Voorbeelden van memorization

• Repetition and memorization is a less effective strategy than more engaging methods.

• They're tests of real learning and not just rote memorization.

• Traditional schooling relies on memorization, stifling a natural desire to learn.

• This interaction allows subject to generate his own text version which is appropriate to his abilities of comprehension and memorization.

• All rely on the user's memorization of the codes, which must be extensive to provide much compression advantage.

• Lists of spelling words for memorization are not used nor are spelling or phonics workbooks.

• Consequently, a skilled reader needs some strategy besides either rote memorization or guessing to ensure that these crucial less frequent words are recognized correctly.

• Furthermore, the learning effect of memorization is greater for correctly inferred words than for incorrectly inferred ones.

• Further, the benefit of learning a language in context, such as through immersion, suggests that in comparison, rote memorization is not an effective language-learning tool.

• Learning regards the memorization of successful and failed methods and of what impasses have occurred.

• Part of the purpose of learning these modifications is mnemonic reinforcement of accurate memorization.

• Thus, larger units are phonologically easier to process but may be orthographically harder to process, as they require the memorization of bigger letter clusters.

• The enhancement technique, coupled with attention to meaning, therefore leads to more generalizable, non-item-specific learning than the memorization encouraged in the implicit condition.

• These similarities reflect the arbitrary nature of the labels and the rote memorization that is required to learn them.

• It applies to general strategies like problem solving by analogy, perceptual strategies, memorization strategies, and the like.

• Purpose: to increase the likelihood that learning takes place, that is, better memorization and assimilation of the information as a cognitive scheme.

• He implies that such work employed the instrumentality of musical notation, but does not rule out that memorization by rote may have sufficed.

• These data suggest that none of the diagnostic groups relied on memorization of individual exemplars when learning new categories.