51
mpression, you intend to retain only until the time of recall, the material tends to slip away after that time. If, however, you impress with the intention to retain permanently the material stays by you better. Students make a great mistake when they study for the purpose merely of retaining until after examination time. Intend to retain facts permanently, and there will be greater likelihood of their permanence.
READINGS AND EXERCISES
Readings: Adams (1) Chapter III. Seashore (16) Chapter II. Swift (20)
Chapter VII.
Watt (21).
Exercise I. Cite examples from your own experience showing the effects of the following faults in making impressions. a. First impression not clear. b. Insufficient number of repetitions. c. Use of rote method instead of method of logical association. d. Impressions not distributed. e. Improper use of "part" method.
Exercise 2. After experimentation, state what is your most effective sense avenue for the impression of foreign words, facts in history, the pronunciation of English words.
Exercise 3. Make a preliminary draft of your next theme; lay it aside for a day or two; then write another on the same subject; combine the two, using the best parts of each; lay this aside for a day or two; then read it aloud, making such changes as are prompted by the auditory presentation. Can you find elements of worth in this method, which will warrant you in adopting it, at least, in part?
CHAPTER VII
SECOND AIDS TO MEMORY: RETENTION, RECALL AND RECOGNITION
Our discussion up to this point has centred around the phase of memory called impression. We have described some of the conditions favora
