Herrmann / Raybeck / Gruneberg Improving Memory and Study Skills
2. Auflage 2002
ISBN: 978-1-61676-235-3
Verlag: Hogrefe Publishing
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)
Advances in Theory and Practice
E-Book, Englisch, 321 Seiten
ISBN: 978-1-61676-235-3
Verlag: Hogrefe Publishing
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)
This text is designed to serve as a primary text for teaching the science of studying to university and other students. Divided into five main sections, 13 chapters deal with: (1) Fundamentals, including scientific findings concerning learning and studying, and the physiological and psychological basis of memory; (2) Physical and emotional state when studying/taking exams; (3) How best to store and remember information; (4) Using the environment and things around us to help; (5) Integrating the above. Improving Memory and Study Skills is based on the latest research, including that of the authors, on how students study, learn, and remember. The authors collectively have over 100 years of experience in teaching and research about how students can learn more efficiently. This text presents both the rationale and the methods that have led to a new and successful multimodal approach to developing memory and study skills. Not only is the book full of practical recommendations for both teaching and learning these skills. In addition, the scientific reasons for the suggested procedures are clearly laid out, and the explanations in turn are grounded in practical examples. Each of the 13 chapters is rounded off by a concise summary of the most salient points, and the book itself is completed by a comprehensive glossary, and full author and subject indexes.
Autoren/Hrsg.
Fachgebiete
Weitere Infos & Material
1;Table of Contents;6
2;Preface for Students;8
3;Preface for Teachers;10
4;Acknowledgment;14
5;Section I. Fundamentals;16
5.1;1. Scientific Theory of Studying and Academic Success;18
5.2;2. The Memory System;29
5.3;3. Self Assessment of Memory and Study Skills;45
6;Section II. How You Feel When You Study and When You Are Tested;64
6.1;4. Physical State;66
6.2;5. Emotional State;81
7;Section III. Storing Information and Remembering It;96
7.1;6. Memory Manipulations and Study Skills;98
7.2;7. Technical Memory Manipulations;133
7.3;8. Task-Specific Manipulations;142
7.4;9. Course and Task Specific Skills;176
8;Section IV. Help from the World Around Us;216
8.1;10. The Physical Environment and External Aids;218
8.2;11. Social Context;241
9;Section V. Integration of the Fundamentals with How you Feel, Store and Remember, and Get Help from the Environment;254
9.1;12. Study Savvy;256
10;Epilogue;268
11;Glossary;271
12;References;295
13;Author Index;312
14;Subject Index;318
The Job Description in More Detail (p. 8-9)
Identify what a course requires. A student can expect to be successful only to the extent that they understand the professor’s objectives. The biggest clue to what a professor requires from students is the course syllabus. It provides a road map of where the professor wishes to take the students. A good sense of the direction the course is taking will enable you to better determine which parts of the course are important. It is important not to become so immersed in detail that the general direction of the course is missed. The sooner an overall picture of the course is gained, the sooner students do well on exams and term papers.
In-depth reading procedures. Simply turning the pages and reading the words on the pages is seldom sufficient for truly understanding the course material. Reading is best viewed as an active process. Rather than simply passively receiving wisdom, the essential points of the text have to be looked for. In the next section, we will supply you with some specific techniques to promote your understanding, retention, and ability to deal critically with the material you read.
Techniques for extracting meaning. A student has to do a large number of assignments from widely differing courses. It is impossible to memorize everything that a course presents, and indeed this is not necessary. Instead, the most important information should be extracted, which relates both to each specific assignment and to the more general objectives of the course. There are a variety of techniques discussed below that can be employed to extract the meaning from books, lectures, and other material, such as videos or sites on the Web. These techniques require actively sifting through the relevant information to find what must be known and understood.
The most valuable ability for meaning extraction is note taking. Most instructors will try to make just a few major points in a single class. Everything else serves to illustrate the key concepts (Van Locke, 1999). Therefore, developing the ability to recognize the major points of a lecture is important, and also the need for sufficient detail, so that the lecture notes can be later reconstructed.
Exam preparation. Most students dread examinations. Having taken an exam, many students are surprised to discover that they did not do as well as they had expected. After learning about the skills for exam taking described below, students will have less trouble preparing for exams. Examinations are usually designed to test the understanding as well as the recall of course material. Many instructors assume that students re- member the material to which they were exposed, and they want to see what the students can do with it. Can they construct answers to questions that they may not have encountered before? Preparing for an examination benefits from both an active approach and a continuing attempt to maintain an overview of the instructor’s objectives.
Exam strategies. Many students, who spend a considerable amount of time and energy preparing for an examination, dive into an exam and forge ahead without a plan. You will discover that you will do better on exams if you decide at the beginning how much time you will spend on each part of the exam.
Exams come in different forms, such as multiple choice exams and essay exams. The approach for dealing with multiple choice questions is quite different from that needed for essay questions. Later sections of this book offer specific advice for answering different types of exams. We encourage you to stay in control of your answers rather than letting the questions push you around.
Taking care of yourself. A student must be in good physical shape in order to do well when performing academic tasks. Variables that affect a person’s physical state include exercise, sleep, food, time of day, etc. It is important to keep track of your chemical consumption, such as caffeine, nicotine, and alcohol, which can interfere with learning and remembering (Kolakowsky, 1997; Snel & Lorist, 1998).
