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forgetting. Yet, the level of overlearning is reached individually after each
learner performs a number of repetitions. At the same time, mindless

repetitions cannot be treated as overlearning. time spent on learning – It is
important how long and how often repetitions and exercises are done.

Frequent and short exercises are more efficient than rare and long ones

(Woźnicki, T./ Zawadzka, E. 1979: 30-40).
L. The Characteristic Of Children’s Memory

Learning styles are various ways of learning. They involve

education methods, characteristic for an individual, which are used by the
individual to learn best. The alleged basis and efficacy for these proposals

have been extensively criticized. Learning styles depend on individual
preferences, and, according to Nail Fleming, such styles may be divided into

four categories.

The fist group is made of visual learners, who, as the term suggests
plies, receive most information visually. These learners have a tendency to

do well at public schools because most of what they are taught is presented
through visual teaching tools. They do well with visual aids like pictures.

For visual learners, the easiest way to learn is watching and calling up
visuals in their minds to remember what they studied in the past. They have

a tendency toward appreciating arts: crafts, painting or drama. They tend to

be creative and imaginative.
The second group are auditory learners who tend to learn better

through listening. They listen to instructions and follow them in such a way

that they can gather large amounts of information and deal with it. Auditory
learners are very good at listening to lectures and conversations for a longer

time without getting bored. They are more concentrated than visual learners
and may be more discerning and attentive in the class. They prefer to study

with music in the background. These students may also be creative and
imaginative. They are good at listening to information and reproducing it in

their individual ways.

Students with another style known as kinesthetic learning might be
mistaken for too active in the classroom. They do not like waiting for

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