**10,000 Fans Incentive Program It is widely believed that as long as enough time is invested in something, such as memorizing passages from a textbook for long periods of time or repeating terminology from eighth-grade biology class, the message can be etched firmly in your memory. However, this is not the case. When we find it difficult to learn, our memories are longer and stronger. The results achieved through intensive practice are often short-lived, and what has been learned is quickly forgotten. Studies have found that repeated reading of textbooks is often futile.
There are three major drawbacks to repeated reading: first, it wastes time; Second, it is unable to produce lasting memories; Finally, it tends to give us the illusion that as our familiarity with the text we read increases, we think we have mastered the content. Spending hours reading over and over may seem very strengering, but the length of time you study is not a measure of mastery.
Many training mechanisms still believe that learning can be achieved through repeated contact. However, when the learning content is relevant, visualized, or important, we tend to remember what we have learned more firmly. For example, the flight simulator provides retrieval exercises that allow pilots to experience the mental journey of flight in real terms by scheduling time intervals, interspersing content, and diversifying content. This type of practice transforms abstract concepts into figurative manipulations and relates them to personal interests, thus improving the memorization effect.
People are often blindly superstitious about repetitive reading, utilitarian memory, and the role of repetition. However, the truth is that repetition alone often fails to form deep memories. For example, reciting numbers repeatedly while entering ** numbers may be a good idea, but doing so in learning will not produce lasting results. Even though we are exposed to certain pieces of information over and over the years, we still forget about them. It's like a fire extinguisher is all around us, but when a fire actually breaks out, we may not be able to remember where it is in time.
Prior exposure does not substantially help with post-event memory, and repetition alone does not improve learning effectiveness. Repetition alone does not lead to excellent long-term memory; Repetitive reading is just one form of short-term memory. A person with strong reading skills may be able to understand the main idea of a text with just one read, while a person with poor reading skills may need to read multiple times to understand. However, continuous repetition of reading is not an effective method of learning. In this case, repetition does not lead to any benefit.
After the initial reading, it makes sense to read again at intervals, but reading multiple times in a row without gaps is just a waste of time. The benefits of this practice are minimal, and we may even miss out on more effective and time-saving learning methods. The more familiar we are with a piece of text, the more fluent we will be able to read, but this may just be an illusion that makes us mistakenly think that we have mastered what we are reading.
Some students mistakenly believe that they can grasp the essence of a subject just by memorizing every word a professor says in class. However, mastering a lesson or chapter in a textbook is not the same thing as understanding the principles behind it. Repetition can create the illusion that we understand the principles behind the content. Being able to memorize texts or class notes doesn't mean we understand what they're saying, or that we can apply them, or that we know how to relate them to what we already know.
Some students may be confused: they have high attendance, take notes carefully, review notes frequently, and can even memorize textbooks, but end up with poor grades. This may be because they didn't test their understanding of the key concepts in each chapter through the quizzes and didn't apply them in the quizzes. As they read, they may not have thought about turning the main points into questions and answering them later in their studies; may not have tried to describe the point in their own words; There may be no connection between the new knowledge and the already known; It may also be that there is no looking for examples outside the textbook to deepen understanding.
In short, we all think we are the best at learning, but the truth is that we often don't know what an effective learning method is. Thinking you have mastered what you've learned is actually a sign of a lack of metacognition. Metacognition refers to our understanding of knowledge mastery. Being able to accurately judge what you know and what you don't know is critical to making decisions. Some people know what they know (known known), some know what they don't know (known unknown), but there are many who don't know what they don't know (unknown unknown). Students who don't give themselves questions tend to overestimate their mastery of the material. When we read a well-written book, we may easily accept the ideas in it and think that we have understood it and do not need to study it anymore. However, this kind of thinking can cause us to lose sight of what we don't know. By the time it comes time for the exam, we may find that we simply can't remember the key concepts and apply them flexibly in new questions.
Therefore, we need to avoid falling into these pitfalls. We should recognize our shortcomings and put more effort into improving our knowledge where we need to. At the same time, we should also avoid learning methods that make us mistakenly think that we have mastered knowledge. Only then can we truly become effective learners.