168683
Strategies To Improve
Your Memory
- Strategy 1
Paying
Attention
- Paying Attention
improves your
memory.
- Multi Store
Model Of
Memory
- Atkinson and Shiffrin (1968) said
there were three stages in their
Multi Store Model of memory.
- Akinson and Shiffrin suggested that
memory had three separate stores,
therefore three stages which are; the
Sensory Memory Store, the short-term
memory and the long-term memory.
- Akinson and Shiffrin suggested that
memory had three separate stores,
therefore three stages which are; the
Sensory Memory Store, the short-term
memory and the long-term memory.
- Figure 1 (the Multi Store Memory Model)
- Sensiry Memory
- Your sensory
Memory is the first
stage. If you do not
attend a piece of
information it is not
noticed or recorded
by the senses.
- This means the
information is not
transferred to the
short memory or long
term memory. This
will mean you will not
be able to remember
it later on.
- This means the
information is not
transferred to the
short memory or long
term memory. This
will mean you will not
be able to remember
it later on.
- Your sensory
Memory is the first
stage. If you do not
attend a piece of
information it is not
noticed or recorded
by the senses.
- Forgetting
- This is the
process, where
your brain filters
memories out.
- This is the
process, where
your brain filters
memories out.
- Short Term Memory
- is a short term Store
- Also known as a
working memory
- Also known as a
working memory
- is a short term Store
- Long Term Memory
- It is a long term store.
- It is a long term store.
- How the Multi Store Memory Model Works
- Information is detected by the sense
organs and enters the sensory memory.
- If attended to this information it
enters the short term memory.
- Information form the short term Memory
is transferred to the Long Term Memory
only if that information is rehearsed.
- If rehearsal does not occur, than information is
forgotten, lost from Short Term Memory through
the process of displacement or decay
- If rehearsal does not occur, than information is
forgotten, lost from Short Term Memory through
the process of displacement or decay
- Information form the short term Memory
is transferred to the Long Term Memory
only if that information is rehearsed.
- If attended to this information it
enters the short term memory.
- This model is also known
as the Dual Storage Model
- Information is detected by the sense
organs and enters the sensory memory.
- Sensiry Memory
- Atkinson and Shiffrin (1968) said
there were three stages in their
Multi Store Model of memory.
- Multi Store
Model Of
Memory
- Paying Attention
improves your
memory.
- Strategy 2:
Retrieval
Cues
- Tulving and Osler
(1968) said retrieval cues
help memory because
when we acquire
memories we tend to link
them to contexts which
existed at the time.
- This means the context
becomes a clue to retrieving
the memory in the future.
- Tulving called this
the "encoding
specificity principle"
- Tulving called this
the "encoding
specificity principle"
- This means the context
becomes a clue to retrieving
the memory in the future.
- In Psychology
retrieval cues are
hints that can help
you reccieve a
certain memory or
piece of
information.
- These clues serve as your
own mental reminders and
they work allowing you to
associate new information with
stuff you already know.
- Retrieval cues is a stimulus that
provides guidance about where to
"look" for a piece of information in
a long term memory.
- Retrieval cues is a stimulus that
provides guidance about where to
"look" for a piece of information in
a long term memory.
- These clues serve as your
own mental reminders and
they work allowing you to
associate new information with
stuff you already know.
- Tulving and Osler
(1968) said retrieval cues
help memory because
when we acquire
memories we tend to link
them to contexts which
existed at the time.
- Strategy 3:
Organsiation
- Bower et al
(1969) found
that long term
memory was
improved
when
information
was organised
into meaning
patterns.
- This is because
long term memory
is potentially a
limitless store so
unless we store
information in a
structured way we
are not going to
be able to find it.
- This is because
long term memory
is potentially a
limitless store so
unless we store
information in a
structured way we
are not going to
be able to find it.
- Bower et al
(1969) found
that long term
memory was
improved
when
information
was organised
into meaning
patterns.
- Strategy 4:
Content
Dependent
Retrieval
- Returning to a
physical
location can
help to retrieve
information
associated with
that location or
mood.
- Smith (1979)
studied
context
dependent
retrieval.
- Research suggests that
recall will be best when
a person tries to recall
the information in the
same environment that
they learned it in.
- For example, when a student tries to
recall information in an exam, they
will be able to recall it best if they
learned it in an environment which is
similar to the exam environment.
- This research can be used to the
advantage of the teacher and the
student; the teacher can try to make
their classroom as similar to an
exam setting as possible. The
student could make sure that they
revise information in a similar setting
to an exam (so going to the library
or sitting at a desk in a quiet room
rather than sitting in bed reading not
with music on)
- when the information learned in a
strict classroom/environment needs
to be recalled in the real world?
- when the information learned in a
strict classroom/environment needs
to be recalled in the real world?
- This research can be used to the
advantage of the teacher and the
student; the teacher can try to make
their classroom as similar to an
exam setting as possible. The
student could make sure that they
revise information in a similar setting
to an exam (so going to the library
or sitting at a desk in a quiet room
rather than sitting in bed reading not
with music on)
- Anoter example of
context-dependence
occurs when an
individual has lost an
item (e.g. lost car keys)
in an unknown location.
Typically, people try to
systematically "retrace
their steps" to determine
all of the possible
places where the item
might be located.
- For example, when a student tries to
recall information in an exam, they
will be able to recall it best if they
learned it in an environment which is
similar to the exam environment.
- Research suggests that
recall will be best when
a person tries to recall
the information in the
same environment that
they learned it in.
- Smith (1979)
studied
context
dependent
retrieval.
- Returning to a
physical
location can
help to retrieve
information
associated with
that location or
mood.
- Strategy 5:
Application
To Memory
Improvement
- A particular
location for
your brain
to
associate
that place
with the
subject.
- Therefore try and find a
particular location for your
study of psychology so that
you associate that place with
the subject.
- Abernethy (1940) found
students performed better
in tests when they took
them in the classroom
they has been taught in.
- Zachmeister and Nyberg (1982) found that it can be
helpful to imagine your in the place you learned
something if you cannot actually be there. When you
are in an exam situation try to imagine you are in the
place where you were when you learned the required
information and this might help you retrieve memories.
- Zachmeister and Nyberg (1982) found that it can be
helpful to imagine your in the place you learned
something if you cannot actually be there. When you
are in an exam situation try to imagine you are in the
place where you were when you learned the required
information and this might help you retrieve memories.
- Abernethy (1940) found
students performed better
in tests when they took
them in the classroom
they has been taught in.
- Therefore try and find a
particular location for your
study of psychology so that
you associate that place with
the subject.
- A particular
location for
your brain
to
associate
that place
with the
subject.
- Strategy 6:
Active
Processing
- Craik and Lockhart
(1975) said that we
are more likely to
remember material
that we have
thought deeply and
meaningfully about.
- Proposed that memory was
enhanced more by depth of
processing than by how long
information was rehearsed.
- They suggested that
rehearsal was mainly effective
if the rehearsal was done in a
deep and meaningful way.
- To improve your memory you can think deeper about the
subject. You need to think carefully about what you are
reading/ learning and stop every now and again to ask
yourself questions to see if you can put the content in
your own words. This helps to check to see if you
actually understand what you are working on.
- To improve your memory you can think deeper about the
subject. You need to think carefully about what you are
reading/ learning and stop every now and again to ask
yourself questions to see if you can put the content in
your own words. This helps to check to see if you
actually understand what you are working on.
- They suggested that
rehearsal was mainly effective
if the rehearsal was done in a
deep and meaningful way.
- Proposed that memory was
enhanced more by depth of
processing than by how long
information was rehearsed.
- Craik and Lockhart
(1975) said that we
are more likely to
remember material
that we have
thought deeply and
meaningfully about.
- Strategy 8: Method Of Loci
- This Strategy involves creating a picture in your mind
of a place or a route you are very familiar with and
placing items to be remembered along the route.
- Has support from a study by
Ross and Lawrence (1968).
- The study consisted of students who had
to memorize long lists of items, each about
40 items long using the method of loci.
- The results showed that recall after
studying the lists immediately was about
95%
- The results showed that recall after
studying the lists immediately was about
95%
- The study consisted of students who had
to memorize long lists of items, each about
40 items long using the method of loci.
- Has support from a study by
Ross and Lawrence (1968).
- Method of loci is a good
method for visual learners
and for remebering factual
lists of unrelated information
in the correct sequence.
- The route cannot be reused too
often or there might be
interference between the
different lists of information.
- This Strategy involves creating a picture in your mind
of a place or a route you are very familiar with and
placing items to be remembered along the route.
- Strategy 7:
Numeric
Pegword
- This involves linking
numbers with the image
of a word that rhymes
- e.g. one is a bun, two is
a shows, three is a tree,
four is a door, five is a
hive, six are sticks ect...
- To remember items you link each
item with a different image so the
first item would be linked with an
image of a bun the second with an
image of a shoe ect...
- To remember items you link each
item with a different image so the
first item would be linked with an
image of a bun the second with an
image of a shoe ect...
- Using the Number
Pegword Method would
be useful for; learning
phone numbers, Alphabet-
sound a like, number-
shape and number rhyme.
- This method is good for
learning a list of items
especially if they need to
be remembered in order.
- There is a potential interference between
lists if you use the method more than once.
It is a slower method than the method of
loci because the rhyme has to be repeated
each time and this method is not good for
remembering abstract ideas.
- There is a potential interference between
lists if you use the method more than once.
It is a slower method than the method of
loci because the rhyme has to be repeated
each time and this method is not good for
remembering abstract ideas.
- This method is good for
learning a list of items
especially if they need to
be remembered in order.
- e.g. one is a bun, two is
a shows, three is a tree,
four is a door, five is a
hive, six are sticks ect...
- Morris and Reid (1970)
found out that twice as many
words were remembered with
this system.
- This involves linking
numbers with the image
of a word that rhymes
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