Repetition Learning Strategy

First off, all information in the brain involves neurons communicating with each other at synapses. Neurotransmitters also are involved. They are endogenous chemicals which transmit signals from a neuron to a target cell across a synapse. A key neurotransmitter that enables muscle action, memory, and learning is Acetylcholine (Ach). Too little Acetylcholine could result in Alzheimer’s disease. With this disease healthy brain tissue degenerates, causing a steady decline in memory and mental abilities.
Through the learning style using repetition, the information is being reviewed and drilled in the brain constantly. For example, when a memory is created, a pathway is formed between your brain cells. It is like clearing a path through a dense forest. The first time the bulldozer travels through the forest, they have to fight their way through the branches, sticks and other obstacles. If no one travels through the path again, the path will become overgrown very quickly, and it may not even be noticeable that a path was created. On the other hand, if you travel down the path constantly before it begins to grow over; it is much easier than your first journey along the forest path. Successive journeys down that path will result in a footpath, then will turn into a lane, later a road, and finally into a highway. This is like the memory. The more times the patterns of thought are repeated, the more likely you will be able to recall the information.
During the learning process, information travels through three types of neurons using our body’s primary information system, the nervous system. The sensory neurons send information from the tissues and sensory organs to the brain and spinal cord. While the information is being processed it involves another type of neuron, the interneurons which are used to enable its internal communication. Then the instructions are sent to the body tissues through the motor neurons and later carrying out the individual tasks. Repetition involves repeating the information to be recalled. Repetition can be done verbally, in writing, or mentally. Psychologists say the most effective method of repetition is verbal repetition because it involves both auditory and vocal senses. Mental Repetition is the least effective because it does not involve any muscle movement or physical activity.
Repetition is a fundamental learning process through which practice frequency is accumulated. Frequency was first listed as a main principle of association by Thomas Brown in the early 19th century. If the student increases the number of exposures to the learning material, the student is learning by reviewing and this helps to ensure the understanding and memory of the material. The brain needs to encode the information by getting it into the brain. Then the brain should retain the information and store it. Lastly the information most importantly should be able to be retrieved and repeated.
People with weak visual memories especially will benefit from the learning strategy of repetition. The person with a weak visual memory needs massive amounts of repetition in order to learn and remember a visual stimulus. When learning, it is important that the information is not learned then forgotten, but more importantly learned and remembered throughout their lifetime.
In 1939, Spitzer tested the effects of repetition on 6th Graders in Iowa to learn science facts. He tested over 3600 students and concluded that repetition was effective. This experiment went unnoticed until psychologists Landuaer, Bjork, and Melton explored repetition and said it improves recall. Later Pimsleur language courses used repetition in language learning. In 1973 Sebastian Leitner developed an all purpose learning system using flash cards.
During my experiment, I used a family member to evaluate if repetition is an effective learning strategy. I gave him a list of eight vocabulary words for neuroscience. Then I asked him to look over the words for ten minutes every half hour for 3 hours. Lastly I tested him by giving him a blank sheet of paper asking him to write the meaning of each word. His results were a 75%. I believe this learning strategy is effective if done correctly. Something that can be modified while using repetition is the time span in which one gives himself to learn the material. I included learning, thinking, and definitely memory along with language in my strategy. The student learned during this experiment using his memory, he spoke out loud the words involving language. Understanding these concepts of learning, thinking, memory, and language are crucial to understanding neuroscience because while learn something new it is important that the person not only memorizes the material but understands the material as well. It is simple to memorize the definitions, but to apply them to real life is more complex and will be remembered longer. If children along with their teachers realize how effective learning can be if the material is taught a certain way. It could help us grow as learners and better understand the learning process as we grow. Knowing there are other ways to learn things other than memorization is very beneficial especially when learning during psychology class. The definitions cannot be fully understood unless a real life example is applied.
Kristine Hernandez