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"Understanding the Brain: The Birth of a Learning Science", 2007, page 29
The Memory
During the learning process, traces are left by the processing and integration of perceived information.
This is how memory is activated. Memory is a cognitive process enabling past experiences to be remembered, both in terms of acquiring new information (development phase of the trace) and remembering information (reactivation phase of this trace).
The more a trace is reactivated, the more “marked” memory will be. In other words, it will be less vulnerable and less likely to be forgotten.
Memory is built on learning, and the benefits of learning persist thanks to it.These two processes have such a profound relationship that memory is subject to the same factors influencing learning.
This is why memorisation of an event or of information can be improved by a strong emotional state, a special context, heightened motivation or increased attention.
Learning a lesson too often means being able to recite it. Training and testing are usually based on retrieving and therefore on memorising information often to the detriment of mastering skills and even of understanding content.
Is this role given to memory skills in learning justified? This is a pivotal question in the field of education, and is beginning to attract the attention of neuroscientists.
This is how memory is activated. Memory is a cognitive process enabling past experiences to be remembered, both in terms of acquiring new information (development phase of the trace) and remembering information (reactivation phase of this trace).
The more a trace is reactivated, the more “marked” memory will be. In other words, it will be less vulnerable and less likely to be forgotten.
Memory is built on learning, and the benefits of learning persist thanks to it.These two processes have such a profound relationship that memory is subject to the same factors influencing learning.
This is why memorisation of an event or of information can be improved by a strong emotional state, a special context, heightened motivation or increased attention.
Learning a lesson too often means being able to recite it. Training and testing are usually based on retrieving and therefore on memorising information often to the detriment of mastering skills and even of understanding content.
Is this role given to memory skills in learning justified? This is a pivotal question in the field of education, and is beginning to attract the attention of neuroscientists.
"Understanding the Brain: The Birth of a Learning Science", 2007, page 29
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