Think about the things you remember from school. We remember our friends, our teachers, how the hallway looked, where we played at recess and dozens of other non-academic experiences. Most of us do not actually remember the moment we learned anything in school. If you think back you can probably identify the moment you learned some specific skill or some unusual fact, but the overwhelming majority of what we learned in school we learned through repetition. You probably don't remember any isolated moment where you learned 6 x 7, but you do know the answer.
You know the answer because you practiced your times tables over and over and over again. You used them in context while solving other, more difficult problems. You saw them, you heard them, you wrote them down. It may have been brutally boring, but repetition was the process that helped transfer the answer "42" from your short-term (working) memory into your long-term memory.
While there are a number of ways people the learn things, the basic process boils down to two steps. Step 1: You are introduced to new stuff. Step 2: That new stuff is transferred from your working memory to your long-term memory. I would describe step 1 as "exposure" and step 2 as "retention".
If I watch a concert pianist play something by Rachmaninoff, I am not really learning how to play piano, I am simply being exposed to that knowledge. I can see fingers hitting keys, I can hear the sounds that correspond with those keys, but all of that information is stored for mere seconds in my working memory. If you ask me years, or even hours later what keys he hit with what fingers in what sequence, I will not be able to tell you. I won't be able to tell you because I did not retain that information.
On the other hand, if I learned how to play piano and got the sheet music to that same piece of music, I could practice Rachmaninoff every day. Over time, I wouldn't even need to look at the sheet music any more because I would be able to pull the next sequence from my long-term memory. In other words, I would be learning the piece. Repetition helps us retain skills and knowledge and frees up our working memory for other things. When information is stored in our long-term memory whatever process we are trying to recall becomes automatic. Cognitive scientists call this "Automaticity." Once a person achieves automaticity, they are able to critically think, problem solve, gain a deeper understanding and create on a higher level than someone who is burdened with juggling new information in their working memory. If Rachmaninoff had to Google the answer to the question, "What key do I hit next?" before each note, we would never even know his name.
As a technology teacher I come across a famous quote from Alvin Toffler quite a bit: "The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn." Many people in the Educational Technology world misuse this quote as a justification for substituting Google searches for repetition. Based on this concept, some people believe that retaining information is an obsolete facet of education. I think Toffler's quote has truth to it, but only if we understand how important retention of information is to our ability to "learn, unlearn and relearn."
If you believe that the words "learning" and "retention" are synonymous, take a look at that quote with fresh perspective: "The illiterate of the 21st century will not be those who cannot read and write, but those who cannot retain, forget, and recall from long-term memory." When viewed from this angle, Toffler's quote is in many ways an indictment of substituting Google searches for genuine retention. The more we retain, the richer and more complex our schema becomes. We learn more quickly and easily when we can attach the new information to information we already have. That's why a rich, complex schema is vital to learning new things.





















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