Memory & Learning
(Gruneberg & Herrmann, 1997, p. 94 - 95)
"1. Read through all the relevant material for the topic you are preparing, making note of al lthe main points.
2. WHen you have read enough, read through the material to make sure you have understood it.
3. Consider what you think about the topic.
4. Make notes on how you are going to hanwer, thinking about the main facts some time before th eexam
5. About two weeks before the examination, pick out the main points - perhaps ten or twelve - which you can split into groups
6. Make up one or two mnemonic phrases or words for each topic
7. Make sure that they are well learned and theat what each letter stands for is well learned
8. The evening before the examination, go over al lthe relevant memory aids and what each letter of the memory aid stands for, until your memory for the memory aids, and the keywords they stand for, is perfect.
9. Arrive at the examination room half an hour before the examination starts. Don't talk to anyone, but go over the memory aids and the keywords again.
10. On entering the examination room, look at the examination paper, then write down all the memoyr phrases and the keywords of the question you are going to answer. That way you don not have to worry about forgetting hte memory aid during the examination!"
make associations, relationships between new info. and info. already in long-term memory; each relationship of new info. may be different for ea. individual, vocab word may have a different personal association..(Benjamin, Hopkins, & Nation, 1994. p.265) .. (game - matchability)
elaborative rehearsal is more effective when self-generated (Pressley Ket. al, 1987); make your own associations when learning, memory may be enhanced(Benjamin, Hopkins, & Nation, 1994. p.265)
the more relationships/ more number of elaborations, the better the memory of material (craik & Tulving, 1975, Richardson-Klavehn & Bjork, 1988)(Benjamin, Hopkins, & Nation, 1994. p.265)
learning - "how we acquire knowledge, develop new behaviors, and adapt to life's changes" ("Cognitive Psychology" 2000)
"acquiring knowledge, the ability to perform new behaviors" ["Learning" 2000]
QUESTIONS: In what subject to you have the easiest time remembering the material? Why do you think this is so? When might permastore memory be a disadvantage? What are some of your oldest educational memories? How do you use them now? (Benjamin, Hopkins, & Nation, 1994. p.261Spatial/Verbal/Numerical
"1. Read through all the relevant material for the topic you are preparing, making note of al lthe main points.
2. WHen you have read enough, read through the material to make sure you have understood it.
3. Consider what you think about the topic.
4. Make notes on how you are going to hanwer, thinking about the main facts some time before th eexam
5. About two weeks before the examination, pick out the main points - perhaps ten or twelve - which you can split into groups
6. Make up one or two mnemonic phrases or words for each topic
7. Make sure that they are well learned and theat what each letter stands for is well learned
8. The evening before the examination, go over al lthe relevant memory aids and what each letter of the memory aid stands for, until your memory for the memory aids, and the keywords they stand for, is perfect.
9. Arrive at the examination room half an hour before the examination starts. Don't talk to anyone, but go over the memory aids and the keywords again.
10. On entering the examination room, look at the examination paper, then write down all the memoyr phrases and the keywords of the question you are going to answer. That way you don not have to worry about forgetting hte memory aid during the examination!"
Important - take exam where you study, or even thinking about where you studied should help
overlearning - Study material after it is thought to have been mastered, a good way of remembering thuroughly
familiar surroundings - study in room to be taking test, etc.
organization - organize info, create links with knowledge already learned, etc.
stimulate memory, use it as much as possible, learn new skills; stimulate brain's neural circuits to grow [Cardoso, 2000.p.1]
Pay attention "Exercise: take any object, as a pen, and concentrate on it. Think on its various characteristics: its material, its function, its color, its anatomy, etc. Don't allow any other thought to occupy your mind while you are concentrating on that pen." [Cardoso, 2000.p.1]
Relax - deep, slow breathing; hold breath, release slowly[Cardoso, 2000.p.2]
Visualize images[Cardoso, 2000.p.2]
take notes, get organized, use a diary, keep fit, etc[Cardoso, 2000.p.2]
- important to take action to get the most out of memory
Memory & Chess
recall of chess positions - Experiment by Djakow, Rudik and Peetrovsky 1927 - chess problem to masters & nonplayers, after 1 min exposure, masters could recall positions better than non-players (Dr. Dave. 2000.p.3)
Dutch master/psychologist Adrian de Groot in book, Thought and Choice in Chess extended/refined experiment - series of chess positions to 4 players for few seconds only. Grandmaster Euwe and Master de Groot were very good at this, 93%, other players (expert & club player) were worse, 68%, 51% (Dr. Dave. 2000)
recall tends to be in bite-sized chunks; recall by strong players no better than other players for random positions (Chase and Simon, 1973) (Dr. Dave. 2000p. 4)
Chess master George Koltanowski from Belgium had an excellent memory. He could play several games at a time... blindfolded! Playing this way for almost ten hours once, he won fifty games and tied six! (Yount, p. 71)
