「我真的沒辦法每天抽空和小朋友複習，還有其他方法減慢小朋友遺忘的速度嗎？」理論上，每天反覆重溫確實能解決絕大部分小朋友初期認讀中文字的困難，只要有恆心，小孩透過大量閱讀也能以自然習得的方式輕鬆學會中文。可是當理論回到現實生活中，要每天定時抽時間和小朋友有系統地學習，對於現代繁忙的家長來說真的不容易啊！
那除了投入時間以外，還有甚麼方法可增強學習效率，把知識記得牢？要找出答案，我們要先花時間理解記憶形成的方法。
記憶的形成：記住、儲存、提取
根據認知心理學的觀點，記憶的形成需要靠三個步驟：編碼（記住）、儲存（維持）、提取（回想）。缺乏任何一個過程，都無法產生真正可用的記憶。
一、記住（Encoding）：善用多感官與記憶線索
小朋友接收的所有外界訊息或刺激會經過大腦轉化為可儲存的資訊。若賦予這些資訊意義，則更有助於從短期記憶轉化為長期記憶。
多感官學習
「多感官學習」能夠幫助小朋友透過互動，把「眼看」、「耳聽」、「口唸」和「手寫」等感官動員起來，更有效學習。每個孩子的學習偏好不同，以下是一些具體做法：
- 動作法：用身體在地上「走」出筆畫；在空中「寫」字；用墨汁、水彩在大紙上練字；用泥膠、磁貼砌字。
- 觸覺法：用手指寫在孩子手掌或背上；讓孩子在沙子、白米、鹽或桌面上練字。
- 視覺法：用字卡搭配圖畫學習；用顏色區分部首與結構。
- 聽覺法：朗讀筆畫，如「土」：橫－直－橫；或拆解口訣如「聽——耳王十四一心」。
留下記憶線索
記憶提取需要「線索（cue）」，我們可透過以下技巧建立這些連結：
- 圖像化文字：將文字視覺化為圖像，如「壞」可畫成壞人；「龍」像一條飛龍。
- 故事化文字：為字詞創作故事，如「鬥」為兩位國王比武；「為」結合天梯的故事。
- 諧音法：用相似讀音建立記憶，如「八」像「伯伯」的鬍子。
- 口訣法：如「耳王十四一心」輔助記憶；或唱出筆順「橫直直橫橫橫」。
二、維持（Storage）：從短期記憶搬進長期記憶
小朋友學習中文的初期目標，是將形音義從短期記憶（容量和時間有限）轉移至長期記憶（容量無限）。短期記憶若無重複使用，很快會被遺忘。為了延長記憶保存時間，可採用以下策略：
分散練習
研究指出，「分散練習」比集中學習更有效。每天練習10分鐘，比一週集中練習一小時更能對抗遺忘曲線。連續十週每週練習一次，也優於連續十天密集練習。
間隔重複
根據遺忘曲線，記憶會在以下時間點迅速衰退，若能在這些節點進行複習，效果最佳：
- 第一次複習：20分鐘後
- 第二次複習：1小時後
- 第三次複習：9小時後
- 第四次複習：1天後
- 第五次複習：2天後
- 第六次複習：6天後
- 第七次複習：1個月後
三、回想（Retrieval）：建立通往記憶的道路
提取記憶是轉化為長期記憶最關鍵的環節。記憶如森林中的小屋，唯有反覆提取，才能鋪設通往它的小徑，不致被遺忘掩埋。
提取測試勝於重複學習
科學實驗發現，學習後進行提取（如測驗）比一再重複學習更能提升長期記憶力。兩組人分別進行「重複學習」與「一次學習＋多次測驗」，7天後的結果顯示，後者的記憶保持更優異。這說明記憶提取不僅是檢查記憶，也是強化記憶的手段。
總結：三步提升記憶力
想讓小朋友更有效記住學習內容，我們可依以下三步驟：
🌈 記住：善用多感官學習法與圖像、故事、諧音、口訣等技巧賦予文字意義
🌈 維持：運用分散學習、間隔重複，加強長期記憶轉換
🌈 回想：透過反覆提取與使用，加深記憶痕跡
當中最關鍵的，是讓小朋友有大量實際運用記憶的機會，透過#反覆回想 熟習字詞。
How to Slow Down Forgetting?
“I really don’t have time to review with my child every day. Is there any other way to slow down how fast they forget?”
In theory, reviewing every day can solve most of the difficulties children face when learning to read Chinese characters in the early stages. With persistence, children can naturally and easily acquire Chinese through extensive reading. However, in real life, it’s truly challenging for busy modern parents to set aside time every day for systematic learning with their children.
So aside from time investment, what else can enhance learning efficiency and improve memory retention? To answer that, we must first understand how memory is formed.
How Memory is Formed: Encoding, Storage, Retrieval
According to cognitive psychology, memory formation involves three key processes:
Encoding (remembering), Storage (maintaining), and Retrieval (recalling).
Without any of these steps, memory won’t form in a way we can actually use.
1. Remembering (Encoding): Use Multiple Senses and Memory Cues
All external information a child receives must be encoded by the brain to be stored. If the new information is meaningful, it is more likely to move from short-term memory to long-term memory.
Multisensory Learning
Multisensory learning engages children through interaction, using the eyes (see), ears (hear), mouth (speak), and hands (write), which makes learning more effective. Since every child has different learning preferences, here are some techniques:
- Movement-based:
Walk the strokes of a character with the body; air-write large characters using full-body motion; write with ink or watercolor on a large sheet; build characters with clay or magnetic tiles. - Tactile-based:
Trace characters on the child’s hand or back; have them write in sand, rice, salt, textured paper, or directly on a table. - Visual-based:
Use enlarged flashcards with images; use color to highlight parts of characters. - Auditory-based:
Read out strokes of simple characters (e.g., for “土”: horizontal – vertical – horizontal); turn characters into mnemonic phrases (e.g., “聽” becomes “Ear–King–Fourteen–One–Heart”).
Creating Memory Cues
The brain constantly builds connections. We often link new information to known concepts. Retrieval also relies on cues to access memory. So during learning, we can use these strategies to help children understand and remember:
- Visualizing Characters:
The brain sees characters as images. Turn them into pictures to boost memory and involve the right brain. For example, the right side of “壞” (bad) can be drawn as a villain; “龍” (dragon) resembles a flying dragon. - Storytelling:
Our brains remember stories more easily. Create a story that links the meaning and structure of a character.
For example, for “鬥” (fight), imagine two kings dueling with spears.
For “為” (for), tell the tale of the man who built a long staircase for his wife, connecting the ladder-like form with the meaning of “doing something for someone.” - Homophones:
Use similar-sounding familiar words to form connections. For example, the Cantonese word for “eight” (八) sounds like “uncle” (伯), and visually, it looks like an old man’s mustache. - Rhymes and Mnemonics:
Especially useful for auditory learners. For example, “聽” (listen) becomes “Ear–King–Fourteen–One–Heart.” Stroke order can be sung, such as for “耳” (ear): “horizontal, vertical, vertical, horizontal, horizontal, horizontal.”
2. Maintaining (Storage): From Short-Term to Long-Term Memory
The initial goal of Chinese learning is to move character recognition and meaning from short-term memory (limited in capacity and duration) to long-term memory (unlimited capacity). Most of what we learn each day is stored temporarily and forgotten within seconds or minutes unless reviewed.
If the information is meaningful or we mentally process and rehearse it, we’re more likely to remember it longer.
For example, if we see the string of letters “lanoitanretni”, it’s hard to recall. But if we realize it’s “international” reversed, it becomes easier to retain.
Still, information in short-term memory won’t last unless it’s reviewed. As mentioned in our last article, forgetting is normal—time naturally fades memory. But we can counteract this with the following strategies:
Spaced Practice
Studies show that “spaced practice” is effective in countering the forgetting curve.
Practicing daily for 10 minutes is more effective than studying for 1 hour once a week.
Studying once a week for 10 weeks is more effective for long-term memory than 10 consecutive days of cramming.
Spaced Repetition
Gradual, repeated review leads to stronger learning than cramming. According to the forgetting curve, reviewing at these intervals is most effective:
- 20 minutes after learning
- 1 hour after
- 9 hours after
- 1 day after
- 2 days after
- 6 days after
- 1 month after
3. Recalling (Retrieval): Strengthen the Memory Path
Retrieving memory is the most crucial part of forming long-term memory. Think of memory as small cottages hidden in a forest. Only through repeated recall can we build a clear path to reach them before they’re covered in overgrowth.
Practice Retrieval, Not Just Repetition
Scientific studies show that retrieval itself—like testing—can greatly strengthen memory, not just measure it.
In one experiment, participants either studied a passage four times, or studied once and were tested three times (with no restudy).
Five minutes later, those who studied more had better recall. But after seven days, the test group remembered significantly more.
The number of retrieval attempts correlated with memory performance—showing that “study + test” is more effective than “study + study” for long-term learning.
Summary: Three Steps to Stronger Memory
To help children retain what they’ve learned more effectively, focus on:
🌈 Encoding: Use multisensory methods and make words meaningful through visuals, stories, homophones, and rhymes
🌈 Storage: Apply spaced learning and spaced repetition
🌈 Retrieval: Provide opportunities for frequent recall and active use
Among all these strategies, the most crucial and effective is giving children real opportunities to actively recall and apply what they’ve learned—because repeated recall builds familiarity and retention.