Researchers believe that reciting facts shortly after learning them is better than many new-style educational methods。

　　The "simple recall" seems to cement the knowledge "in memory" so it is more permanently embedded for use later。

　　Many modern teachers rely heavily on learning techniques like concept or mind mapping to help students retain the most from the texts they read, the study said。

　　This involves drawing elaborate diagrams to represent relationship between words, ideas and tasks。

　　But two experiments, carried out by Dr Jeffrey Karpicke at Purdue University, Indiana, concluded that this was less effective than constant informal testing and reciting。

　　Dr Karpicke asked around 100 college students to recall in writing, in no particular order, as much as they could from what they had just read from science material。

　　Although most students expected to learn more from the mapping approach, the retrieval exercise actually worked much better to strengthen both short-term and long-term memory。

　　The results support the idea that retrieval is not merely scouring for and spilling out the knowledge stored in one's mind — the act of reconstructing knowledge itself is a powerful tool that enhances learning about science。

　　研究人员认为课后立即背诵比许多新的教育方法更有效。因为这种"简单回忆"能巩固记忆，长远来说记得更牢。

　　该研究称，现在许多教师极度依赖各种学习技巧，如应用概念或思维图谱帮助学生记住课文内容，如用各种复杂图表，展现词句、概念和问题之间的关系。

　　然而美国印第安纳州普度大学的杰弗瑞•卡尔皮克博士通过两个实验得出结论，这种现代学习方法不及死记硬背有效。

　　卡尔皮克博士召集了100名大学生，让他们回忆刚读到的科学材料里的内容，顺序不限。

　　尽管大多数学生认为利用图谱的方法能记得更多，但事实上重复练习对于加强短期记忆和长期记忆都更为有效。

　　这项结果也证实回忆不仅仅是搜寻存储的知识信息，重组知识结构本身就能大大促进科学知识的学习。