Should learning be easy and happen quickly? Not at all! In order to effectively memorize facts, it is important to put effort into retrieving information - not only repeatedly, but also in different ways, according to a Polish study on memory.
The study by Dr. Ewa Butowska-Buczyńska and Paulina Kliś from SWPS University and Professor Katarzyna Zawadzka and Professor Maciej Hanczakowski from Adam Mickiewicz University was published in PNAS (https://doi.org/10.1073/pnas.2413511121) - one of the most prestigious scientific journals in the world. The scientists show that in the process of memorization it is good to combine three strategies: retrieving from memory, returning to information after some time, and variability of learning.
WAS CHURCHILL A GREAT POLITICIAN?
Professor Maciej Hanczakowski uses information about Winston Churchill as an example to explain how the strategies described in PNAS can be used in practice. For example, in the first lesson, students learn that Winston Churchill was the UK Prime Minister during World War II, and he was also a great speaker and writer. During the next lesson, the teacher asks which Prime Minister received the Nobel Prize in Literature. During other lessons, questions may be asked about which of the leaders during World War II - apart from Hitler - liked to paint and often cried in public. Or which statesman drank enormous amounts of alcohol - but not before breakfast. The answer - which the teacher eventually gives - is always Churchill. Students therefore recall the figure from time to time, actively search for information about him in their memory and see him in new contexts. This, in turn, promotes effective memorization of information. For comparison: the teacher may always ask the same question during each lesson: who was the UK Prime Minister during World War II. The answer to this question will seem easier, but this does not mean that the politician's name will be more memorable to the students.
MEMORY LIKES VARIABILITY
'Current research on memory indicates that learning is most effective when it involves spaced retrieval practice of study materials. Here, we investigated whether the benefits of both retrieval practice and spacing can be further boosted when variability is introduced across practice sessions', the researchers write in their paper in PNAS.
It turned out that it can. The process of memorizing information became more effective if the information that the subjects were to retrieve was presented in a different context each time.
DEAR DIFFICULTIES
In their paper, the researchers describe experiments in which the subjects were to learn Finnish words. Every now and then, the subjects were asked to recall the words, but each time the missing word was inserted into a new sentence. People who had variability introduced in the learning process achieved clearly better results in tests of knowledge of Finnish words than people who learned on an identical sentence every time.
However, the test results did not match the feelings of the subjects. The participants of the experiments believed that constantly repeating the same material allowed them to memorize something more easily. And 'this is a cognitive error', says Professor Maciej Hanczakowski. He adds that recalling information in a changing context may require more effort, but it is an effort we need in order to learn.
'Our research shows that difficulties in the learning process are desirable. It may seem that a simpler way of learning is more effective. But it is not. In order to remember something, it is worth putting effort into it', he says.
He goes on to say that the research concerns memory mechanisms and it is difficult to apply these results immediately in teaching.
'Completely different research is needed to translate these results into educational situations', he says, adding that for educators it would not hurt to try to combine three strategies to help their recipients memorize information:
• First, return to previously provided information - create a situation for students to recall certain information.
• Second, allow the students to retrieve the information from memory themselves, even if the attempt to recall something is ineffective.
• Third, it is worth recalling the information in different ways each time, in a slightly different context.
'Easy and pleasant ways of learning only seemingly help to memorize better', says Professor Hanczakowski.
PAP - Science in Poland, Ludwika Tomala
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