Do People Forget Immediately After Studying? Understanding How Memory Works Changes How You Learn

I have decided to start a magazine called "The Study Textbook Schools Don't Teach: A Practical Course in 'Understanding-Based Learning' for Life."

Schools teach subjects like Japanese, mathematics, and English.
However,
how to learn efficiently,
how to make things harder to forget,
and what it truly means to understand something,the very methods of learningare surprisingly rarely taught.

I believe that the ability to learn is a lifelong asset.

It is not just about studying during your student years.
People continue to learn throughout their lives, from certification exams, languages, and work to new hobbies and the knowledge needed to live in the age of AI.

That is why, in this magazine, I will focus on "how to learn" rather than "what to learn," sharing easy-to-understand learning methods that anyone can practice, while incorporating insights from brain science, psychology, and pedagogy.

The first series is "The Essence of Learning."

For this first installment, I would like to start with a question that many people have felt at least once.

"Why do people forget things immediately after studying?"

I studied so hard yesterday, yet I have already forgotten it.
Even though I sat at my desk for hours before the exam and tried my best to memorize everything, I couldn't recall the content by the time the test was over.

Many people hit the same wall not only during their student years but also when trying to acquire new knowledge for certification exams, language learning, or work.

Then, they think, "Maybe I have a bad memory"
or "Maybe I can't remember things anymore because of my age."

But is that really the case?

In fact, the reason people forget what they have studied is not because they lack ability or because of their age alone.
There is a more fundamental reason.

It is becausethe human brain is designed to forget.This might feel a bit surprising.

However, what would happen if we remembered every single thing we saw, heard, and felt?
A vast amount of information would pile up in our heads every day, making it difficult to even find the information we truly need.
In other words, the function of "forgetting" is by no means a flaw for the brain. Rather, it is an essential function for using necessary information efficiently.

The problem is not the act of forgetting itself.

What is truly important is to know "what kind of information the brain tries to retain" and to learn in accordance with that mechanism.
In reality, people who are good at studying do not have a special, innate memory.

Many of them naturally incorporate ways to learn that are easy for the brain to remember and techniques that make things harder to forget.
In this series, I will unravel "assumptions" about learning one by one and share the concept of "understanding-based learning" that you can use for the rest of your life.

As a first step, let's look at why the human brain has a mechanism to "forget."

<Chapter 1> Humans are designed to "forget"

"I studied, but I forgot."

Looking only at this fact, many people think, "It's because my memory is bad."
However, that is not actually the case.

Our brains are equipped with a "forgetting" function from the start.
This is not a defect, but an ability necessary for survival.

Think about it.
Every day, we live surrounded by countless pieces of information: the scenery we see, conversations with people, information from television and the internet, the sound of cars, and music playing in stores.
What would happen if we remembered every single one of them?

Our heads would be overflowing with information, and it would become difficult to recall even the things we truly need.

For example, if you wanted to recall a friend's phone number, but advertisements you saw yesterday, the color of a car you passed during your commute, and the background music playing at the supermarket all came to mind one after another, it would be very difficult to live your life.

That is precisely why the brain judges most of the vast amount of information that comes in every day as "unimportant" and gradually erases it.
In other words, forgetting is not a brain malfunction, but a "mechanism for organizing information."

(Because we forget, we can learn)

Actually, the reason we can learn new things is because we have this "power to forget."

For example, children gradually correct their incorrect ways of speaking as they learn language.
Even adults, when starting a new job, let go of old methods and learn new procedures.

If all past information remained with the same strength, it would be difficult to organize new knowledge.
The brain can continue to learn by retaining necessary information and letting go of unnecessary information.

(The brain only retains information it judges as "important")

So, what criteria does the brain use to decide what to "retain" and what to "forget"?

The answer is, "whether this information will be needed in the future."

Information seen or heard only once is judged as "probably won't be used again" and is easily forgotten.
Conversely, information used repeatedly, events that triggered strong emotions, or information recalled multiple times is judged as "this is important" and remains in memory for a long time.

In other words, the brain is not simply competing on the amount it can memorize.
It prioritizes selecting necessary information and storing it efficiently.

(You don't need to be afraid of forgetting)

Reading this far, some people might feel, "So it's natural to forget."
That is correct.

Forgetting after studying is by no means a failure.
What is important is not to become someone who never forgets, but tolearn in a way that makes the brain judge, 'This is necessary information.'Just knowing this way of thinking should lighten the anxiety of "I have to try harder to memorize."

Then why does the brain judge even the content we studied so hard as "unnecessary"?

In the next chapter, we will look at that reason in detail.

<Chapter 2> Why does the content I studied disappear so quickly?

"I studied so much, so why don't I remember it?"

If you have ever studied for an exam or a certification, you have probably thought that at least once.

I read the textbook for hours, summarized it neatly in a notebook, and looked over the reference book many times. Yet, the next day, I couldn't recall the content.
This kind of experience is by no means rare.

The reason is very simple.
Because "what you studied" and "what has been consolidated into memory" are not the same thing.

("Understanding" and "memorizing" are different)

When reading a book, there are times when you think, "I see."
There are also times when you listen to a lecture and feel, "I understood it."
However, just because you understood it at that moment does not mean you will be able to recall it days later.

For example, suppose you were told the name of someone you met for the first time.
Even if you can say "Nice to meet you, Mr./Ms. So-and-so" on the spot, you might not be able to recall the name if asked a week later.
On the other hand, you remember the names of colleagues and friends you see at work every day without even thinking about it.

What is the difference?
It is "whether you used it many times."

The brain judges information used repeatedly as "necessary information" rather than information seen only once.
In other words, memory is still unstable with just the feeling of "I understood."

(Memory is hard to retain with input alone)

When we think of studying, we think of "reading," "listening," and "watching."

Of course, these are essential as the first step of learning.
However, these are all input (receiving information).

With input alone, even if you reach a state of "knowing," it does not become "usable knowledge."

It is easy to understand if you compare it to sports.
Even if you read the rules of baseball in a book, you won't improve unless you actually throw or hit a ball.
Cooking, too, cannot be learned just by reading a recipe.
By actually moving your hands and making it many times, you gradually learn it.

Studying is the same.
Knowledge is hard to consolidate just by reading, and it only becomes your own by using it.

(Sometimes, the more you try to "memorize," the easier it is to forget)

When it gets close to exam time, many people try to memorize a large amount of things in a short time.
This is what is called "cramming."

Of course, it might be in time for the next day's exam.
However, that memory will not last long.
This is because the brain easily judges it as "information that will only be used once."

Forgetting after the test is over is not because your willpower is weak.
It is just that the brain could not find a reason to keep that information.
That is why "how you learned" has a greater impact on memory than "how long you studied."

(How you use your brain is more important than study time)

There are people who do not consolidate knowledge even if they sit at their desk for a long time.
On the other hand, there are people who can memorize efficiently even in a short time.

The difference is not talent.
It is whether they are learning in a way that matches the brain's mechanism.

The human brain does not judge information as "important" just by receiving it.
It only judges it as "I'll keep this" when actions like "recalling it many times," "using it," and "explaining it to others" are added.
In other words, studying is not the work of stuffing knowledge in, butthe work of telling the brain, 'This information is important.'Just knowing this mechanism will change your way of thinking about studying significantly.

So, when does the brain judge, "This is important information"?

The key to that is the act of "recalling."
In the next chapter, we will look at the most important method for strengthening memory.

<Chapter 3> Memory is Strengthened by "Recalling"

"To memorize something, you just need to read the textbook many times."
Many people think this way.

Of course, you cannot memorize something without reading it at least once.
However, in reality,reading many times alone does not strengthen memory as much as you might think.

What is truly important to the brain is not the "number of times you read," but the "number of times you recalled it."

(Recalling is memory training)

Please imagine this for a moment.
If you put something deep in a desk drawer and don't use it for a while, you will forget where you put it.
Conversely, things you use every day can be retrieved naturally without even thinking.

Memory is very similar to this.
The brain judges information that is retrieved many times as "frequently used information" and organizes it into a place where it can be recalled quickly.
In other words, the act of "recalling" itself is training that strengthens memory.

The more you have struggled to recall something, the easier it will be to recall that information next time.

(The point of solving problems is not checking answers)

At school, we solve problem sets.
For certification exams, we are also encouraged to repeatedly solve past papers.
The purpose is not just to check "how many points you can get."

The real purpose is to practice retrieving knowledge from your own mind.
When you see a problem, there is a moment where you think, "Hmm, what was it again?"
Actually, this time is what strengthens your memory.

The experience of trying to recall it yourself provides a stronger stimulus to the brain than just looking at the answer and thinking "I get it."
Therefore, it is important not to look at the answer immediately, but to try thinking about it on your own first.

(Knowledge you can explain to others is knowledge you truly understand)

"I thought I understood it, but when I tried to explain it, the words wouldn't come out."
Have you ever had that experience?

This teaches us that "knowing" and "understanding" are different.
You can explain what you truly understand in your own words.
It is not about lining up technical terms.

If you can explain it so that even an elementary school student can understand, you can say that the knowledge has truly become your own.

It doesn't matter if you don't have the opportunity to teach someone.
Even just thinking, "If I were to explain this to someone, how would I say it?" after studying has a significant effect.

Because constructing an explanation in your head is itself an excellent form of output.

("I couldn't recall it" is not a failure)

When people solve problems and get them wrong, many feel discouraged.
"I didn't remember it after all."
That is how they feel.

However, from the perspective of how memory works, not being able to recall something is not a failure.
Rather, it is an important discovery that you now know "my memory is still weak here."

And when you check the correct answer afterward, the brain learns that "this was necessary information."
In other words,trying to recall, failing to do so, and then checking the answeris the very sequence of learning that cultivates memory.

Therefore, there is no need to fear making mistakes.
What you really want to avoid is not making mistakes, but rather not trying to recall anything while remaining under the illusion that you "understand."

(Studying is determined by "time spent recalling," not "time spent reading")

People who study for long hours do not necessarily see their grades improve.
What is important is how you use that time.

Instead of just reading the textbook over and over, close the book and try to recall the content.
Solve problems.
Try explaining it in your own words.
Try writing down what you learned today on paper.

The more this "time spent recalling" increases, the more knowledge gradually turns into long-term memory.
In other words, studying is not the work of stuffing knowledge into your head.
It is the work of retrieving necessary knowledge many times and telling your brain, "This is important information."

Just knowing this mechanism will change how you study significantly.
And there is one more thing I want you to know.

That is, the act of "forgetting" itself is by no means a bad thing.

In the next chapter, I will talk about a new way of thinking: learning with the premise of forgetting.

<Chapter 4> Forgetting is not a failure, but a part of learning

"I studied so hard, but I forgot it."
When you think that, you feel as if your efforts until then were wasted.

But is that really the case?
As we have seen so far, the human brain is built to forget.
In other words, forgetting is not something special; it is a natural phenomenon that happens to everyone.

Yet, many people think, "I forgot = I didn't study enough."
Actually, this way of thinking is one of the causes that makes studying painful.

(You don't have to try to remember everything at once)

At school, there is an atmosphere that you must remember what you were taught on the spot.
Many people also panic before exams, thinking, "I have to remember everything."

However, the brain is not built that conveniently.
Information that can be remembered for a long time after seeing it just once is very rare.

Most knowledge is gradually solidified by encountering it many times and recalling it many times.
This is not a difference in ability, but a common mechanism of the human brain.

Therefore, there is no need to feel discouraged if you cannot remember it all at once.
Rather, you will feel more at ease if you study with the premise that "it is natural to forget at first."

(Because you forgot, memory becomes stronger)

It might sound a bit strange, but there is meaning in forgetting.

For example, have you ever looked at an English word after a long time and thought, "I've seen this before, but what was it again?"
Even if you can't recall it immediately, the moment you look at the answer and think, "Ah, that's right," that word becomes easier to leave an impression than before.

This is because the brain worked to "retrieve this information once more."
In other words,the experience of forgetting and then recalling is what strengthens memory itself.

So, there is no need to fear forgetting.
What is important is not to never forget, but to encounter it again after you have forgotten.

(Studying is built on accumulation)

When it comes to studying, many people have the image of running up a staircase all at once.

However, actual learning is different.
Take a step forward, go back a little, and then move forward again.
It is a repetition of that.

Forget what you learned yesterday today, and check what you recalled today again next week.
Each time, the memory becomes a little stronger, and eventually, it turns into knowledge that you can recall naturally.

People who are good at studying do not remember things in one go.
They are just learning repeatedly with the premise of forgetting.

(Aim for 'learning that sticks' rather than 'memorizing')

The goal of studying is not to memorize things temporarily.
What is truly important is to acquire knowledge that you can recall and use when needed.

To achieve this, it is much more effective to think, 'I will deepen my understanding today' or 'I will take a step toward making it easier to recall later,' rather than thinking, 'I will memorize everything today.'

Knowledge is not something that is completed in one go.
It is something you cultivate little by little.
Just as a tree grows and becomes larger little by little every day, memory also becomes stronger little by little through daily accumulation.

(Accepting that you will forget makes studying much easier)

'I must not forget.'
The more you think that, the more painful studying becomes.

On the other hand, when you understand that 'forgetting is a normal function of the brain,' your approach to studying changes significantly.

If you forget, just recall it again.
If you cannot recall it, just learn it again.
That repetition is what cultivates solid knowledge.

Studying is not about competing in memory capacity.
It is about understanding how the brain works and learning in accordance with that mechanism.

If you can do that, even those who thought they were 'bad at studying' will find learning easier and more enjoyable.

In the next chapter, we will summarize what is truly important for 'future learning' while looking back at what we have covered so far.

<Chapter 5> If you change how you learn, your memory will change significantly

So far, we have looked at the reasons why people forget immediately after studying.

The answer is very simple.
The human brain is designed to forget.
And information that has only been seen or heard once is judged as 'information that will not be used in the future' and is gradually forgotten.

In other words, it is not that 'you' are bad for forgetting.
It is just that the brain's mechanism is working that way.

So, what should we change?
The answer is not 'to study for a longer time.'
It is to change to a way of learning that suits the brain's mechanism.

(Studying is not about 'memorizing' but 'understanding')

Many people think that studying means 'memorizing a lot.'

Of course, memory is necessary to acquire knowledge.
However, knowledge that truly lasts a long time is not something that was memorized by rote.

'Why does it happen?'
'What is the mechanism?'
'How does it connect to other knowledge?'
Knowledge understood through these questions becomes knowledge that has meaning to you, rather than just information.

Meaningful knowledge is harder to forget and easier to recall when needed.
That is why the goal of studying lies in understanding, not memorization.

(When the way you learn changes, studying stops being painful)

One reason people come to dislike studying is the pressure that they 'must memorize.'

You memorize, but you forget.
Because you forget, you memorize again.
There are not a few people who get tired of that repetition.

However, just knowing that 'forgetting is natural' makes that pressure much lighter.
And when you start learning by deepening your understanding and recalling, studying changes from a mere memorization task into'time for thinking'.

There may be some who have experienced the feeling of 'I see, so that's what it was' the moment knowledge connected with other knowledge.
That moment is the true joy of learning.

(Learning required in the coming era)

With the development of the internet and AI, we have entered an era where knowledge itself can be easily looked up at any time.
That is precisely why what will become important from now on is not 'how much you remember.'

It is the ability to understand, connect, and utilize the knowledge you have gained in necessary situations.
In other words, from memorization-centered study to understanding-centered learning.
This shift in perspective will become increasingly important in the coming era.

<Conclusion>

'I study, but I forget immediately.'
Perhaps those who were troubled by this have learned by reading this article that the cause lies not in their ability, but in the natural mechanism of the brain.

Forgetting is by no means a failure.
Rather, it is an important function equipped for humans to continue learning efficiently.

What is important is not to become a person who never forgets, but tolearn in accordance with the brain's mechanism, with the premise that you will forget.

Just by doing that, studying will become more efficient and more enjoyable.
So, how specifically should you learn?

Instead of trying hard to 'memorize,' 'if you understand, you can remember naturally.'
Is such a way of learning really possible?

Next time, the topic is 'What is learning (understanding, not memorizing).'
From studying that makes you worry 'I can't remember' to studying that is 'hard to forget because I understand.'
Let's take that first step together.

Thank you for reading.
I would be happy if you could like, follow, or tip.
I look forward to your continued support.

#StudyRecord