Who would study psychology if they didn't have some kind of problem?

Choosing the right time to review Chapter 332 is very important.

“Memory is often accompanied by forgetting. Ebbinghaus attempted to quantify the forgetting patterns of memory using scientific methods, and to explore the rate at which new knowledge is forgotten over time after it has been learned.”

"His research was the first to systematically reveal the relationship between memory retention and time."

Nan Zhuren switched the PPT slides, shrinking the curve image that had been used as the background to the upper left corner, and adding brief text describing the experiment to other areas.

"In this experiment, in order to eliminate the interference of existing knowledge on memory, Ebbinghaus invented more than 2300 [meaningless syllables] composed of 3 letters as experimental materials."

"For example, syllable combinations like 'QWD', 'OHW', and 'KIF'. In Chinese, these would be something like '交看二', '发嘶从', or '凯冰反'—completely random and meaningless combinations of characters. Therefore, there are no techniques for memorizing these materials; you can only rely on rote memorization."

Nan Zhuren explained the process of the experiment, then paused for a moment.

He called on another student, this time not the short boy in the first row.

To maximize the learning enthusiasm of all students in a class, it is essential to ensure that everyone receives equal attention.

"The girl in the second-to-last row over here..."

The girl in front of Li Mingchen stood up excitedly, which made Li Mingchen shudder, as if he had also participated in the answer.

"How do you usually memorize and review your material?" Nan Zhuren asked.

The girl's cheeks flushed slightly, and she pursed her lips, thinking for a moment.

"Just, just, memorize it once during morning self-study, once during evening self-study, then once more the next day, and then review it again before the exam..."

Will you be able to remember it during the exam?

"Most of them can..."

"We're in a science class, right?" Nan Zhuren asked again, "How do you usually memorize the questions you got wrong in science?"

"This is to make a notebook of your mistakes and then go through it before the exam."

"If I encounter similar questions, or even the exact same questions, during an exam, will I still be able to answer them correctly?"

The girl's ears also started to turn red, whether from being stared at by Nan Zhuren for a long time or from being nervous about answering questions.

"Sometimes it works, sometimes it doesn't..."

The girl was talking about a fairly standard high school study strategy.

Schools have trained students on how to memorize and review.

Subject teachers occasionally teach students how to review, and sometimes the school even organizes exchanges of study experiences among "top students" who have been admitted to Tsinghua and Peking Universities. Sometimes, they also sell study notes, which include review techniques.

As for the results, those who know, know.

"Okay, thank you for your answer." Nan Zhuren nodded, giving a gentle, kind smile.

The girl's neck turned red when she sat down.

"What this student just mentioned should also be everyone's review and memorization methods. However, Ebbinghaus's research on memory was more in-depth and comprehensive."

"In this experiment, at the beginning of the experiment, Ebbinghaus repeatedly read and memorized a list of meaningless syllables until he could repeat all of them accurately in one go."

"Subsequently, Ebbinghaus recalled these memories at different time intervals, while comparing them with the original learning materials to explore the degree of memory."

Nan Zhuren lightly tapped the laser pointer and switched the slides again. The memory curve image in the upper left corner remained unchanged, but the text section changed into a set of data.

Ultimately, Ebbinghaus concluded that forgetting follows a pattern of being rapid at first and then slowing down.

[After 20 minutes: Approximately 42% of the content was forgotten.]

One hour later: approximately 56% was forgotten.

One day later: approximately 66% forgotten.

After 31 days: approximately 79% was forgotten, after which the rate leveled off.

Simply put, people forget the most things within the day immediately after memorizing a text, but afterwards, they forget very little.

This pattern of forgetting is the kind of knowledge that is "subtlely perceived by everyone, but not explicitly stated."

The most famous example of a similar concept is Newton's discovery of universal gravitation through an apple.

swish—swish—

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

What's the point of memorizing these things?

The following information came in handy. "Ebbinghaus's experiment only revealed a pattern in human memory, and subsequent scientists conducted repeated experiments based on Ebbinghaus's experimental conclusions and data."

"Ultimately, based on Ebbinghaus's research, they determined a optimal time for review to maximize memory efficiency!"

As Nan Zhuren finished speaking, the slideshow switched again.

"According to research, the best review strategy for a complete set of memorized material is four reviews."

"The first review should be a short-term review, conducted 5 minutes after the initial study session."

"The second review will take place 24 hours after the study session."

"The third review will take place one week after the initial study session."

"The fourth review, after a month of studying!"

"By grasping these four key time points, you can memorize the most learning material with the least amount of effort and time."

"Therefore, we can create a review schedule to maximize memory efficiency!"

swish—swish—

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

……

Ebbinghaus's memory strategies all revolve around the word "efficiency".

Is memorizing difficult? Actually, it's not.

If you have the time, you can review what you've memorized today, then review it again tomorrow, and the day after tomorrow—just keep reviewing it like that, and you'll always be able to remember it.

But this doesn't work for high school students, because they have new things to learn every day.

You learn something new on the first day and review it on the second day; but you also learn new knowledge on the second day, and then review that new knowledge on the third day.

But should we review what we learned on the first day on the third day? It seems so.

What about the fourth day? You definitely need to review what you learned on the third day. What about the first day? And the second and third days?

What should we do on the fifth day?

In this situation, the amount of review continues to accumulate, and in the later stages, there is not enough time in a day just for reviewing, let alone learning new knowledge.

The efficiency is too low.

Some smart students will make marks, and when they review the material the next day, they find that they can still remember what they reviewed on the first day, but they don't need to review it on the third day.

But when a week has passed and you take it out again—oh dear, how come you've forgotten all the things you memorized on the second day?

What exactly should be reviewed, what shouldn't be reviewed, what should be reviewed now, and what should be reviewed later?

The student council, burdened by these problems, eventually collapsed.

As a result, many students eventually stop reviewing altogether and rely on a sea of ​​practice questions, thinking they can eventually memorize things little by little.

Then it's easy to get the same question wrong two, three, or four times in a row, and you just can't remember it.

This leads to a paradox: if you study, you don't have time, and you don't even know what to study; if you don't study, memorizing is useless, and you still won't be able to do the problems.

There are definitely not a small number of students who are in this situation.

swish—swish—

Li Mingchen looked around at his classmates.

For students who are forcibly promoted from regular classes to experimental classes, they may not fully understand the frustration of not having enough time to review.

At that moment, the expressions on the faces of the students around him were as if they had seen the North Star in the fog, a moment of sudden enlightenment.

After thinking for a moment, Li Mingchen unconsciously picked up a pen and began to record what Nan Zhuren had said.

　Ebbinghaus also made other discoveries about memory and forgetting, which are not listed here due to the length of the novel. Some readers may wish to search for them themselves.

　　The memory techniques described in the recent chapters are suitable for most people. The author personally tested them during his postgraduate entrance exam preparation and found them effective, significantly improving his learning efficiency.

　　Please ignore the academic geniuses and top students; just follow your own study habits and strategies.

　　
　
(End of this chapter)