maximizing your memory pass 0900 1. maximizing your memory definition “memory is an organism’s...

Maximizing Your Memory

PASS 0900

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Definition•“Memory is an organism’s ability to store, retain, and subsequently retrieve information.”

(http://en.wikipedia.org/wiki/Memory)

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Three Phases of Memory

1. Learning or encoding phase2. Storage or retaining phase3. Retrieval phase

Source: Sprenger

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Problems can occur during any phase

Learning phase• Lack of attention, focus or concentration

Storage phase• Sleep deprivation, interruptions during storage

Retrieval phase• Lack of appropriate cues or triggers, distortion

of information

Source: Sprenger

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The categories of memory relate to the duration of memory retention.

1. Sensory memory2. Short term memory (temporary)

3. Long term memory (permanent) Explicit memory (declarative) Implicit memory (non-declarative)

Source:, Sprenger, wikipedia 5

Maximizing Your Memory1. Sensory Memory

• Information enters our brain through our senses. (i.e. seeing, hearing, touching, etc.)

• It is what is remembered in the initial 200−500 milliseconds after an event is

perceived.• Operates subconsciously or consciously• It is where we put information briefly while we

decide what to do with it.• If information is determined to be unimportant

it drops out of the temporary memory system.

Source: Sprenger, wikipedia6

Maximizing Your Memory2. Short Term Memory

The process by which sensory memory is held in the brain and transfers to working memory.

Working memory is like a computer screen, where we work on something and eventually dispose of it or save it elsewhere

When exposed to new information our brains look for “hooks” or previously established memories related to the new information to increase the likelihood of recall.

Information can be retrieved for up to a minute without rehearsal.

Capacity very limited, stores between 5−9 items.

Source: Sousa, Sprenger, wikipedia7


A “chunk” is a “perceptual unit”. If the letters are random, each letter is a “chunk” of information. But if the letters are separated into meaningful groups, each group becomes a “chunk”:

Chunking can increase memory capacity.The ideal size for chunking is 3 (whether

meaningful or not). Ex. Phone numbers, car tags, street addresses, initials, pledge of allegiance.

Sources: Thompson & Madigan, wikipedia

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Four Factors Affecting Short Term Memory are Important for Learning

• Interest• Intent• Understanding• Prior Knowledge

Even without the others, having the “intent” to learn can make

the difference.Source: Hopper

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Time Limits of Short Term Working Memory

• Adolescents and adults 10−20 minutes• After this time, focus drifts, fatigue, boredom

sets in• To maintain focus, you must change the way

you deal with the item. (i.e. switch from listening to physically applying it, talk about it, make connections to other learning)

Source: Sousa

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3. Long Term Memory• Implicit Memory

Memory that occurs without conscious effort. More involved with feelings and “how to” rather than “what”.

Three types: Conditioned response Procedural memory Emotional memory Sources: Sousa, Sprenger, Thompson and Madigan, wikipedia

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• Conditioned ResponseFormed by repetitionCreates strong networks in the brain, lasting

memoriesSome may require a trigger (MIC . . .)Other may be automatic, i.e. singing the

alphabet, reciting multiplication facts, pledge of allegiance.

Use this memory type to help learn information by using melodies, rhymes, metaphors, etc. Source: Sprenger

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• Procedural MemoryImplicit-procedural memory deals with

knowing how rather than knowing what. It is the learning of motor and cognitive

skills, automated procedures, i.e. driving a car, finding our way to work, counting, math operations.

Procedural memory is enhanced by rote rehearsal.

Sources: Sousa, Sprenger, Thompson & Madigan 13


• Emotional MemoryThe most powerful memoryNeutral experiences leave little to

remember. Experiences that stir emotions are remembered longer. You remember what you FEEL.

Emotional memory accounts for our fears, phobias, likes and dislikes.

Emotions affect attention, perception, decision making and memory.

Sources: Sousa, Sprenger, Thompson & Madigan

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3. Long Term Memory • Explicit Memory

Memory explicitly stored and saved, i.e. names, facts, music, objects, events

Two types: • Episodic Memory • Semantic Memory

Source: Sousa, wikipedia 15


• Episodic MemoryThe conscious memory of life events.Is location and circumstance related. To remember what you did last Saturday you

must remember where you were. This leads to who you saw, what you said, what you felt, etc.

Importance for learning: Triggers can be used to retrieve episodic memory, i.e. A student looks at the whiteboard or the teacher, visualizes the teacher explaining a problem and triggers the memory of how to work the problem.

Sources: Sprenger, wikipedia16


Implication for Students

Studying in the same location every day will increase the connections between new learning and information which has already been stored.

Provides TRIGGERS!17


•Semantic MemoryKnowledge of facts not related to any event.Must be practiced or rehearsed for

encoding. (Learning dates, names, facts, etc.)

Must be consciously processed for retention. Learning strategies for semantic information

include mnemonics, acronyms, creating hooks, etc. (This is one reason faculty use seating charts, identifying each student with a location.)

Sources: Sprenger, wikipedia

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Maximizing Your MemoryKeys to Memory

Pay attention - intentionally stay focusedVisualization - create a visual in your

mind, the brain thinks in pictures and concepts, not words

Association - find something to connect the information to (hooks)

Imagination - get creative when visualizing or making associations

Source: www.world-mysteries.com/sci_memory1.htm

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Maximizing Your MemoryEnhance Memory and Increase

Retention• Rehearsal

Rote Rehearsal −When something needs to be learned exactly, i.e. memorizing a poem, dates.

• More likely to remember if rehearsal is spaced out over extended periods of time.

• Chunking aids memory and recall. Elaborative Rehearsal − Information does not

need to be exact, more important to associate new ideas with prior knowledge, make connections and assign meaning, i.e. reading and discussing a novel.

• Goal of learning is not just to acquire knowledge, but to use it in various settings that are relevant.Source: Sousa ,Sprenger

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Forgetting and Degree of Learning

We remember best that which comes first, second best that which comes last, and least that which is in the middle. (Primacy-Recency Effect)

Distributed practice leads to better retention than does massed practice.

Sources: Sousa, Thompson and Madigan

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Factors that Influence Memory

Aerobic exercise - increases the oxygen to the brain

A healthy heart - the brain needs a good supply of blood

Healthy diet and plenty of waterSleep - the brain molds newly learned

information into lasting memories most successfully while we rest.

Sources: Chrapko, Sprenger, www.memoryzine.com 22


Factors that Influence Memory

Stress or depression - anxiety or depression hampers memory

Mental exercise - keeping your mind active

Memory is enhanced by: color, pleasant smells, space, movement, patterns, repetition, connections, fun

Sources: Chrapko, Sprenger, www.memoryzine.com 23

The Mystery of Memory

The Basics to Remember!• Memory is about making CONNECTIONS!• Connections start with hooks and visual

images. • Recall is determined by how well your

memories are connected and how many paths you have made to that memory in the brain.

• Well worn paths provide better recall. 24

Maximizing Your MemoryWords of advice:• Make your college experience about

LEARNING and having FUN while doing it. • No one can take away from you the

KNOWLEDGE you gain from actively learning.

• The ultimate goal of college is not about grades or even about degrees, it is about you learning about your chosen field and become the BEST you can be in what you love to do. 25

References• Chrapko, Tonia. “Secrets of the Brain: the Mystery of Memory.” Science

Mysteries. 2004. 17 Nov 2009 <http://www.world-mysteries.com/sci_memory1.htm>.

• Hooper, Carolyn, “Memory Principles.” Study Skills Memory Principles. 2003. 17 Nov 2009 <http://www.mtsu.edu/~studskl/mem.html>.

• “Memory.” Wikipedia, The Free Encyclopedia. 11 Nov 2009 <http://en.wikipedia.org/wiki/Memory >.

• “Memory Fitness.” MemoryZine. 11 Nov 2009 <http://www.memoryzine.com/MF.htm>.

• Sousa, David A. (2008). How the Brain Learns Mathematics. California: Corwin Press, Inc.

• Sprenger, Marilee B. (2003). Differentiation Through Learning Styles and Memory. California: Corwin Press, Inc.

• Staley, Constance C. (2009). Focus on College Success. Boston: Wadsworth Cengage Learning.

• Thompson, Richard F. & Madigan, Stephen A. (2007). Memory: The Key to Consciousness. Princeton, NJ: Princeton University Press.

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