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Updated: May 9, 2025
There is involved here a principle of nervous action that you have already encountered; namely, that impressions are more easily made and retained in youth. It should also be observed that pathways made early have more chances of being used than those made recently. Still another peculiarity of nervous action is revealed in these extended periods of memorizing.
Some boys win college-prizes by memorizing their lessons in conformity with the wishes of a dreaded or beloved preceptor, others by dint of natural aptitude and a love of knowledge based on spontaneous inquisitiveness; and every circus-trainer knows that teachers who understand to avail themselves of that gift can teach a monkey tricks which can neither be coaxed nor kicked into the skull of the most docile dog.
At his ease he studied them one by one, memorizing a string of names, with details as to their owners' antecedents and probable present whereabouts. There were several photographs in the packet, and he studied them very carefully indeed. But much most carefully of all he examined Yasmini's portrait, returning to it again and again.
The memorizing of these terms was no small task, for I remember that one little muscle even bore this outlandish name: levator labii superioris alaquae nasi. Anglicized, this would mean that the function of the muscle was to raise the upper lip and dilate the nostril. My companion said that he "didn't see no sense in being so durned scientific."
I had been told that the teacher in charge of this class was one of the most excellent in the city. The hour was occupied by a lecture on Lessing, a poet whom the class were evidently studying with German minuteness. I also visited a class in reading, younger girls, about ten or twelve years of age. They were admirably taught, both in reading and memorizing, the latter chiefly of German ballads.
Memorizing meaning thereby, in contrast to thinking, the conscious effort to impress ideas upon the mind so that they can be reproduced has usually been a more prominent part of study than all these four combined.
Another example is represented by the experiments of Miss Steffens, Marx Lobsien, and others, regarding the best methods of memorizing, and proving beyond much doubt that the complete repetition is more economical than the partial repetition. But these conclusions have, of course, only a limited field of application to practical teaching.
The difficulty is, however, that it will hold only up to a certain hour, the hour after examination, for example; then it goes so rapidly that one can fairly feel it slipping away. Such rapid memorizing is a witness to the value of very close attention in study; but the rapid escape is testimony to the necessity of a closer association of facts.
When we left it, each of us nearly or quite knew it by heart, although we had scarcely thought of trying to memorize it. In this way the association of ideas with one another, particularly with things that have been long cherished, is a very valuable aid to memory. Where the fault in cramming lies. To some persons this method of memorizing through association of ideas will seem very slow.
I can not stand that, but Schnabel doesn't seem to care about it; his mind is filled with only the big, broad things of music. "In regard to memorizing piano compositions. I do it phrase by phrase, and at the instrument, unless I am traveling or unable to get to a piano, in which case I think it out from the notes.
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