Who would study psychology unless they had some issues?! Chapter 330 - 330 328 The Selection of Review Time is Very I

330: Chapter 328: The Selection of Review Ti is Very Important 330: Chapter 328: The Selection of Review Ti is Very Important “mory is often accompanied by forgetting.

Ebbinghaus attempted to quantify the forgetting patterns of mory through scientific thods, exploring the forgetting rate of new knowledge over ti after learning.”

“His research was the first to systematically reveal the relationship between mory retention and ti.”

Nan Zhubin switched the PPT, shrinking the curve image that was just used as a background to the top left, while the rest of the slide began to include brief descriptions of the experint.

“In this experint, to eliminate interference from existing knowledge on mory, Ebbinghaus invented a total of over 2300 aningless syllables, each consisting of 3 letters, as experintal materials.”

“For example, syllable combinations like ‘QWD’, ‘OHW’, ‘KIF’.

Using our Chinese language as a substitute, it would be sothing like ‘jiao kan er’, ‘fa si cong’, ‘kai bing fan’, completely random and aningless text combinations.

Therefore, morizing these materials did not involve any technique but depended solely on rote morization.”

Nan Zhubin explained the experint’s process and then paused for a mont.

He picked a student again, this ti no longer the short boy in the front row.

To maximally engage students in a class, one must spread the attention evenly.

“The girl in the second-to-last row…”

The girl in front of Li Mingchen stood up excitedly, causing Li Mingchen to shiver, as if he was also involved in answering this question.

“How do you usually morize and review when studying?” asked Nan Zhubin.

The girl’s cheeks turned slightly red, and she pursed her lips to think for a mont.

“Just, just, recite once during morning study, once during evening study, once again the next day, and then review once before the exam…”

“Can you recall it during the test?”

“Most of it, yes…”

“We’re in a science class, right?” Nan Zhubin asked again, “How about wrong questions in science, how do you usually morize them?”

“Well, it’s about making a wrong question notebook and going through it before the exam.”

“When you encounter similar questions, or even the original questions, can you still solve them correctly during the exam?”

The girl’s ears also started to redden, unsure if it was due to the prolonged eye contact with Nan Zhubin or the anxiety of answering questions.

“Sotis yes, sotis no…”

This girl ntioned a rather common review strategy among high school students.

Schools aren’t lacking in training students on how to morize and review.

Occasionally, subject teachers teach study thods, and sotis schools even organize study experience exchange sessions with “top students” who got into elite universities, or sell study notes, including review techniques.

But the effectiveness, well, those who know, understand well.

“Alright, thank you for your answer.” Nan Zhubin nodded slightly and offered a gentle smile.

The girl’s neck turned red as she sat down.

“What this student ntioned should be the way everyone reviews and morizes.

However, Ebbinghaus’s exploration of mory was more in-depth and comprehensive.”

“In this experint, at the beginning stage, Ebbinghaus repeatedly read and morized a list of aningless syllables until he could recite all the contents accurately in one go.”

“Subsequently, Ebbinghaus recalled these contents at different ti intervals, comparing them with the original learning materials to explore the degree of mory.”

Nan Zhubin gently tapped the laser pointer, switching slides again; the mory curve image in the top left remained unchanged, while the text turned into a set of data.

“Eventually, Ebbinghaus concluded that forgetting follows a trend of being fast at first and then slowing down.”

[20 minutes later: Forget about 42% of the content.

1 hour later: Forget about 56%.

1 day later: Forget about 66%.

31 days later: Forget about 79%, after which it stabilizes.]

Simply put, the most forgotten material is within a day after reciting, after which not much material is forgotten.

This rule of forgetting is the kind of “knowledge point that everyone vaguely senses but is not explicitly pointed out.”

The most famous similar knowledge point is Newton’s insight into Universal Gravitation by an apple.

Scribble — Scribble —

Li Mingchen looked around and found that everyone had started taking notes again.

What’s the use of noting these things?

What cos next will be useful.

“Ebbinghaus’s experint only revealed a pattern of human brain mory, and subsequent scientists used his conclusions and data and conducted repeated experints.”

“Ultimately, they derived, based on Ebbinghaus’s research, a review timing that can maximize mory efficiency!”

As Nan Zhubin finished speaking, the slide switched again.

“According to research, the best review strategy for a complete mory material is to review four tis.”

“The first review, 5 minutes after learning, as a short-term review.”

“The second review, 24 hours after learning.”

“The third review, 1 week after learning.”

“The fourth review, 1 month after learning!”

“By seizing these four ti points, you can morize the most study material with the least effort and ti.”

“Thus, you can establish a review schedule to maximize mory efficiency!”

Scribble — Scribble —

This ti, almost the entire class picked up their pens and began taking notes.

…

Ebbinghaus’s mory strategy revolves entirely around “efficiency.”

Is morizing difficult?

Actually, it’s not.

If you have the leisure, morize today, review tomorrow, review the day after tomorrow, and so on — you can always rember it eventually.

But high school students can’t do that because they have new material to learn every day.

Learn new material the first day and review on the second; but new material also has to be learned on the second day, and this new knowledge needs to be reviewed on the third day.

But, on the third day, should the things learned on the first day be reviewed?

Apparently, yes.

What about the fourth day?

The things learned on the third day certainly need to be reviewed, what about the first day’s things?

The second and third day’s?

What about the fifth day?

In such a situation, the amount of review increases continuously, and later on, even an entire day’s ti is not enough for reviewing, let alone learning new knowledge.

Efficiency is too low.

So clever students will make notes, and when reviewing on the second day, they find that they can still rember what they reviewed on the first day, so they don’t review it on the third day.

But when a week passes, and they pull out the material again — suddenly, everything they rembered on the second day is forgotten.

Which is worth reviewing, which is not, which should be reviewed now, and which should be reviewed later?

Students are left with these questions, and eventually collapse.

Many students end up skipping reviewing and rely on a sea of questions strategy, grinding bit by bit, eventually rembering.

This can easily lead to getting the sa question wrong two, three, or four tis, and still not rembering.

This presents a paradox: review, but there’s no ti, and they don’t even know what to review; don’t review, and morization equals not morizing, still won’t solve problems.

The number of students who experience this kind of situation is not small.

Scribble — Scribble —

Li Mingchen glanced at his classmates around him.

For a student who was strongly transferred from a regular class to an experintal class, he might not really understand the frustration of lacking review ti.

At this mont, the expressions of the classmates around him, as if seeing the North Star in the fog, illuminated their minds, revealing understanding and realization.

Li Mingchen thought for a mont, involuntarily picking up his pen, beginning to record the things Nan Zhubin ntioned.