robust!
To store iformatio better, you eed to be aware of how you forget. Here are the mai possible causes of forgettig:
·Trace decay. This occurs whe memories get old, or ew kowledge overwrites the old data. Refresh importat iformatio o a schedule so it does't get lost!
·Iterferece. This happes whe a ew memory blocks a old oe (e.g. you ca't remember the Spaish word for water aymore because you leared the Frech oe.) Alteratively, it ca happe whe old memories make learig somethig ew harder.
How ca you store your memories better?
·Get eough sleep! Short aps ca recover eergy. Loger aps (60+ miutes) ca eter the phase of sleep where memory cosolidatio happes. Edig your aps o a full sleep cycle ca prevet groggiess. Of course, gettig eough sleep at ight is essetial!
·Space out your practice. Doe properly, you ca get the same memory stregth with 20-30% less time by spacig properly.
Fially, you eed to retrieve the memories i the situatios that eed them. How ca you do this?robust!
To store iformatio better, you eed to be aware of how you forget. Here are the mai possible causes of forgettig:
·Trace decay. This occurs whe memories get old, or ew kowledge overwrites the old data. Refresh importat iformatio o a schedule so it does't get lost!
·Iterferece. This happes whe a ew memory blocks a old oe (e.g. you ca't remember the Spaish word for water aymore because you leared the Frech oe.) Alteratively, it ca happe whe old memories make learig somethig ew harder.
How ca you store your memories better?
·Get eough sleep! Short aps ca recover eergy. Loger aps (60+ miutes) ca eter the phase of sleep where memory cosolidatio happes. Edig your aps o a full sleep cycle ca prevet groggiess. Of course, gettig eough sleep at ight is essetial!
·Space out your practice. Doe properly, you ca get the same memory stregth with 20-30% less time by spacig properly.
Fially, you eed to retrieve the memories i the situatios that eed them. How ca you do this?·More coectios help. Memories are likely accessed by spreadig activatio, so if you thik of related items, that ca help you retrieve somethig difficult.
·Pla ahead ad visualize the cotext you'll eed to retrieve somethig i whe you study.
·Practice testig is the sigle most-effective techique you ca use! Practice recall, ot just recogitio. Harder recall creates stroger memories.·More coectios help. Memories are likely accessed by spreadig activatio, so if you thik of related items, that ca help you retrieve somethig difficult.
·Pla ahead ad visualize the cotext you'll eed to retrieve somethig i whe you study.
·Practice testig is the sigle most-effective techique you ca use! Practice recall, ot just recogitio. Harder recall creates stroger memories.注释
[1] Madler, G. (1967). Orgaizatio ad memory. I K. W. Spece & J. T. Spece (Eds.), The psychology of learig ad motivatio: Advaces i research ad theory. (Vol. 1, pp. 328–372). New York: Academic Press.
[2] Baddeley, A. D. (2015). Memory (2d ed.).
[3] Bower, G. H., Clark, M. C., Lesgold, A. M., & Wizez, D. (1969). Hierarchical retrieval schemes i recall of categorised word lists. Joural of Verbal Learig ad Verbal Behavior, 8, 323–343.
[4] Bisra, K., Liu, Q., & Nesbit, J. C. (2018). Iducig Self-Explaatio : a Meta-Aalysis. Educatioal Psychology Review, (Siegler 2002).
[5] Mueller, P. A., & Oppeheimer, D. M. (2014). The Pe Is Mightier Tha the Keyboard : Advatages of Loghad Over Laptop Note Takig.
[6] Jacoby, L. L. (1983). Rememberig the data: Aalyzig iteractive processes i readig. Joural of Verbal Learig & Verbal Behavior, 22(5), 485-508.注释
[1] Madler, G. (1967). Orgaizatio ad memory. I K. W. Spece & J. T. Spece (Eds.), The psychology of learig ad motivatio: Advaces i research ad theory. (Vol. 1, pp. 328–372). New York: Academic Press.
[2] Baddeley, A. D. (2015). Memory (2d ed.).
[3] Bower, G. H., Clark, M. C., Lesgold, A. M., & Wizez, D. (1969). Hierarchical retrieval schemes i recall of categorised word lists. Joural of Verbal Learig ad Verbal Behavior, 8, 323–343.
[4] Bisra, K., Liu, Q., & Nesbit, J. C. (2018). Iducig Self-Explaatio : a Meta-Aalysis. Educatioal Psychology Review, (Siegler 2002).
[5] Mueller, P. A., & Oppeheimer, D. M. (2014). The Pe Is Mightier Tha the Keyboard : Advatages of Loghad Over Laptop Note Takig.
[6] Jacoby, L. L. (1983). Rememberig the data: Aalyzig iteractive processes i readig. Joural of Verbal Learig & Verbal Behavior, 22(5), 485-508.[7] McCrudde, Matthew T. “Do Specific Relevace Istructios Promote Appropriate Trasfer Processig?” Spriger Sciece & Busiess Media 4 Nov. 2010: 865-79. Web.
[8] Goodwi, D. W., Powell, B., Bremer, D., Hoie, H., & Ster, J. (1969). Alcohol ad recall: State- depedet effects i ma. Sciece, 163(3873), 1358–1360.
[9] Swaso, J.M., Kisboure, M., (1976). Stimulat-related state-depedet learig i hyperactive childre, Sciece, 192(4246), 1354–1357.
[10] Keleme, W. L., & Creeley, C. E. (2003). State-depedet memory effects usig caffeie ad placebo do ot exted to metamemory. The Joural of Geeral Psychology, 130(1), 70–86.
[11] H. Rickles, W., J. Cohe, M., A. Whitaker, C., & E. McItyre, K. (1973). Marijuaa iduced state-depedet verbal learig. Psychopharmacologia, 30, 349–354.
[12] Swaso, J.M., Kisboure, M., (1976). Stimulat-related state-depedet learig i hyperactive childre, Sciece, 192(4246), 1354–1357.
[13] Carter, S. J. ad Cassaday, H. J. (1998), State‐depedet retrieval ad chlorpheiramie. Hum. Psychopharmacol. Cli. Exp., 13: 513-523.[7] McCrudde, Matthew T. “Do Specific Relevace Istructios Promote Appropriate Trasfer Processig?” Spriger Sciece & Busiess Media 4 Nov. 2010: 865-79. Web.
[8] Goodwi, D. W., Powell, B., Bremer, D., Hoie, H., & Ster, J. (1969). Alcohol ad recall: State- depedet effects i ma. Sciece, 163(3873), 1358–1360.
[9] Swaso, J.M., Kisboure, M., (1976). Stimulat-related state-depedet learig i hyperactive childre, Sciece, 192(4246), 1354–1357.
[10] Keleme, W. L., & Creeley, C. E. (2003). State-depedet memory effects usig caffeie ad placebo do ot exted to metamemory. The Joural of Geeral Psychology, 130(1), 70–86.
[11] H. Rickles, W., J. Cohe, M., A. Whitaker, C., & E. McItyre, K. (1973). Marijuaa iduced state-depedet verbal learig. Psychopharmacologia, 30, 349–354.
[12] Swaso, J.M., Kisboure, M., (1976). Stimulat-related state-depedet learig i hyperactive childre, Sciece, 192(4246), 1354–1357.
[13] Carter, S. J. ad Cassaday, H. J. (1998), State‐depedet retrieval ad chlorpheiramie. Hum. Psychopharmacol. Cli. Exp., 13: 513-523.[14] Nelso, T., McSpadde, M., Fromme, K., & Marlatt, G. (1986). Effects of Alcohol Itoxicatio o Metamemory ad o Retrieval from Log-Term Memory. Joural of Experimetal Psychology, 115(3), 247-254.
[15] Eich, E., Macaulay, D., & Rya, L. (1994). Mood depedet memory for evets of the persoal past. Joural of Experimetal Psychology: Geeral, 123(2), 201–215.
[16] Miles, C., & Hardma, E. (1998). State-depedet memory produced by aerobic exercise. Ergoomics, 41(1), 20–28.
[17] Smith, S.M. (1984). A Compariso of two techiques for reducig cotext-depedet forgettig.
[18] Fraklad, P. W., Köhler, S., & Jossely, S. A. (2013). Hippocampal eurogeesis ad forget- tig. Treds i Neuroscieces, 36, 497–503.
[19] Peigeux, P., Laureys, S., Delbeuck, X., & Maquet, P. (2016). Learig brai. The role of sleep for memory systems. Neuroreport, (May).
[20] Tilley, A. J. (1981). Retetio over a period of REM or o-REM sleep. British Joural of Psychology, 241–248.
[21] Drummod, S. P. A., Brow, G. G., & Gilli, J. C. (2000). Altered brai respose to verbal learig followig sleep deprivatio. [14] Nelso, T., McSpadde, M., Fromme, K., & Marlatt, G. (1986). Effects of Alcohol Itoxicatio o Metamemory ad o Retrieval from Log-Term Memory. Joural of Experimetal Psychology, 115(3), 247-254.
[15] Eich, E., Macaulay, D., & Rya, L. (1994). Mood depedet memory for evets of the persoal past. Joural of Experimetal Psychology: Geeral, 123(2), 201–215.
[16] Miles, C., & Hardma, E. (1998). State-depedet memory produced by aerobic exercise. Ergoomics, 41(1), 20–28.
[17] Smith, S.M. (1984). A Compariso of two techiques for reducig cotext-depedet forgettig.
[18] Fraklad, P. W., Köhler, S., & Jossely, S. A. (2013). Hippocampal eurogeesis ad forget- tig. Treds i Neuroscieces, 36, 497–503.
[19] Peigeux, P., Laureys, S., Delbeuck, X., & Maquet, P. (2016). Learig brai. The role of sleep for memory systems. Neuroreport, (May).
[20] Tilley, A. J. (1981). Retetio over a period of REM or o-REM sleep. British Joural of Psychology, 241–248.
[21] Drummod, S. P. A., Brow, G. G., & Gilli, J. C. (2000). Altered brai respose to verbal learig followig sleep deprivatio.
管理类 / 日期:2024-03-11
理解那个东西，但是我已经发现，他的信息距离和我越来越近了。因为他不再看《舟山晚报》，我也不再看《新民晚报》了，我们看的都是腾讯新闻App，看新闻头条，他也看我的朋友圈。所以信息高速一旦被打通了，一、二线和三、四线城市之间的认知壁垒也逐渐被打破了。要掌握70%~80%的都市消费，其实就是掌握两亿中产阶层。像分众这样的公司，之所以能够覆盖78%有家庭汽车的、80
管理类 / 日期:2024-03-11
实现资产最大限度的增值。一些合伙人可以通过“股权转让”等资产重组方式退出。二、退出如何结算当合伙人退出公司后，其所持的股权应该按照一定的形式退出。一方面对于继续在公司里做事的其他合伙人更公平；另一方面也便于公司的持续稳定发展。而合伙人退出之后，如何结算也是一个问题。一般采用三种方法：估值法、参考相关法律、另外约定。估值法，即当合伙人中途退出，退出时公司可以按
管理类 / 日期:2023-06-27
少师，复姓为姚，赐名广孝，称为少师，不呼其名。宋、吴二人本为一体，借吴用之口“请公孙胜主行醮事”，其实皆宋江之意也。以宋江的强权风格，若吴军师事前未请示，此等大事岂敢自作主张，张口便来。那么，为何一定是公孙胜？道理很简单。一是很靠谱。在晁盖死后，公孙胜对宋江的支持力度极大，作为主要领导，旗帜鲜明地拥护宋江登位，值得信任。二是名气大。公孙胜在江湖上名头很响，人
管理类 / 日期:2023-06-27
克里斯滕森：格局商学的学员是白天工作，晚上学习吗？那国毅：是的，周一晚上，就是今天。克里斯滕森：他们要学习一整年吗？那国毅：是的，每周一两个小时，从晚上7点半到9点半。除此之外，我们还有面授课程，2～3天的时间。他们需要来北京，了解我们的人员、团队等。我们是线上和线下相结合的，不仅仅只是线上。克里斯滕森：格局商学是在颠覆哈佛商学院。那国毅：不是，不是。克里斯
.jpg)
.jpg)
.jpg)
.jpg)
