Utilizing Memory Enhancement Strategies to Optimize Chinese Character Card Design: An Empirical Study on Improving Children's Working Memory

Abstract

Enhancing kids' efficiency and memory capacity was crucial for educators and researchers in modern scholastic environments. This research was intended to investigate the application of memory enhancement approaches in kids' Chinese characters discovering and integrating these methods into the layout of Chinese character cognitive cards. The specific goals consisted of confirming the performance of memory improvement approaches; designing and enhancing Chinese character cognitive cards with memory methods such as attentional help, inscribing procedure, organizing for storage, spaced rep, and retrieval approaches; and researcher are assessing the effect of these cards on children's discovering experience and memory effects. The academic foundations comprised the information processing concept, Ebbinghaus' forgetting contour theory, and cognitive lots of theory. These concepts highlight the procedures of encoding, saving, and getting details and how these processes could be enhanced to improve memory. The information processing theory highlights memory's encoding and retrieval procedures; Ebbinghaus' theory reveals the regulation of memory degeneration in time; and cognitive lots of theory focuses on decreasing the cognitive lots to improve finding performance. This research study utilized a mixed-methods approach consisting of case studies, trends, policy, and technical evaluations. Data collection techniques consisted of questionnaires, interviews, and experiments. The questionnaires collected viewpoints from kids and instructors; interviews supplied expert understandings of memory methods and card design; and experiments assessed the results of the methods and cards by contrasting a control group with a speculative team. Information was evaluated, making use of statistical software applications R and NVivo to ensure scientific legitimacy and reliability. The findings suggested that the memory enhancement approaches and the ideally made Chinese character cognitive cards substantially boosted children's memory. Specifically, interest advice, encoding optimization, and spaced repetition strategies enhanced memory efficiency. The study also showed that using these cards boosted kids' finding efficiency and experience, with pupils in the speculative team racking up an average of 47.33 factors higher post-test. This research study verified and extended theories in cognitive psychology. It confirmed the applicability of information processing theory in Chinese character knowing, stressing the value of interest assistance, inscribing optimization, team storage space, and retrieval strategies. The research expanded the application of Ebbinghaus' failing to remember curve concept by utilizing spaced rep to decrease forgetting rates. It also sustained cognitive tons theory by showing that appropriately created understanding tools can decrease cognitive loss and improve performance. Almost all the searching provides valuable support for teachers. The memory renovation strategies offer efficient devices for mentoring Chinese characters and improving learning results and experiences. The developed cognitive cards can be incorporated into sensible training to help pupils master Chinese characters. The results recommend that academic policymakers consider integrating these strategies into educational program layout to improve education's high quality. The individuality of this research study hinges on its innovative technique, combining cognitive psychology concepts with functional educational tools. Integrating numerous memory techniques created a reliable cognitive card for Chinese characters showing substantial theoretical and sensible outcomes. As pioneering research, it uses new ideas and approaches for future educational practice and study. However, the research had some limitations: the sample selection affected the generalizability of the findings, the controlled experimental setting may impact external validity, and the study focused on short-term effects without clarifying long-term outcomes. Despite these limitations, the study provides a crucial foundation and reference for future research.

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