Memory Strategies

Memory Strategies

1. Mental activities performed to enhance encoding and retrieval

2. Simple things like paying attention to the "to-be-learned" material during encoding will improve your recall faster

3. Research on levels of processing confirms that processing info deeply results in more accurate recall of the 'to-be-learned' material

4. Deep processing involves actively engaging with the material to be learned and forming an elaborated representation; shallow processing may involve simply scanning/rereading text

5. Total-Time Hypothesis

   • Amount learned is proportional to the time devoted to learning
   • However, research suggests that in terms of study time, quality matters, if an exam involves recall you should test your recall whilst you're studying

6. Mnemonics

   • Mental strategies designed to improve memory
     • Visual imagery is a powerful mnemonic: research shows that generating unusual/bizarre and interacting visual images of things to be remembered enhances recall
     • Using a combination of memory strategies appears to be the best solution if you wish to improve your memory
       • Hermann et al.'s research examining uni students' performance found that students with higher marks reported using more different memory strategies than students with average marks
     • Distributing your learning trials over time will also serve to improve your performance
       • Distributed Practice Effect: research confirms that we both recall and recognise more material when we engage with the material on several separate occasions than when we cram in material all at one time
   • Keyword Method
     • Identify a keyword that sounds similar to the new word you wish to learn and create a visual image linking the 2
   • Method of Loci
     • Mnemonic used for recalling lists of items in which you associate the items to be learned with a series of physiological locations
     • Very popular in mega-memory courses/books, Groninger found that participants using the method of Loci recalled twice as many items as controls
   • Organisational Mnemonics
     • Work to organise material as you learn it, slotting new info into an organised framework
     • Chunking
       • Combines small units of information into larger units
     • Hierarchy Technique
       • Arranges items in a series of categories, from general to specific
       • Bower et al. asked participants to learn a series of words that could be organised into categories: some learned the words in hierarchical format, others learned the words randomly
         • Participants who learned via an organised structure recalled > 3 times as many items
     • First Letter Technique
       • You take the first letter of each of the items you need to remember and create a word/sentence using those letters
     • Narrative Technique
       • You create a story that links the items to be remembered together, this is a popular memory enhancement in books/courses
       • Bower and Clark required 2 groups of participant to learn 12 lists of words
         • Half the participants were instructed to make up a narrative story incorporating the words, narrative participants recalled 6 times as many words as the control participants

7. Prospective Memory

   • Refers to remembering things you need to do in the future, rather than remembering info acquired in the past
   • Prospective Memory Tasks have 2 steps
     • 1. Recognition of need to do some particular thing in the future
     • 2. At the future time, fulfil the intention
   • Research suggests that people tend to find step 2 more difficult than step 1
     • That said there are times when memory for the content of the action fails, producing a feeling of knowing you were meant to do something/be somewhere, but you can't remember what/where
   • Some memory strategies suggested for retrospective memory can also be applied to prospective memory
     • Research shows that external memory aids (external devices that facilitate memory) are particularly effective for prospective memory tasks
     • Harris describes 3 conditions that make an external memory aid maximally effective
       • 1. Be given as close as possible to the time the action is required
       • 2. Be active (i.e., noticeable)
       • 3. Provide a hint about what has to be done
   • How do we move from intention to action?
     • Reason proposes that an intention exists as a collection of active cognitive schemata which are activated by periodic reviews of the intention