The author has been influenced throughout his time in mathematics education by the work of Caleb Gattegno. Gattegno made extensive use of the word awareness whereas much educational literature from a psychological perspective talks about memory (for example, Justicia-Galiano, MartÌn-Puga, Linares & Pelegrina, 2017). This has, amongst other…

Retrieval practice has been widely studied as an effective strategy for enhancing memory. In this review article, we discuss how its effects on learning complex problem-solving procedures are less straightforward, however, with repeated studying of worked examples sometimes more effective than problem-solving practice. This worked example benefit…

Vocabulary learning that overlooks the discrimination of single sounds in English language learning could lead to communication difficulties, such as the inability to hear and speak English pronunciation. To address this issue, vocalization strategy, in which students listen to the sounds of words and memorize them aloud, is considered a useful…

Creative imagination and memorization are complementary abilities in learning mathematics (Vygotsky, J Russian East Eur Psychol 42(1):7-97, 2004). These complementary abilities engage "movement" in learning mathematics among "realities" (e.g., personal and social experience, emotion, and cultural practices) (see also Dewey,…

Working memory has been called the "door to learning" (think the library) and is strongly related to performance in reading comprehension and problem-solving. Persons with strong working memory have a wide open door for acquiring all types of new information. They are able to hang on to new information, work with it, integrate it with lots of…

Many students who enter colleges and universities seem to be focused on memorizing and regurgitating information rather than on developing critical thinking and problem solving skills. Mentoring is crucial to help these students transition from the current approach to one that will be successful in college. Successful mentoring requires a…

When students ask for a study advice, many professors would say something like this: "Read carefully. Write down unfamiliar terms and look up their meanings. Make an outline. Reread each chapter." That's not terrible advice. Some scientists would say that professors left out the most important step: "Put the book aside and hide the notes. Then…

Based on decades of research on learning and memory, this article asserts that "what you think about is what you remember," noting that implications for teaching and assignments are substantial. Suggests that in the early stages of learning, students may display shallow learning, but deep, connected knowledge must be encouraged by…

Places the current educational reform movement in a historical context. Maintains that students today are no more ignorant of history than were previous generations. Distinguishes between memory, remembering, and meaning and suggests the application of these categories to the improvement of history instruction. Describes sample exercise. (RW)

This paper describes the mental model children have of their own learning, derived from their behaviors when learning a song. The basic assumption of the study is that behavior is an outward expression of a psychological entity. The song chosen for the study was a complex, unfamiliar Zulu song. Thirty-six children in three age groups participated…

This paper outlines several "tricks" that aid students in improving their memories. The distinctions between operational and figural thought processes are noted. Operational memory is described as something that allows adults to make generalizations about numbers and the rules by which they may be combined, thus leading to easier memorization.…

Discusses the use of simultaneous recitation as an instructional strategy in Baltimore's (Maryland) primary schools during the early part of the 19th century. Describes the classroom environment and attempts to use student monitors to make the simultaneous recitation approach more effective. (CFR)

Recommends using mnemonics as an introduction to the study of human memory and cognitive processes. Students generally have some familiarity with mnemonics and the device lends itself to a number of interesting games and experiments. Includes suggested activities using mnemonics and the Monopoly board game. (MJP)

English-as-a-foreign-language (EFL) teachers should not reject traditional methods of imparting knowledge. Storytelling, repetition through chanting, memorizing, and logical analysis all have a place in EFL instruction alongside contemporary approaches. Each child has a different mind and deserves to be taught appropriately. Whole brain teaching,…

Discusses the value of memorized factual material in science. Describes the use of mnemonic devices to facilitate memorization. Provides a list of 14 mnemonic devices commonly used in science other than ROY G. BIV, which is used to remember the colors of the visible spectrum. (CW)