Memorization and its effectiveness are key to success in the school context, enabling students to retain and reuse learned information. Various memorization methods exist. Here are the main memorization techniques used in school learning.

It's important to note that while certain types of learning or research may indicate better performance with specific methods, context is inseparable from the outcome. The method employed is not the sole factor and can be challenging to isolate; therefore, these insights should be viewed as raw data to be implemented or adapted according to the situation, cognitive particularities, preferences, and context of each individual.

1. Spaced Repetition

Spaced repetition involves reviewing information at increasing intervals based on Hermann Ebbinghaus's forgetting curve. Research by Pavlik and Anderson (2008) shows that this technique improves long-term retention. For example, Anki, a software based on spaced repetition, has been widely used by medical students to memorize massive amounts of information with increased success rates in their exams.

2. Mind Mapping

Mind maps, popularized by Tony Buzan, are used to structure information visually and non-linearly. A study by Nesbit and Adesope (2006) found that mind maps can improve understanding and retention of knowledge in education compared to traditional methods. Students who use mind maps in subjects like history or biology have demonstrated a better ability to organize and retain complex concepts and detailed information.

3. Association of Ideas

The association of ideas is a technique where new information is linked to existing knowledge or mental images. Bellezza (1996) demonstrated that associative techniques enhance long-term memorization, particularly when vivid and meaningful images are used. For example, foreign language students often use idea associations to memorize vocabulary by creating mental images or associating words with similar sounds in their native language.

4. Memory Palace (Method of Loci)

The method of loci, also known as the memory palace, is an ancient technique used to memorize information by associating it with locations in an imaginary space. Roediger (1980) showed that this technique is particularly effective for memorizing long lists or complex information. For instance, memory champions regularly use this method in memory competitions to recall long sequences of numbers or cards.

5. Mnemonics

Mnemonics use acronyms, phrases, or rhymes to facilitate memorization. Levin (1993) showed that mnemonics are particularly effective for memorizing specific facts, such as chemical elements or historical dates. For example, to remember the order of the planets in the solar system, the phrase "My Very Educated Mother Just Served Us Noodles" is commonly used by students.

6. Self-Explanation

Self-explanation involves talking to oneself or explaining what has been learned. Studies like those of Chi and Bassok (1989) have shown that this technique significantly improves understanding and memorization, particularly in complex subjects like mathematics and science. Students who use self-explanation demonstrate a better ability to solve problems and transfer their knowledge to new situations.

7. Repeated Testing (Testing Effect)

The testing effect is a technique where students regularly test themselves on the learned material. Roediger and Butler (2011) found that self-testing improves long-term retention of information more than simply rereading. This method is often used in academic environments where students answer quizzes or use flashcards to reinforce their learning.

8. Distributed Practice

Distributed practice involves spreading out study sessions rather than learning all the content at once. Cepeda et al. (2006) showed that this method improves long-term retention, particularly for learning foreign languages or music. Students who adopt distributed practice have shown superior academic performance in tests and exams.

9. Cornell Method

The Cornell method is a note-taking technique that helps organize and review information. A study by Jacobs et al. (2002) found that students using this method had a better understanding of the studied subjects and more durable retention of information. It is often used in schools and universities to improve the effectiveness of note-taking during lectures.

Conclusion

There is no universal memorization method that works identically for all students or all subjects. Each method has its strengths and limitations, and effectiveness often depends on the student's learning style and the type of content to be memorized. Teachers should be proactive in suggesting the best methods for their subjects, and students should experiment with different techniques to find those that best meet their specific needs while combining several methods to maximize learning and information retention.

References

• Pavlik, P. I., & Anderson, J. R. (2008). Using a model to predict and optimize the scheduling of practice. Journal of Experimental Psychology: Applied, 14(2), 101-117.
• Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A meta-analysis. Review of Educational Research, 76(3), 413-448.
• Bellezza, F. S. (1996). Mnemonic methods to enhance storage and retrieval. Memory, 4(4), 309-330.
• Roediger, H. L. (1980). The effectiveness of four mnemonics in ordering recall. Journal of Experimental Psychology: Human Learning and Memory, 6(5), 558-567.
• Levin, J. R. (1993). Mnemonic strategies and classroom learning: A twenty-year report card. The Elementary School Journal, 94(2), 235-244.
• Chi, M. T. H., & Bassok, M. (1989). Learning from examples via self-explanations. Journal of the Learning Sciences, 1(1), 37-70.
• Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20-27.
• Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354-380.
• Jacobs, J. E., & Paris, S. G. (2002). Children's metacognition and the teaching of study skills. Metacognition in Learning and Instruction, 9, 19-32.