Aids to memory such as acronyms, rhymes, linking information by creating visual images or making up a story, are called mnemonics. Mnemonic strategies have been recommended as appropriate for remembering the following types of information:
One of the points I mention in my book on notetaking is that the very act of taking notes helps us remember — it’s not simply about providing yourself with a record. There are a number of reasons for this, but a recent study bears on one of them. The researchers were interested in whether physically writing by hand has a different effect than typing on a keyboard.
The tip-of-the-tongue experience (TOT) is characterized by being able to retrieve quite a lot of information about the target word without being able to retrieve the word itself. You know the meaning of the word. You may know how many syllables the word has, or its initial sound or letter. But you can’t retrieve it all. The experience is coupled with a strong feeling (this is the frustrating part) that you know the word, and that it is hovering on the edges of your thought.
One of my perennial themes is the importance of practice, and in the context of developing expertise, I have talked of ‘deliberate practice’ (a concept articulated by the well-known expertise researcher K. Anders Ericsson). A new paper in the journal Psychology of Music reports on an interesting study that shows how the attributes of music practice change as music students develop in expertise. Music is probably the most studied domain in expertise research, but I think we can gain some general insight from this analysis. Here’s a summary of the findings.
Find out about the pegword mnemonic
Here are pegwords I've thought up in the Spanish language.
As with the original example, let's try it out with our cranial nerves.
En español, los nervios craneales son:
A number of studies in the past few years have provided evidence that physical exercise can ameliorate the effects of aging on the brain, in terms both of preventing or postponing dementia, and reducing the more normal age-related decline in cognitive function. The reasons for the effect are almost certainly multiple, for example:
There hasn't been a lot of research into the effects of herbs and spices on cognition and the brain, unfortunately. But on the positive side, the risk of side-effects is very low, so we don't need a lot of evidence for it to be worth trying.
Our society gives a lot of weight to intelligence. Academics may have been arguing for a hundred years over what, exactly, intelligence is, but ‘everyone knows’ what it means to be smart, and who is smart and who is not — right?
Of course, it’s not that simple, and the ins and outs of academic research have much to teach us about the nature of intelligence and its importance, even if they still haven’t got it all totally sorted yet. Today I want to talk about one particular aspect: how important intelligence is in academic success.
This post is the second part in a four-part series on how education delivery is changing, and the set of literacies required in today’s world. Part 1 looked at the changing world of textbooks. This post looks at the oral equivalent of textbooks: direct instruction or lecturing.
There is a very common form of forgetfulness that is not really a failure of memory. When we get in our car to drive to place A and find ourselves instead on the road to the more familiar place B, this is not a failure of memory. When we clear the table and find ourselves putting the margarine in the dishwasher or the dirty plate in the fridge, this is not a failure of memory. When we go into a room intending to do one thing and do something else instead, this is not, really, a failure of memory.