@article{oai:biwako-seikei.repo.nii.ac.jp:00003077,
 author = {Jugovic, Steve and Jugovic, Steve},
 issue = {14},
 journal = {研究紀要 ＝ Bulletin of Biwako Seikei Sport College},
 month = {Mar},
 note = {During the past fifteen years or so we have witnessed the emergence of increasing knowledge about the mind and brain to better inform teaching and subsequently learning. Teachers wield significant influence in the students’ learning process and even slightly modify their brains on a daily basis. Various difficulties confront the modern-day teacher such as motivation and more specifically the challenge of sustaining student’s attention. It is often falsely assume that students are merely empty vessels ready to be filled with knowledge, a simplified view far from reality. With greater understanding of the learning process from the students’ perspective, teachers may be better equipped to provide more effective learning experiences and to primarily ascertain whether knowledge has been stored in long-term memory. Students have strengths and weaknesses, variable executive functioning and coping mechanisms for managing emotions and dealing with stress. The human brain is constantly shaped by environmental interaction, experienced through the senses. This is the essence of learning and is based on the crucial connected factors of attention and the process of memory, so if they are not adequately functioning, learning will be compromised. Deeper understanding of cognitive processes and more effective teaching approaches should be an aim towards better enabling attention, facilitating memory storage through transfer and retrieving the information for use in different contexts.},
 pages = {171--176},
 title = {Attention and Memory: Classroom Considerations Regarding Cognitive Processes Involved in Transfer and Retrieval},
 year = {2017},
 yomi = {ユゴビッチ, スティーブ}
}