Retention In Learning Quotes

Practice that’s spaced out, interleaved with other learning, and varied produces better mastery, longer retention, and more versatility. But these benefits come at a price: when practice is spaced, interleaved, and varied, it requires more effort. You feel the increased effort, but not the benefits the effort produces. Learning feels slower from this kind of practice, and you don’t get the rapid improvements and affirmations you’re accustomed to seeing from massed practice.

Progress, far from consisting in change, depends on retentiveness. When change is absolute there remains no being to improve and no direction is set for possible improvement: and when experience is not retained, as among savages, infancy is perpetual. Those who cannot remember the past are condemned to repeat it. In the first stage of life the mind is frivolous and easily distracted; it misses progress by failing in consecutiveness and persistence. This is the condition of children and barbarians, in which instinct has learned nothing from experience.

In another surprise, when letters are omitted from words in a text, requiring the reader to supply them, reading is slowed, and retention improves.

Learn to practise peace because if you have no attention you have no retention.

Answering does not only measure what you remember, it increases overall retention.

...the guards sought to deprive them of something that had sustained them, even as all else had been lost: dignity. This self-respect and sense of self-worth, the innermost armament of the soul, lies at the heart of humanness. To be deprived of it is to be de-humanized, to be cleaved from, and cast below mankind. Men subjected to dehumanizing treatment experience profound wretchedness and loneliness, and find that hope is almost impossible to retain. Without dignity, identity is erased... [They] learned a dark truth known to the doomed in Hitler’s death camps, the slaves of the American South, and a hundred other generations of betrayed people: Dignity is as essential to human life as water, food and oxygen. The stubborn retention of it, even in the face of extreme physical hardship, can hold a man’s soul in his body long past the point in which the body should have surrendered it. The loss of it can carry a man off as surely as thirst, hunger, exposure and asphyxiation, and with greater cruelty... degradation could be as lethal as a bullet.

Online learners need academic assistance technical assistance and cohort support.

Learning with a purpose increases your attention, comprehension, retention, and organizes your thoughts.

Effortful retrieval makes for stronger learning and retention.

in the pedagogical domain, neither tradition nor intuition can be trusted: we need to scientifically verify which pedagogies actually improve students’ comprehension and retention, and which do not.

Some of the test subjects were given cards that had both words printed in full, like this: Hot: Cold Others used cards that showed only the first letter of the second word, like this: Hot: C The people who used the cards with the missing letters performed much better in a subsequent test measuring how well they remembered the word pairs. Simply forcing their minds to fill in a blank, to act rather than observe, led to stronger retention of information.

In other words, taking a few seconds to predict the answer before learning it, even when the prediction is incorrect, seemed to increase subsequent retention of learned material. This was true even when that prediction time substitutes for—rather than supplements—more conventional forms of studying.

For example, the fact that school is boring, arduous, and full of busywork might hinder students’ ability to learn. But to the extent that school is primarily about credentialing, its goal is to separate the wheat (good future worker bees) from the chaff (slackers, daydreamers, etc.). And if school were easy or fun, it wouldn’t serve this function very well. If there were a way to fast-forward all the learning (and retention) that actually takes place in school—for example, by giving students a magic pill that taught them everything in an instant—we would still need to subject them to boring lectures and nitpicky tests in order to credential them.

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.

Napping is sleep, too. In a series of experiments over the past decade, Sara Mednick of the University of California, San Diego, has found that naps of an hour to an hour and half often contain slow-wave deep sleep and REM. People who study in the morning—whether it’s words or pattern recognition games, straight retention or comprehension of deeper structure—do about 30 percent better on an evening test if they’ve had an hour-long nap than if they haven’t. “It’s changed the way I work, doing these studies,” Mednick told me. “It’s changed the way I live. With naps of an hour to an hour and half, we’ve found in some experiments that you get close to the same benefits in learning consolidation that you would from a full eighthour night’s sleep.

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.

Our society’s almost doctrinal emphasis upon deductive reasoning, convergent thinking and selective retention perversely excludes divergent thinking, approximation and, importantly, guessing. If we are truly to understand the adolescent mind and develop effective ways to minimize the effects of risk-taking behaviour, we really need to understand these processes and engage with them. There is no logic involved with drug-taking and gambling. Adults can learn, too; understanding these mechanisms will also allow us to encourage creativity and value the spontaneity so characteristic of the adolescent mind.

On Kwajalein, Louie and Phil learned a dark truth known to the doomed in Hitler’s death camps, the slaves of the American South, and a hundred other generations of betrayed people. Dignity is as essential to human life as water, food, and oxygen. The stubborn retention of it, even in the face of extreme physical hardship, can hold a man’s soul in his body long past the point at which the body should have surrendered it. The loss of it can carry a man off as surely as thirst, hunger, exposure, and asphyxiation, and with greater cruelty. In places like Kwajalein, degradation could be as lethal as a bullet.

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.

Fourth, within the session, the learning should be spaced out. It is well known that massed training is much less effective than spaced training in creating enduring memories,74 including implicit memories of extinction.75 The explanation at the molecular level involves CREB, the transcription factor that initiates gene expression and protein synthesis in the conversion of short-term to long-term memory.76 Massed training depletes CREB, and once used up about sixty minutes of recovery is needed to replenish the supply, so additional training within that period only interferes with the resupply process.77 It has been shown that CREB-dependent protein synthesis in the PFCVM78 and amygdala79 is required for the long-term retention of extinction. So if one is going to do twenty-five exposures, they should be done in blocks of five, with breaks between, rather than all twenty-five at once. Temporal spacing, in short, could make the effects of extinction and exposure more persistent.

Whatever a student hears in class or reads in a book travels these pathways as he masters yet another iota of understanding. Indeed, everything that happens to us in life, all the details that we will remember, depend on the hippocampus to stay with us. The continual retention of memories demands a frenzy of neuronal activity. In fact, the vast majority of neurogenesis—the brain’s production of new neurons and laying down of connections to others—takes place in the hippocampus. The hippocampus is especially vulnerable to ongoing emotional distress, because of the damaging effects of cortisol. Under prolonged stress, cortisol attacks the neurons of the hippocampus, slowing the rate at which neurons are added or even reducing the total number, with a disastrous impact on learning. The actual killing off of hippocampal neurons occurs during sustained cortisol floods induced, for example, by severe depression or intense trauma. (However, with recovery, the hippocampus regains neurons and enlarges again.)20 Even when the stress is less extreme, extended periods of high cortisol seem to hamper these same neurons.

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 come now to the last point: can we call something with which the concepts of position and motion cannot be associated in the usual way, a thing, or a particle? And if not, what is the reality which our theory has been invented to describe? The answer to this is no longer physics, but philosophy, and to deal with it thoroughly would mean going far beyond the bounds of this lecture. I have given my views on it elsewhere. Here I will only say that I am emphatically in favour of the retention of the particle idea. Naturally, it is necessary to redefine what is meant. For this, well-developed concepts are available which appear in mathematics under the name of invariants in transformations. Every object that we perceive appears in innumerable aspects. The concept of the object is the invariant of all these aspects. From this point of view, the present universally used system of concepts in which particles and waves appear simultaneously, can be completely justified. The latest research on nuclei and elementary particles has led us, however, to limits beyond which this system of concepts itself does not appear to suffice. The lesson to be learned from what I have told of the origin of quantum mechanics is that probable refinements of mathematical methods will not suffice to produce a satisfactory theory, but that somewhere in our doctrine is hidden a concept, unjustified by experience, which we must eliminate to open up the road.

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.

Manage Your Team’s Collective Time Time management is a group endeavor. The payoff goes far beyond morale and retention. ILLUSTRATION: JAMES JOYCE by Leslie Perlow | 1461 words Most professionals approach time management the wrong way. People who fall behind at work are seen to be personally failing—just as people who give up on diet or exercise plans are seen to be lacking self-control or discipline. In response, countless time management experts focus on individual habits, much as self-help coaches do. They offer advice about such things as keeping better to-do lists, not checking e-mail incessantly, and not procrastinating. Of course, we could all do a better job managing our time. But in the modern workplace, with its emphasis on connectivity and collaboration, the real problem is not how individuals manage their own time. It’s how we manage our collective time—how we work together to get the job done. Here is where the true opportunity for productivity gains lies. Nearly a decade ago I began working with a team at the Boston Consulting Group to implement what may sound like a modest innovation: persuading each member to designate and spend one weeknight out of the office and completely unplugged from work. The intervention was aimed at improving quality of life in an industry that’s notorious for long hours and a 24/7 culture. The early returns were positive; the initiative was expanded to four teams of consultants, and then to 10. The results, which I described in a 2009 HBR article, “Making Time Off Predictable—and Required,” and in a 2012 book, Sleeping with Your Smartphone , were profound. Consultants on teams with mandatory time off had higher job satisfaction and a better work/life balance, and they felt they were learning more on the job. It’s no surprise, then, that BCG has continued to expand the program: As of this spring, it has been implemented on thousands of teams in 77 offices in 40 countries. During the five years since I first reported on this work, I have introduced similar time-based interventions at a range of companies—and I have come to appreciate the true power of those interventions. They put the ownership of how a team works into the hands of team members, who are empowered and incentivized to optimize their collective time. As a result, teams collaborate better. They streamline their work. They meet deadlines. They are more productive and efficient. Teams that set a goal of structured time off—and, crucially, meet regularly to discuss how they’ll work together to ensure that every member takes it—have more open dialogue, engage in more experimentation and innovation, and ultimately function better. CREATING “ENHANCED PRODUCTIVITY” DAYS One of the insights driving this work is the realization that many teams stick to tried-and-true processes that, although familiar, are often inefficient. Even companies that create innovative products rarely innovate when it comes to process. This realization came to the fore when I studied three teams of software engineers working for the same company in different cultural contexts. The teams had the same assignments and produced the same amount of work, but they used very different methods. One, in Shenzen, had a hub-and-spokes org chart—a project manager maintained control and assigned the work. Another, in Bangalore, was self-managed and specialized, and it assigned work according to technical expertise. The third, in Budapest, had the strongest sense of being a team; its members were the most versatile and interchangeable. Although, as noted, the end products were the same, the teams’ varying approaches yielded different results. For example, the hub-and-spokes team worked fewer hours than the others, while the most versatile team had much greater flexibility and control over its schedule. The teams were completely unaware that their counterparts elsewhere in the world were managing their work differently. My research provide

Nir elaborates in this post: TriggerThe trigger is the actuator of a behavior — the spark plug in the engine. Triggers come in two types: external and internal. Habit-forming technologies start by alerting users with external triggers like an email, a link on a web site, or the app icon on a phone. ActionAfter the trigger comes the intended action. Here, companies leverage two pulleys of human behavior – motivation and ability. This phase of the Hook draws upon the art and science of usability design to ensure that the user acts the way the designer intends. Variable RewardVariable schedules of reward are one of the most powerful tools that companies use to hook users. Research shows that levels of dopamine surge when the brain is expecting a reward. Introducing variability multiplies the effect, creating a frenzied hunting state, activating the parts associated with wanting and desire. Although classic examples include slot machines and lotteries, variable rewards are prevalent in habit-forming technologies as well. InvestmentThe last phase of the Hook is where the user is asked to do bit of work. The investment implies an action that improves the service for the next go-around. Inviting friends, stating preferences, building virtual assets, and learning to use new features are all commitments that improve the service for the user. These investments can be leveraged to make the trigger more engaging, the action easier, and the reward more exciting with every pass through the Hook. We’ve found this model (and the accompanying book) to be a great starting point for a customer acquisition and retention strategy.

When learners commit errors and are given corrective feedback, the errors are not learned. Even strategies that are highly likely to result in errors, like asking someone to try to solve a problem before being shown how to do it, produce stronger learning and retention of the correct information than more passive learning strategies, provided there is corrective feedback. Moreover, people who are taught that learning is a struggle that often involves making errors will go on to exhibit a greater propensity to tackle tough challenges and will tend to see mistakes not as failures but as lessons and turning points along the path to mastery.

Visual imagery is a powerful mnemonic tool that helps learning and increases retention compared to, say, witnessing someone read words off a screen.

One possibility is illustrated by Estes’s (1955) fluctuation model, which assumes that to-be-learned responses are associated with cues in the environment, only some of which are “sampled” by the learner at any one point in time. Which cues are sampled (“available” in Estes’s terminology) is assumed to fluctuate across time as a function of changes in the learner’s physical, emotional, and cognitive state and changes in the environment itself. Forgetting is then a consequence of more new (unassociated) cues and fewer old (associated) cues being sampled as a retention interval increases. What such forgetting also does, though, is provide additional cues that can be associated to the target response, which results in more total cues being sampled and associated to the target response—that is, more learning, which is assumed to be a function of the percentage of the total population of cues that are associated to the response in question.

Also, if we think of human memory as akin to the memory in a manmade device of some kind, we are unlikely to appreciate the extent to which retrieving information from our memory increases the subsequent accessibility of that information and reduces the accessibility of competing information. Retrieving information from a compact disc or computer memory leaves the status of that information and related information unperturbed. More globally, we may fail to appreciate the volatility that characterizes access to information from our memories as conditions change, events intervene, and new learning happens. Recent findings (Koriat, Bjork, Sheffer, & Bar, 2004; Kornell & Bjork, 2009) suggest that learners are susceptible to what Kornell and Bjork have termed a stability bias—a tendency to think that access to information in memory will remain stable across a retention interval or additional study opportunities.

The Importance of Becoming Metacognitively Sophisticated as a Learner Whatever the reasons for our not developing accurate mental models of ourselves as learners, the importance of becoming sophisticated as a learner cannot be overemphasized. Increasingly, coping with the changes that characterize today’s world—technological changes, job and career changes, and changes in how much of formal and informal education happens in the classroom versus at a computer terminal, coupled with the range of information and procedures that need to be acquired—requires that we learn how to learn. Also, because more and more of our learning will be what Whitten, Rabinowitz, and Whitten (2006) have labeled unsupervised learning, we need, in effect, to know how to manage our own learning activities. To become effective in managing one’s own learning requires not only some understanding of the complex and unintuitive processes that underlie one’s encoding, retention, and retrieval of information and skills, but also, in my opinion, avoiding certain attribution errors. In social psychology, the fundamental attribution error (Ross, 1977) refers to the tendency, in explaining the behaviors of others, to overvalue the role of personality characteristics and undervalue the role of situational factors. That is, behaviors tend to be overattributed to a behaving individual’s or group’s characteristics and underattributed to situational constraints and influences. In the case of human metacognitive processes, there is both a parallel error and an error that I see as essentially the opposite. The parallel error is to overattribute the degree to which students and others learn or remember to innate ability. Differences in ability between individuals are overappreciated, whereas differences in effort, encoding activities, and whether the prior learning that is a foundation for the new learning in question has been acquired are underappreciated.

Skehan also reviews some case studies of exceptional language learners, and concludes: ‘To be exceptionally good at second or foreign language learning seems to require possession of unusual memory abilities, particularly the retention of verbal material. Exceptional L2 ability does not seem to rest upon unusual talent with rule-based aspects of the language, but rather on a capacity to absorb very large quantities of verbal material, in such a way that they become available for actual language use’ (1998: 221).

Failure to recognize learning styles in public schools has promoted a standard lecture format for teaching, which has frustrated the learning of many.

If you don’t know what you want, how are you going to know when you get it? Learning with a purpose increases your attention, comprehension, and retention; it also helps organize your thoughts.

When retrieval practice is spaced, allowing some forgetting to occur between tests, it leads to stronger long-term retention than when it is massed.

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.

where more cognitive effort is required for retrieval, greater retention results.

From his earliest days in school, Lincoln’s comrades remarked upon his phenomenal memory, “the best,” the most “marvelously retentive,” they had ever encountered. His mind seemed “a wonder,” a friend told him, “impressions were easily made upon it and never effaced.” Lincoln told his friend he was mistaken. What appeared a gift, he argued, was, in his case, a developed talent. “I am slow to learn,” he explained, “and slow to forget what I have learned. My mind is like a piece of steel—very hard to scratch anything on it, and almost impossible after you get it there to rub it out.

Learning with a purpose increases your attention, comprehension, and retention; it also helps organize your thoughts.

increases your attention, comprehension, and retention; it also helps organize your thoughts.

The transfer paradox We do not support this conclusion however. Highly structured methods may indeed have a positive effect on the acquisition curb and performance on retention tests, but not on problem-solving and transfer of learning. Instead, we believe that if One aims at transfer of learning and the ability to show performance that goes beyond given learning objectives, it is necessary to use Germane load inducing methods. This phenomenon in which the message that work best for reaching specific objectives are not the methods that work best for reaching transfer of learning, has been described as the “transfer paradox”. One group learned with pipe pieces of different sizes, with a focus on routine building because the pieces are easily seen as fractions of a whole; the other group learned with tile pieces of equal size is, with a focus on interpretation because the pieces should be interpreted as parts of a whole rather than just units. For subsequent problem-solving the new materials ( beans,bars,etc.) , It was found that the interpretation group was better able to use the novel materials, she’ll better progress, and eventually became more efficient than the routine building group. From instructional control of cognitive load in the design of complex learning environments

When teaching skills, coaches should be concerned with retention and transfer. Retention occurs when players are able to perform a skill after a period of no practice; the coach teaches a skill at one practice, and the players perform the skill at the next practice. Transfer occurs when players learn the skill in one setting and are able to perform the skill in a different setting, such as learning in practice and applying the learning in a game situation.

Most of the time, when we fail to remember something, the issue isn’t retention but rather attention. If you’re serious about boosting your memory, condition yourself to be truly present in any situation where you want to remember something.

People complain about their poor memories, but I’ve heard it said that we don’t have a retention problem, we have an attention problem. By searching for the new, you are reminding your brain to pay attention and rewiring it to recognize that there’s something to learn in everything. Life isn’t as certain as we assume.

A person who cultivates any interest in self-improvement will necessary encounter successes and failures, both of which life lessons can be useful to remember when seeking distant mileposts. Failure stimulates evaluation and new learning. Success stimulates development and retention of good habits.

Emile Coue pointed out that, “When the imagination and the will are in conflict, the imagination always wins.” If you ‘will’ yourself to remember, and your imagination is not on the task, you will have zero retention and recall. Your imagination is the place of all your memory power.

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.

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.

over-parenting” might keep our children safe and supported but could impede their growing processes.

Business and Employer: Setting up and idea can be easy but getting it to run is another thing entirely. Most errors made by business innovators and start-ups entrepreneurs is they assume creation is same and nurturing. So they create funnels that leads to nowhere. Excessive digital marketing without customers receptive and retention relations will crash your business and ideas. Hurrey Syndrome: this is why they sing hurrey on their first sales and the second one would take another year with exhaustive online hosting expenses plus digital marketing; joining every group just to post and excessively irritating every post just to get seen. Correction/Fix: Research and study has shown that most successful business innovators and start-ups experts attained the level of professionalism via training and taking professional courses. Take more courses, learn more be equipped before you jump. I am Victor Vote VV&F

The hippocampus is central to verbal learning, and the retention of memory. If the hippocampus is damaged, you can lose your ability to learn new things or to store new memories.

Making a mistake isn’t a disaster—it’s just the price you sometimes pay for getting better.

Another doctor suggested a new anti-anxiety medication, which I duly added to the clutter of bottles by my bedside. And then, after a series of family consultations, a New York psychologist named Keith Westerfield surprised me first with a thoughtful explanation and then with a formal diagnosis of Asperger’s syndrome. I bought a book of essays on the condition, edited by Ami Klin, Fred R. Volkmar, and Sara S. Sparrow, and devoured it with stunned fascination. Despite the daunting medical language of some of the chapters, I felt as though I had stumbled upon my secret biography. Here it all was—the computer-like retention, the physical awkwardness, the difficulties with peers and lovers, the need for routine and repetition, the narrow, specialized interests (one article even mentioned silent film, old recordings, and true crime—had they created a developmental disorder just for me?). I was forty-five years old when I learned that I wasn’t alone.

You Have Discovered A Skill! Lessons of the Past (Rare), Level 1 Capture Memories from the Mana of your foes! All Memories are retained perfectly for 30 days, after which retention is increased by Skill level. Chance of capturing a Memory increases with Skill level. Chance of learning Skills from retained Memories increases with Skill level.

Researchers began to ask whether the schedule of testing mattered. The answer is yes. When retrieval practice is spaced, allowing some forgetting to occur between tests, it leads to stronger long-term retention than when it is massed.

Bilingualism stimulates your brain, improving memory retention and overall cognitive function, which can contribute to a healthier mind.

Research has found that blueberries are linked to improved memory retention, sharper thinking, and faster learning.

According to the William Glasser Institute (California), we retain only 10 percent of what we read, about 50 percent of information we see and hear, and about 80 percent of information we gain from personal experience. Furthermore, if we actively teach something, we have about a 95 percent retention rate.9

WHM PROTOCOL: BASIC BREATHING EXERCISE Before engaging with this breathing technique, remember to be mindful. Listen to your body and learn from the signals your body and mind send you while you are doing the exercises. Use those signals as personal feedback about the effect of the exercises on your body and mind, and adjust them as needed to find what works best for you.3 STEP 1​Sit in a meditation posture, lying down, or whichever way is most comfortable for you, in a quiet and safe environment. Make sure you can expand your lungs freely without feeling any constriction. STEP 2​Close your eyes and try to clear your mind. Be conscious about your breath and try to fully connect with it. Take thirty to forty deep breaths in through the nose or mouth. Fill up your belly, your chest, all the way up to your head. Don’t force the exhale. Just relax and let the air out. Fully in, letting go. STEP 3​At the end of the last breath, draw the breath in once more and fill the lungs to maximum capacity without using any force. Then relax to let the air out. Hold the breath until you feel the urge to breathe again. This is called the retention phase. STEP 4​When you feel the urge to breathe, take one deep breath in and hold it for ten to fifteen seconds. This is called the recovery breath. STEP 5​Let your breath go and start with a new round. Fully in, letting go. Repeat the full cycle three to four times. After having completed this breathing exercise, take your time to enjoy the feeling. With repeated practice, this protocol becomes more and more like a meditation. Once you have a little experience with the basic breathing exercise, try this additional technique: In round 2, step 4, try “squeezing” the breath to your head when you take your recovery breath. You do this by tensing your pelvic floor and directing that sense of tension to the core of your body and up to your head, while keeping the rest of your body relaxed. You should feel a sense of pressure in your head. Then relax everything when you exhale.

the Office learned that some of the individuals we interviewed or whose conduct we investigated—including some associated with the Trump Campaign—deleted relevant communications or communicated during the relevant period using applications that feature encryption or that do not provide for long-term retention of data or communications records. In such cases, the Office was not able to corroborate witness statements through comparison to contemporaneous communications or fully question witnesses about statements that appeared inconsistent with other known facts. Accordingly, while this report embodies factual and legal determinations that the Office believes to be accurate and complete to the greatest extent possible, given these identified gaps, the Office cannot rule out the possibility that the unavailable information would shed additional light on (or cast in a new light) the events described in the report.

Further, the Office learned that some of the individuals we interviewed or whose conduct we investigated—including some associated with the Trump Campaign—deleted relevant communications or communicated during the relevant period using applications that feature encryption or that do not provide for long-term retention of data or communications records .

Part of why this occurs is what's referred to as the illusion of fluency. Typically, when current learning feels fluent or effortless, students think that learning and retention will be effortless and easy in the future.3 In this example, it is precisely the repeated re-reading of material (an easy learning activity) that gives students an illusion of fluency, resulting in much higher JOLs for final test performance. In contrast, when learning activities are challenging, students' predictions of their own learning are more realistic and accurate.

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.)

Rest and recovery are necessary to the task of learning, and sometimes effort isn't what's requiered.

But knowing the principles and ideas that link them together is a more effective way to preserve and retain those facts or skills.

Remember, most of your memory is not a retention issue; it’s an attention issue. Practice remembering the names of everyone you meet today by using the association technique. If you forget someone’s name, write down if it was your motivation, observation, or the method that led you to forget that name. Then try again with another person.

when looking at the literature currently available, there seems to be much discussion on practical contemporary issues such as the sharing of resources or personnel, but very little on the history of Global/World relationships. Partnership is only mentioned in brief passages in David Bosch’s Transforming Mission or Stephen B. Bevans and Roger P. Schroeder’s Constants in Context. In J. Andrew Kirk’s What is Mission? an entire chapter is dedicated to this subject (chapter 10— “Sharing in Partnership”); however, only a few paragraphs are dedicated to how partnership has been understood historically. To date, the most complete study on this topic has been done by Lothar Bauerochse in his book Learning to Live Together: Interchurch Partnerships as Ecumenical Communities of Learning. Although Bauerochse’s main focus involves case studies on the relationships between German Protestant churches and their African partners, the first section entails an historical analysis of the term “partnership.” In his analysis, Bauerochse states that “the term partnership is a term of the colonial era . . . It is a formula of the former ‘rulers,’ who with it wished to both signal a relinquishment of power and also to secure their influence in the future. Therefore, the term can also serve both in colonial policy and mission policy to justify continuing rights of the white minority.”5 This understanding then serves as the lens through which he interprets the partnership discourse, reminding the reader that although the term was meant to connote an eventual leveling of power dynamics in relationships, it was also used by those with power to “secure their influence in the future.” This analysis is largely true. As we will see in chapter three, when the term partnership was introduced into the colonial debate, it was closely aligned with the concept of trusteeship. Later, as will be discussed in chapter six, the term partnership was also used in the late colonial period by the British as a way to maintain their colonies while offering the hope of freedom in the future; a step forward from trusteeship, but short of autonomy and independence. During colonial times, once the term partnership was introduced into ecumenical discussions, many arguments identical to those used by colonial powers for the retention of their colonies were used by church and missionary leaders to deny autonomy to the younger churches. Later, when looking at partnership in the post-World War

This tea is most commonly used to alleviate anxiety and insomnia. However, it also plays a role in your memory by helping you to get adequate sleep.

We know that students need to take more control of their own learning by employing strategies like those we have discussed. For example, they need to test themselves, both to attain the direct benefits of increased retention and to determine what they know and don’t know to more accurately judge their progress and focus on material that needs more work. But few students practice these strategies, and those who do will need more than encouragement if they are to practice them effectively: It turns out that even when students understand that retrieval practice is a superior strategy, they often fail to persist long enough to get the lasting benefit.

students need to take more control of their own learning by employing strategies like those we have discussed. For example, they need to test themselves, both to attain the direct benefits of increased retention and to determine what they know and don’t know to more accurately judge their progress and focus on material that needs more work.

Several decades of research have shown that learning retention depends less on the person or the topics involved than on the delivery system. What is striking is that our traditional educational system commonly uses the two least effective methods available: lecturing and reading, through which, respectively, only 5 and 10 percent of what is taught is retained. At the other end of the spectrum, an impressive 90 percent retention rate applies to whatever one teaches others!

The YMCA had spent millions of dollars building weight rooms and yoga studios. When the surveys were analyzed, however, it turned out that while a facility’s attractiveness and the availability of workout machines might have caused people to join in the first place, what got them to stay was something else. Retention, the data said, was driven by emotional factors, such as whether employees knew members’ names or said hello when they walked in. People, it turns out, often go to the gym looking for a human connection, not a treadmill. If a member made a friend at the YMCA, they were much more likely to show up for workout sessions. In other words, people who join the YMCA have certain social habits. If the YMCA satisfied them, members were happy. So if the YMCA wanted to encourage people to exercise, it needed to take advantage of patterns that already existed, and teach employees to remember visitors’ names. It’s a variation of the lesson learned by Target and radio DJs: to sell a new habit—in this case exercise—wrap it in something that people already know and like, such as the instinct to go places where it’s easy to make friends. “We’re cracking the code on how to keep people at the gym,” Lazarus told me. “People want to visit places that satisfy their social needs. Getting people to exercise in groups makes it more likely they’ll stick with a workout. You can change the health of the nation this way.

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.

Learning with a purpose increases your attention, comprehension, retention, and organizes your thoughts. The more specific the purpose, the more information you will get.

Further, the Office learned that some of the individuals we interviewed or whose conduct we investigated—including some associated with the Trump Campaign—deleted relevant communications or communicated during the relevant period using applications that feature encryption or that do not provide for long-term retention of data or communications records.

no attention you have no retention.

When you read out of order and generally approach information from different contexts and angles, you dramatically increase the retention rate, because it’s suddenly a three-dimensional picture instead of a flat set of facts.

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.

studies show that “deep sleep,” which is concentrated in the first half of the night, is most valuable for retaining hard facts—names, dates, formulas, concepts. If you’re preparing for a test that’s heavy on retention (foreign vocabulary, names and dates, chemical structures), it’s better to hit the sack at your usual time, get that full dose of deep sleep, and roll out of bed early for a quick review.

Learn to practice peace, because if you have no attention you have no retention.

Prioritizing staff retention strategies is imperative for maintaining continuity and stability within the school community, fostering a positive environment conducive to learning and growth.

Mnemonic devices are a powerful tool in the rapid learning arsenal, aiding memory retention by associating new information with easily recallable elements.

In the core phase of remediation, immediate practice activities serve as the catalyst, allowing students to interact with and master material through diverse formats, promoting engagement, mastery, and retention.

A continuous stream of well-designed practice exercises reinforce specific concepts or skills, leading to enhanced retention. The key is aligning practice activities with targeted objectives for optimal results.

Rapid learning techniques like chunking, mapping, or outlining can be employed to create a well-structured and organized curriculum to facilitate understanding and retention.

Rapid learning principles, strategies, methods, and techniques—are integral elements that collectively ensure swift comprehension, efficient learning, and the optimization of educational outcomes. Together, they form a dynamic system that accelerates learning while guaranteeing effectiveness and long-term retention.

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.

By customizing teaching approaches based on individual preferences, educators optimize the learning environment for accelerated understanding and retention.

Complex information undergoes a process in rapid learning known as chunking. Breaking down intricate concepts into smaller, manageable chunks facilitates comprehension, retention, and practical application.

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.

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.

By incorporating gamification elements into lesson plans, educators can harness the power of play to increase student motivation, participation, and retention, transforming the learning process into an engaging and immersive experience.

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.

Learning blocks. You can adapt the 30–50-minute study session as dictated by the LSU study for your own purposes. Remember that 30 minutes is enough to make the study session substantial and that going over 50 puts undue pressure on your brain. So within your weekly time block, make sure to schedule an attendant break after your core learning time.

Studies have suggested that the attention span of a healthy adult is, on average, 15 minutes long. Other studies (Microsoft Corporation

30 and 50 minutes is the ideal length for learning new material. “Anything less than 30 is just not enough,” Dunn said, “but anything more than 50 is too much information for your brain to take in at one time.” After the completion of one session, you should take a five-to-ten-minute break before starting another.

Long-term planning. At the beginning of a semester, online course, or research project, block out your schedule to set up a studying regimen. You can do this easily with a free online calendar program from virtually all Internet providers or with a paper calendar or whiteboard.

Readability makes information easier to process and understand. Simple sentence structures and familiar terms reduce cognitive load, improving comprehension and retention. This is particularly helpful for learners with cognitive impairments or learning disabilities like dyslexia.