5.4 Memory Techniques – Student Success (2024)

Chapter 5 Study Skills

Many students complain that they can’t remember necessary material. They say they understand the content when they read it, but can’t recall it later. There is a difference between understanding and remembering. You may understand all the systems of the human body (they make sense when you read about them), but that doesn’t mean you’ll be able to recall the necessary terms. Fortunately there are memory techniques and strategies for you to use. Some will be more useful for some subjects and content than others.

As you identify the content you are working to learn, you will often discover things that you will need to commit to memory. There are numerous strategies that will help you to remember important information effectively so that you can recall it on tests, apply it to subsequent courses, and use it throughout your life and career.

5.4 Memory Techniques – Student Success (1)

What is memory? Memory is the ability to remember past experiences, and a record of the learning process. The human brain has the ability, known as neuroplasticity, that allows it to form new neural pathways, alter existing connections, and adapt and react in ever-changing ways as we learn. Information must go into our long term memory and then, to retrieve it from our memory, we must have a way of getting it back.

Long-term memory stores all the significant events that mark our lives; it lets us retain the meanings of words and the physical skills that we have learned. There are three steps involved in establishing a long term memory: encoding, storage, and retrieval.

  1. To encode, you assign meaning to the information.
  2. To store information, you review it and its meanings (study), as repetition is essential to remembering.
  3. To retrieve it, you follow the path you created through encoding. This may include a number of memory triggers that you used when you were encoding.

Once information has been encoded, we have to retain it. Our brains take the encoded information and place it in storage. Storage is the creation of a permanent record of information.

In order for a memory to go into storage (i.e. long-term memory), it has to pass through three distinct stages: Sensory Memory, Short-Term Memory, and finally Long-Term Memory. These stages were first proposed by Richard Atkinson and Richard Shiffrin (1968). Their model of human memory is based on the belief that we process memories in the same way that a computer processes information.

5.4 Memory Techniques – Student Success (2)

Learning, Remembering, and Retrieving Information

The first thing our brains do is to take in information from our senses (what we see, hear, taste, touch and smell). In many classroom and homework settings, we primarily use hearing for lectures and seeing for reading textbooks. Information we perceive from our senses is stored in what we call the short-term memory.

It is useful to then be able to do multiple things with information in the short-term memory. We want to: 1) decide if that information is important; 2) for the information that is important, be able to save the information in our brain on a longer-term basis—this storage is called the long-term memory; 3) retrieve that information when we need to. Exams often measure how effectively the student can retrieve “important information.”

In some classes and with some textbooks it is easy to determine information important to memorize. In other courses with other textbooks, that process may be more difficult. Your instructor can be a valuable resource to assist with determining the information that needs to be memorized. Once the important information is identified, it is helpful to organize it in a way that will help you best understand.

Moving Information from the Short-term Memory to the Long-term Memory

This is something that takes a lot of time: there is no shortcut for it. Students who skip putting in the time and work often end up cramming at the end.

Once information is memorized, regardless of when the exam is, the last step is to apply the information. Ask yourself: In what real world scenarios could you apply this information? And for mastery, try to teach the information to someone else.

How we save information to our long-term memory has a lot to do with our ability to retrieve it when we need it at a later date. Our mind “saves” information by creating a complex series of links to the data. The stronger the links, the easier it is to recall. You can strengthen these links by using the following strategies. You should note how closely they are tied to good listening and note-taking strategies.

  • Make a deliberate decision to remember the specific data. “I need to remember Richard’s name” creates stronger links than just wishing you had a better memory for names.
  • Link the information to your everyday life. Ask yourself, “Why is it important that I remember this material?”—and answer it.
  • Link the information to other information you already have “stored”, especially the key themes of the course, and you will recall the data more easily. Ask yourself how this is related to other information you have. Look for ways to tie items together. Are they used in similar ways? Do they have similar meanings? Do they sound alike?
  • Mentally group similar individual items into “buckets.” By doing this, you are creating links, for example, among terms to be memorized. For example, if you have to memorize a vocabulary list for a Spanish class, group the nouns together with other nouns, verbs with verbs, and so forth. Or your groupings might be sentences using the vocabulary words.
  • Use visual imagery. Picture the concept vividly in your mind. Make those images big, bold, and colourful—even silly! Pile concepts on top of each other or around each other; exaggerate their features like a caricature; let your imagination run wild. Humor and crazy imagery can help you recall key concepts.
  • Use the information. Studies have generally shown that we retain only 5 percent of what we hear, 10 percent of what we read, 20 percent of what we learn from multimedia, and 30 percent of what is demonstrated to us, but we do retain 50 percent of what we discuss, 75 percent of what we practice by doing, and 90 percent of what we teach others or use immediately in a relevant activity. Review your notes, participate in class, and study with others.
  • Break information down into manageable “chunks.” Memorizing the ten-digit number “3141592654” seems difficult, but breaking it down into two sets of three digits and one of four digits, like a phone number—(314) 159-2654—now makes it easier to remember. (Pat yourself on the back if you recognized that series of digits: with a decimal point after the three, that’s the value of pi to ten digits. Remember your last math class?)
  • Work from general information to the specific. People usually learn best when they get the big picture first, and then look at the details.
  • Eliminate distractions. Every time you have to “reboot” your short-term memory, you risk losing data points. Multi-tasking—listening to music or chatting on Facebook while you study—will play havoc with your ability to memorize because you will need to reboot your short-term memory each time you switch mental tasks.
  • Repeat, repeat, repeat. Hear the information; read the information; say it (yes, out loud), and say it again. The more you use or repeat the information, the stronger the links to it. The more senses you use to process the information, the stronger the memorization. Write information on index cards to make flash cards and use downtime (when waiting for the subway or during a break between classes) to review key information.
  • This is a test. Test your memory often. Try to write down everything you know about a specific subject, from memory. Then go back and check your notes and textbook to see how you did. Practicing retrieval in this way helps ensure long-term learning of facts and concepts.
  • Location, location, location. There is often a strong connection between information and the place where you first received that information. Associate information to learning locations for stronger memory links. Picture where you were sitting in the lecture hall as you repeat the facts in your mind.

Exercise: Just for Fun

Choose a specific fact from each of your classes on a given day. Now find a way of working that information into your casual conversations during the rest of the day in a way that is natural. Can you do it? What effect do you think that will have on your memory of that information?

Exercise: Test Your Memory

Read the following list for about twenty seconds. After you have read it, cover it and write down all the items you remember.

  • Arch
  • Chowder
  • Airplane
  • Kirk
  • Paper clip
  • Column
  • Oak
  • Subway
  • Leia
  • Fries
  • Pen
  • Maple
  • Window
  • Scotty
  • Thumb drive
  • Brownies
  • Door
  • Skateboard
  • Cedar
  • Luke

How many were you able to recall? Most people can remember only a fraction of the items.

Now read the following list for about twenty seconds, cover it, and see how many you remember.

  • Fries
  • Chowder
  • Brownies
  • Paper clip
  • Pen
  • Thumb drive
  • Oak
  • Cedar
  • Maple
  • Airplane
  • Skateboard
  • Subway
  • Luke
  • Leia
  • Kirk
  • Scotty
  • Column
  • Window
  • Door
  • Arch

Did your recall improve? Why do you think you did better? Was it easier? Most people take much less time doing this version of the list and remember almost all the terms. The list is the same as the first list, but the words have now been grouped into categories. Use this grouping method to help you remember lists of mixed words or ideas.

Using Flashcards

Flash cards are a valuable tool for memorization because they allow students to be able to test themselves. They are convenient to bring with you anywhere, and can be used effectively whether a student has one minute or an hour. Create your own flash cards using index cards, writing the questions on one side and the answers on the other. Creating the flash cards help with memory because you need to decide what is important to put on the cards, summarize key principles, and the act of writing it down helps too. Then you can use them to review and/or test yourself repeatedly. You can use them almost anywhere. For example, you can pull out the flash cards on the bus and test yourself during your commute.

Using Mnemonics

What do the names of the Great Lakes, the makings of a Big Mac, and the number of days in a month have in common? They are easily remembered by using mnemonic devices. Mnemonics (pronounced neh-MA-nicks) are tricks for memorizing lists and data. They create artificial but strong links to the data, making recall easier. The most commonly used mnemonic devices are acronyms, acrostics, rhymes, and jingles.

Acronyms are words or phrases made up by using the first letter of each word in a list or phrase. Need to remember the names of the Great Lakes? Try the acronym HOMES using the first letter of each lake:

  • Huron
  • Ontario
  • Michigan
  • Erie
  • Superior

To create an acronym, first write down the first letters of each term you need to memorize. Then rearrange the letters to create a word or words. You can find acronym generators online (just search for “acronym generator”) that can help you by offering options. Organizing information in this way can be helpful because it is not as difficult to memorize the acronym, and with practice and repetition, the acronym can trigger the brain to recall the entire piece of information. Acronyms work best when your list of letters includes vowels as well as consonants and when the order of the terms is not important. If no vowels are available, or if the list should be learned in a particular order, try using an acrostic instead.

Acrostics are similar to acronyms in that they work off the first letter of each word in a list. But rather than using them to form a word, the letters are represented by entire words in a sentence or phrase. If you’ve studied music, you may be familiar with “Every Good Boy Deserves Fudge” to learn the names of the notes on the lines of the musical staff: E, G, B, D, F. The ridiculous and therefore memorable line “My Very Educated Mother Just Served Us Nine Pizzas” was used by many of us to remember the names of the planets (at least until Pluto was downgraded):


To create an acrostic, list the first letters of the terms to be memorized in the order in which you want to learn them (like the planet names). Then create a sentence or phrase using words that start with those letters.

Rhymes are short verses used to remember data. A common example is “In fourteen hundred and ninety-two, Columbus sailed the ocean blue.” Need to remember how many days a given month has? “Thirty days hath September, April, June, and November…,” and so forth. Writing rhymes is a talent that can be developed with practice. To start, keep your rhymes short and simple. Define the key information you want to remember and break it down into a series of short phrases. Look at the last words of the phrases: can you rhyme any of them? If they don’t rhyme, can you substitute or add a word to create the rhyme? (For example, in the Columbus rhyme, “ninety-two” does not rhyme with “ocean,” but adding the word “blue” completes the rhyme and creates the mnemonic.)

Jingles are phrases set to music, so that the music helps trigger your memory. Jingles are commonly used by advertisers to get you to remember their product or product features. Remember “Two all-beef patties, special sauce, lettuce, cheese, pickles, onions on a sesame seed bun”—the original Big Mac commercial. Anytime you add rhythm to the terms you want to memorize, you are activating your auditory sense, and the more senses you use for memorization, the stronger the links to the data you are creating in your mind. To create a jingle for your data, start with a familiar tune and try to create alternate lyrics using the terms you want to memorize. Another approach you may want to try is reading your data aloud in a hip-hop or rap music style. The late Velma McKay, a former math instructor at College of the Rockies, was well known for singing to her students. She replaced the lyrics to many familiar songs and sang them in class to help them remember important math formulas. Imagine singing the quadratic formula to the tune of “London Bridge is Falling Down”.

Exercise: Creative Memory Challenge

Create an acrostic to remember the noble gasses: helium (He), neon (Ne), argon (Ar), krypton (Kr), xenon (Xe), and the radioactive radon (Rn).

Create an acronym to remember the names of the G8 group of countries: France, the United States, the United Kingdom, Russia, Germany, Japan, Italy, and Canada. (Hint: Sometimes it helps to substitute terms with synonyms—“America” for the United States or “England” for the United Kingdom—to get additional options.)

Create a jingle to remember the names of the Seven Dwarfs: Bashful, Doc, Dopey, Grumpy, Happy, Sleepy, and Sneezy.

Mnemonics are good memory aids, but they aren’t perfect. They take a lot of effort to develop, and they also take terms out of context because they don’t focus on the meaning of the words. Since they lack meaning, they can also be easily forgotten later on, although you may remember them through the course.

Exercise: Memory Quiz

For each of the following statements, circle T for true or F for false

Flash cards provide convenient tools to review and test memory.TF
Multi-tasking enhances your active memory.TF
If you listen carefully, you will remember most of what was said for three days.TF
“Use it or lose it” applies to information you want to remember.TF
Mnemonics should be applied whenever possible.TF
Compilation of memory techniques
TypeSample Method
AcronymsEvery discipline has its own language and acronyms are the abbreviations. Acronyms can be used to remember words in sequence or a group of words representing things or concepts. CAD can mean: Control Alt Delete, Canadian Dollar, Computer Aided Design, Coronary Artery Disease, Canadian Association of the Deaf, Crank Angle Degree, etc.
AcrosticsAcrostics are phrases where the first letter of each word represents another word. They are relatively easy to make and can be very useful for remembering groups of words. For example: King Philip Can Only Find His Green Slippers. This is the classification system of Kingdom, Phylum, Class, Order, Family, Genus, Species.
ChunkingYou can capitalize on your short term memory by “chunking” information. If you need to remember this number: 178206781. The task would exhaust your seven units of storage space unless you “chunk” the digits into groups. In this case, you could divide it into three chunks, like a social insurance number: 178 206 781. By chunking the information and repeating it you can stretch the capacity of your short term memory.
Flash cardsFlash cards provide a convenient tool to test yourself frequently. You can purchase flash cards for common memory tasks such as learning multiplication tables, or you can create your own for learning facts, systems, and processes.
ImagesThis helps us remember by linking words to meanings through associations based on how a word sounds and creating imagery for specific words. This sort of visualization was found to be more effective when one listened to someone reading a text than when they read the text themselves.
JingleJingles or short songs are great tools for memory. Remember the famous song to teach children parts of the body, “Head and shoulders, knees and toes, knees and toes, knees and toes. Head and shoulders, knees and toes. Eyes, ears, mouth and nose.”
Locations and JourneysTraditionally known as the Method of Loci, we associate each word from a list or grouping with a location. Imagine a place with which you are familiar, such as, the rooms in your house. These become the objects of information you need to memorize. Another example is to use the route to your work or school, with landmarks along the way becoming the information you need to memorize. When you do this in order of your journey through the imagined space, it makes it easier to retrieve all of the information in the future.
Maps & DiagramsGraphic organizers help us remember by connecting new information to our existing knowledge and to let us see how concepts relate to each other and fit into a context. Mind and concept maps, Cause and Effect, Fishbone, Cycle, Flow Chart, Ladders, Story Board, Compare and Contrast, Venn Diagrams, and more.
RecitingSaying something out loud activates more areas of our brain and helps to connect information to other activities.
RhymesRhyme, rhythm, repetition, and melody make use of our brain’s ability to encode audio information and use patterns to aid memory. They help recall by limiting the possible options to those items that fit the pattern you have created.
SummarizingThis traditional element of note taking is a way to physically encode materials that make it easier for our brain to store and retrieve. It can be said that if we cannot summarize, then we have not learned…yet.

Exercise: Try it

Select one course where memorizing key concepts is a part of your exam preparation. Choose at least one new strategy from the chart above this week. Monitor—is this strategy effective for what you are trying to learn? A good way to monitor is to see if you can recall the information accurately without looking at a text or notes.

Key Takeaways

  • Moving information from sensory memory to short-term memory to long-term memory and being able to retrieve it requires repetition and strategies.
  • To keep information in our memory, we must use it or build links with it to strengthen it in long-term memory.
  • Key ways to remember information include linking it to other information already known; organizing facts in groups of information; eliminating distractions; and repeating the information by hearing, reading, and saying it aloud.
  • To remember specific pieces of information, try creating a mnemonic that associates the information with an acronym or acrostic, a rhyme or a jingle.
  • There are numerous memory strategies listed and it’s wise to try them and see which ones work best for you.

Image Long Description

Atkinson-Shiffrin model of memory: Sensory input leads to sensory memory. Information not transferred is lost. Sensory memory leads to short-term memory. Information not transferred is lost. Information that is rehearsed may remain in short-term memory. Short term memory leads to long-term memory. [Return to image]

Text Attributions

  • The first five paragraphs, Table 5.4.1, and “Try it” were adapted from “Master Your Memory” in University 101: Study, Strategize and Succeed by Kwantlen Polytechnic University. Adapted by Mary Shier. CC BY-SA.
  • Text under “An Information Processing Model” has been adapted from “Memory” in Blueprint for Success in College and Career by Phyllis Nissila and David Dillon. Adapted by Mary Shier. CC BY.
  • Text under “Moving Information from the Short-term Memory To the Long-term Memory,” “Using Mnemonics,” Creative Memory Challenge, and Key Takeaways has been adapted from “Remembering Course Materials” in University Success by N. Mahoney, B. Klassen, and M. D’Eon. Adapted by Mary Shier. CC BY-NC-SA.

Media Attributions

5.4 Memory Techniques – Student Success (2024)


5.4 Memory Techniques – Student Success? ›

Mnemonics (pronounced neh-MA-nicks) are tricks for memorizing lists and data. They create artificial but strong links to the data, making recall easier. The most commonly used mnemonic devices are acronyms, acrostics, rhymes, and jingles.

What are the 5 memory strategies? ›

Try these five techniques:
  • Assign meaningfulness to things. ...
  • Learn general and specific later. ...
  • Recite out loud in your own words until you don't need to refer to your notes.
  • Teach someone else. ...
  • Use memory devices.
Nov 20, 2013

What are these techniques used to help the student with memory called? ›

Mnemonics (pronounced neh-MA-nicks) are tricks for memorizing lists and data. They create artificial but strong links to the data, making recall easier. The most commonly used mnemonic devices are acronyms, acrostics, rhymes, and jingles.

What are the most effective memory techniques? ›

Rehearse information over and over, either by writing it down or reading it aloud. Studies suggest that spaced repetition—spacing out learning over a longer period of time—is a more effective way to memorize information than trying to “cram” a lot of information into your brain over a short period of time.

What are the 3 R's of memorization? ›

3 'R's: Remember It, Recall It, Retain It. Your bible of exercises to increase your brain power, improve your memory, and train your fluid intelligence.

What are 4 ways to improve memory? ›

Memory loss: 7 tips to improve your memory
  • Be physically active every day. Physical activity raises blood flow to the whole body, including the brain. ...
  • Stay mentally active. ...
  • Spend time with others. ...
  • Stay organized. ...
  • Sleep well. ...
  • Eat a healthy diet. ...
  • Manage chronic health problems.

What are the 4 basic principles of memory? ›

The principles can be defined broadly as follows: 1) process material actively, 2) practice retrieval 3) use distributed practice, and 4) use metamemory.

What are the 9 types of memory? ›

9 types of memory
  • Short-term memory. Short-term memory stores information temporarily, and then the brain releases it or transfers it to long-term memory storage. ...
  • Long-term memory. ...
  • Explicit memory. ...
  • Episodic memory. ...
  • Semantic memory. ...
  • Implicit memory. ...
  • Working memory. ...
  • Visual-spatial memory.
Feb 3, 2023

What is the 1247 technique of studying? ›

What is 1247 Technique? Its a memory technique wherein you should revise whatever you have studied thrice after the 1st study. So effectively, you will study 4 times in 1-2-4-7 order.

What is memory learning strategies? ›

Definition. Memory strategies refer to any of a broad set of techniques that are designed to help one remember. Such strategies range from everyday, external aids (e.g., using a planner) to internal memory strategies (e.g., mnemonic devices) that facilitate storage and retrieval from long-term memory.

Which is a strategy to support student's memory is least effective? ›

Cramming is a wildly ineffective strategy for getting material to stick in our long-term memory. The brain needs to see something, and then see it again, and then see it again to ensure the brain “understands” how important this material is.

What is one of the best technique of improving memory called? ›

Elaborate and Rehearse

In order to recall information, you need to encode what you are studying into long-term memory. One of the most effective encoding techniques is known as elaborative rehearsal.

What are some strategies to improve working memory? ›

How to Improve Working Memory
  • Break big chunks of information into small, bite-sized pieces. ...
  • Use checklists for tasks with multiple steps. ...
  • Develop routines. ...
  • Practice working memory skills. ...
  • Experiment with various ways of remembering information. ...
  • Reduce multitasking.
Jul 13, 2022

How can I improve my memory and concentration while studying? ›

So, to help you make the most out of your study time, here are six tips to improve concentration:
  1. Identify the best environment to help you concentrate. ...
  2. Minimize distractions. ...
  3. Write a to-do list. ...
  4. Schedule study time. ...
  5. Make healthy snack choices. ...
  6. Take breaks.

What is the paradox of memory? ›

This 'memory paradox' — that the absence of memory or the inability to recall memories properly in an emotional context leads to dysfunction, but that memories that generate too much emotion can also be disabling — was the subject of the Neuroscience & Cognition Dialogue between Richard Morris and Rachel Yehuda held ...

What are the types of learning memorization? ›

We are going to cover four different memorization categories and go over some useful techniques for each of them. They are as follows: auditory, visual, tactile, and reading. Before we begin, take a few moments to determine for yourself which method of learning usually works best for you.

What is a linking technique? ›

The Link Method is an age-old memory technique for remembering lists. It works by turning information into vivid images, then linking those images together in memorable ways. The Story Method is similar. It also relies on images, but this time the images are connected together as an engaging and memorable story.

What is the 5 word memory test? ›

Administration: The examiner reads a list of 5 words at a rate of one per second, giving the following instructions: “This is a memory test. I am going to read a list of words that you will have to remember now and later on. Listen carefully. When I am through, tell me as many words as you can remember.

What improves memory and intelligence? ›

Keep learning

Challenging your brain with mental exercise is believed to activate processes that help maintain individual brain cells and stimulate communication among them. Many people have jobs that keep them mentally active but pursuing a hobby or learning a new skill can function the same way.

What are the 3 types of memory explained? ›

There are three types of sensory memory: echoic memory, iconic memory, and haptic memory. Iconic memory retains information that is gathered through sight, echoic memory retains information gathered through auditory stimuli and haptic memory retains data acquired through touch.

What is the rule of memory? ›

A memory law ( transl. Erinnerungsgesetz in German, transl. loi mémorielle in French) is a legal provision governing the interpretation of historical events and showcases the legislator's or judicial preference for a certain narrative about the past.

What are common mnemonics? ›

The 9 basic types of mnemonics presented in this handout include Music, Name, Expression/Word, Model, Ode/Rhyme, Note Organization, Image, Connection, and Spelling Mnemonics.

What is a commonly used mnemonic? ›

Example 1. PEMDAS – Please excuse my dear Aunt Susie. PEMDAS is a common mnemonic for remembering order of operations in pre-algebra meaning: Parentheses, exponents, multiplication, division, adding, and subtraction.

What is the memory for skills called? ›

Procedural memory refers to our knowledge of skills and how to perform tasks, and is something we mostly remember automatically. We generally don't need to consciously think about how to ride a bike or play an instrument: we simply go through the motions once we've learned how to do it.

What is the 2 3 5 7 revision rule? ›

Revise a topic, then revisit it the next day, after three days, and after seven days. This is thought to be the perfect amount of time to help your brain remember information.

What is the 1 2 3 7 study method? ›

It simply means 7 days, 3 days, 2 days, and today. Let's say you learned something you want to remember in the long-run. Now, what you should do is read it today (1), tomorrow (2), the day after tomorrow (3), and then on the 7th day from your first reading (7).

What is the 1 2 3 method for studying? ›

To try this technique, review your material in spaced intervals similar to the schedule below: Day 1: Learn the material in class. Day 2: Revisit and review. Day 3: Revisit and review.

What memory strategies work best for children? ›

  1. Work on visualization skills. Encourage kids to create a picture in their mind of what they've just read or heard. ...
  2. Have your child teach you. ...
  3. Try games that use visual memory. ...
  4. Play cards. ...
  5. Encourage active reading. ...
  6. Chunk information into smaller bites. ...
  7. Make it multisensory. ...
  8. Help make connections.

What is the rip toolbox for memory? ›

The RIP toolbox for memory

This toolbox contains the three key strategies to help memory: repetition, imagery, and patterns (RIP). Many students believe that just reading something is enough. Often, that is not sufficient.

How can teachers help students with memory? ›

The following ten general strategies are offered to help students develop a more efficient and effective memory.
  • Give directions in multiple formats. ...
  • Teach students to over-learn material. ...
  • Teach students to use visual images and other memory strategies. ...
  • Give teacher-prepared handouts prior to class lectures.

What is the 3 2 1 technique to improve memory? ›

The most common use of 3-2-1 I've seen is in response to a reading or lesson–usually 3 things you learned, 2 things that made you curious or confused, and 1 most important thing you learned or should do with what you've learned.

What are school accommodations for memory loss? ›

A memory aid, or cue sheet, is a testing accommodation used to support students who have documented challenges with memory. It is a tool used to trigger information that a student has studied but may have difficulty recalling due to cognitive processing deficits associated with memory and recall.

What is the best vitamin for focus? ›

Vitamin B1 or thiamin is a water-soluble vitamin that is essential for brain function, memory, and focus. It works by helping the body to convert carbohydrates into energy, which is necessary for neurological function.

How do you train your brain to focus? ›

  1. Train your brain. Playing certain types of games can help you get better at concentrating. ...
  2. Get your game on. Brain games may not be the only type of game that can help improve concentration. ...
  3. Improve sleep. ...
  4. Make time for exercise. ...
  5. Spend time in nature. ...
  6. Give meditation a try. ...
  7. Take a break. ...
  8. Listen to music.

How can I improve my learning speed? ›

How to learn faster: 5 ways to tune your brain for new things
  1. Learning quickly gives you a great competitive edge for personal and professional development. ...
  2. Teach others (or just pretend)
  3. Make breaks. ...
  4. Take notes by hand.
  5. Don't be afraid to take a nap!
  6. Use different study methods.

What are memory strategies examples? ›

McPherson [9] lists several common ones, including: using a calendar or blackberry, placing things in conspicuous places, jotting down reminder notes, making a shopping list, asking someone to help you remember, and setting a timer.

What are the 4 types of main memory? ›

There are four types of primary storage:
  • read only memory (ROM)
  • random access memory (RAM)
  • flash memory.
  • cache memory.

What are the five 5 different types of memory in relation to the information processing theory? ›

Information stores – The different places in the mind where information is stored, such as sensory memory, short-term memory, long-term memory, semantic memory, episodic memory, and more. Cognitive processes – The various processes that transfer memory among different memory stores.

How can I memorize words quickly? ›

How to memorize new vocabulary faster: 9 tips
  1. Use Memory Techniques. ...
  2. Create a learning environment. ...
  3. Put the words in context. ...
  4. Learn from real-life situations. ...
  5. Take it to the next level. ...
  6. Find the tools that work for you. ...
  7. Make it interactive. ...
  8. Focus on useful words.

How students can improve memory? ›

To enhance short-term memory registration and/or working memory when reading, students should underline, highlight, or jot key words down in the margin when reading chapters. They can then go back and read what is underlined, highlighted, or written in the margins.

What cognitive strategies are taught in schools? ›

Cognitive strategies are one type of learning strategy that learners use in order to learn more successfully. These include repetition, organising new language, summarising meaning, guessing meaning from context, using imagery for memorisation.

What does the 3 types of memory mean? ›

There are three main types of memory: working memory, short-term memory, and long-term memory. Working memory and short-term memory allow you to store and use temporary information, while long-term holds your lifelong memories.

What are the 4 stages in memory processing? ›

These processes are encoding, storage, and retrieval (or recall).

Is memory a 5 stage process? ›

Some researchers break down memory into a process that includes five main stages: encoding, storage, recall, retrieval, and forgetting. 1 Each stage can be affected by different factors, which can influence how well information is remembered.

What are the 4 sections of process memory? ›

A program can be segregated into four pieces when put into memory to become a process: stack, heap, text, and data.

How can I memorize words without forgetting? ›

Tips to remember words
  1. Keep an organised vocabulary notebook.
  2. Look at the words again after 24 hours, after one week and after one month.
  3. Read, read, read. ...
  4. Use the new words. ...
  5. Do word puzzles and games like crosswords, anagrams and wordsearches.
  6. Make word cards and take them with you. ...
  7. Learn words with a friend.

How to memorize 200 words in an hour? ›

Here's how I did it.
  1. Start small. ...
  2. Build up your memory gradually. ...
  3. Learn memory tricks (mnemonics) ...
  4. Visual memory and imagination. ...
  5. Repeat and refine your memory tricks. ...
  6. Try reading the definitions in English. ...
  7. The power of routine. ...
  8. Review.
Feb 16, 2019

How to memorize 30 words a day? ›

The best way to remember new words is to put them into practice straightaway. Try to compose a sentence with the new word or phrase or use it in your next conversation later the same day. This way, it will move into your active vocabulary and you will feel more confident using it in your speaking or writing.


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