Looking for a way to improve your memory? This article gives you some clues.
If you sentases asked you a moment and you aprendieses a list of phone numbers from memory, how do you do? As much as you try, there are high chances that you do wrong.
One of the interesting things in mind is that but all have one, do not know the best way to take full advantage.
This is partly because of the difficulties we have to reflect on our thinking, something called metacognition.
The study of our mental processes reveals that the human mind has blind spots. And one area where these points are particularly present is learning.
We are especially bad when reflecting on the best way to learn.
The best way to learn
Researchers Jeffrey Karpicke and Henry Roediger III set out to study a particular aspect of how we learn: how trials can strengthen our memory the facts.
In his experiment asked students memorizasen pairs of words in English and Swahili. For example, would have to learn that if given Swahili word mashua, correspondence in English was boat (boat).
They could have used the type of questions used in a normal examination of high school, but the use of Swahili meant that they could not rely on the knowledge already gained.
Having learned all pairs of words, the test is planned for the following week.
The importance of proving
If some of us we had to learn us here what we would do is study, test us and after not thinking in terms that could memorize.
This accelerates the study and makes that we can focus on what we have not yet learned.
It is a plan that seems perfectly logical, but is disastrous if we want to learn the right way.
Karpicke and Roediger asked the students to prepare for exams in different ways and compared the results.
For example, one group was asked to continue being tested without leaving aside the answers that were correct, while the other was told they could put aside what they already knew. In the final test for differences between groups were enormous.
While leaving to study the terms learned had little effect, those who do not followed by checking whether remembered fared far worse than they did.
Those who ceased to be tested only remembered 35% of the terms, while those who continued to do so got to remember 80 % of the words.
It seems that the best way to remember is to practice and retrieve data from memory, and not try to keep them isolated for further study.
In addition, totally forget the already revised parts, as recommended by some manuals study, is totally wrong.
You can stop studying if you already learned, but you keep trying if you remember if you want to remember them when you arrive when the dreaded final exam.
Be guided by evidence
Finally, the researchers asked the participants how would remember what they learned.
The two groups felt they would learn 50% of the terms. This was much more than I had expected that did so well and considerably less than that achieved the best memorized.
The conclusion might be that have a kind of metacognitive blind spot for which recovery strategies of memory could work very well.
We are facing a scenario in which therefore have to be guided more by the evidence that our instinct .
But the evidence also hides a moral for teachers: evidence not only serve to see if students know something, it can also help them remember
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The astronaut Alexander Gerst who spent from May to October on a mission in the center Research of the International Space Station, decided to document through cameras view of the Earth from space. 
