A Research On Memory Strategies

996 WordsOct 26, 20154 Pages
Memory Strategies Total-time hypothesis maintains the retention rate of information is directly correlated to how much and long one studies what he/she endeavors to learn (Matlin, 2012). The distributed-practice effect is the spreading of one’s learning trials over time rather than cramming a large amount of content into a minuscule interval of time (Matlin, 2012). The testing effect argues that taking a test or practice test boosts long-term memory for academic material (Matlin, 2012). These three memory improvement strategies emphasize on aspects of practice in order to enhance the memory that one can use in everyday life. John is a junior at Grand Canyon University majoring in Christian Studies and Psychology. In order for John to maintain good grades in his classes, John takes advantage of the distributed-practice effect, total-time hypothesis, and testing effect to ensure he exceeds his exams. Total-time Hypothesis Total-time hypothesis simply says how much somebody learns depends on the time devoted to learning (Matlin, 2012). In general cases, this hypothesis has been proven valid and it is common for people to assume. However, there are many issues with this idea. This method focuses on the quantity aspects of studying instead of the quality of studying. Researchers contend the number of hours spent studying is not a variable that can be used to predict the grade-point average of a student (Matlin, 2012). For many students, reading and rereading their lecture notes
Open Document