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Students usually have great difficulty in retaining the massive quantity of information that they must know for examinations. The following sections of the course will help the student not only retain information, but also be able to reproduce it accurately under the stress of examination conditions.


Can the memory be improved? Physiologically speaking the answer is no, since the functioning of the memory is beyond our conscious control. However, if information is fed correctly to the brain, or to put it another way, if one learns correctly, the ability to recall can be greatly improved.


One of the first for high retention and accurate recall is to extract only relevant information for learning, and to discard the superfluous.


Many students have heard of these but few know how to use them correctly or are aware of how valuable a tool they can be in learning. Broadly speaking, when the original text has been reduced to note form the next stage is to extract keywords. The reason for this is that they will act as stimuli to remind you of the notes, which in turn will remind you of the text, in a kind of chain reaction effect.


Learning unfamiliar terms, new words, diagrams,maps, mathematical concepts, etc. can be very hard because of unfamiliarity. The course teaches the student a valuable method in how to overcome this, by a technique called “Making familiar the unfamiliar.”


Parrot-fashion learning is inefficient learning. Interrelating information by association will increase retention and reduce study time, thereby showing the student the superiority of such techniques over his existing approach.


Memoria technica (also called mnemonic systems) can be of enormous value if used correctly and in the appropriate places. Such methods of memorising are to be regarded as aids only and in no way a substitute for learning.



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