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| How the SuperMemo algorithm works is explained below (and why Anki and Supermemo are superior to Quizlet etc.). It is important to note that simpler programs do not have a review system and rely mostly on the Leitner-System: | | How the SuperMemo algorithm works is explained below (and why Anki and Supermemo are superior to Quizlet etc.). It is important to note that simpler programs do not have a review system and rely mostly on the Leitner-System: |
− | | + | [[File:LeitnerSystem.png|thumb|Schematic image of the Leitner System<br>Source: Wikimedia Commons, File:File:Leitner system alternative.svg |
− | Figure 1. Leitner System
| + | ]] |
| + | Leitner-System |
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| The problem with this system is obvious: it shows the flashcards too often, does not space each flashcard individually, yet relies on a fixed system. Thus, it does not differentiate between hard-to-remember and easy-to-remember flashcards. Nor does this system space the intervals at the latest possible time, before learners would forget it. All in all, this makes the system highly inefficient, though it was a good alternative for the standard rote learning in the non-digital age. Supermemo-Algorithms make use of a review system, that lets the algorithm learn how difficult it is to remember each flashcard: | | The problem with this system is obvious: it shows the flashcards too often, does not space each flashcard individually, yet relies on a fixed system. Thus, it does not differentiate between hard-to-remember and easy-to-remember flashcards. Nor does this system space the intervals at the latest possible time, before learners would forget it. All in all, this makes the system highly inefficient, though it was a good alternative for the standard rote learning in the non-digital age. Supermemo-Algorithms make use of a review system, that lets the algorithm learn how difficult it is to remember each flashcard: |
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− | Figure 2. Supermemo Algorithms
| + | Supermemo Algorithms |
− | | + | [[File:SupermemoAlgo.jpg|thumb|Spaced repetition algorithm]] |
| Moreover, the modern SuperMemo-Algorithms individuate between graduated and new flashcards. | | Moreover, the modern SuperMemo-Algorithms individuate between graduated and new flashcards. |
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| SuperMemo-Algorithms are superior to rote learning and fixed repetition systems, because they not only make use of the forgetting curve but also allow the algorithms to space reviews right before learners would forget learned materials, which results in a reduced amount of repetitions. This effectively reduces the total time spent studying and makes use of the spacing-effect10. However, they also account for how difficult it is to remember each factum and place the repetitions accordingly. Additionally, there are many different SuperMemo-Algorithms. The spaced repetition software Anki is based on the SM-2 Algorithm, while the Version of the SuperMemo defines what SM-Algorithm is used. | | SuperMemo-Algorithms are superior to rote learning and fixed repetition systems, because they not only make use of the forgetting curve but also allow the algorithms to space reviews right before learners would forget learned materials, which results in a reduced amount of repetitions. This effectively reduces the total time spent studying and makes use of the spacing-effect10. However, they also account for how difficult it is to remember each factum and place the repetitions accordingly. Additionally, there are many different SuperMemo-Algorithms. The spaced repetition software Anki is based on the SM-2 Algorithm, while the Version of the SuperMemo defines what SM-Algorithm is used. |
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− | == Benefits of using mnemonics == | + | == Benefits of using mnemonics== |
| There are numerous benefits of mnemonics, the most obvious and important of which is to drastically reduce the total time spent on studying with proper use7. In addition, it is apparently more fun than mindless rote learning; it has the potential to enliven even boring topics. Using mnemonics and better studying techniques also often leads to much less frustration and anxiety11; as a result, it creates more exciting ways to learn - learners also don't often experience failures as much as in common rote learning, since the information is likely to stick for years with good mnemonics and only few repetitions. In addition, learners who make use of Mnemonics have been shown to perform better on exams11. The reduction of the total time spent studying can also reduce the urge of young polyphasic sleepers to attempt sleep reducing schedules. In addition, applying mnemonics on a daily basis can enrich social life - there are mnemonic types that assist in the memorization of names and faces, and remembering important appointments also becomes easier with the use of mnemonics. | | There are numerous benefits of mnemonics, the most obvious and important of which is to drastically reduce the total time spent on studying with proper use7. In addition, it is apparently more fun than mindless rote learning; it has the potential to enliven even boring topics. Using mnemonics and better studying techniques also often leads to much less frustration and anxiety11; as a result, it creates more exciting ways to learn - learners also don't often experience failures as much as in common rote learning, since the information is likely to stick for years with good mnemonics and only few repetitions. In addition, learners who make use of Mnemonics have been shown to perform better on exams11. The reduction of the total time spent studying can also reduce the urge of young polyphasic sleepers to attempt sleep reducing schedules. In addition, applying mnemonics on a daily basis can enrich social life - there are mnemonic types that assist in the memorization of names and faces, and remembering important appointments also becomes easier with the use of mnemonics. |
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| Mnemonics are strong memory tools that strengthen memorization - they can reduce the total time spent studying and help students perform better at exams. These memory techniques have the potential to be used even more effectively when learners combine them with other productivity boosters (e.g, the Pomodoro Technique) to make use of the elaborative encoding during REM sleep13, but also with the method of loci. Once trained to use mnemonic techniques effectively, learners can further understand their applications, develop their knowledge about them, proceed with more difficult learning tools (e.g, the method of loci) and finally start building a reliable studying routine. Tho mnemonics have not been shown to help in the memorization of random lists of words11. Spaced repetition system can also optimize studying and be used as a last resort, if learners are unable to find enough mnemonics in time. However, very few polyphasic sleepers combine mnemonics effectively with their sleep, which leads to room for speculation whether the timed study session brings along noticeable effects. All in all, this blog serves to detail the memory systems that polyphasic sleepers can try out for their learning experience if there is any interest in utilizing these learning tactics. | | Mnemonics are strong memory tools that strengthen memorization - they can reduce the total time spent studying and help students perform better at exams. These memory techniques have the potential to be used even more effectively when learners combine them with other productivity boosters (e.g, the Pomodoro Technique) to make use of the elaborative encoding during REM sleep13, but also with the method of loci. Once trained to use mnemonic techniques effectively, learners can further understand their applications, develop their knowledge about them, proceed with more difficult learning tools (e.g, the method of loci) and finally start building a reliable studying routine. Tho mnemonics have not been shown to help in the memorization of random lists of words11. Spaced repetition system can also optimize studying and be used as a last resort, if learners are unable to find enough mnemonics in time. However, very few polyphasic sleepers combine mnemonics effectively with their sleep, which leads to room for speculation whether the timed study session brings along noticeable effects. All in all, this blog serves to detail the memory systems that polyphasic sleepers can try out for their learning experience if there is any interest in utilizing these learning tactics. |
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− | == References == | + | ==References== |
| + | |
| + | #West, N. "Mnemonics are useful memory tools in modern medicine." Ugeskrift for laeger 176.50 (2014). [PMC]. |
| + | #Levin, Joel R., et al. "Mnemonic vocabulary instruction: Additional effectiveness evidence." Contemporary Educational Psychology 17.2 (1992): 156-174. |
| + | #Memory Improvement Techniques – Start Here: – Boosting Your Powers of Recall With Mnemonics, Senses and Emotions.” Mindtools.Com, 2009, www.mindtools.com/memory.html. Accessed 26 Apr. 2020. |
| + | #Kaschel, R., Sala, S. D., Cantagallo, A., Fahlböck, A., Laaksonen, R., & Kazen, M. (2002). Imagery mnemonics for the rehabilitation of memory: A randomised group controlled trial. Neuropsychological Rehabilitation, 12(2), 127–153. |
| + | #“Major System - Memory Techniques Wiki.” Artofmemory.Com, artofmemory.com/wiki/Major_System. Accessed 24 June 2020. |
| + | #“Person-Action-Object (PAO) System - Memory Techniques Wiki.” Artofmemory.Com, artofmemory.com/wiki/Person-Action-Object_(PAO)_System. Accessed 24 June 2020. |
| + | #“Person-Action-Object (PAO) System - Memory Techniques Wiki.” Artofmemory.Com, artofmemory.com/wiki/Person-Action-Object_(PAO)_System#List_of_mnemonists_who_use_a_PAO_system. Accessed 24 June 2020. |
| + | #“How to Memorize Vocabulary - Memory Techniques Wiki.” Artofmemory.Com, artofmemory.com/wiki/How_to_Memorize_Vocabulary. Accessed 24 June 2020. |
| + | #Teninbaum, Gabriel H. "Spaced repetition: A method for learning more law in less time." J. High Tech. L. 17 (2016): 273. |
| + | #Dempster, F. N. (1989). Spacing effects and their implications for theory and practice. Educational Psychology Review, 1(4), 309–330. doi:10.1007/bf01320097. |
| + | #Mocko, M., Lesser, L. M., Wagler, A. E., & Francis, W. S. (2017). Assessing Effectiveness of Mnemonics for Tertiary Students in a Hybrid Introductory Statistics Course. Journal of Statistics Education, 25(1), 2–11. doi:10.1080/10691898.2017.1294879. |
| + | #“SuperMemo.Com.” Www.Supermemo.Com, www.supermemo.com/de/archives1990-2015/articles/20rules. Accessed 24 June 2020. |
| + | #Cheng, S., & Werning, M. Composition and replay of mnemonic sequences: The contributions of REM and slow-wave sleep to episodic memory. Behavioral and Brain Sciences. 2013;36(6):610–611. doi:10.1017/s0140525x13001234. [PMC] |
| + | #Ullrich Wagner, A., et al. "Signs of REM sleep dependent enhancement of implicit face memory: a repetition priming study." (2002). [PMC] |
| | | |
− | # West, N. "Mnemonics are useful memory tools in modern medicine." Ugeskrift for laeger 176.50 (2014). [PMC].
| + | <references /> |
− | # Levin, Joel R., et al. "Mnemonic vocabulary instruction: Additional effectiveness evidence." Contemporary Educational Psychology 17.2 (1992): 156-174.
| |
− | # Memory Improvement Techniques – Start Here: – Boosting Your Powers of Recall With Mnemonics, Senses and Emotions.” Mindtools.Com, 2009, www.mindtools.com/memory.html. Accessed 26 Apr. 2020.
| |
− | # Kaschel, R., Sala, S. D., Cantagallo, A., Fahlböck, A., Laaksonen, R., & Kazen, M. (2002). Imagery mnemonics for the rehabilitation of memory: A randomised group controlled trial. Neuropsychological Rehabilitation, 12(2), 127–153.
| |
− | # “Major System - Memory Techniques Wiki.” Artofmemory.Com, artofmemory.com/wiki/Major_System. Accessed 24 June 2020.
| |
− | # “Person-Action-Object (PAO) System - Memory Techniques Wiki.” Artofmemory.Com, artofmemory.com/wiki/Person-Action-Object_(PAO)_System. Accessed 24 June 2020.
| |
− | # “Person-Action-Object (PAO) System - Memory Techniques Wiki.” Artofmemory.Com, artofmemory.com/wiki/Person-Action-Object_(PAO)_System#List_of_mnemonists_who_use_a_PAO_system. Accessed 24 June 2020.
| |
− | # “How to Memorize Vocabulary - Memory Techniques Wiki.” Artofmemory.Com, artofmemory.com/wiki/How_to_Memorize_Vocabulary. Accessed 24 June 2020.
| |
− | # Teninbaum, Gabriel H. "Spaced repetition: A method for learning more law in less time." J. High Tech. L. 17 (2016): 273.
| |
− | # Dempster, F. N. (1989). Spacing effects and their implications for theory and practice. Educational Psychology Review, 1(4), 309–330. doi:10.1007/bf01320097.
| |
− | # Mocko, M., Lesser, L. M., Wagler, A. E., & Francis, W. S. (2017). Assessing Effectiveness of Mnemonics for Tertiary Students in a Hybrid Introductory Statistics Course. Journal of Statistics Education, 25(1), 2–11. doi:10.1080/10691898.2017.1294879.
| |
− | # “SuperMemo.Com.” Www.Supermemo.Com, www.supermemo.com/de/archives1990-2015/articles/20rules. Accessed 24 June 2020.
| |
− | # Cheng, S., & Werning, M. Composition and replay of mnemonic sequences: The contributions of REM and slow-wave sleep to episodic memory. Behavioral and Brain Sciences. 2013;36(6):610–611. doi:10.1017/s0140525x13001234. [PMC]
| |
− | # Ullrich Wagner, A., et al. "Signs of REM sleep dependent enhancement of implicit face memory: a repetition priming study." (2002). [PMC]
| |