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Project Plan & Rationale: Students Will Increases Their Memory Retention on Repetition of Concepts

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Running Head: PROJECT PLAN & RATIONALE 1
Project Plan & Rationale: Students Will Increases Their Memory Retention on Repetition of
Concepts
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PROJECT PLAN & RATIONALE 2
Project Plan & Rationale: Students Will Increases Their Memory Retention on Repetition of
Concepts
Introduction
A project plan refers to the strategies and procedures a give firm, organization,
government department, or institution has put in place in order to attain certain set short or long-
term goals. Primarily, a project plan does establish the scope, targets, objectives, and methods to
embrace in the operations of a given program or project. In addition, the plan provides a well-
defined outline on the particular ways in which the activities of the project will run, the diverse
roles of different stakeholders in the operations or activities of the project, and the period within
which the project should run as well as prospected cost of making the project a success. As a
result, it is indisputable that a project plan does serve as the guide for the operations manager and
the entire human resource team involved in the activities of the project, as it forms the basis on
which the critical decisions concerning the project are made; a factor that facilitates effective
monitoring of the progress of the project. (Richman, 2011)
In this paper, we are going to comprehensively analyze the impact repetition of concepts
among students create in their memory strength; and how best all the concerned stakeholders
including the teachers, students, designers of the syllabuses, and the government can capitalize
on the repetition techniques in order to enhance the concept retention abilities of the students.
After the detailed analysis of the relationship between repetition and retention trends among
students, we will proceed to develop an appropriate project plan with which to employ repetition
as a scheme for improved memory among students.
The Relationship between Repetition of Concepts and Retention in One’s Memory

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PROJECT PLAN & RATIONALE 3
Many psychologists have performed a great deal of research on the effects of different
spacing of repetition in time on the strength of human memory, and how the technique can apply
in the facilitation of effective learning among students. It has as well been predictable, and
greatly ascertained, that changing the spacing of repetitions would certainly lead to a substantial
gain in the effectiveness of learning. (Baddeley, 1997) One of the most outstanding and popular
fact about the relationship between human memory and repetition is that sparsely spaced
repetition does produce a much better performance in memory tests than the densely spaced
repetition do.
According to Weiner and Freedheim (2003), the spacing between the trials of study on an
item, or rather a concept does affect the portability that the item or concept under study would be
recalled. This because, the human brain works in such a way that a second and subsequent
representation of a concept results to the addition of the information on the already existing one
in human brain, and this enhances comprehension, which in turn, increases his or her memory
retention or recalling strength. Psychologists have it that a single memory trace of an additional
presentation of an item or information does increase the probability of storing the information in
long-term memory. Therefore, the general rule that explains the relationship between repetition
and recalling capacity provides that as long as the retention interval is too short, the chances that
one will recall a concept, which has been presented twice increases on an increase in the interval
between the two presentations. (Sloboda, 2008)
However, all these studies and analyses from mental specialists get down to a single fact,
which is ‘the retention, comprehension, and recollection ability of human memory is often
enhanced by repletion.’ Although the variation in the intervals of repletion have their specific
impacts on the recalling strength of the brain, that does not nullify the fact that an event, concept,
or information one has encountered twice or more times stand high chances of remembrance than

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