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Trent A. Petrie Lisa Pinkenburg Landry Kimberly Bobinski Edwards Hugh G. Petrie

Achieving P E R S O N A L & A C A D E M I C Success. Chapter 8: Memory. Trent A. Petrie Lisa Pinkenburg Landry Kimberly Bobinski Edwards Hugh G. Petrie. Chapter 8 - Section Topics. How to improve memory Specific "mnemonics" Managing distractions

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Trent A. Petrie Lisa Pinkenburg Landry Kimberly Bobinski Edwards Hugh G. Petrie

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  1. Achieving P E R S O N A L & A C A D E M I C Success Chapter 8: Memory Trent A. Petrie Lisa Pinkenburg Landry Kimberly Bobinski Edwards Hugh G. Petrie RonJon Publishing, Inc.

  2. Chapter 8 - Section Topics • How to improve memory • Specific "mnemonics" • Managing distractions • Increasing concentration RonJon Publishing, Inc.

  3. Processes of Memory • Attention and selection • Encoding • Storage • Retrieval Storage Encoding Retrieval Attention RonJon Publishing, Inc.

  4. Attention and Memory • Constantly inundated with info (called "information overload") • Must "attend" to remember • To what do we attend? • choices are conscious or unconscious • interesting material • more interest, better attention RonJon Publishing, Inc.

  5. Encoding • Translate info to mental representation • Later recall the representation • Types of encoding • acoustic code (sound) • visual code (image) • semantic code (meaning) • Encoding influences retrieval • Use all types of encoding RonJon Publishing, Inc.

  6. Storage • Holding information in memory • Short-term memory • brief and transient • small amounts of information • requires continued attention • Transferring to long-term memory • repetition • elaboration - thinking deeply RonJon Publishing, Inc.

  7. Retrieval • Act of remembering information • Related ideas can help retrieval (i.e., use cues) • Retrieval cues based on encoding • visual cues – visual encoding • auditory cues - aural encoding • semantic cues - semantic encoding • Varied encoding allows varied retrieval RonJon Publishing, Inc.

  8. Forgetting • Decay (forgetting) is most rapid shortly after learning • retain less than originally learned • continually practice and relearn info • distribute your learning RonJon Publishing, Inc.

  9. Improving Memory • Organize and order information • Use the "funnel approach" • Use meaning and association • Use vivid associates • Stay active - stay awake! • Use your visual memory • Use your auditory memory RonJon Publishing, Inc.

  10. Organizing Information • Use "idea webs" or "concept maps" • Mentally "chunk" information • Learn information in a specific order • Make intentional associations between ideas RonJon Publishing, Inc.

  11. The “Funnel Approach” • Learn from general to specific • Gives you overall framework • Details make more sense • Examples of this process • SQ4R • outlines RonJon Publishing, Inc.

  12. Using Meaning and Association • Use associations to help retrieval • mentally retracing path • Make associations intentional RonJon Publishing, Inc.

  13. Deep Processing • Relate material to your life • Creates strong association • Abstract ideas can be made meaningful RonJon Publishing, Inc.

  14. Grouping • Grouping info aids memory • Creating groups helps memory • Group categories serve as retrieval cues RonJon Publishing, Inc.

  15. Vivid Associations • Pairing info with something familiar • Make the association visual, vivid, or even silly • Vivid image will stay in your mind • remember "qui" (who) by picturing an owl saying it RonJon Publishing, Inc.

  16. Staying Active • Activity aids attention • Take notes in class • Highlight / summarize when reading • Stand up, walk around when reviewing • Watch posture in class and study • can affect mood, energy, attention • sit up straight • lean forward • look alive and interested RonJon Publishing, Inc.

  17. Using Your Visual Memory • Can even help non-visual learners • Use vivid associations • Use diagrams, outlines, tables • Use pictures, cartoons, charts, graphs • Draw your own visual aids • Write answer on paper when studying RonJon Publishing, Inc.

  18. Using Your Auditory Memory • Useful even for non-aural learners • Recite information aloud • Repeat ideas verbatim • Repeat in your own words • Answer questions aloud • Use as a memory check RonJon Publishing, Inc.

  19. Specific Memory Techniques • Acronyms • Sentences / Acrostics • Rhymes & songs • Method of Loci • Chunking • Repetition / Practice RonJon Publishing, Inc.

  20. Acronyms • Use first letter of each word to form a new "word" • CIA… Central Intelligence Agency • CPA… Certified Public Accountant • Disadvantages • do not help comprehension • may be difficult to form • may waste time • can be forgotten RonJon Publishing, Inc.

  21. Sentences / Acrostics • Use first letter of each word to make a sentence • "Every good boy does fine" (treble clef: EGBDF) • Less limiting than acronyms • Does not aid comprehension RonJon Publishing, Inc.

  22. Rhymes and Songs • Rhythm, repetition, melody, and rhyme aid memory • Fun for creative people • Not an aid to comprehension • Can be time consuming to create RonJon Publishing, Inc.

  23. Method of Loci • Identify a common path • Identify specific landmarks on it • Associate new info with each landmark • Landmarks will help cue the material RonJon Publishing, Inc.

  24. Chunking • Short-term memory is limited capacity • 7 "chunks" is ideal • phone number has 7 digits (555-1212) • Increase storage by increasing the size of chunks • Mentally change 10271845 to 10-27-1845 • Useful when "chunks" are meaningful RonJon Publishing, Inc.

  25. Practice / Repetition • Don't underestimate repetition! • Excellent memory aid • Learn one step at a time and add as you can • Practice frequently for long-term retention RonJon Publishing, Inc.

  26. The Myth of Cramming • Cramming is very inefficient • Distribute studying over several sessions • Study as you go, so need not relearn RonJon Publishing, Inc.

  27. Prioritizing Memory • You can't memorize everything • Still, memorizing is expected • Focus on most important info first • Give yourself plenty of time • Know the expectations of the course RonJon Publishing, Inc.

  28. Studying "For the Test" • Always overlearn the material • Remember! - Memory will decay quickly • Always study for recall RonJon Publishing, Inc.

  29. When You Cannot Retrieve Information • Relax • Go to easier items first • Think about something related • Retrace your mental steps • Draw on visual, auditory, and semantic cues RonJon Publishing, Inc.

  30. Tips to Improve Concentration • Create a good study environment • Develop good work "habits" • Limit your focus at any one time • Know when your mind wanders • Be active in your studying • Take care of yourself • Have set times for studying • Use your momentum RonJon Publishing, Inc.

  31. Study Environments • A comfortable work station • A quiet and well-lit environment • Reduced distractions • Good posture and position RonJon Publishing, Inc.

  32. Good Work "Habits" • Make studying just another habit • Develop a study routine • Change ineffective habits (e.g., cramming) • Give it time to become habitual RonJon Publishing, Inc.

  33. Limit your Focus • Break your work into manageable chunks • Tackle one chunk at a time • As you complete these tasks, confidence improves RonJon Publishing, Inc.

  34. Know Your Attention Span • Does it vary with • level of fatigue? • time of day? • certain distractions? • Plan studying accordingly RonJon Publishing, Inc.

  35. Take Care of Yourself • Attention is affected by • poor health • personal problems • stress • Take care of your health • Deal with problems as they arise • Allow time for stress-reducing activities RonJon Publishing, Inc.

  36. Have a Set Time for Studying • Commit to your study time • Stick with it - even through lags of attention • Eventually, it will become easier RonJon Publishing, Inc.

  37. Using Your Momentum • Take advantage of productivity bursts • Keep working when you're "on a roll" RonJon Publishing, Inc.

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