Improving Learning by Understanding the Psychology of Human Memory JEFFREY SAIKALI, M.S. Presented in part at 2013 Annual Autumn Conference of California Mathematics Council Community Colleges (CMC3), <www.cmc3.org> Conference site: Hyatt Regency Monterey Hotel and Spa on Del Monte Golf Course; 1 Old Golf Course Road; Monterey, California; 93940–4908. 2013-12-14 Author Contact: <[email protected]> (not “.com”) All content © 2013, J. Saikali (except where otherwise indicated) Permission granted to replicate for personal knowledge and instruction provided author credit is included Preamble Introduction Motivation for this paper arose from realization that a major Definitive, consistent, generalized statements about hu- error too many students make is assuming that they will ad- mans are often elusive in psychology. Individuals differ due equately with relatively minimal effort be able to recall to genetic make-up and environmental influences. Condi- (when taking a test) information they previously received in tions of state also play a role. (For example, a sleepy, dis- a lecture, or saw in a textbook, a hand-out, or in homework. tracted, or ill participant expectedly may perform differ- They further err if presupposing that memorization equates ently on memory tasks than when s/he is rested, focused, with understanding of content they manage to retain or that and in good health). Please keep this in mind as you read visual/auditory familiarity implies comprehension. the remainder of this paper. These mistakes are easy for students of all academic levels In the last few hundred years, amazing accomplishments and aptitudes because they are reflections of what humans have been made in perhaps every area of human knowledge. generally do by default. We naturally point attention to what Triumphs in recent decades include reaching the floor of the we see and hear, and often give less than deserved consider- Pacific Ocean, looking into space far beyond where human ation to underlying meanings. The result may be superficial travel is feasible, and mapping the human genome. Yet, the perceptions that we realize as such only after suffering a human brain remains a mystery that perplexes us. The more loss. Evidence of this abounds in faulty legal arrangements, that is discovered, the more questions that arise, and the unhealthy personal relationships, and purchases of what more that remains to be learned. Therein, the memory func- turn out to be poor quality goods and services. tion of the brain is an unraveling mystery that seems to be without conclusion. By addressing misunderstandings on how the human brain is thought by psychologists to function with respect to Although taking a test in school is usually a disliked experi- memory and forgetting, I hope to persuade the reader to ap- ence, educators know that the capacity beyond schooling to preciate how students can become better learners. This comment competently, extemporaneously on one’s specialty should not be taken to diminish the great importance of rea- is expected of professionals. Being able to speak intelligently soning and problem-solving skills. Yet, like all cognitive about one’s field of knowledge without relying on notes con- functions, they are governed by memory. If you are unable tributes to determining how much credibility potential em- to remember well, you will have great difficulty reasoning ployers, colleagues, members of the public or the press, and and solving problems. so on will assign to a person. This paper will touch on many of the outcomes of human A test-taker may be prompted to demonstrate mastery of memory research that I hope you will find useful in your understanding and memory of a subject matter, and show classroom work and your personal life. Here are two of practical use of knowledge in advanced ways in different sit- many key points to gain: uations. When tests are looked at in this way, they can be worthwhile training. Of course, the value of a test toward Forgetting is natural, and so it usually takes work for us to this effort is a function of how well it is written for its pur- oppose the forgetting process. pose. Tests for which students are denied fair opportunity to prepare and/or reasonable notice of what content is fair When retaining certain information is important, and game generate frustration (and perhaps resentment) and when we want to be able to recall that information accurate- may compel test-takers to consider cheating a justifiable re- ly in detail in the future, it is wise to attach deep meaning to sponse. it and make frequent use of it. Together these actions will help store the information deeper in long-term memory. When my tests are returned to students, they are encour- aged to learn from their mistakes rather than only look at While it is hoped that readers will read the paper from start their overall scores. Essential to the academic learning pro- to end, it is viable to jump toward the end where many sug- cess is addressing the question, Why did I answer this prob- gestions for better learning, retention, and recollection are lem incorrectly? A variety of reasons may explain what went provided. Additionally, the appendices contain useful advice wrong. Students should think back to the time during the direct to students and sheets of large figures (one on forget- test and contemplate what happened. They might ask them- ting; one on better remembering) that can be used by in- selves, Did I read the problem statement carefully? Were structors with their classes. unfounded assumptions made? Did I construct a visual aid if helpful? Did I show all of my work? Was my work based Improving Learning by Understanding the Psychology of Human Memory (SAIKALI, 2013) more on guessing than on trusting what I learned in the course? Did I exercise diligence? Surprisingly, few students How Much Do You Really Under- I meet have ever raised questions like these. Instead, they stand? group all mistakes in the category of “wrong answer”, stuff the test in a binder or bag, and never look at it again. Thus, Have you ever heard an academically struggling student say they gain little from test-taking and repeat the same kinds of something like, “But I understand everything” about the mistakes on future tests. How many of these individuals course material? In nearly every class at every level at some convince themselves that they will never be good at the sub- time a student has made a comparable statement to me es- ject matter, when a major problem is their misunderstand- pecially after performing poorly on a test. Interestingly, it is ing of human memory itself? always someone who does not actually understand most of the material studied, is self-deluded into thinking otherwise, Other questions that should be addressed pertain to the stu- and is astonished at how things went so wrong on a test. Yet, dent’s preparation for the course and the test, homework the student making the statement usually appears to be sin- habits, note-taking, problem-solving skills, and so on. All are cere. The easy explanation is that this person is bad at taking also important 1 , as is reasoning, a higher-level cognitive tests and cannot improve. Indeed, many of these students function that is challenging in the absence of good memory. say this without entertaining other possible reasons. The emphasis in this paper is on helping readers appreciate how memory works and overcoming misconceptions about My practice is to learn the names of all students in my clas- it that negatively impact learning. It is a complicated topic, ses in the first few weeks of a course. Regular attendance but hopefully this explanation will be engaging and con- and class participation are required, I take attendance every structive. Learning is a life-long activity. Even if you are in a day, and I note every person’s progress on attendance and position to teach others, we all are students of life and can participation throughout a term. During class sessions, I gain from understanding human memory. With this insight, make ample audience contact and occasionally circulate the we can help ourselves better store what we want to remem- room to see how individuals are doing in working out prob- ber, retrieve what we need when the time comes to do so, lems assigned. All of this means that when a student comes and help those we teach to do likewise. to see me for help, I already have some sense of her/his per- formance based on my observations. In the student’s pres- This presentation cannot cover everything pertaining to ence, I then match my existing knowledge with a careful human memory, nor is the objective to suggest that learning look at her/his tests, homework, and class notes. Collective- is all about memorization; the latter is a mistaken notion ly, these help explain what went wrong. Besides cases where that some students cling to. Reasoning is a paramount com- a student should never have enrolled in the course due to be- ponent of higher education, but memory unquestiona- ing underprepared, other situations are about a person not bly plays a crucial role in reasoning and learning really understanding what s/he thinks s/he does as a course in general. You cannot say that you have learned some- progresses. This could be due to irresponsibility, and many thing if you do not remember it. times it is. Yet, there are also students who do meet most/all of their obligations for learning and yet habitually do not do Due to the limited time allocated for the presentation that excel when tested.