READING TO REGISTER AND RETRIEVE A PSYCHOLOGY OF STUDY

READING TO REGISTER AND RETRIEVE A PSYCHOLOGY OF STUDY (REV. OLADELE KOLADE) One great area of study that is being significantly explored today is the deeper understanding of human dynamics. Human being can be looked at from biological, sociological or anthropological perspectives. Since we are more specially dealing with the cognitive domain of the human we shall limit ourselves more to the discipline of Psychology. We want to employ the dynamics of perception, memorization and thinking in our study exercise. We shall also examine some of the mechanisms of mind, which are used in study and the motivating power, which activate these mechanisms. In this psychological exploration of the instruments of perceiving, remembering (recalling) and thinking , our attempt is to improve the efficiency of study which will be measured vis-à-vis the degree with which the study goals are attained, the speed with which they are attained and the economy of effort with which they are attained. PERCEPTION Perception can simply be defined as living being becoming sensibly aware of changes in its environment. The power of perception is biologically in-built and it belongs to receptive phase of human anatomy; e.g. in a normal visual perception, light impinges on the retinas of the observer, producing a pattern of stimulation corresponding to the pattern of events in the field (or object) he/she is observing. Impulses in the nervous system are transmitted to certain parts of the brain and then the observer sees the flash of lightning. Observation can simply be described as motivated perception. The following should be noted about perception:- 1. CONTENT:- What is presented to the mind. It must be noted here that we possess moderate power of sensory discrimination. 2. SPAN:- This defines “how much” or how many items are presented to the mind. Human being interestingly has a limited span of perception. The normal man cannot take in a single glance more than about seven separate items. For now, it is necessary to note that, other thing being equal, efficiency of perception varies in proportion to its span. 3. TIME:- the speed at which what is presented to the mind is perceived. Quickness of perception favors speed in action and economy of time in acquiring knowledge. The principle of subjective selection, which is important in the ordering of our mental life, bears upon the speed of perception in the special form of subjective facilitation. Other factors influencing our speed of perception include direction of attention, expectation and interest. Again it the simplicity of what is perceived. 4. ORGANIZATION:- To some degree, what is perceived is in some way organized; e.g. objects are seen having shapes and several objects form pattern. Some forms of organization facilitate better perception. Good organization depends on objective conditions (e.g. Geometrical properties of the thing perceived) and also subjective factors (e.g. Motivation or disposition in active search). The subjective factors are greatly under the control of the students. The difference in efficiency is seen in looking for something and not just looking at something. The earlier is more efficient than the latter. 5. SELECTIVITY:- It has earlier been mentioned that we cannot observe everything, we must therefore endeavor to observe the most important. In this regard training is required since the powers that determine spontaneous selection are precisely the forces of distortion and prejudice. In this regard propensities and interests are very important in selectivity since they determine the movements of attention in the perceptual field. Failure in observation is largely due to dissipation, a failure in discipline and restriction. The hallmark of an inspired observation is its relevance. Our observational training must not just be based on mechanical exercise of the perceptual function but rather stimulated by spontaneous interest, in this regard observation becomes focused than diffused. MEMORIZATION/RECALLING The more important problem, which looms largest in the student’s mind, is the problem of memorization. Retaining what is read from books and heard from class is a big huddle. Here emphasis is on the method rather than ability. Method is very important in the use of our mental power. Even though with method our powers of memory do not change but we can remember more by remembering with method. At this junction we must note that all improvement of memory consist in the improvement of one’s habitual methods of recording facts. Memory is a constituent function in response to stimulation. As perceptual experience enables us to respond to what is present, in the same vein memory enables us to respond to what is past, to respond to what is present in the light of past experience. The principles of selection, propensities and acquired interest are equally relevant to the power of memory. Interest and taste are necessary psychological conditioning for recalling can memorization. In this regard, we must note that ability may not always be commensurate with inclination, but even great ability will not compensate for the absence of motivation. Note the following tips: 1. Exploit every mnemonic device through learning by concentrated and focused (convergent) effort. 2. Active repetition is a catalyst of retention. 3. When every reading is followed by an attempt to recall the items, the efficiency of learning and retention is enormously enhanced; i.e. acts of reading and that of recalling should alternate. This procedure automatically secures the most favorable distribution of attention. The item, which proves most difficult, will invariably receive not only more time but also a special welcome from attention and a more favorable impression is secured. 4. The processes of assimilation are dependent on the stimulus of appetite. There is a natural rhythm of reception and digestion, cramming is a form of forcible feeding and the mere “Swot” as an intellectual glutton. 5. Curiosity is the appetite of the mind and good digestion waits on appetite. 6. Information is more readily retained when it comes in answer to question. If we study without asking question, experience no curiosity and no perplexities, it is doubtful if we shall ever learn and if by chance we learn we may not be able to retain what is learnt. The strategy is, ask yourself questions – try to get them answered or clear-then follow their lead as far as ever they will go. And then ask yourself another question. 7. Consolidation of what is learnt is required. This is possible through “mind metabolism” which follows the principles of analysis and re-synthesis in though. Little of what we learn is retained in its original form. Some re-organization can take place and this is the first condition of “originality”. 8. We learn by doing and expressing, so we retain information by making use of it. One of the ways of mastering what is studied is to give a lecture on it. Relatively too much time is spent in reading and attending lectures and relatively too little in thinking, writing and oral expression. At the minimum the latter should receive at least an equal sphere of the time. 9. The “psychology of ideas” expressing the way in which items of information were acquired one by one and built by association into complex whole is relevant in retention and memorization. The natural sequence in the acquisition of knowledge is from the vague to the precise, from the rough outline sketch to the detailed picture, from the provisional and inaccurate approximation to the refined and balanced truth.