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of time necessary for learning increases disproportionately. The characteristics of the learner must be considered as well—his emotional state, the deterrent effects of illness, fatigue, drugs, or excitement. It is theorized that age affects learning capacities as well. It is claimed that there is a progressively diminishing increase in memory span with the increase of age. Intelligence brings with it high learning efficiency. And speed has values apart from the time-saving aspects: it has been found that a fast learner learns better. Hunter reports that reading plus recitation results in better learning and remembering than reading alone. The explanation is that the combination of the two involves active participation, provides knowledge of results and increases motivation, and constitutes direct preparation for later recalling. He finds pros and cons in the argument about whole versus part learning. Both, he concludes, have their uses. Whole learning is good for short pieces, but a combination would be necessary for longer and more difficult material. Short learning sessions are advised. The best results are achieved when they are spaced. Accurate first impressions are extremely important. Rhythm in the material is important. Overlearning (review) is recommended, as well as integrating the material. There is no one cause of forgetting, Hunter states. The reason could be physiological—for instance, a deterioration of the trace, that is, of the organic changes produced by learning; or an actual injury or disease of |
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