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.

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

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

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

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.

...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.

Effortful retrieval makes for stronger learning and retention.

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

Online learners need academic assistance technical assistance and cohort support.

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.

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.

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.

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.

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.

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.

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.

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.

Emphatic prosody is incredible for floor holding. Our brains like to be completely absorbed in an experience, and the lullaby-esque, lilting tones of the influencer accent scratch that itch while simultaneously enveloping us in a loop of engagement tactics.[2] Now that every other word is emphasized, we’re drawn in multiple times in each sentence. If your attention starts drifting, the added stress pulls you right back, making it harder to break away and easier to personally resonate with a video. Meanwhile, the vowel lengthening and overemphasis of the r sound are also textbook retention strategies because they keep us hanging on the elongated word. If you look at a children’s show like Sesame Street, you’ll see the exact same thing happening. The characters will frequently lengthen their vowels, not only to make it easier for kids to understand them, but also to continuously recapture their young audience’s attention. Hi, kiiids! Today we’re learning the alphabeeet! In this era of information overload, influencers are turning to the same floor-holding strategies we use to entertain toddlers.

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.

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

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.

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.

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

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

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

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

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

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.

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.

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.

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

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

Here’s the trick to significantly improving your SaaS email marketing skills—you have to become a student of it. This means you should: Start collecting great email copy, CTAs, and designs. Understand the objective behind each and every email that businesses send. Try to understand the rationale behind copy, link, and design decisions. There are great websites like Really Good Emails11, Good Email Copy12, and Good Sales Emails.com13 that you can use for your research. These sites categorize email copy and designs by types. As well as this, you should sign up to receive emails from some of the leading SaaS brands. Those include, among others: Drift MailChimp Pipedrive Shopify SurveyMonkey Trello Wistia Zapier You should also sign up to competing products and mailing lists from companies in your sector. I personally signed up to thousands of products and newsletters. It’s great for benchmarking and research. At the time of writing, I’ve already passively collected more than 60,000 emails. Obviously, don’t sign up to your competitors’ products with a business email address! I have a special email address I use for this. This account allows me to get data, understand what other organizations are doing, and find good copy ideas. For example, here’s what a search for ‘Typeform’ gives me: Figure 18.1 – Inbox Inspiration It’s not uncommon for me to sign up several times to the same product or newsletter. This allows me to see what they have learned and to track the evolution of their email marketing program. At LANDR, we created a shared document to keep track of subject lines, offers, and copy we wanted to test. Our copywriter was even going through his junk mail folder to find ideas and inspiration. There are tests we ran that were inspired by copy found in his spam folder. Some of them turned out to be really successful too—so keep your eyes open for inspiration. You can use Evernote, Paper, or any other platform to collaborate on idea generation. Alternatively, you can subscribe to paid services like Mailcharts14 or Mailody15. These services will help you track and understand your competitors’ email programs. Build processes to find and access copy and design ideas. It will help you create better emails, faster. In the next chapter we’ll get started creating our first email sequences.

Does It “Really” Need to Be an Email? By this point, you’ve probably figured out that I love email. Well, in spite of my love for email marketing, not every communication needs to be an email. In fact, there are times when emails really aren’t the best solution. So, if not email, what else? Other solutions include: In-App messages like popups, sidebars, site notifications, chat messages, browser or push notifications, desktop notifications, text messages, and even product tours and onboarding flows. Email is great when the user isn’t currently using your product. It’s great to drive them back in, but when they are right there using your product, you can’t expect them to be checking their emails at the same time. Before setting up a new email campaign, ask yourself if email is the best way to achieve your objective and drive the user behavior you seek. Maybe a popup or site notification would be more effective. Users can’t typically unsubscribe from popups, sidebars, site notifications, chat messages, or onboarding flows. They are usually better embedded into your app and more contextual. Because of this, they tend to reach users more directly than email can. That means that they can often be more effective to influence user behaviors. Push notifications, desktop notifications, and text messages still have some novelty to them. They can also reach users in different contexts from email. Although sometimes it’s better to use a different communication type, sometimes combining email with other options is the best way to go. For this reason, it’s important to consider the mix. For example, an email followed on-site by an In-App message, or an onboarding flow followed by an email summing up the process may be more effective than a single email. It will allow you to follow up on user actions, and make it really clear what needs to get done. By breaking down the steps one at a time, there’s more chances for users to learn. At LANDR, we often followed feature launch emails on-site with In-App messages. This helped to keep communications simple and goal-focused (one goal per message). The email was about getting people in the product, while the In-App message was about getting them to engage with the product. This approach allows you to evaluate and optimize each step of the process independently. Automation platforms like Intercom, ActiveCampaign and HubSpot generally allow you to combine messaging types. If your platform doesn’t currently have site messaging or onboarding functionalities, you may have to use multiple tools in conjunction in order to maximize results. This will make it trickier to track pacing, sequencing, and goals but it isn’t impossible. You also need to consider tracking effort when adding new communication types to your mix. As your program becomes more complex, it can be easy to lose track of the overall user experience: Are your users getting spammed? Are you creating a disjointed customer experience? Test things from your users’ perspective. Keep an eye out for social media messages and support requests as you do. In the next chapter we will look at setting up automations to minimize issues and maximize outcomes.

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.

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.

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

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

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

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.

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 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.

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.

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.

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

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.

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.

no attention you have no retention.