Penn State - University Learning Centers 
MEMORY
Everything that we encounter through our senses, both consciously and subconsciously, passes through our sensory memory.  In order for learning to take place, three important processes must occur in the brain: attention & pattern recognition, working memory storage, and encoding.   Sometimes we can forget what we learned.  Using techniques for improving your memory in the learning process can help.

Attention & Pattern Recognition

...help identify and sort information for further processing. Selected information, upon paying attention and similarity to previously learned patterns, moves on to the second memory storage area called the working memory. This is also known as short term memory.



Working Memory Storage

...input stays in our working memory for no longer than thirty seconds. Our working memory also has a limited capacity. For example, most people can not remember more than seven digits of a list of numbers read to them in a few seconds, in their short term memory. Luckily, phone numbers rarely exceed seven numbers!

In order to remember information for longer than thirty seconds, it must be:

  1. Recycled back into short-term memory through repetition,
  2. Organized in order to occupy less space in the short term memory, or
  3. Passed onto the long term memory.

Encoding

...is the process by which information is passed to the long-term memory. Encoding is the most important part of learning, and we can encode visually, acoustically, and semantically (i.e., attaching meaning to the new information). These three encoding mechanisms account for the importance of attending lectures, forming visualizations, and trying to relate new information with what we already know. Identification of your personal learning style is an important step in improving your study habits and learning efficiency. Both previously learned input and new information interact to form memory. Humans can permanently store huge quantities of information in their brains. This storage area becomes the long-term memory. (Algier & Algier, 1982; Dominowski, Bourne & Loftus, 1979; Freidman, Klivington & Peterson, 1986; Lehay & Harris, 1989).

Forgetting

...happens differently within our sensory, short-term, and long-term memory stages. Sensory memories are lost permanently if they are not processed, either due to decay or lack of attention.(Sometimes information is sent to other stages despite lack of attention.) In short-term memory forgetting is caused by three factors:
  • Information loss due to decay
  • Lack of familiar pattern
  • Information overload
In long-term memory, forgetting occurs due to one's inability to locate information, not by information decay. Some scientists believe that this inability could be caused by unorganized input, or interference of new and old information with the retrieval process.
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Improving Your Memory

  • Have the intention of remembering.
  • Be optimistic.
  • Decide that you want to and will remember.
  • Make sure you have the necessary background information.
  • Information moves from sensory to short-term and long-term memory by pattern recognition, which is based on previously learned information. This is why you need to read and review materials before going into a lecture.
  • Learn in small chunks.
  • Break down large pieces of information into manageable sections so you can learn in short sessions.
  • For every hour of concentrated effort, take a ten to fifteen minute break.
  • Review periodically and frequently.
  • Long-term learning becomes more efficient when done repeatedly and over a long period of time. Rehearsal is a powerful tool to burn information into your brain. Be Selective and ASK QUESTIONS.
  • It is impossible to remember everything. Set priorities by asking questions about the purpose and value of material being covered. Ask additional questions to test retrieval and to gain further insight into information.
  • Understand what you are trying to remember.
  • Recite the information verbally, or in writing. Recitation assures that you truly understand the material. Organize the information you want to remember.
  • Information is stored in the brain much more easily if it is properly categorized. Relate concepts and data to each other, and previously learned material.

Memory Techniques

Try incorporating these memory techniques while learning your subjects. The chances are that you already use a few of them. Here are several suggestions.

Acronyms: Use acronyms to remember groups of words for example.
NATO: North Atlantic Treaty Organization

SCUBA: Self Contained Underwater Breathing Apparatus

ROY G BIV: Red, Orange, Yellow, Green, Blue, Indigo, Violet
Acrostics: Make sentences that help you remember a list.
My Very Educated Mother Just Showed Us Nine Planets represents the planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto
Keywords: Use acoustic similarity.
Olfactory Gland: Old Factory because the olfactory gland helps you smell, and oil factories are smelly.

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References:

Algier, A. S. & Algier, K. W. (1982) Improving reading and study skills. New Directions for College Learning Assistance. San Francisco, CA: Jossey-Bass.

Brown, W. (1974) Student counselor handbook. San Marcos, TX.

Buzan, T. (1991) Use both sides of your brain. E.P. Dutton & Co., Inc.

Buzan, T. (1974) Use both sides of your brain. E. P. Dutton & Co., Inc.

Dominowski, L. R., Bourne, Jr., Lyle E. & Loftus, E. F. (1979) Cognitive processes. Englewood Cliff, NJ: Prentice Hall, Inc.

Friedman, S. L., Klivington, K. A. & Peterson, R. W. (1986) The brain, cognition, and education. Academic Press, Inc.

Lehay, T.H. & Harris, R. (1989) Human Learning, Second Edition. Englewood Cliff, NJ: Prentice Hall, Inc.

Tindall, J. (1989) Peer power, Book 2: Applying peer helper skills. Englewood Cliff, NJ: Accelerated Development.

 

University Learning Centers · 220 Boucke Building
Penn State University · University Park, PA 16802 · 814-865-1841
www.ulc.psu.edu
8/01/01