How information is processed in our mind, General guidelines to improve memory

How information is processed?

      When information is processed it passes through three stages as shown in Fig.

Encoding

              Not all the information that comes through our five senses is likely to be remembered The selected information is deposited into short term memory which is processed for encoding.

               Unless the information is significant to you it will be lost before it can be passed to long term memory. As information passes-from the senses into STM and onwards LTM it must be encoded to make it memorable.

                Try this exercise. Read these numbers once and see how many you can remember.

Now read the following set of numbers once and see how many you can remember

              You probably remembered fewer numbers from the second list. This is due to a limitation of our short-term memory to the "magic" number of seven bits oi information. Items 5, information in excess of seven are likely to be lost and may even displace any remembered items. Try the following puzzle comprising a matrix of twenty-five letters.

             Although the number of items here exceeds the magic seven, you may well have been able to recall the puzzle by using a technique called Chunking. Chunking relies on grouping items together using pattern recognition strategies and is enhanced by associating items with other scraps of information that reside in LTM and using these as a cue to recall.

           By using Chunking you can associate a word‘ ZOMBIE, with other information RAMBO. This associative "key" to memory is known as a ”mnemonic“.

Store

           Short Term Memory is very temporary and any information placed there is likely to be lost unless active steps are taken to transfer the learned data to Long Term Memory. In order to make the transition to LTM, a process called Rehearsal is required. You probably used rehearsal to remember items in the exercises from the previous page. Rehearsal is an operation through which information is systematically reviewed. Any information that is used regularly becomes well rehearsed (remembering your phone number) and is more likely to be committed to LTM. Less useful information will require a greater conscious effort to become a part of LTM. Greater conscious effort means Concentration.

Retrieval

        The learning and retrieval process is Influenced by a number of factors including the. complexity of the material. Following are the tips for learning and retrieval of information:

• Things that are relevant or interesting to you. are much easier to learn.
• Use what you already know to aid your understanding of hew information.
• Learn only’what needs to be learnt. 
• Identify the type of material to be learnt. 
• Adjust your rate of teaming to the material. 
• Test yourself'.
• Use what you have learnt regularly. 
• Avoid studying similar material consecutively. 

General guidelines to improve memory

               There are some basic things you can do to improve your ability to retain and retrieve information from memory.

• Pay attention

             You can’t remember something if you never learned it, and you can’t learn that is encoded into your brain if you don’t pay enough attention to it. It takes about eight seconds‘of intent focus to process a piece of information through your hippo campus (area of brain associated with memory) and into the appropriate memory center. 30, no multitasking when you need to concentrate! If you distract easily, try to receive information in a quiet place where you won't be interrupted. 

• Acquisition of information

            Most people are visual learners; they learn best by reading or otherwise seeing what it is they have to know. But some are auditory learners who learn better by listening. They might benefit by recording information they need and listening to It until they remember it. 

• Involve all senses

           Even you’re a visual learner, read aloud what you want to remember. It you can recite It rhythmically, even better. Try to relate information to colors, textures, smells and tastes. The physical act of rewriting information can help imprint It onto your brain. 

• Relate information

          Connect new data. to information you already remember Whether it’s new material that builds on previous knowledge, or something as Simple as an address of someone who lives on a street where you already know someone. 

•  Organize information

           Write things down in address books and datebooks and on calendars; take notes on more complex material and reorganize the notes into categories later. Use both words and pictures in learning information. 

• Understand and interpret 

             for more complex material, focus on understanding basic ideas rather than memorizing isolated details. Be‘able to explain it to someone else in your own words. 

• Rehearse and over-learn 

            Review what you’ve learned the same day you learn it, and at intervals thereafter. What researchers call “spaced rehearsal” is more . effective than “cramming.” If you’re able to “over-learn” information that recalling becomes second nature, so much the better. 

• Have positive attitude 

           Tell yourself that you want to learn what you need to remember, and that you can learn and remember it. Telling yourself you have a bad memory actually hampers the ability of your brain to remember, while positive mental feedback sets up an expectation of success.