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Fourth, the child should be taught not to stop his work the minute he can give it perfectly. The need for overlearning, for permanent retention, must be made clear. How much overlearning is necessary, each child should find out for himself. Fifth, the value of outlining material as a means of aiding memory must be stressed.
If you are not going to recall material until a long time after the impression, store up enough impressions so that you can afford to lose a few and still retain enough until time for recall. Another reason for "overlearning" is that when the time comes for recall you are likely to be disturbed.
That is, what seems to be overlearning at beginning stages is really only raising the material to the necessary level above the threshold for retention. How far overlearning is necessary and when it becomes wasteful are yet to be determined. Deterioration is hastened by competing connections.
This experimental work, however, is suggestive along several lines, It seems possible that habits of skill, involving direct sensori-motor bonds, are more permanent than memories involving connections between association bonds. In other words, that physical habits are more lasting than memories of intellectual facts. Overlearning seems a necessary correlate of permanence of connection.
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