6.8. Enhancing Memory

All of us desire to possess an excellent memory system that is robust and dependable. Who, after all, likes to face situations of memory failures that lead to so much of anxiety and embarrassment? After learning about various memory related processes, you certainly would like to know how your memory can be improved. There are a number of strategies for improving memory called mnemonics (pronounced ni-mo-nicks) to help you improve your memory. Some of these mnemonics involve use of images whereas others emphasise self-induced organisation of learned information. You will now read about mnemonics and some suggestions given for memory improvement.

This chunk sets the stage for the discussion on enhancing memory by acknowledging a common desire everyone has: to remember information effectively and avoid embarrassment from memory lapses. It introduces the concept of mnemonics, which are techniques designed to improve memory retention by organizing information in a way that is easier to recall. Mnemonics can use visual imagery or structured organization to aid memory.

Imagine you're trying to remember a grocery list. Instead of simply repeating 'milk, eggs, bread', you create a funny story where a giant milk carton is flying over an egg-shaped hill that leads to a bread factory. This imagery not only makes the items more memorable but also provides context that helps in recalling the list later.

Mnemonics using images require that you create vivid and interacting images of and around the material you wish to remember. The two prominent mnemonic devices, which make interesting use of images, are the keyword method and the method of loci. (a) The Keyword Method: Suppose you want to learn words of any foreign language. In keyword method, an English word (the assumption here is that you know English language) that sounds similar to the word of a foreign language is identified. This English word will function as the keyword. For example, if you want to remember the Spanish word for duck which is ‘Pato’, you may choose ‘pot’ as the keyword and then evoke images of keyword and the target word (the Spanish word you want to remember) and imagine them as interacting. You might, in this case, imagine a duck in a pot full of water. This method of learning words of a foreign language is much superior compared to any kind of rote memorisation. (b) The Method of Loci: In order to use the method of loci, items you want to remember are placed as objects arranged in a physical space in the form of visual images. This method is particularly helpful in remembering items in a serial order. It requires that you first visualise objects/places that you know well in a specific sequence, imagine the objects you want to remember and associate them one by one to the physical locations.

This chunk explains two specific mnemonic techniques: the Keyword Method and the Method of Loci. The Keyword Method turns a foreign word into a familiar English word that sounds similar, helping to create a unique image that connects the two, which aids in recall. The Method of Loci involves placing items you want to remember within a familiar setting, creating a mental path to help recall them in order. Both techniques are based on the power of visualization to enhance memory.

Think of a student learning Spanish vocabulary. To remember 'Pato' for 'duck', they visualize a pot filled with ducks swimming happily. This funny image sticks in their mind. Similarly, if they need to remember a shopping list like apples, bread, and milk, they might envision walking through their home, placing each item in specific rooms: apples in the kitchen, bread on the dining table, and milk in the fridge. When it's time to shop, they simply walk through their mental home to recall each item.

(a) Chunking: While describing the features of short-term memory, we noted how chunking can increase the capacity of short-term memory. In chunking, several smaller units are combined to form large chunks. For creating chunks, it is important to discover some organisation principles, which can link smaller units. Therefore, apart from being a control mechanism to increase the capacity of short-term memory, chunking can be used to improve memory as well. (b) Minimise Interference: Interference, as we have read, is a major cause of forgetting and therefore you should try to avoid it as much as possible. You know that maximum interference is caused when very similar materials are learned in a sequence. Avoid this. Arrange your study in such a way that you do not learn similar subjects one after the other. Instead, pick up some other subject unrelated to the previous one.

This chunk discusses the use of organization in memory enhancement, particularly through chunking. Chunking allows us to group information into meaningful units, thus making it easier to remember. For example, instead of trying to remember the numbers 1, 9, 2, 5, 4, you can chunk them into 1924. It also discusses minimizing interference, which occurs when similar information overlaps. By spacing out different topics or subjects during study sessions, one can lower the chances of interference affecting recall.

Consider how phone numbers are remembered. Instead of recalling the number 1234567890 all at once, we remember it as 123-456-7890, breaking it into easy chunks. When studying, imagine tackling a subject like math, then switching to history instead of studying both consecutively — this reduces confusion and helps retain each topic.

(a) Engage in Deep Level Processing: If you want to memorise any information well, engage in deep level processing. Craik and Lockhart have demonstrated that processing information in terms of meaning that they convey leads to better memory as compared to attending to their surface features. Deep processing would involve asking as many questions related to the information as possible, considering its meaning and examining its relationships to the facts you already know. In this way, the new information will become a part of your existing knowledge framework and the chances that it will be remembered are increased.

This chunk emphasizes the importance of deep level processing, which refers to understanding the meaning of information rather than just memorizing it superficially. By engaging with the material on a deeper level, such as by asking questions or relating it to what you already know, you create stronger connections that enhance memory retention.

When studying a new topic in school, instead of memorizing dates or definitions, try to understand the 'why' and 'how' behind events. For instance, when learning about a historical battle, think about the motives of each side, the consequences of the battle, and how it relates to current events. This approach fosters a richer understanding that helps the information stick in your memory.

(c) Give Yourself enough Retrieval Cues: While you learn something, think of retrieval cues inherent in your study material. Identify them and link parts of the study material to these cues. Cues will be easier to remember compared to the entire content and the links you have created between cues and the content will facilitate the retrieval process.

This chunk highlights the role of retrieval cues in memory. Retrieval cues are hints or prompts that help you recall stored information. By associating certain cues with the information you're studying, it can make retrieval easier later on, especially during exams or when trying to remember details.

Imagine you are trying to remember a friend's birthday. You might link their birthday to a memorable event, like your school's summer vacation starting on the same day. Later, when you think about the vacation, the memory of your friend's birthday comes back to you as well. By creating these links, you're more likely to remember important dates.

Thomas and Robinson have developed another strategy to help students in remembering more which they called the methods of PQRST. This acronym stands for Preview, Question, Read, Self-recitation, and Test. Preview refers to giving a cursory look at the chapter and familiarising oneself with its contents. Question means raising questions and seeking answers from the lesson. Now start reading and look for answers of questions you had raised. After reading try to rewrite what you have read and at the end test how much you have been able to understand.

The PQRST method is a structured approach to learning that enhances memory retention through a series of strategic steps. First, you preview the material to get a general idea, then you formulate questions to focus your reading. After that, you read and search for the answers to your questions. Finally, you recite what you've learned and test your knowledge. This active engagement with the material promotes better understanding and recall.

Think of the PQRST method like preparing for a trip. First, you look at a map (Preview) to see where you’re going. Next, you ask questions about the places you’ll visit (Question). Once you have your itinerary, you explore (Read) each destination, noting down key facts. After that, you recap your plans to ensure you remember the details (Self-recitation), and finally, you check if you have everything packed and ready to go (Test). This active involvement helps ensure that when it's time to travel, you’re fully prepared!

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