Knowledge Retention Quotes

Neoteny is more than retaining a youthful appearance, although that is often part of it. Neoteny is the retention of all those wonderful qualities that we associate with youth: curiosity, playfulness, eagerness, fearlessness, warmth, energy. Unlike those defeated by time and age, our geezers have remained much like our geeks – open, willing to take risks, hungry for knowledge and experience, courageous, eager to see what the new day brings. Time and lost steal the zest from the unlucky, and leave them looking longingly at the past. Neoteny is a metaphor for the quality – and the gift – that keeps the fortunate of whatever age focused on all marvelous undiscovered things to come.

When I was a girl, I loved reading. An archaic pastime, I know; the index and download are faster, more efficient, offering superior retention and acquisition of knowledge.

he was obsessed not only with the acquisition of knowledge, but with its retention.

The brain is like a muscle,” he said, and memory training is a form of mental workout. Over time, like any form of exercise, it’ll make the brain fitter, quicker, and more nimble. It’s an idea that dates back to the very origins of memory training. Roman orators argued that the art of memory—the proper retention and ordering of knowledge—was a vital instrument for the invention of new ideas.

But human memories change each time they are recalled, Jon. This is known as memory reconsolidation. It’s part of a natural updating mechanism that imbues even old memories with current information as you recall them. Thus, human memory does not so much record the past as hold knowledge likely to be useful in the future. That’s why forgetting is a human’s default state. By contrast, remembering requires a complex cascade of chemistry. Were I to increase the concentration of protein kinase C at your synapses, your memory retention would double.

Cooperative learning is most powerful after the students have acquired sufficient surface knowledge to then be involved in discussion and learning with their peers – usually in some structured manner. It is then most useful for learning concepts, verbal problem-solving, categorizing, spatial problem-solving, retention and memory, and guessing

When practice conditions are varied or retrieval is interleaved with the practice of other material, we increase our abilities of discrimination and induction and the versatility with which we can apply the learning in new settings at a later date. Interleaving and variation build new connections, expanding and more firmly entrenching knowledge in memory and increasing the number of cues for retrieval. Trying to come up with an answer rather than having it presented to you, or trying to solve a problem before being shown the solution, leads to better learning and longer retention of the correct answer or solution, even when your attempted response is wrong, so long as corrective feedback is provided.

It is sleep that builds connections between distantly related informational elements that are not obvious in the light of the waking day. Our participants went to bed with disparate pieces of the jigsaw and woke up with the puzzle complete. It is the difference between knowledge (retention of individual facts) and wisdom (knowing what they all mean when you fit them together). Or, said more simply, learning versus comprehension. REM sleep allows your brain to move beyond the former to truly grasp the latter.

Metalearning: First Draw a Map. Start by learning how to learn the subject or skill you want to tackle. Discover how to do good research and how to draw on your past competencies to learn new skills more easily. Focus: Sharpen Your Knife. Cultivate the ability to concentrate. Carve out chunks of time when you can focus on learning, and make it easy to just do it. Directness: Go Straight Ahead. Learn by doing the thing you want to become good at. Don’t trade it off for other tasks, just because those are more convenient or comfortable. Drill: Attack Your Weakest Point. Be ruthless in improving your weakest points. Break down complex skills into small parts; then master those parts and build them back together again. Retrieval: Test to Learn. Testing isn’t simply a way of assessing knowledge but a way of creating it. Test yourself before you feel confident, and push yourself to actively recall information rather than passively review it. Feedback: Don’t Dodge the Punches. Feedback is harsh and uncomfortable. Know how to use it without letting your ego get in the way. Extract the signal from the noise, so you know what to pay attention to and what to ignore. Retention: Don’t Fill a Leaky Bucket. Understand what you forget and why. Learn to remember things not just for now but forever. Intuition: Dig Deep Before Building Up. Develop your intuition through play and exploration of concepts and skills. Understand how understanding works, and don’t recourse to cheap tricks of memorization to avoid deeply knowing things. Experimentation: Explore Outside Your Comfort Zone. All of these principles are only starting points. True mastery comes not just from following the path trodden by others but from exploring possibilities they haven’t yet imagined.

If efficient copying is adaptive, such that natural selection should favor greater and greater reliance on social as opposed to asocial learning, then the tournament also establishes that a number of characteristics strongly evocative of human culture will follow automatically. With increasing copying inevitably comes greater behavioral diversity; the retention of cultural knowledge for long periods of time; conformity; and rapid turnover in behavior such as fads, fashions, and changes in technology. Provided copying errors or innovation introduce new behavioral variants, copying can simultaneously increase the knowledge base of a population and reduce the range of exploited behavior to a core of high-performance variants. Similar reasoning accounts for the observation that copying can lead to knowledge being retained over long periods of time, yet trigger rapid turnover in behavior. Low-level performance of suboptimal behavior is sufficient to retain large amounts of cultural knowledge in social learning populations, over long periods. A high level of copying increases the retention of cultural knowledge by several orders of magnitude.

To wit, researchers recruited a large group of college students for a seven-day study. The participants were assigned to one of three experimental conditions. On day 1, all the participants learned a novel, artificial grammar, rather like learning a new computer coding language or a new form of algebra. It was just the type of memory task that REM sleep is known to promote. Everyone learned the new material to a high degree of proficiency on that first day—around 90 percent accuracy. Then, a week later, the participants were tested to see how much of that information had been solidified by the six nights of intervening sleep. What distinguished the three groups was the type of sleep they had. In the first group—the control condition—participants were allowed to sleep naturally and fully for all intervening nights. In the second group, the experimenters got the students a little drunk just before bed on the first night after daytime learning. They loaded up the participants with two to three shots of vodka mixed with orange juice, standardizing the specific blood alcohol amount on the basis of gender and body weight. In the third group, they allowed the participants to sleep naturally on the first and even the second night after learning, and then got them similarly drunk before bed on night 3. Note that all three groups learned the material on day 1 while sober, and were tested while sober on day 7. This way, any difference in memory among the three groups could not be explained by the direct effects of alcohol on memory formation or later recall, but must be due to the disruption of the memory facilitation that occurred in between. On day 7, participants in the control condition remembered everything they had originally learned, even showing an enhancement of abstraction and retention of knowledge relative to initial levels of learning, just as we’d expect from good sleep. In contrast, those who had their sleep laced with alcohol on the first night after learning suffered what can conservatively be described as partial amnesia seven days later, forgetting more than 50 percent of all that original knowledge. This fits well with evidence we discussed earlier: that of the brain’s non-negotiable requirement for sleep the first night after learning for the purposes of memory processing. The real surprise came in the results of the third group of participants. Despite getting two full nights of natural sleep after initial learning, having their sleep doused with alcohol on the third night still resulted in almost the same degree of amnesia—40 percent of the knowledge they had worked so hard to establish on day 1 was forgotten.

He was careful to instruct him in such an affable, kind, and gentle way, that he easily prevailed with him to consider studying, not so much as a duty of obedience to his superiors, but as the way to purchase for himself a most delightsom and invaluable good. In effect, he soon created in Philaretus so strong a passion to acquire knowledge, that what time he could spare from a scholar's task, which his retentive memory made him not find uneasy, he would usually employ so greedily in reading, that his master would sometimes be necessitated to force him out to play, on which, and upon study, he looked, as if their natures were inverted.

In fact, by its very nature, science is both progressive and conservative. It is conservative in that it is retentive of knowledge and cautious about making new assertions until they are fully defensible. But it is also progressive in that it is, and must always be, open to wherever observation leads, independent of belief and ideology, and focused on creating new knowledge.

Intuition is a gift we all have, whereas retention of knowledge is a skill. Rare

Going beyond the retelling of historical events and seeking deeper emotional and intellectual connection with the visitor; 2.   Have meaningful impact on a person’s sense of citizenship, value for life, freedom, respect, tolerance and human rights; 3.   Strive toward a high retention level of knowledge by making subject matter “come alive,” making past experience “relatable” and appeal to a sense of morality to action against wrongdoing;

11 Benefits of Asking Questions “The important thing is not to stop questioning. Curiosity has its own reason for existing.” – Albert Einstein 1. Builds rapport. 2. Nurtures creativity. 3. Grows your knowledge and awareness. 4. Exercises critical thinking and problem-solving skills. 5. Makes the other person feel valued. 6. Helps you make thoughtful decisions. 7. The better our questions, the better our answers. 8. Keeps you agile and open to new ideas. 9. Improves your memory and retention. 10. Helps you stay informed and relevant. 11. Enables you to discover a new world of possibilities you would not have known otherwise.

Teaching is not just about dissemination of knowledge, but drilling three major skills in children - personalized study strategy, time management and memory retention. This means teaching course material is not enough, teaching how to learn is equally important.

Man has not the clearness of perception, the retentiveness of memory, or the power of presentation, to enable him (without supernatural aid) to give a trustworthy account of a discourse once heard, a few years or even months after its delivery. And that this should be done over and over from month to month for thousands of years, is an impossibility. If to this be added the difficulty in the way of this oral transmission, arising from the blindness of men to the things of the Spirit, which prevents their understanding what they hear, and from the disposition to pervert and misrepresent the truth to suit their own prejudices and purposes, it must be acknowledged that tradition cannot be a reliable source of knowledge of religious truth. This is universally acknowledged and acted upon, except by Romanists. No one pretends to determine what Luther and Calvin, Latimer and Cranmer, taught, except from contemporaneous written records. Much less will any sane man pretend to know what Moses and the prophets taught except from their own writings. Romanists admit the force of this objection. They admit that tradition would not be a trustworthy informant of what Christ and the Apostles taught, without the supernatural intervention of God. Tradition is to be trusted not because it comes down through the hands of fallible men, but because it comes through an infallibly guided Church. This, however, is giving up the question. It is merging the authority of tradition into the authority of the Church. There is no need of the former, if the latter be admitted.

Learning is becoming a better thinker In many aspects, learning is about becoming a better thinker. This is because to acquire knowledge you must be able to: Approach your learning thoughtfully to ensure that it is effective and aligned with your goals, values and topics of interest Filter out the irrelevant information to gather high-quality material that is relevant to your learning goals Ask yourself smart questions to extract the key points from any learning materials you encounter Encode core messages and important lessons in a way that facilitates learning and boost retention, and Use many different mental models to help you make better decisions regarding your learning (e.g., what to learn, how to learn it, etc.)

In 1982, economists at the Brookings Institute estimated that about 62 per cent of the value of a typical American firm stemmed from its physical assets—everything from tables and chairs to factories and inventories. Everything else consisted of more intangible “knowledge assets.” By 1992, the balance had completely reversed. They calculated that only 38 per cent of the average firm’s value came from its physical assets. With the shift towards more knowledge-intensive production processes, it is natural that firms should start to worry much more about employee loyalty. It is relatively easy to stop employees from making off with company property—just post guards at the gate. But when employees leave, they generally take with them all the knowledge and experience they have acquired, and there is no way to stop them. So the best way for a firm to retain control of its assets is to build a strong organizational culture, one that will inspire loyalty and allegiance from its employees. From this perspective, it is entirely predictable that the firms that depend most heavily on the knowledge of their workers will also be the firms that put the most effort into employee retention. Software companies in particular are famous for their efforts to create a corporate culture that will secure employee allegiance.

By recognizing and accommodating individual differences in learning styles and preferences, transformative teaching ensures that every student has the opportunity to engage with the material in a way that resonates with them, leading to deeper understanding and retention of knowledge.

English children’s vocabulary increases rapidly during the early school years. Anglin (1993, 62) estimated that first grade English children know approximately 10,000 words, third grade pupils know 19,000 words, and fifth grade pupils know 39,000 words. The annual increase in vocabulary is estimated to be 3,000 words from the first to third grade and 10,000 words from the fourth to the fifth grade. Nagy & Anderson (1984, 20) uphold that there is “the ability to utilize morphological relatedness among words (which) puts a student at a distinct advantage in dealing with unfamiliar words”. In a later work, Nagy (1988, 46) acknowledges that: “there is no doubt that skilled word learners use context and their knowledge of prefixes, roots, and suffixes to deal effectively with new words”. In short, in addition to context, there is awareness of word-formation devices which accounts for such rapid increase in early school age English children’s vocabulary. Such high vocabulary growth would certainly be of great interest in L2 acquisition. Nakayama, N. (2008) tested the role that explicit teaching of affixes (prefixes) plays in vocabulary learning to pre- and upper-intermediate L2 learners. The participants received instructions over the contribution prefixes played in the meaning of the complex word during an academic year. L2 learners’ vocabulary was measured in the beginning and in the end of the academic year. Assisted by the instructions, L2 learners learned easier the new derived words, but, in the end of the academic year they had forgotten the derived words whose meaning they acquired through instructions over the contribution prefixes played in the meaning of the complex word (2008, 70). In the end, Nakayama, N. (2008, 68) concludes that systematic teaching of prefixes does lead to better retention of the derived word, but only with regard to short-term memory. On the other hand, it has been estimated that the only the most advanced L2 learners can acquire 3000 words a year (Bauer, L. & Nation, P. 1993); a figure comparable to that of early school age native children acquiring their L1. Hence, word-formation knowledge leads to high vocabulary growth to L2 learners, but solely to the most advanced L2 learners. We may uphold that word formation devices have to be acquired rather than learned through explixit instructions.

On day 7, participants in the control condition remembered everything they had originally learned, even showing an enhancement of abstraction and retention of knowledge relative to initial levels of learning, just as we’d expect from good sleep. In contrast, those who had their sleep laced with alcohol on the first night after learning suffered what can conservatively be described as partial amnesia seven days later, forgetting more than 50 percent of all that original knowledge. This fits well with evidence we discussed earlier: that of the brain’s non-negotiable requirement for sleep the first night after learning for the purposes of memory processing.

Intuition is a gift we all have, whereas retention of knowledge is a skill.

Spaced repetition fosters and guarantees retention. Learners interact with knowledge, revisiting it at intervals, ensuring that what's learned stays ingrained and is transformed into understanding.

A pivotal aspect of rapid learning is spaced repetition. Learners strategically review and revisit material at intervals, ensuring the long-term retention of knowledge and skills in their cognitive arsenal.

In essence, the cohesive utilization of rapid learning principles, strategies, methods, and techniques results in a potent learning system. This system not only expedites the learning process but also assures efficiency, effectiveness, and enduring knowledge retention.

CRM (Customer Relationship Management) is a marketing strategy that focuses on managing interactions and relationships with customers. CRM enables businesses to improve customer satisfaction, loyalty, and retention by providing personalized experiences that meet their needs. CRM is an essential aspect of modern marketing as it enables businesses to understand their customers' behavior, preferences, and needs and develop targeted marketing campaigns that resonate with them. In Go High Level, CRM (Customer Relationship Management) is a core component of the platform. The CRM functionality in Go High Level enables businesses to manage their customer interactions and relationships more effectively, improving customer satisfaction, loyalty, and retention. The CRM functionality in Go High Level includes a range of features and tools designed to help businesses automate and streamline their customer-facing processes, as well as provide them with insights into their customers' behavior, preferences, and needs. In essence, CRM is a set of practices, technologies, and strategies that businesses use to manage their customer interactions and relationships. The goal of CRM is to build stronger, more meaningful relationships with customers by providing them with personalized experiences and tailored solutions. CRM in marketing can be divided into three main categories: operational CRM, analytical CRM, and collaborative CRM. Operational CRM focuses on automating and streamlining customer-facing processes, such as sales, marketing, and customer service. This type of CRM is designed to improve efficiency and productivity by automating repetitive tasks and providing a centralized database of customer information. Operational CRM includes features such as sales pipeline management, lead nurturing, and customer service management. Analytical CRM focuses on analyzing customer data to gain insights into their behavior, preferences, and needs. This type of CRM enables businesses to make data-driven decisions by providing them with a better understanding of their customers' needs and preferences. Analytical CRM includes features such as customer segmentation, data mining, and predictive analytics. Collaborative CRM focuses on enabling businesses to collaborate and share customer information across different departments and functions. This type of CRM helps to break down silos within organizations and improve communication and collaboration between different teams. Collaborative CRM includes features such as customer feedback management, social media monitoring, and knowledge management. CRM is important for marketing because it enables businesses to build stronger, more meaningful relationships with customers. By understanding their customers' behavior, preferences, and needs, businesses can develop targeted marketing campaigns that resonate with them. This results in higher customer satisfaction, loyalty, and retention. CRM can also help businesses to improve their sales and marketing processes by providing them with better visibility into their sales pipeline and enabling them to track and analyze their marketing campaigns' effectiveness. This enables businesses to make data-driven decisions to improve their sales and marketing strategies, resulting in increased revenue and growth. Another benefit of CRM in marketing is that it enables businesses to personalize their marketing campaigns. Personalization is essential in modern marketing as it enables businesses to tailor their marketing messages and solutions to meet their customers' specific needs and preferences. This results in higher engagement and conversion rates, as customers are more likely to respond to marketing messages that resonate with them. Lead Generation: Go High Level provides businesses with a range of tools to generate leads, including customizable landing pages, web forms, and social media integrations.

Creator of all things, true source of light and wisdom, lofty origin of all being, graciously let a ray of your brilliance penetrate into the darkness of my understanding and take from me the double darkness in which I have been born, an obscurity of both sin and ignorance. Give me a sharp sense of understanding, a retentive memory, and the ability to grasp things correctly and fundamentally. Grant me the talent of being exact in my explanations, and the ability to express myself with thoroughness and charm. Point out the beginning, direct the progress, and help in completion; through Christ our Lord, amen. —Thomas Aquinas, “A Prayer for Students

By outsourcing technical customer support, businesses can free up their internal resources to focus on core competencies and strategic initiatives. This allows you to concentrate on product development, marketing, and other vital areas of the business while leaving customer support in the hands of specialists. English Call Center (ECC) has well-established processes and technologies in place to deliver efficient and consistent customer support. We uses advanced tools, ticketing systems, and knowledge bases, enabling our clients to get prompt and accurate resolutions to customer issues. It helps in improving customer satisfaction and retention.

If you take a lot of water, the body will become so pure, there won't be water retention and its bad effects.

A blind-variation-and-selective-retention process is fundamental to all inductive achievements, to all genuine increases in knowledge, to all increases in fit of system to environment.