Stephen Lockyer delves into the world of cognitive science to explore what is known about strategies for improving memory retention.
I was disappointed as a child that there wasn’t a GCSE in revision timetabling, as I was that pupil who spent a week making elaborate multi-coloured revision schedules, only to then ignore them and cram at the last minute. They, unlike my actual results, were a thing of beauty. The strange thing is, the cognitive science behind optimal revision times and patterns supports my system. There are three basic models of revision (almost all research in this case operates on the basis that there is a test at the end), and in cognitive research, revision is actually termed relearning, which is a distinct but important difference. A lot of what we advocate as revision is exactly that — looking again — whereas relearning puts a subtle emphasis on the fact that learning takes both time and depth, not simply repetition. The model of relearning that I ina
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