Ballet Practice: This scenario involved a dancer named Valerie who used a mirror during practice to get immediate feedback on her form. While practicing with the mirror led to good performance and the ability to immediately correct posture, her form worsened significantly during actual performances when the mirror was not present. This suggests that relying on the external feedback from the mirror during practice hindered her ability to develop internal awareness of her body position, impacting her long-term performance without the aid. Spanish Vocabulary Learning: In this case, a teacher, Senor Gomez, used focused mastery sessions to help students learn new vocabulary words quickly. Although the students seemed to master the words during these intensive sessions, they did not perform well on a later final assessment. A related study involved teaching vocabulary with different intervals between study sessions (hours, one day, and 30 days). The group that had a 30-day gap between study sessions, despite forgetting more initially, performed the best in the long term compared to groups with shorter intervals. This highlights that spacing out learning, even if it feels harder in the short term, can be more effective for long-term retention than cramming or rapid mastery. Math Problem Solving: This scenario involved a teacher, Miss McLaughlin, who gave her students frequent feedback while they were solving math problems. The students did well during these problem-solving sessions with the regular feedback. However, they did not perform as well on subsequent unit tests. Research suggests that for students who already have some prior knowledge, frequent feedback can actually interrupt the deeper processing of the material necessary for true understanding and long-term learning. These examples collectively demonstrate that strategies which optishort-termize rapid m performance, such as using immediate external feedback, cramming, or constant feedback, may not be the most effective for achieving robust long-term learning. , , , , , , , , The video explains that forgetting is not simply the fading away of memories. Instead, it is described as something more dynamic, primarily involving interference . Forgetting often occurs because the brain has difficulty accessing a memory, even though the memory itself may still be stored. Accessing memories relies on following chains of cues. When the same cue is associated with multiple different memories, these memories can compete with each other, making it harder to retrieve the specific memory you are looking for. The problem is often with finding the memory among many others stored in the long-term memory, rather than the memory having disappeared. Furthermore, the brain is constantly engaged in a process that links remembering and forgetting. Forgetting what is not important helps in remembering what is. Interference can also occur during the physical process of memory formation or consolidation, where new memories can disrupt the establishment of others. ( , , , , , , )