Remember Anything

There are many techniques for and theories about effective learning. Some are as basic as Pavlov and his dogs, a reference to the early 20th Century Nobel prize-winning theory. The Russian scientist is best known for his research into conditioned reflexes, which most people associate with Pavlov and his dogs and getting animals to take certain actions based on certain stimuli. Over the years, schools have thought that variations on Pavlov led to effective learning. Eventually, educators gave up on the idea that ringing a bell or uttering a phrase will result in real, thoughtful learning.

Effective learning is complicated by the fact that there are so many different kinds of learners. Will memorizing the multiplication tables translate to an understanding of why 9×5 equals 45? What about the multi-taskers? Is it good to give them multiple learning exercises to keep their minds stimulated, thus making them better learners? Does the same work for students with ADD? What about those who simply type or talk quickly? Does someone who can only sing the alphabet know the 26 letters less well than someone who can recite it without grouping letters together? What about spelling e-n-c-y-c-l-o-p-e-d-i-a? An entire generation of Americans learned how to spell the word from a Walt Disney movie. Is that all right, or should they be able to figure out how to spell encyclopedia without Jiminy Cricket’s voice resonating in their heads?

Success on exams like the Scholastic Aptitude Test (SAT) can determine whether and where a student goes to college and has a big role on ultimate career paths. There are many companies that advertise help with preparation for SAT and other college boards, some offering effective learning techniques that will help students get better test scores. It raises more questions. Does cramming for the SAT, with the ideal result of better test scores and more options for college, define effective learning? Is information that is at the top of the mind during an exam in the near future of value later on? Is the technique of cramming a good effective learning tool? Is this cheating?

It doesn’t seem that many students (or parents) believe that they can get good scores without practice exams, tutors, online courses, and other preparation. But that’s not realistic in life. No one can successfully cram for meetings and presentations every time in order to do good work. Knowledge has to be cumulative in the workplace. There aren’t new semesters or quarters where people get to start over with new knowledge, wiping away what they crammed for a prior test or situation. We’re seeing fewer drills (thankfully) and more focus on getting students to realize they need to think—and not just let the technology do it for them. Students need to learn to apply what they’ve learned, whether their goal is to be smart enough to win money on a television game show, invent the next space ship or be a reality show star and find instant fame and fortune.

Everyone wants something, especially young people with unlimited dreams of what is possible. Along with those dreams needs to come the understanding that many things can be theirs, if they concentrate on their education and make learning an interactive process.

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