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        Researchers believe that reciting facts shortly after learning them is better than many new-style educational methods。

　　The "simple recall" seems to cement the knowledge "in memory" so it is more permanently embedded for use later。

　　Many modern teachers rely heavily on learning techniques like concept or mind mapping to help students retain the most from the texts they read, the study said。

　　This involves drawing elaborate diagrams to represent relationship between words, ideas and tasks。

　　But two experiments, carried out by Dr Jeffrey Karpicke at Purdue University, Indiana, concluded that this was less effective than constant informal testing and reciting。

　　Dr Karpicke asked around 100 college students to recall in writing, in no particular order, as much as they could from what they had just read from science material。

　　Although most students expected to learn more from the mapping approach, the retrieval exercise actually worked much better to strengthen both short-term and long-term memory。

　　The results support the idea that retrieval is not merely scouring for and spilling out the knowledge stored in one's mind — the act of reconstructing knowledge itself is a powerful tool that enhances learning about science。

　　研究人員認(rèn)為課后立即背誦比許多新的教育方法更有效。因?yàn)檫@種"簡(jiǎn)單回憶"能鞏固記憶，長(zhǎng)遠(yuǎn)來說記得更牢。

　　該研究稱，現(xiàn)在許多教師極度依賴各種學(xué)習(xí)技巧，如應(yīng)用概念或思維圖譜幫助學(xué)生記住課文內(nèi)容，如用各種復(fù)雜圖表，展現(xiàn)詞句、概念和問題之間的關(guān)系。

　　然而美國印第安納州普度大學(xué)的杰弗瑞•卡爾皮克博士通過兩個(gè)實(shí)驗(yàn)得出結(jié)論，這種現(xiàn)代學(xué)習(xí)方法不及死記硬背有效。

　　卡爾皮克博士召集了100名大學(xué)生，讓他們回憶剛讀到的科學(xué)材料里的內(nèi)容，順序不限。

　　盡管大多數(shù)學(xué)生認(rèn)為利用圖譜的方法能記得更多，但事實(shí)上重復(fù)練習(xí)對(duì)于加強(qiáng)短期記憶和長(zhǎng)期記憶都更為有效。

　　這項(xiàng)結(jié)果也證實(shí)回憶不僅僅是搜尋存儲(chǔ)的知識(shí)信息，重組知識(shí)結(jié)構(gòu)本身就能大大促進(jìn)科學(xué)知識(shí)的學(xué)習(xí)。

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