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Ȩ > Ä¿¹Â´ÏƼ > ÀÚÀ¯°Ô½ÃÆÇ
À̹«Áø (2011-07-26)
¿Ü±¹¾î ¹®Á¦ ¼³¸íÁ» ÇØÁÖ¼¼¿ä!!!

Áö±Ý EBS ¿Ü±¹¾î¿µ¿ª °íµæÁ¡ 330Á¦ Ç®°íÀִµ¥¿ä ...

240¹ø Ǫ´Âµ¥ , ÀÌ°Å ´äÁö ºÁµµ ÀÌÇØ°¡ ¾ÈµÇ¿ä ¤Ñ¤Ñ;;

ÀÏ´Ü Áö¹® Àüü ÀûÀ»²²¿ä (½Ã°£ Á» ¸¹ÀÌ °É¸®°Ú³× ;;)

 

We are inclined to remember some information better when it is related to a location, which is

called episodic memory. We all remember some information because it is related to a location.

The car that you drive when you are first learning how to drive will be easier for you to drive

than other cars. Even though most cars have similar designs, you will remember your instruction

and associate it with this particular car. Taking your driving test in another car will make

the experience more difficult. So it can be said that episodic memory has an important component

called "invisible information." Students have more trouble solving math problems in English

classroom than they do in their math classroom. Why? The walls, desks, overheads, chalkboards,

and even the math teacher are covered with invisible information. In other words, the content of

the room                                                                  .

 

¨çbecomes part of the context of the memory

¨èconstitutes invisible information of instruction

 

´äÀÌ 2¹øÀÌ ¾ÈµÇ´Â ÀÌÀ¯´Â ¹«¾ùÀΰ¡¿ä? (Âü°í·Î 3,4,5 ¹øÀº ¿ÏÀü ¸»ÀÌ ¾ÈµÇ´Ï±î ¾ÈÀû¾ú±¸¿ä..À½)

¹°·Ð 1¹øµµ ´äÀÌ µÇ´Â°Ç ¾Ë°Ú´Âµ¥ 2¹øÀÌ ¿Ö ´äÀÌ ¾ÈµÇ´ÂÁö ¾Æ¹«¸® ºÁµµ ;;

ÀÚ¼¼È÷ ¼³¸íÁ» ÇØÁÖ¼¼¿ä!!!

 

p.s. ¿©±â´Ù ÀÌ·±Áú¹® ¿Ã·Áµµ µÇ´Â°Ç°¡¿ä? ÷ Çغ¸´Â°Å¶ó ¾îµð ¿Ã·Á¾ßµÉÁö ¸ð¸£°Ú³×¿ä ¤§¤§