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  1. Lesson One - Pre-reading

    The Power of Prereading - Part One
  2. The Power of Prereading - Part Two
  3. The Power of Prereading - Part Three
  4. The Power of Prereading - Part Four
  5. The Power of Prereading - Part Five
  6. Lesson Two - Single Tasking
    Single Tasking - Part One
  7. Single Tasking - Part Two
  8. Single Tasking - Part Three
  9. Single Tasking - Part Four
  10. Single Tasking - Part Five
  11. Lesson Three - Recognition and Recall
    Recognition and Recall - Part One
  12. Recognition and Recall - Part Two
  13. Recognition and Recall - Part Three
  14. Recognition and Recall - Part Four
  15. Recognition and Recall - Part Five
  16. Lesson Four - Question Logging
    Question Logging - Part One
  17. Question Logging - Part Two
  18. Question Logging - Part Three
  19. Question Logging - Part Five
  20. Question Logging - Part Four
  21. Lesson Five - The Testing Effect
    The Testing Effect - Part One
  22. The Testing Effect - Part Two
  23. The Testing Effect - Part Three
  24. The Testing Effect - Part Four
  25. The Testing Effect - Part Five
  26. Lesson Six - Taking Notes
    Taking Notes - Part One
  27. Taking Notes - Part Two
  28. Taking Notes - Part Three
  29. Lesson Seven - Foundational Learning
    Foundational Learning - Part One
  30. Foundational Learning - Part Two
  31. Foundational Learning - Part Three
  32. Foundational Learning - Part Four
  33. Foundational Learning - Part Five
  34. Lesson eight - Deep Learning
    Deep Learning - Part One
  35. Deep Learning - Part Two
  36. Deep Learning - Part Three
  37. Deep Learning - Part Four
  38. Deep Learning - Part Five
  39. Lesson nine - High Yield Learning
    High Yield Learning - Part One
  40. High Yield Learning - Part Two
  41. High Yield Learning - Part Three
  42. High Yield Learning - Part Four
  43. High Yield Learning - Part Five
  44. Lesson ten - The Testing Effect
    The Testing Effect - Part One
  45. The Testing Effect - Part Two
  46. The Testing Effect - Part Three
  47. The Testing Effect - Part Four
  48. The Testing Effect - Part Five
  49. Lesson eleven - active and passive learning
    Active and Passive Learning - Part One
  50. Active and Passive Learning - Part Two
  51. Active and Passive Learning - Part Three
  52. Active and Passive Learning - Part Four
  53. Active and Passive Learning - Part Five
  54. Lesson twelve - Study Blocking
    Study Blocking - Part One
  55. Study Blocking - Part Two
  56. Study Blocking - Part Three
  57. Study Blocking - Part Four
  58. Study Blocking - Part Five
  59. Lesson thirteen - Linking
    Linking - Part One
  60. Linking - Part Two
  61. Linking - Part Three
  62. Linking - Part Four
  63. Linking - Part Five
  64. Lesson fourteen - Interleaving
    Interleaving - Part One
  65. Interleaving - Part Two
  66. Interleaving - Part Three
  67. Interleaving - Part Four
  68. Interleaving - Part Five
  69. Lessons fifteen - Application Questioning
    Application Questioning - Part One
  70. Application Questioning - Part Two
  71. Copy of Application Questioning - Part Three
  72. Application Questioning - Part Four
  73. Application Questioning - Part Five
  74. Lesson Sixteen - Using Tables
    Tables - Part One
  75. Tables - Part Two
  76. Tables - Part Three
  77. Tables - Part Four
  78. Tables - Part Five
Lesson 13 of 78
In Progress

Recognition and Recall – Part Three

Stoicable July 9, 2022


Recognition and Recall

Recall is remembering, whereas recognition is recognizing.

Recall is an active process, while recognition is a passive process.

This is what happens when your study only tests recognition instead of recall. You might read your textbook and other learning material multiple times. You immediately understand it. It feels as if you have a strong grasp of all the concepts.

You sit down to take your exam.

“Reading time starts now”

Slowly you open the first page. You flick to the next. And the next. And the one after. There are no more pages left. That’s when it hits. You can’t remember enough to properly answer a single question. You know what the question wants; you just can’t find the specific details to put down.

Always prepare with the end in mind. Test your memory. The best time to find out that you can only recognize your learning instead of recalling it is before the test, not during.

Recognition relies on cues. When you read your textbook, you may feel as though you know the material, but that’s because it’s right in front of you.

During your examination, you don’t have access to these cues. There is no textbook. When you don’t have any cues is when your memory is really tested.

Never rely on cues. You won’t get them during your test. If you want to know whether or not you really know something, close your book and see. It’s important to also allow some time to pass before testing yourself on the material. If you attempt to recall the information immediately, you are relying on your short-term memory. To be sure if your learning has permeated into your long-term memory, you must allow enough time to pass for your short-term memory to clear. Usually, an hour is long enough, but a day is ideal.

Lesson Cards

Recognition and Recall

Card 1

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Key Idea

If you have ever gotten your test mark back, only to be shocked by a poor mark, this is the reason why. You confused recognition with recall.

Card 2

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Key Idea

Where possible, revise without cues. You will not get any during an assessment, so get used to it before you go in, not after.


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