Sentence examples for material is learned from inspiring English sources

Although there are human studies demonstrating altered memory when new material is learned after reactivation, these studies focused only on procedural memory [10], conditioning [7], [11] or the memory for a list of items learned in the laboratory [8], [9].

Based on these criteria, our approach provides a very basic form of schematic memory: (1) our material has an associative structure, although simple; (2) schemas are not defined based on specific episodic information, material is learned fast but across multiple instances; (3) specific features are predictive while others are not; (4) schemas could be expanded and adapted to new material.

Based on these criteria, our approach provides a very basic form of schematic memory: (1) our material has an associative structure, although simple; (2) schemas are not defined based on specific episodic information, material is learned fast but across multiple instances; (3) specific features are predictive while others are not; and (4) schemas could be expanded and adapted to new material.

Be sure to always be connected to the question, many times lots of material is learned but little material is actually asked.

One of the most basic ways of understanding a material is learning how it changes between its solid, liquid, gas and plasma phases.

Ideally, these would be criteria that are intrinsic to the material being learned.

Example-based learning has been shown to be more effective when learners self-explain the material being learned [ 6].

First, in order for meaningful learning to be achieved, students must relate the new material being learned to previous schema.

The presence of clinicians in the laboratory creates a greater sense of relevance for the material being learned.

An established literature demonstrates that memory processing can be modulated by the emotional strength of the material being learned (for reviews, see McGaugh 2004).

Students adapt both what and how they learn so as to meet the lecturers' requirements as manifested in assessment rather than understand the material being learned (Becker et al. 1968; Ramsden 1984, 1992; Snyder 1971).