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How to Teach by George Drayton Strayer;Naomi Norsworthy
page 80 of 326 (24%)
accompanied by the time element and the personal element or not. In
fact, most of the remembering which is done in daily life lacks these
two elements.

Memory then is the recall of the appropriate response in a given
situation. It differs from habit in that the responses referred to are
more often mental rather than motor; in that it is less automatic, more
purposeful. The fact that the elements involved are so largely mental
makes it true that the given fact is usually found to have several
connections and the given situation to be connected with many facts.
Which particular one will be "appropriate" will depend on all sorts of
subtle factors, hence the need of the control of the connection aeries
by a purpose and the diminishing of the element of automaticity. As was
said before, there is no hard and fast line of division between habit
and memory. The recall of the "sqrt(64)" or of how to spell "home" or of
the French for "table" might be called either or both. All that was said
in the discussion of habit applies to memory.

This ability to recall appropriate facts in given situations is
dependent primarily on three factors: power of retention, number of
associations, organization of associations. The first factor, power of
retention, is the most fundamental and to some extent limits the
usefulness of the other two. It is determined by the character of the
neurones and varies with different brains. Neurones which are easily
impressed and retain their impression simply because they are so made
are the gift of nature and the corner stone of a good memory. This
retention power is but little, if at all, affected by practice. It is a
primary quality of the nervous system, present or absent to the degree
determined by each individual's original nature. Hence memory as a whole
cannot be unproved, although the absence of certain conditions may mean
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