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MEMORY - part 1
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What makes us remember? Why do some people have good memories and others poor? Why do we remember some things with ease and find it almost impossible to retain others? Is there a technique of remembering, a trick of association, a gimmick of arrangement? Or is it as simple a matter as remembering what we want to remember, and forgetting what we don't want to remember?
In defining memory, James D. Weinland writes that there is no sharp dividing line between learning and memory, since all learning is based on memory. He makes time the one distinction, in that memory is learning that persists. A memory so ingrained that it requires no effort at all is a habit. Memory is a function of the mind, and greater intelligence and better memory usually occur together.
Memorizing, according to Knight Dunlap, has to do with thinking about as well as of the item. It also has to do with desire to learn, and with persistence. He recommends avoiding constant evaluation of progress; progress should be checked, but infrequently. Full attention should be paid to the subject, and, added to that, he
suggests negative practice—the effort to forget. The reason for negative practice is the theory that effort is detrimental to achievement. So often we are not able to remember something no matter how hard we try, then when we stop trying we suddenly find ourselves remembering. So Dunlap turns it around and says to try to forget, and this effort will get in the way of forgetting.
In the remembering of details, Dunlap says, the purposes behind the remembering must be considered. Is the subject memorizing in order to use the details thus acquired or for the sake of a stunt? Dunlap is weighing values as well as means in this discussion. He also mentions the importance of personal and social adjustment.
The over-all theory behind Dunlap's discussion is that the way of learning lies in the formation of habits. Here we see a similarity to the conditioning theory. But in Dunlap's approach other factors are stressed as equally important. In order to break habits, for instance, it is necessary to understand the situation, to accept the proper ideals, to have a genuine desire to realize these ideals, and to persist in practice aimed at accomplishing the end in view. There are habits of thought and habits of emotional response. Learning ability, which he calls intelligence, varies, with home influence, social training, basic learning ability and incentive.
Ian M. L. Hunter, in discussing memory, tells us it is easier to recognize than
to recall. Among the considerations in determining how quickly we can memorize
are meaningfulness, which helps, and the amount of material to be memorized, for
as the material increases, the length of time necessary for learning increases
disproportionately.
Related terms include sleeping girls and sleeping symptoms.
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