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Praise Stimulates Remembering
Responses that give a pleasurable return tend to be repeated.
Absence of praise or recognition tends to discourage, and any
form of negativism in the acceptance of a response tends to
make its recall less likely.
Recall Is Promoted by Association
As discussed earlier, each bit of information or action, which
is associated with something to be learned, tends to facilitate
its later recall by the student. Unique or disassociated facts
tend to be forgotten unless they are of special interest or
application.
Favorable Attitudes Aid Retention
People learn and remember only what they wish to know.
Without motivation there is little chance for recall. The
most effective motivation is based on positive or rewarding
objectives.
Learning With All Senses Is Most Effective
Although people generally receive what is learned through
the eyes and ears, other senses also contribute to most
perceptions. When several senses respond together, a fuller
understanding and greater chance of recall is achieved.
Meaningful Repetition Aids Recall
Each repetition gives the student an opportunity to gain a
clearer and more accurate perception of the subject to be
learned, but mere repetition does not guarantee retention.
Practice provides an opportunity for learning, but does not
cause it. Further, some research indicates that three or four
repetitions provide the maximum effect, after which the rate
of learning and probability of retention fall off rapidly.
Along with these five principles, there is a considerable
amount of additional literature on retention of learning during
a typical academic lesson. After the first 10–15 minutes, the
rate of retention drops significantly until about the last 5–10
minutes when students wake up again. Students passively
listening to a lecture have roughly a five percent retention
rate over a 24-hour period, but students actively engaged
in the learning process have a much higher retention. This
clearly reiterates the point that active learning is superior to
just listening.
Mnemonics
A mnemonic uses a pattern of letters, ideas, visual images,
or associations to assist in remembering information. It is a
memory enhancing strategy that involves teaching learners
to link new information to information they already know.
Its chief value lies in helping learners recall information
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that needs to be recalled in a particular order by encoding
difficult-to-remember information in a way that makes it
easier to remember. Research shows that providing students
with memorization techniques improves their ability to
recall information. Mnemonics include but are not limited
to acronyms, acrostics, rhymes, or chaining.
Acronyms form a word from the first letters of other words.
For example, “AIM” is the acronym for Aeronautical
Information Manual.
An acrostic is a poem, word puzzle, or other composition in
which the first letter of each line or word is a cue to the idea
the learner wishes to remember. For example, Every Good
Boy Does Fine is used to remember the order of the G-clef
notes in music. An example of a useful aviation acrostic is
the memory aid for one of the magnetic compass errors. The
letters “ANDS” indicate:
Accelerate
North
Decelerate
South
Rhymes and melody are another way to remember
information. Rhymes such as “In 1492, Columbus sailed
the ocean blue.” Most children learn the alphabet using a
familiar melody “Twinkle, Twinkle, Little Star.” A wellknown mnemonic rhyme for remembering the days of the
month is the familiar, “30 days hath September, April, June,
and November...”
Chaining is used for ordered or unordered lists and consists
of creating a story in which each word or idea that needs to
be remembered cues the next idea.
Variations of the encoding process are practically endless.
Developing a logical strategy for encoding information is a
significant step in the learning process.
Transfer of Learning
Transfer of learning is broadly defined as the ability to
apply knowledge or procedures learned in one context to
new contexts. Learning occurs more quickly and the learner
develops a deeper understanding of the task if he or she brings
some knowledge or skills from previous learning. A positive
transfer of learning occurs when the learner practices under a
variety of conditions, underscoring again the value of SBT.
A distinction is commonly made between near and far
　
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