapter 327 The Feeling of Knowledge Entering the Brain 329: Chapter 327 The Feeling of Knowledge Entering the Brain The students in the audience had their eyes light up even more after hearing Nan Zhubin’s words.

Psychology experint?

That’s really intriguing~

To be honest, although psychology is often looked down upon in academic circles, it becos incredibly captivating when trying to entice outsiders.

Psychological cases and experints often populate major marketing accounts, specifically designed to grab attention.

The forr can greatly satisfy people’s curiosity.

So novelists exploit this fact, and even if their writing skills are diocre, they can still earn writing fees by rely crafting pseudo-docuntary texts based on cases at hand to cater to the public’s voyeurism.

The latter, on the other hand, is particularly effective for the students present.

By deconstructing so piece of common knowledge layer by layer with experints, data, and special terminology that seem sophisticated, whether the final conclusion verifies or contradicts the common knowledge, it easily gives people the thrill of gaining knowledge without ntal exertion.

The students’ motivation and enthusiasm for learning were once again heightened by Nan Zhubin.

“[mory] can be understood as a noun, and learned as a verb.

In psychology, [mory] is the ntal process of accumulating and retaining individual experiences in the brain, and the process by which the human brain encodes, stores, and retrieves incoming information from the external world.”

“In terms of classification, based on different standards, we can divide mory into [declarative mory] and [procedural mory], [episodic mory] and [semantic mory], and so on.”

“But the types of mory we will discuss in today’s class are these types—”

Nan Zhubin said, turning around to pick up a piece of chalk and begin chalking up notes on the blackboard.

“By the length of ti we retain mory, we can divide mory into—”

[Sensory mory]

[Short-term mory]

[Long-term mory]

As he wrote, Nan Zhubin explained further.

“[Sensory mory] is the sensory information that remains for a very short ti after the objective stimulus ceases, usually lasting only 0.25 to 0.5 seconds, predominantly retaining images or sounds.”

“[Short-term mory] is the mory one is conscious of at the present mont, lasting approximately 5 seconds to 2 minutes.”

“[Long-term mory] is the mory stored for a long duration in the brain following thorough and deep processing, theoretically without a limit.”

When he reached this point, Nan Zhubin paused and turned around.

Then he suddenly raised his voice: “Look at our blackboard!”

All the students were startled, instinctively focusing their attention.

The next second, Nan Zhubin suddenly raised his hand, making a fist, and softly said, “Close your eyes.”

This mysterious contrast baffled so students, while others instinctively followed Nan Zhubin’s instructions.

Nan Zhubin quickly glanced around and then walked to a small male student in the front row.

“All students who closed their eyes can now recall, at the mont you closed your eyes, although everything was dark, did ‘blackboard’ and my ‘raising a fist’ image briefly flash by during that extrely short ti?”

“This is [sensory mory].”

Nan Zhubin then tapped on the little male student’s desk: “Student, what was the second [mory] type I wrote on the blackboard?”

“Uh…

[Short-term mory]?”

Nan Zhubin nodded: “Very good, what you just rembered was also [short-term mory].”

After this, Nan Zhubin stepped back to the podium: “When you wake up tomorrow morning and still rember what is written on the blackboard now, that will be [long-term mory]—now you can open your eyes.”

The small boy who had just been called on blinked, then involuntarily took a deep breath.

Hiss—

The uncontrollable feeling of knowledge sinking in had arrived.

…

After writing down these three specific terms, Nan Zhubin drew a dividing line on the blackboard and continued writing.

“In addition to classifying by mory duration, we can also classify mory based on the degree of ‘consciousness’ involved in the mory process, dividing it into—”

[Implicit mory]

[Explicit mory]

“[Implicit mory] refers to the mories we are not consciously aware of but can unconsciously retrieve to aid in the current task.”

“For example, riding a bicycle.

We can’t explain how to lift and lower our legs, nor can we describe or control the balance of our waist and hips to avoid falling.

But once you learn to ride a bike, even after a year or two of not riding, you can still ride swiftly once you get back on.”

These two mory concepts are not very interactive to learn, so Nan Zhubin illustrated them with two simpler examples.

“[Explicit mory], on the other hand, is the conscious influence of past learned experiences and knowledge on our current tasks.”

Nan Zhubin again pointed to the small boy in the front row, actually pointing at the exercise book on his desk: “Which formula do you use for this physics problem?”

The small boy was taken aback, and his deskmate and neighboring students couldn’t help but lean over, eager to answer for him.

“Uh…

According to the problem, use f=μN, F=ma, mgh =½kx² μmgcosθ*(h/sinθ) μmg*x, substituting the data in the question gives…”

Nan Zhubin clapped his hands: “Very good, the formulas you rembered to help you solve problems are [explicit mory].”

The small boy was stunned for a mont, then, along with his deskmate and the student in front, took a deep breath.

Knowledge had entered their heads again!

…

Li Mingchen felt sowhat confused; he thought what Nan Zhubin was saying didn’t seem very interesting.

Or rather, he had a sowhat subconscious resistance to what Nan Zhubin was teaching.

But his classmates’ reactions weren’t the sa.

Turning his head, Li Mingchen saw his deskmate writing furiously.

Scratch scratch scratch—

Looking over, he saw on the notebook: [Sensory mory], [Short-term mory], [Long-term mory], [Implicit mory], [Explicit mory]…

“Why are you noting this down?” Li Mingchen couldn’t help but ask.

His deskmate showed a look unique to top students in their senior year, both inquisitive and bewildered: “I don’t know either…

but it feels important, so I’m writing it down first!”

Li Mingchen blinked.

On the podium, Nan Zhubin refocused everyone’s attention back to the PPT.

“Now everyone knows that when we review or take exams, we use our explicit and long-term mory.”

“Understanding these two concepts, we can move on to learn and understand Ebbinghaus’s mory experint.”