The Science of Human Nature, William Henry Pyle [best pdf ebook reader .txt] 📗

and Remembering. A popular fallacy is expressed in the saying “Easy come, easy go.” The person who is the best learner is also the best in retaining what is learned, provided all other conditions are the same. This matter was determined in the following way: A logical memory test was given to all the children in a city school system. A story was read to the pupils and then reproduced by them in writing. The papers were corrected and graded and nothing more was said about the test for one month. Then at the same time in every room, the teachers said, “You remember the story I read to you some time ago and which I asked you to reproduce. Well, I wish to see how much of the story you still remember.” The pupils were then required to write down all the story that they could recall.

It was found that, in general, the children who write the most when the story is first read to them, write the most after the lapse of a month, and the poorest ones at first are the poorest ones at the end of the month. Of course, the correspondence is not perfect, but in some cases, in some grades, it is almost so.

The significance of this experiment is very great. It means that the pupil who gets the most facts from a lesson will have the most facts at any later time. This is true, of course, only if other things are equal. If one pupil studies about the matter more, reflects upon it, repeats it in his mind, of course this person will remember more, other things being equal. But if neither reviews the matter, or if both do it to an equal extent, then the one who learns the most in the first place, remembers the most at a later time.

I have also tested the matter out in other ways. I have experimented with a group of men and women, by reading a passage of about a page in length, repeating the reading till the subject could reproduce all the facts. It was found that the person who acquired all the facts from the fewest readings remembered more of the facts later. It must be said that there is less difference between the subjects later than at first.

In the laboratory of Columbia University a similar experiment was performed, but in a somewhat different way. Students were required to commit to memory German vocabularies and were later tested for their retention of the words learned. It was found that those who learned the most words in a given time, also retained the largest percentage of what had been learned. It should not be surprising that this is the case. The quick learner is the one who makes the best use of all the factors of retention, the factors mentioned in the preceding paragraph—good attention, association, organization, etc.

Another experiment performed in the author’s laboratory bears out the above conclusions. A group of students were required to commit to memory at one sitting a long list of nonsense syllables. The number of repetitions necessary to enable each student to reproduce them was noted. One day later, the students attempted to reproduce the syllables. Of course they could not, and they were then required to say them over again till they could just repeat them from memory. The number of repetitions was noted. The number of repetitions was much less than on the first day. On the third day, the process was repeated. The number of repetitions was fewer still. This relearning was kept up each day till each person could repeat the syllables from memory without any study. It was found that the person who learned the syllables in the fewest repetitions the first time, relearned them in the fewest repetitions on succeeding days. All the experiments bearing on the subject point to the same conclusion; namely, that the quick learner, if other things are equal, retains at least as well as the slow learner, and usually retains better.

Transfer of Memory Training. We have said above that there are many kinds or aspects of memory. It has also been said that we can improve memory by practice. Now, the question arises, if we improve one aspect of memory, does this improve all aspects? This is an important question; moreover, it is one to be settled by experiment and not by argument.

The most extensive and thorough experiment was performed by an English psychologist, Sleight. The experiment was essentially as follows: He took a large number of pupils and tested the efficiency of the various aspects of their memory. He then took half of them and trained one aspect of their memory until there was considerable improvement. The other section had no memory training meanwhile. After the training, both groups again had all aspects of their memory tested. Both groups showed improvement in all aspects because the first tests gave them some practice, but the group that had been receiving the training was no better in those aspects not trained than was the group receiving no training at all. Aspects of memory much like the one trained showed some improvement, but other aspects did not.

The conclusion is that memory training is specific, that it affects only the kind of memory trained, and related memories. This is in harmony with what we learned about habit. When we receive training, it affects only the parts of us trained and other closely related parts.

Learning by Wholes. We do not often have to commit to memory verbatim, but when we do, it is important that we should know the most economical way. Experiments have clearly demonstrated that the most economical way is to read the entire selection through from beginning to end and continue to read it through in this way till the matter is learned by heart.

In long selections, the saving by this method is considerable. A pupil is not likely to believe this because if he spends a few minutes learning in this manner, he finds that he cannot repeat a single line, while if he had concentrated on one line, he could have repeated at least that much. This is true; but although he cannot repeat a single line by the whole procedure, he has learned nevertheless. It would be a good thing to demonstrate this fact to a class; then the pupils would be satisfied to use the most economical procedure. The plan holds good whether the matter be prose or poetry.

But experiments have been carried on only with verbatim learning. The best procedure for learning the facts so that one can give them in one’s own words has not yet been experimentally determined.

Cramming. An important practical question is whether it pays to go over a great amount of material in a very short time, as students often do before examinations. From all that has been said above, one could infer the solution to this problem. Learning and memorizing are to some extent a growth, and consequently involve time.

There is an important law of learning and memory known as Jost’s law, which may be stated as follows: If we repeat or renew associations, the repetitions have most value for the old associations. Therefore when we learn, we should learn and then later relearn. This will make for permanent retention. Of course, if we wish to get together a great mass of facts for a temporary purpose and do not care to retain them permanently, cramming is the proper method. If we are required to pass an examination in which a knowledge of many details is expected and these details have no important permanent value, cramming is justified. When a lawyer is preparing a case to present to a court, the actual, detail evidence is of no permanent value, and cramming is justified.

But if we wish to acquire and organize facts for their permanent value, cramming is not the proper procedure. The proper procedure is for a student to go over his work faithfully as the term of school proceeds, then occasionally review. At the end of the term, a rapid review of the whole term’s work is valuable. After one has studied over matter and once carefully worked it out, a quick view again of the whole subject is most valuable, and assists greatly in making the acquisition permanent. But if the matter has not been worked out before, the hasty view of the material of the course, while it may enable one to pass the examination, has no permanent value.

Function of the Teacher in Memory Work. The function of a teacher is plainly to get the pupils to learn in accordance with the laws of memory above set forth; but there are certain things that a teacher can do that may not have become evident to the reader. It has been learned in experiments in logical memory that when a story is read to a subject and the subject attempts to reproduce it, certain mistakes are made. When the story is read again, it is common for the same mistakes to be made in the recall. Certain ideas were apprehended in a certain way; and, when the piece is read again, the subject pays no more attention to the ideas already acquired and reported, and they are therefore reported wrongly as they were in the first place. Often the subject does not notice the errors till his attention is called to them.

This suggests an important function of the teacher in connection with the memory work of the pupils. This function is to correct mistakes in the early stages of learning. A teacher should always be on the watch to find the errors of the pupils and to correct them before they are fixed by repetition.

A teacher should, also, consider it her duty to test the memory capacities of the pupils and to give each the advice that the case demands.

Some Educational Inferences.—There are certain consequences to education that follow from the facts of memory above set forth that are of considerable significance. Many things have been taught to children on the assumption that they could learn them better in childhood than later, because it was thought that memory and the learning capacity were better in childhood. But both of these assumptions are false. As children grow older their learning capacity increases and their memories become better.

It has particularly been held that rote memory is better in childhood and that therefore children should begin their foreign language study early. It is true that as far as speaking a foreign language is concerned, the earlier a child begins it the better. But this is not true of learning to read the language. The sounds of the foreign language that we have not learned in childhood in speaking the mother tongue are usually difficult for us to make. The organs of speech become set in the way of their early exercise. In reading the foreign language, correct pronunciation is not important. We are concerned with getting the thought, and this is possible without pronouncing at all. Reference to graphs on pages 190 and 191 will show that rote memory steadily improves throughout childhood and youth. The author has performed numerous experiments to test this very point. He has had adults work side by side with children at building up new associations of the rote memory type and found that always the adult could learn faster than the child and retain better what was learned.

The experience of language teachers in college and university does not give much comfort to those who claim that language study should be begun early. These teachers claim that the students who have had previous language study do no better than those who have had none. It seems, however, that there certainly ought to be some