College and university courses are quite unsettling when it comes particularly tedious and highly programs. Even the best in the class tends to lose their grip ta some point. Memorizing and storage information in the long-term memory is one of the biggest concerns that some students struggle with throughout their academic tenure.
Students should understand that once they learn something, it resides in their long term memory (LTM) for also indefinite time. Albeit, it is natural for us to forget things at some point or other. This takes us to the questions: why do students remember some information and forget something else? Why do you struggle to recall an answer to a question in the exam, but remember the same information easily in a routine study session? Doesn’t matter if the student does all the work him- or herself, or hires a professional online assignment help provider to cater their semesterly writing obligations, not necessarily the students will be able to recall every information, or vice versa.
This is why we need to examine the reasons the students keep forgetting the subject material learned both in and out of the class.
- They never really learned it
One of the biggest misconceptions prevailing the college and university life is that reading a content few times will store the information in your memory. The repetitive reading sessions do not guarantee a spot in your LTM. The reason being, the student must have never truly learned the information as intended.
- Failing to understand the content
Practicing the same Algebra problem over and over again isn’t going to help you memorize the information, provided the student has not truly understood the essentials of the topic as demanded by the teacher. You may have a vague idea regarding the information and recognize the question in a situation, for instance, occurred in the exam exactly with the same wording and sentence striker as you teacher dictated in the class. However, the student will struggle to understand the content if the same topic appeared in the exam, only this time, rephrased and in a conceptual manner.
It is not an uncommon sight to see most students unsuccessfully trying to learn everything in one “grand” study session the night before the exam. In other words, congesting all the topics and subject material. The focus of such sessions are on the quantity, rather than quality, where the student skims through a topic for just one or a couple of times. Agreeably, the student might absorb all or most of the subject material, the thing that will lack is the time required for sorting and organization. In other words, the information will be stuffed in your memory in an unrecognizable and unusable way. During the exam, you will see that the questions contained in the paper does ring a bell, but not strong enough in your long-term memory to help you remember in an instant within the instructions provided in the exam.
- Stored with very few indications
Sometimes, we learn something new and store it into our long-term memory, but the access is not always there. In order to penetrate the memory, the student needs to know how to locate it. There are instances when the learner will be required to use a key term, a “cue” as the psychologists say. It could be a label, hook, or a mere link to the information to surface the memory. Memories that we commonly used are stored in our brains in the form of cues, hence, making it easy to recall. At other times, the memory is stored with just one or a couple of cues. Consider the teacher not including the exact cue in the question in the exam. In such as case, the students will find it more difficult to spot the information in his or her long-term memory. Simply speaking, you have the information written in your mind, but you won’t be able to find it.