Mnemonics: The Journey Technique

In the section “Tips from the Science of Memory-for Studying and for Life”, found in our textbook, “Experience Psychology”, the Arthur Laura A. King discusses the importance of study habits. She addresses the skills needed to turn short-term memory into long-term memory through organizing, encoding, rehearsing and retrieving the information we study and memorize. “No matter what the model of memory you use, you can sharpen your memory by thinking deeply about the “material” of life and connecting the information to other things you know.” (King. 2013).

Once we begin to learn about other topics such as infection I will interweave those topics into the already established notecards and be able to compare how a fracture affects a certain bone as compared to how an infection behaves towards the same bone. When quizzing myself I will produce an answer to the question I am being asked and check it rather that assuming I know the answer and moving on. I will also incorporate mnemonics into my

One can never forget their first kindergarten field trip, or the way your grandma’s house smells, your favorite song, or your first love, but how do we store and remember so many memories throughout our lifespan, in our brain? A memory is a “faculty by which the mind stores and remembers information”, but how? Memories are stored in direct braincells and brain structures, which allow us to remember our memories. Some memories can depend on one single molecule for their life long remembrance, and replay of episodes. Memories are stored in two ways, short term memory and long-term memory. These three different stages of memory allow us to take in and handle each little thing we learn in just one day. They keep us sane.

The memory is encoding things and recording things. The memory is made up of short term memory, long term memory and working memory. The best way to keep things in mind for more than a few seconds is to encode it with deep processing. This means that the mind is encoding the memory by making what is to be remembered more meaningful and on a deeper level than surface level meaning. Joshua also mentions that this is an effective way to memorize things and that is how the memory contest participants can memorize large amounts of information in short periods of time. (Lecture, Memory, September/October)

Mnemonic strategies are interactive images, which are used to support the memory associations are also used in the method of connection, which is used to learn an ordered list of items. The peg-list method can be used to learn sorted lists because actually built on the interactive images that combine a couple of words, word a plug with a white-list of words. Similarly, the method of loci can be seen as the peg-list method, as a way to learn a list of words by forming associations between

According to Shiffrin & Atkinson (1969), long-term memory is defined as the processes by which information is stored in and retrieved from. The two processes involved in long-term memory are encoding and retrieval. Encoding refers to the process in which information is learned and converted into a memory representation, whereas retrieval refers to accessing previously stored information (Shiffrin & Atkinson, 1969). The two forms of long-term memory are declarative or explicit memory and non-declarative or implicit memory. Declarative memory (DM) refers to subsystems of long-term memory that can be deliberately, intentionally or consciously recollected. These subsystems are known as episodic memory and semantic memory (Squire, 1992). Episodic memory is defined as the long-term memory subsystem that stores information about past events, occurrences or episodes related to an individual 's life and is used to recall such events or episodes. Semantic memory is a long term memory system that stores and recollects facts and general knowledge (Squire & Zola, 1998). Recognition or recall tasks are usually used to measure DM (Wagner et al, 1998). Non-declarative memory (NDM) refers to the memory subsystem that impacts recent perceptions and behaviour without knowledge, consciousness and intent. The subsystem within NDM involved in long-term memory is known as procedural memory (Squire, 1992).The NDM of skills is termed as procedural memory. The process involves learning a skill or

In order to truly understand anterograde and retrograde amnesia, one must first understand the concepts of short-term memory and long-term memory, the former being mainly affected and as a result transferring the effects onto the latter. Cognition was defined by Davies in class as being the manipulation, storage, and processing of representations. These representations are stored in memory which is divided into different types. Short-term memory has little capacity. It stores information (representations) for a temporary period of time, although some but not all

Various memory retention techniques have been identified throughout the centuries. Several sources have explained why these techniques should be used and of their effectiveness. More recently, a 2009 report was released by Association for Psychological Science, where learning techniques were analyzed and their effectiveness explained. Some of the techniques from this report will be mentioned, but the focus is more on how each that are presented relate to my own personal experience towards.

"A mnemonic device is a technique a person can use to help them improve their ability to remember something." "It would be considered a memory technique to help your brain better encode and recall important information used daily and plenty often." A common mnemonic for remembering lists is to create an easily remembered acronym also known as the mnemonic, or taking each of the initial letters of the listed members, and help create a memorable phrase, in which some words with the acronym as the material. Anyone and everyone can create their own mnemonic to help aid their memory or memorization of a novel material in which we used most often.

First one is to elaborate or attach meaning to the information that I need to memorize. For example, if I need to memorize key terms for my Biology class, I need to connect what I know with each key term. If my key terms are related animals and their habitats then I can elaborate a patter that connects my current knowledge with the new material.

3. Explain which strategy you are using and why you are using it. Reason why I used the Cornell method is because I can take note and recall key words at the same time. I can take note while I’m reading and this is good too because I can quickly refer back to paragraph and summarize it immediately.

There are 2 main strategies to remembering. They are turning information into knowledge, and understanding the information you get in organized sections/pieces. If you do all of this, the info will be turned into either a short term, long term, or working memory. These points from the “Biology of Learning” have shown me that without understanding, I cannot remember. This is because when I read and learn about material, I usually do not understand it completely. I get lazy and just try to remember it all without even thinking in depth.

The mnemonic methods are usually used with long-term memory because it is meant to store the information for later retrieval. For example, if one needs to learn information for an upcoming test one will prepare or try to relate the information so one can store the information and later use that information when it is time for the test. The first memory strategy being discussed is going to be chunking. Chunking is “A memory strategy in which the learner combines several small units to create larger units” (Matlin, 2013). Chunking can be used as an organizational strategy. Chunking is meant to increase the amount of information being retrieved at one time. "it is shown that chunking increases the number of memorized items in working memory from

In this experiment multiple aspects are being tested. First, the mnemonic’s effectivity on the short tem memory of 70 year olds. In this scenario is the group with no training is the control group, whereas the group completing the program is the experimental group. The independent variable is the mnemonic program and the dependent variable is score on Wechsler memory

About Mnemonics: Mnemonic devices are useful memory aids that can be applied to many different aspects of daily life. There are always certain tidbits of information that people just can’t seem to remember in the form they are presented. People rely on mnemonics when they create some association between that information they wish to remember and other concepts that they already know, or find easier to remember. The use of mnemonics has also been shown to be of significant value in the field of education. Manalo has shown that instruction using a specific type of mnemonics known as “process mnemonics” produced improvements of mathematical ability in students classified as learning disabled [3].Process mnemonics are used