MEMORY - Top 10 Memory Improvement Tips

Improve Your Memory With These Great Tips

Do you find yourself forgetting where you left your keys or blanking out information on important tests? Fortunately, there are things that you can do to help improve your memory. Before your next big exam, be sure to check out some of these tried and tested techniques for improving memory. These strategies have been established within cognitive psychology literature to improve memory, enhance recall and increase retention of information.

1. Focus your attention on the materials you are studying.

Attention is one of the major components of memory. In order for information to move from short-term memory into long-term memory, you need to actively attend to this information. Try to study in a place free of distractions such as television, music and other diversions.

2. Avoid cramming by establishing regular study sessions.

According to Bjork (2001), studying materials over a number of session's gives you the time you need to adequately process the information. Research has shown that students who study regularly remember the material far better than those who do all of their studying in one marathon session.

3. Structure and organize the information you are studying.

Researchers have found that information is organized in memory in related clusters. You can take advantage of this by structuring and organizing the materials you are studying. Try grouping similar concepts and terms together, or make an outline of your notes and textbook readings to help group related concepts.

4. Utilize mnemonic devices to remember information.

Mnemonic devices are a technique often used by students to aid in recall. A mnemonic is simply a way to remember information. For example, you might associate a term you need to remember with a common item that you are very familiar with. The best mnemonics are those that utilize positive imagery, humor or novelty. You might come up with a rhyme, song or joke to help remember a specific segment of information.

5. Elaborate and rehearse the information you are studying.

In order to recall information, you need to encode what you are studying into long-term memory. One of the most effective encoding techniques is known as elaborative rehearsal. An example of this technique would be to read the definition of a key term, study the definition of that term and then read a more detailed description of what that term means. After repeating this process a few times, you'll probably notice that recalling the information is much easier.

6. Relate new information to things you already know.

When you are studying unfamiliar material, take the time to think about how this information relates to things that you already know. By establishing relationships between new ideas and previously existing memories, you can dramatically increase the likelihood of recalling the recently learned information.

7. Visualize concepts to improve memory and recall.

Many people benefit greatly from visualizing the information they study. Pay attention to the photographs, charts and other graphics in your textbooks. If you do not have visual cues to help, try creating your own. Draw charts or figures in the margins of your notes or use highlighters or pens in different colors to group related ideas in your written study materials.

8. Teach new concepts to another person.

Research suggests that reading materials out loud significantly improves memory of the material. Educators and psychologists have also discovered that having students actuallyteach new concepts to others enhances understanding and recall. You can use this approach in your own studies by teaching new concepts and information to a friend or study partner.

MEMORY - Explanations for Forgetting

Reasons Why We Forget

What are some of the major reasons why we forget information? One of today's best known memory researchers, Elizabeth Loftus, has identified four major reasons why people forget: retrieval failure, interference, failure to store and motivated forgetting.

1. Retrieval Failure

Have you ever felt like a piece of information has just vanished from memory? Or maybe you know that it's there, you just can't seem to find it. The inability to retrieve a memory is one of the most common causes of forgetting.

So why are we often unable to retrieve information from memory. One possible explanation retrieval failure is known as decay theory. According to this theory, a memory trace is created every time a new theory is formed. Decay theory suggests that over time, these memory traces begin to fade and disappear. If information is not retrieved and rehearsed, it will eventually be lost.

One problem with this theory, however, is that research has demonstrated that even memories which have not been rehearsed or remembered are remarkably stable in long-term memory.

2. Interferance

Another theory known as interference theory suggests that some memories compete and interfere with other memories. When information is very similar to other information that was previously stored in memory, interference is more likely to occur.

There are two basic types of interference:

• Proactive interference is when an old memory makes it more difficult or impossible to remember a new memory.


• Retroactive interference occurs when new information interferes with your ability to remember previously learned information.

3. Failure to Store

Sometimes, losing information has less to do with forgetting and more to do with the fact that it never made it into long-term memory in the first place. Encoding failures sometimes prevent information from entering long-term memory.

In one well-known experiment, researchers asked participants to identify the correct U.S. penny out of a group of incorrect pennies (Nickerson & Adams). Try doing this experiment yourself by attempting to draw a penny from memory, and then compare your results to an actual penny.

How well did you do? Chances are that you were able to remember the shape and color, but you probably forgot other minor details. The reason for this is that only details necessary for distinguishing pennies from other coins were encoded into your long-term memory.

4. Motivated Forgetting

Sometimes, we may actively work to forget memories, especially those of traumatic or disturbing events or experiences. The two basic forms of motivated forgetting are: suppression, a conscious form of forgetting, and repression, an unconscious form of forgetting.

However, the concept of repressed memories is not universally accepted by all psychologists. One of the problems with repressed memories is that it is difficult, if not impossible, to scientifically study whether or not a memory has been repressed. Also note that mental activities such as rehearsal and remembering are important ways of strengthening a memory, and memories of painful or traumatic life events are far less likely to be remembered, discussed or rehearsed.

MEMORY - Forgetting : When Memory Fails

From forgetting where you left your keys to forgetting to return a phone call, memory failures are an almost daily occurrence. Forgetting is so common that we typically rely on numerous methods to help us remember important information such as jotting down notes in a daily planner or scheduling important events on your phone's calendar.

As you are frantically searching for your missing car keys, it may seem that that the information about where you left them is permanently gone from your memory. However, forgetting is generally not about actually losing or erasing this information from your long-term memory. Forgetting typically involves a failure inmemory retrieval. While the information is somewhere in your long-term memory, you are not able to actually retrieve and remember it.

Ebbinghaus Forgetting Curve

Public Domain Image

The Ebbinghaus Forgetting Curve:

Psychologist Hermann Ebbinghaus was one of the first to scientifically study forgetting. In experiments where is used himself as the subject, Ebbinghaus tested his memory using three-letter nonsense syllables. He relied on such nonsense words because relying on previously known words would have made use of his existing knowledge and associations in his memory.

In order to test for new information, Ebbinghaus tested his memory for periods of time ranging from 20 minutes to 31 days. He then published his findings in 1885 in Memory: A Contribution to Experimental Psychology.

His results, plotted in what is known as the Ebbinghaus forgetting curve, revealed a relationship between forgetting and time. Initially, information is often lost very quickly after it is learned. Factors such as how the information was learned and how frequently it was rehearsed play a role in how quickly these memories are lost.

The forgetting curve also showed that forgetting does not continue to decline until all of the information is lost. At a certain point, the amount of forgetting levels off. What exactly does this mean? It indicates that information stored in long-term memory is surprisingly stable.

Why We Forget:

Of course, many factors can help contribute to forgetting. Sometimes you might be distracted when you learn new information, which might mean that you never truly retain the information long enough to remember it later. Well-known memory researcher Elizabeth Loftus has proposed four key explanations for why forgetting occurs. Learn more about some of the most common explanations for forgetting.

MEMORY - Memory Retrieval

Retrieving Information from Memory

Once information has been encoded and stored in memory, it must be retrieved in order to be used. Memory retrieval is important in virtually every aspect of daily life, from remembering where you parked your car to learning new skills. There are many factors that can influence how memories are retrieved from long-term memory. In order to fully understand this process, it is important to learn more about exactly what retrieval is as well as the many factors that can impact how memories are retrieved.

Memory Retrieval Basics

So what exactly is retrieval? Simply put, it is a process of accessing stored memories. When you are taking an exam, you need to be able to retrieve learned information from your memory in order to answer the test questions. There are four basic ways in which information can be pulled from long-term memory. The type of retrieval cues that are available can have an impact on how information is retrieved. A retrieval cue is a clue or prompt that is used to trigger the retrieval of long-term memory.

• Recall: This type of memory retrieval involves being able to access the information without being cued. Answering a question on a fill-in-the-blank test is a good example of recall.


• Recollection: This type of memory retrieval involves reconstructing memory, often utilizing logical structures, partial memories, narratives or clues. For example, writing an answer on an essay exam often involves remembering bits on information, and then restructuring the remaining information based on these partial memories.


• Recognition: This type of memory retrieval involves identifying information after experiencing it again. For example, taking a multiple-choice quiz requires that you recognize the correct answer out of a group of available answers.


• Relearning: This type of memory retrieval involves relearning information that has been previously learned. This often makes it easier to remember and retrieve information in the future and can improve the strength of memories.

Problems with Retrieval

Of course, the retrieval process doesn't always work perfectly. Have you ever felt like you knew the answer to a question, but couldn't quite remember the information? This phenomenon is known as a 'tip of the tongue' experience. You might feel certain that this information is stored somewhere in your memory, but you are unable to access and retrieve it.

While it may be irritating or even troubling, research has shown that these experiences are extremely common, typically occurring at least once each week for most younger individuals and two to four times per week for elderly adults (Schacter, 2001). In many cases, people can even remember details such as the first letter that the word starts with. (Brown, 1991).

Even though memory retrieval is not flawless, there are things that you can do to improve your ability to remember information. Check out some of these great ideas for how to improve your memory.

References:

Brown, A.S. (1991). A review of the tip-of-the-tongue experience. Psychological Bulletin, 109(2), 204-223.

Schacter, D.L. (2001). The seven sins of memory: How the mind forgets and remembers. New York: Houghton Mifflin.

MEMORY - An Overview of Memory

Have you ever wondered how you manage to remember information for a test? The ability to create new memories, store them for periods of time and recall them when they are needed allows us to learn and interact with the world around us. The study of human memory has been a subject of science and philosophy for thousands of years and has become one of the major topics of interest within cognitive psychology. But what exactly is memory? How are memories formed? The following overview offers a brief look at what memory is, how it works and how it is organized.

What is Memory?

Memory refers to the processes that are used to acquire, store, retain and later retrieve information. There are three major processes involved in memory: encoding, storage and retrieval.

In order to form new memories, information must be changed into a usable form, which occurs through the process known as encoding. Once information has been successfully encoded, it must be stored in memory for later use. Much of this stored memory lies outside of our awareness most of the time, except when we actually need to use it. The retrieval process allows us to bring stored memories into conscious awareness.

The Stage Model of Memory

While several different models of memory have been proposed, the stage model of memory is often used to explain the basic structure and function of memory. Initially proposed in 1968 by Atkinson and Shiffrin, this theory outlines three separate stages of memory: sensory memory, short-term memory and long-term memory.

• Sensory Memory
  Sensory memory is the earliest stage of memory. During this stage, sensory information from the environment is stored for a very brief period of time, generally for no longer than a half-second for visual information and 3 or 4 seconds for auditory information. We attend to only certain aspects of this sensory memory, allowing some of this information to pass into the next stage - short-term memory.


• Short-Term Memory
  Short-term memory, also known as active memory, is the information we are currently aware of or thinking about. In Freudian psychology, this memory would be referred to as the conscious mind. Paying attention to sensory memories generates the information in short-term memory. Most of the information stored in active memory will be kept for approximately 20 to 30 seconds. While many of our short-term memories are quickly forgotten, attending to this information allows it to continue on the next stage - long-term memory.


• Long-Term Memory
  Long-term memory refers to the continuing storage of information. In Freudian psychology, long-term memory would be call the preconscious andunconscious. This information is largely outside of our awareness, but can be called into working memory to be used when needed. Some of this information is fairly easy to recall, while other memories are much more difficult to access.

The Organization of Memory

The ability to access and retrieve information from long-term memory allows us to actually use these memories to make decisions, interact with others and solve problems. But how is information organized in memory? The specific way information is organized in long-term memory is not well understood, but researchers do know that these memories are arranged in groups.

Clustering is used to organize related information into groups. Information that is categorized becomes easier to remember and recall. For example, consider the following group of words:

Desk, apple, bookshelf, red, plum, table, green, pineapple, purple, chair, peach, yellow

Spend a few seconds reading them, then look away and try to recall and list these words. How did you group the words when you listed them? Most people will list using three different categories: color, furniture and fruit.

One way of thinking about memory organization is known as the semantic network model. This model suggests that certain triggers activate associated memories. A memory of a specific place might activate memories about related things that have occurred in that location. For example, thinking about a particular campus building might trigger memories of attending classes, studying and socializing with peers.