Memorization Techniques for Peter Chew Rule

2021 ◽  
Author(s):  
Peter Chew
Keyword(s):  
Memorization Techniques

scholarly journals 69 Mnemonics versus Cramming. Learning Can Be Effective, Efficient and Fun. A Systematic Review Studying Memorization Techniques in Education

CNS Spectrums ◽  
2019 ◽  
Vol 24 (1) ◽  
pp. 212-212
Author(s):  
Rosemarijn van de Lint ◽  
Michiel Bosman
Keyword(s):  
High School ◽  
Systematic Review ◽  
Learning Disabilities ◽  
Control Group ◽  
Assessment Procedure ◽  
Evidence Based ◽  
Study Objective ◽  
Scientific Databases ◽  
A New Technique ◽  
Memorization Techniques

AbstractThe ProblemWhile learning is at the core of any education (e.g., primary or high school, college, or continuing medical education, to name a few), evidence-based methods of effective memorization are lacking from most forms of education. If attempts are made to teach memorization techniques, they are often without a sound scientific backing. The classical form of memorization (popularly known as “cramming”, or “rote learning”) is tedious, time consuming, and - we know from personal experience - can be so boring that students avoid memorizing at all. A “new” technique of memorization, which is usually referred to as “mnemonics” or “memory techniques” (first reported as being used by the Greeks and the Romans to learn speeches by heart) has received rave reviews from enthusiastic users. A quick search of the scientific databases shows the technique has been studied quite extensively in a number of areas, including education, the medical world, and in the field of learning disabilities, but as far as we know no systematic reviews have assessed the effectivity of using the mnemonics technique versus classical memorization in education.Study ObjectiveWe hypothesize that memorization using mnemonics is a more effective strategy than classical memorization(cramming). To study this hypothesis we have performed a systematic review as described below. In this poster we will describe our study and show preliminary findings.MethodDesign: We have performed a systematic review using the Rapid Evidence Assessment procedure described by the Center for Evidence Based Management.Setting and participants: Studies included limited to those that tested the use of mnemonics in education (primary school, high school, university).Interventions and main outcome measure of the primary studies: We included studies that compared memorization using mnemonics with “regular” memorization (cramming).ResultsUsing 4 databases (Academic Search Premier, PubMed, ERIC and PsycInfo) we found 803 articles. After one round of filtering 589 articles were excluded from the study. The major reasons for exclusion were: learning disabilities, non-educational setting, and no study. In this poster we present the results of the first 10 papers that were included after the second, more stringent, round of filtering. In all 10 papers the mnemonics group performed significantly better on at least a number of the memorization tasks, but in no instance worse than the control group. In some cases where the control groups performed worse, the results were not significant.ConclusionsThis poster describes the analysis of the first 10 papers of our full set of mnemonics studies. They all show a significant advantage of using mnemonics in memorization. If these results are confirmed in our full systematic review, we expect this to have a significant impact on the way “learning how to learn” is taught.

The Development of Logical Memorization Techniques in the Preschool and Young School Child

1971 ◽  
Vol 10 (2) ◽  
pp. 178-195 ◽  
Author(s):  
A. A. Smirnov ◽  
Z. M. Istomina ◽  
K. P. Mal'tseva ◽  
V. I. Samokhvalova
Keyword(s):  
School Child ◽  
Memorization Techniques

scholarly journals HCBPM: An Idea toward a Social Learning Environment for Humanoid Robot

2010 ◽  
Vol 2010 ◽  
pp. 1-13
Author(s):  
Fady Alnajjar ◽  
Abdul Rahman Hafiz ◽  
Kazuyuki Murase
Keyword(s):  
Social Learning ◽  
Humanoid Robot ◽  
Humanoid Robots ◽  
Dynamic Learning ◽  
Natural Interaction ◽  
Learning Stage ◽  
Proposed Model ◽  
Direct Guidance ◽  
Memorization Techniques ◽  
With Memory

To advance robotics toward real-world applications, a growing body of research has focused on the development of control systems for humanoid robots in recent years. Several approaches have been proposed to support the learning stage of such controllers, where the robot can learn new behaviors by observing and/or receiving direct guidance from a human or even another robot. These approaches require dynamic learning and memorization techniques, which the robot can use to reform and update its internal systems continuously while learning new behaviors. Against this background, this study investigates a new approach to the development of an incremental learning and memorization model. This approach was inspired by the principles of neuroscience, and the developed model was named “Hierarchical Constructive Backpropagation with Memory” (HCBPM). The validity of the model was tested by teaching a humanoid robot to recognize a group of objects through natural interaction. The experimental results indicate that the proposed model efficiently enhances real-time machine learning in general and can be used to establish an environment suitable for social learning between the robot and the user in particular.

scholarly journals Management Education – The Psychology of the English Language the Importance of Sport, In Learning a Foreign Language

2020 ◽  
Vol 8 (04) ◽  
pp. 1731-1738
Author(s):  
Stefania Allegra
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Educational Psychology ◽  
English Language ◽  
Management Education ◽  
Foreign Language Learning ◽  
Inner Self ◽  
The Mind ◽  
Memorization Techniques

It’s normal and important to understand the role of the applied linguistic in everyday life. It’s an important rule to understand the role of the educational psychology of the foreign language learning. You find many difficult phases in this study according to the age and culture, so the place where you live. To understand the process of the learning about L2, as foreign language, it’s something that needs a special attention in psychology. Psychology is part of the rule that manages the whole life. There are aspects of ourselves that must go together in inner Self life and external life. A professor must have the average knowledge about the psychology of the person. If you don’t apply the teaching with psychology, you can’t have the minimum and the top results in your students. There are awareness concepts in the teaching process, it’s a result of the going on in the ability adaptation of the mind, in memorization techniques. It’s particular to understand that the memorisation techniques are difficult steps to obtain. It depends on the age the ability to learn a language fast; it means it’s an easier process in children; young teenagers are surely trained at school so they can get good results; adults are not so strong in memorization if they are far from studies processes that activate the mind in a properly way training in order to learn a foreign language. In all these processes is very important the practice of sport, because of improvement of mind processes.

scholarly journals COMPUTER APPLICATION FOR MASTERING THE TOPO MEMORIZATION SYSTEM

2018 ◽  
Vol 16 (3) ◽  
pp. 205
Author(s):  
Vladimir Stanković ◽  
Dušan Nikolić
Keyword(s):  
Computer Application ◽  
Ordinary People ◽  
Association Method ◽  
Memorization Techniques

There are lots of various memorization techniques that could help students. Several studies confirm the possibilities of applying such techniques when learning and studying. In this paper the several memorization techniques are firstly described: the chain of association method, the file cabinets method and the topo memorization system. We then describe the computer application we have developed for the topo memorization system. Our application has both parts for explaining the system, as well as for training. That way it helps the user to adopt and master the topo system, which may be used as an efficient memorization tool by students, as well as by ordinary people.

The Use of Lapbook Technology for the Acquisition by Primary Schoolchildren of Methods of Memorizing

2018 ◽  
Vol 6 (2) ◽  
pp. 40-42
Author(s):  
Н. Гомзякова ◽  
N. Gomzyakova
Keyword(s):  
General Education ◽  
Primary Schoolchildren ◽  
Memorization Techniques

One of the tasks of modern elementary general education is to teach the child the ability to extract the necessary information from diverse sources, structure it, keep it in memory and reproduce it with the necessary depth. The article covers the Lapbook technology as one of the directions for solving the problem related to the formation of memorization techniques for younger schoolchildren.

scholarly journals The Development Analysis of Ability Memorizing in Qur'an on Early Childhood at PAUD Bait Qurany Saleh Rahmany, Banda Aceh, Indonesia

2019 ◽  
Vol 2 (3) ◽  
pp. 502-507
Author(s):  
Dahliani Dahliani ◽  
Anita Yus ◽  
Masganti Sitorus
Keyword(s):  
Early Childhood ◽  
National Curriculum ◽  
Interaction Model ◽  
School Facilities ◽  
Parent Support ◽  
Internal Factors ◽  
Data Presentation ◽  
Qualitative Descriptive ◽  
Development Analysis ◽  
Memorization Techniques

This study aims to: (1) Analyze the implementation of learning to memorize the Qur'an in early childhood, (2) Analyze the ability to memorize the Qur'an in early childhood, (3) Describe the supporting factors and (4) describe the factors inhibitors of memorizing the Qur'an in early childhood in PAUD Bait Qurany Saleh Rahmany. Research using qualitative descriptive methods. Data collection techniques used in this study were: interviews, observation and documentation. Data analysis in this study uses the interaction model of Miles and Huberman, with steps : data reduction, data presentation, conclusion drawing or verification. The results showed that: (1) the implementation of learning to memorize the Qur'an in early childhood is done by using the talqin method, memorization techniques with Jarimatika formula, with visual, audio and kinesthetic patterns, (2) the ability to memorize the Qur'an ' in children, namely the ability of natural talent that is trained repeatedly and optimally until it becomes an achievement, (3) supporting factors in memorizing the Qur'an, namely parent support, interests and talents, and adequate school facilities, (4) factors inhibitors in memorization are the internal factors of the child and the external factors of the child. The results of the research are recommended to be applied in all Paud based on qur'an tahfiz by collaborating on the national curriculum and school-specific curriculum.

scholarly journals The Role of Reading in The Process of Foreign Language Teaching

2021 ◽  
Vol 13 ◽  
Author(s):  
Farrukh Ilyosov
Keyword(s):  
Foreign Language ◽  
Cognitive Functions ◽  
Reading Aloud ◽  
Foreign Language Teaching ◽  
Initial Stage ◽  
Important Means ◽  
Human Psyche ◽  
Educated Person ◽  
Memorization Techniques

Learning a foreign language contributes to the development of cognitive functions of the human psyche. In the process of mastering a foreign language practicing different memorization techniques, formed philological thinking, expand knowledge of reality. Especially reading helps to develop all these skills. At the initial stage of learning, reading comes to master the technique of reading aloud, and only to some extent, self-reading. As reading is one of the most important means of obtaining information and it has a significant place in the life of an educated person, this article deals with the role of reading in the process of teaching the foreign language

Using Tablets to Teach for Understanding in the Sixth Grade Social Studies Classroom

2015 ◽  
pp. 91-112
Author(s):  
Nancye Blair Black
Keyword(s):  
Social Studies ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Sixth Grade ◽  
Effective Learning ◽  
Traditional Teaching Methods ◽  
Teaching And Learning Strategies ◽  
Ongoing Assessment ◽  
Topic Understanding ◽  
Memorization Techniques

In contrast to traditional teaching methods and rote memorization techniques that have led to shallow student learning in middle grades social studies, this chapter explores the capacity for a tablet-enriched implementation of the Teaching for Understanding framework to facilitate deeper student understanding and knowledge construction within the sixth grade social studies curriculum. Based on the outlined tablet-infused teaching and learning strategies, not only would the learning of social studies be improved by use of the framework itself, but the additional leverage of tablets and apps would provide a dynamic, student-friendly platform for successfully executing the framework's four elements: a generative topic, understanding goals, performances of understanding, and ongoing assessment. Moreover, a tablet-enriched implementation of the framework uniquely extends opportunities for effective learning through a broad range of inquiry, collaboration, and product-creation activities in the sixth grade social studies classroom.

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