An oft-heard suggestion in teaching is that making information relevant to pupils results in better learning of the material. For example, in a lesson about the conditions in the trenches during the First World War, we might ask pupils to imagine what it would be like. Some teachers might even extend this and set aContinue reading Make It Personal: The Self-reference Effect
How does our brain go about making memories? And where are such memories kept for later retrieval?
(and the need for feedback) Guessing can be a useful strategy. Students might not think they know the answer to a question, but they quite often know what it is not, allowing them to reduce the pool of possible options. In the case of multiple choice questions, the sight of the correct answer can triggerContinue reading The problem with guessing
(But Not To Form New Memories). There remains clear evidence from multiple studies that high levels of anxiety can impair memory function. However, this impairment appears to only impact recall and has either neutral or beneficial impact on memory encoding (the process by which new information is stored). One reason why anxiety impairs the abilityContinue reading Why Anxiety Makes It Difficult to Recall Information
Human knowledge is about much more than single concepts or hierarchical structures. Our long-term memories are awash with all sorts of information, from memories related to our own lives to current affairs, theoretical concepts and partially understood ideas.