Memory, Learning & Improving Concentration

MEMORY AND LEARNING

There are various methods a learner can engage in which will allow them to learn information at various percentages of retention. The learning pyramid, researched and created by the National Training Laboratories in betel, Maine, illustrates the percentage of learner recall that is associated with various approaches.

The learning pyramid demonstrates that the best methods for learning retention are at the Base of thee Pyramid. Therefore, it is best to design lessons and activities with this information in mind to make sure the learners are actively engaged in the learning process. This is achieved through discussion groups, practice activities, collaboration and teaching others.

MEMORY PROCESSES

WHAT IS MEMORY?

Memory is our ability to encode, store, retain and subsequently recall information and past experiences in the human brain. It can be thought of in general terms as the use of past experience to affect or influence current behaviour.

Memory is the sum total of what we remember, and gives us the capability to learn and adapt from previous experiences as well as to build relationships. It is the ability to remember past experiences, and the power or process of recalling to mind previously learned facts, experiences, impressions, skills and habits. It is the store of things learned and retained from our activity or experience, as evidenced by modification of structure or behaviour, or by recall and recognition.

WHAT IS BRAIN?

The brain is the organ such as computer hardware. Intelligence, creativity, emotion, and memory are a few of the many things governed by the brain. Protected within the skull, the brain is composed of the cerebrum, cerebellum, and brainstem. The brain receives information through our five senses: sight, smell, touch, taste, and hearing - often many at one time. The analogy is like a computer.

THE STORAGE (RETAIN INFORMATION)

• Three different types of memory

Sensory Memory

• Purpose:- holds sensory information
• Duration:- last up to 1-2 sec for visual; 2-4 secfor auditory
• Capacity:- large
• *Information not transferred is lost

Short-term Memory (STM)

• Purpose:- hold perceptions for analysis
• Duration:- up to 30 sec without rehearsel
• Capacity:- limited 5-9 items
• *Information not transferred is lost

Long-term Memory (LTM)

• Puporse:- relatively permanent storage
• Duration:- relatively permanent
• Capacity:- unlimited

MEMORY STRATEGIES

Memory stratergies will help students in their encoding, storing, and retrieving the information (help to remember and recall).

HOW TO IMPROVE YOUR MEMORY.

WRITE IT DOWN

• Write an appointment on calendar
• Write notes in your phone
• Write in a daily planner
• Make checklists

ASSOCIATION

• Relate new information to something you already know well. For example, if you meet someone named Sandra, think of someone you already know named Sandra.

REPETITION

• Reading, writing, or saying information over amd over can help move information to long-term memory. Put the information to a tune that you can sing on repeat.

VISUALIZATION

• Picture new information in your mind in a fun or memorable way. Sometimes, just visuallizing helps.Or you can create a silly image or clip in your head that incorporates all the information you must remember.

CATEGORIZATION

• Group related items together. For example, if you are going grocery shopping, you can think of bananas, apples and pears as "3 fruits" and chicken and beef as "2 meats"

TALK IT OUT

• Saying it out loud to someone can help you remember
• Making a joke or having an interesting conversation will trigger memory later
• Ask a friend or family member to remind you

CUES

• Use visual cues such as stickers or posts-its
• Use auditory cues such as a phone alarm

SET LOCATIONS

• Establish locations for common items and always place those items there. Make the location logical, such as keys by the door. That way, you know that they will always be there an don't have to rely on your memory.

ROUTINE

• Having a routine makes you less reliant on your memory. Morning and evening routines are the most obvious ideas, but you can also have a routine for tasks at work or grocery shopping.

HOW FORGETTING COULD OCCUR

Everyone forgets things like a person's name, where they left their keys, the ending to a movie, or how to do maths problems. However, the reason why we forget something may differ. Have you ever felt like a piece of information has just disappeared from memory? Or have you had situations where you have no memory of a certain event? Or maybe, you know certain pieces of information exist in your mind, but you just cannot seem to retrieve it.

THE MAIN REASONS FOR FORGETTING INCLUDE:

1. Retrieval failure
2. Interference
3. Decay or fading
4. Motivated forgetting
5. Did not pay attention to information
6. Did not understand the information
7. Cramming (last minute study)
8. Did not have good stratergies

STRATEGIES TO IMPROVING CONCENTRATION

• What is concentration vs breaking concentration?
• CONCENTRATION-  Focusing your attention on what you are doing.

CAUSES OF POOR CONCENTRATION

1. Lack of attention
2. Lack of interest
3. Lack of motivation
4. Distraction from others
5. Uncomfortable environment
6. Physiological matters -illness, tiredness
7. Physiological matters - personal problems, worries, anxieties

USE

• Use motivational and organizational stratergie - create intrest the work, develop a positive attitude toward you work, use goal setting stratergies, use time-management stratergies

CREATE

• Create a positive learning environment - find a better location, reduce multiaskong, minimize distractions

DEAL

• Use active learning stratergies (as discussed in improving memory)

MATCH

• Match your learning style to the task

MONITOR

• Monitor your concentration

READING/STUDY SYSTEM (SQ3R)

The SQ3R study system is an organized approach to your textbook learning. Students who use a study system read with greater comprehension and remember more over a period of time. What are the components of the SQ3R system?

The essential rules are condensed into the following formula involving the five specific steps of the study system:

SURVEY: Read quickly to get the gist

QUESTION: Write question would you like to find answers for

READ: Read once without taking notes to find answers to your question. Read again to make notes.

RECALL: Make outlines of what you remember

REVIEW: Answer your questions from your notes and review them periodically.