Regaining knowledge of material that has been learned and forgotten. Technique which allows for the measure of forgotten knowledge that may be present but not immediately accessible. Time needed to relearn information can be used to determine the original amount of retention. See also: savings score.
What is relearning in psychology?
Relearning is a key idea in psychology that has been researched extensively for many years. It entails the process of relearning knowledge or abilities that have been learned in the past but have been lost to memory through time. German psychologist Hermann Ebbinghaus was the first to propose the concept of relearning in the late 19th century. In his studies, Ebbinghaus discovered that people may learn knowledge more quickly the second or third time around.
As a result, he advanced the hypothesis that forgetting is actually an inability to access previously learned knowledge rather than just the loss of information. Relearning is an essential component of human memory because it enables people to retain key knowledge and abilities that may come in handy in the future.
Importance
Understanding how memory works and how we store and recall knowledge requires an understanding of relearning. Researchers can learn more about the effectiveness of human memory and cognitive processes by researching the process of relearning. They can also design tactics for improving memory retention and recall in various situations.
What is the process of relearning?
Relearning is the process of reacquiring previously taught knowledge or abilities that have been partially or completely forgotten as a result of inactivity, distractions, or other memory-affecting events. Since the brain has already established the required neuronal connections and pathways during the initial learning process, relearning usually requires less time and effort than initial learning (Dewar et al., 2012).
The brain reinforces the connections and activates these neural pathways during relearning, making it simpler to access the knowledge or skill later on. Consolidation is the word for this action, which is crucial for the development of long-term memory (McGaugh, 2000).
Examples
The concept of relearning in psychology refers to the phenomenon of regaining previously acquired knowledge or skills after a period of time has passed. This can occur in various contexts, such as in procedural memory, language acquisition, and educational settings.
In the case of procedural memory, people can quickly regain their ability to perform motor skills and habits, such as riding a bike or playing an instrument, through the process of relearning.
Similarly, individuals who have previously learned a foreign language but have not used it for an extended period may experience difficulty using it initially but can relearn it faster than someone who is learning the language for the first time.
In educational settings, relearning plays a significant role in reinforcing previously learned material and improving understanding.
- Procedural memory: One common example of relearning is seen in procedural memory, which involves motor skills and habits. People can quickly regain their ability to ride a bike or play a musical instrument after not practicing for an extended period, thanks to the process of relearning (Cohen & Squire, 1980).
- Language acquisition: Relearning can also be observed in language acquisition. Individuals who have learned a foreign language but have not used it for a long time may experience difficulty speaking or understanding the language. However, they can often relearn the language faster than someone who is learning it for the first time.
- Educational settings: In educational settings, relearning plays a significant role when students review material they have previously studied. Revisiting the content allows them to reinforce the memory traces and improve their understanding of the subject matter.
References:
Cohen, N. J., & Squire, L. R. (1980). Preserved learning and retention of pattern-analyzing skill in amnesia: Dissociation of knowing how and knowing that. Science, 210(4466), 207-210. DOI: 10.1126/science.7414331
Dewar, M., Alber, J., Cowan, N., & Della Sala, S. (2012). Boosting long-term memory via wakeful rest: Intentional rehearsal is not necessary, consolidation is sufficient. PLoS ONE, 7(10), e48626. https://doi.org/10.1371/journal.pone.0109542
Ebbinghaus, H. (1885). Memory: A contribution to experimental psychology. Annals of Neurosciences, 20(4), 155-156. doi: 10.5214/ans.0972.7531.200408
McGaugh, J. L. (2000). Memory - a century of consolidation. Science, 287(5451), 248-251. DOI: 10.1126/science.287.5451.248
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