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auditory aspects of both the word and the thing it represents is necessary to make the subject think in a new language. Finding the relatedness among various foreign words is valuable, and idioms too, must be tied together. Reciting and self-testing in writing is essential, especially for the grammar. Surveying the recommendations of the memory experts, what conditions and methods do we find conducive to recall? And how far does sleep-learning coincide with these findings? We find consistency in many areas. There is agreement that certain time periods are better than others, that study just before sleep helps avoid retroactive inhibition of memory, also that motivation, knowledge of achievement, reinforcement by review, thinking about the material, learning during spaced intervals, understanding and repeating are vital. Reciting and writing out the material, relaxation, interest, confidence, health and freedom from drugs, over-learning, reinforcement of motor learning with verbalization, the proper environment, and general conditioning or habit formation are also important and helpful elements of memory. The effort to forget does not seem to be important in sleep-learning, since this form of memory stems directly from subconscious activity. If that constant evaluation of progress indicates worry, anxiety, and possible barriers in the early stages, it is implicitly considered undesirable in sleep-learning as in conscious memorizing. Meaningful material is easier to learn both awake and asleep, according to the authorities of both schools. Association and coexistence are not stressed, except as a |
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