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. 

How to make your memory strong by using this simple tips

Strong Memory

                Memory is the ability to remember information, experiences and people. It is the ability to recall the information: which has been previously learnt through experience. in context of memory structure, it is the location where learned information is stored. There are some specific skills that can be developed to enhance memory. In this chapter focus is on explaining types of memory and processing information. It also includes some tips to enhance memory.

Strong memory

Learning and memory:

          “Learning is defined as a relatively permanent change in mental association! behavior due to experience.” Learning begins with the experiences of the senses; namely seeing, touching, smelling, hearing & tasting. A basic model of |earner consists of components.

Stimulus

        Anything which activates learner’s senses is stimulus. it maybe external or internei. External stimulus may include ‘people, objects, events, symbols etc.

Sensory Register

        All the information received by various sensory organs is first stored in sensory register: only fer brief duration. if it is not attended by the learner, it is lost. Therefore it is necessary that learner attends to the information for further processing. 

        Attention is a conscious process. To attract students attention, we can modify size, intensity .etc. depending-upon importance of keywords. Also factors like Novelty, incongruity, emotion, and personal significance affect learner’s attention.

       As attention has limited capacity, it can't be focused on the entire. stimulus at e time. Learner attends to one feature which becomes ‘figure’ & rest goes to background celled ‘ground'. This phenomenon is known as ‘figure ground rule'.

Cognition

       This deals with mental activities of learner triggered due to stimulus. It involves study of memory, its components, structure of knowledge in memory, and various processes in memory. 

Emotional centre

        It deals with effect of emotions on learners. Stimulus elicits either pleasant or unpleasant . feelings. This decides whether learner will approach to stimulus situation or avoid it. 

Response

        It is reaction by learners to stimulus. This response may be mental response like reflection; motor response like physical movement or verbal response like communication. Response always aims at changing the stimulus situation. 

Feedback

       Information of changed stimulus situation provided after response by learners. Feedback helps learners to compare changed stimulus to expected change in stimulus.

How to enhance the listening skill, How to be a good listener, How to take notes

Listening Skills

            Listening refers to a conscious, deliberate activity which assigns meaning to aural stimuli. Difference between hearing and listening:

Listen

•  Hearing is a physical response whereas listening. is semantic and mental response of sound.
• Hearing involves processing sound, while listening means processing meaning.

Listening is a complex activity that can be defined as ‘the process of receiving, interpreting and assimilating ideas from verbal messages involving literal and critical 'comprehension of ideas / information. 

Advantages/ Benefits of active listening

• Avoids misunderstanding and hence conflicts. 
• Save time, as the speaker need not repeat the things /data. 
• Works out better relationship.
• Identification of problems becomes easier. 
• Ensures better learning in classroom.

           For good listening one needs positive attitude attention, openness to new ideas and different points of view and lack of bias or prejudice.

Do's and Don'ts of good listening

Do's:

• Give time and effort to listen.
• Remove all distractions and give proper attention ( Focus / Concentration).
• Notice both verbal and body language of speaker (use Ears and Eyes).
• Give feedback and use reinforcement. 
• Ask questions, clarify details, attitude, Recall 'and rephrase what is said before evaluation.
• Acknowledge feelings and attune to them.
• Notice the contradiction and discrepancies Both verbal and non-verbal clues.
• Effect on key point and understand.
• Listen out, don’t select.
• Decide the purpose of the speaker.

Don'ts:

• Don't advice 
• Don’t misunderstand 
• Don’t interrupt

Notes taking

• While attending any lecture or speech one must be habitual to Write down the notes from the speech. One must keep in mind that if you want to use whatever knowledge or information you are going to receive through lecture you must be a good listener as well you must know good techniques of writing down the notes too. Here are some tips of writing down the notes from a speech or lecture. 
• The purpose of notes is to get key points from reading and the lectures. Generally‘in normal lecture or speech of one hour duration there are five'to ten key points. However you also mention other points, which are emphasized by the speaker.
•  Try to design your own questions from the key points so that you will be able to explore your understanding and you may ask relevant question to the speaker so that your doubts or difficulty regarding the topic can be cleared by the speaker. 
•  Phrases, anecdotes, thoughts or quips and quotes are very helpful to understand . various aspects of the topic. It also adds to 'our knowledge. Sometimes idioms and phrases help us to understand the topic in more easy way.
•  Try to write down the notes as short as possible. It should be Outcome of understanding. 
• Read and rewrite the class notes as soon as possible after class or session. Try to explore the matter or points discussed.
•  Arrange the notes in such a way that at any time you will be able to access any point from your notes at the earliest. Leave big margins, skip lines, underline words if necessary. 
• For reviewing your notes try to remember key words and key points. Just thirty to thirty five minutes are better than'pouring over them for two hours at a stretch.

study smart not hard, the simplest & effective study strategy (SQ3R Method)

    The SQ3R method has been proven way to sharpen study skills. SQ3R stands for Survey, Question, Read, Recite, Review as shown below.

SQ3R Model

 1. Survey 

         Get the best overall picture of what you're going to study BEFORE you study it in detail. It's like looking at a road map before going on a trip. If you don't know the territory, studying a map is the best way to begin.

2. Question

          Ask questions for learning. The important things to learn are usually answers to questions. Questions should lead to emphasis on the what, why, how, when, who and where of study content. Ask yourself questions as you read or study. As you answer , them, you will help to make sense of the material and remember it more easily because the process will make an impression on you. 'l’hose things that make impressions are more meaningful, and therefore more easily remembered. Don't be afraid to write your questions in the margins of textbooks, on lecture notes, or wherever it makes sense.

3. Read

         Reading is NOT running your eyes over a textbook. When you read, read actively. Read to answer questions you have asked yourself or questions the instructor or author has asked. Always be alert to bold or italicized print. The author intends that this material should receive special emphasis. Also, when you read, be sure to read everything, including tables, graphs and illustrations. Often' time-tables, graphs and illustrations can convey an idea more powerfully than written text.

4. Recite

         When you recite, you stop reading periodically to recall what you have read. Try to recall main headings, important ideas, concepts presented in bold or italicized type, and what graphs, charts or illustrations indicate. Try to develop an overall concept of what you have read in your own words and thoughts. Try to connect things you have just read to things you already know. When you do this periodically, the chances are you will remember much more and be able to recall material for papers, essays and objective tests.

5. Review

         A review is a survey of what you have covered. It is a review of what you are supposed to accomplish, not what you are going to do. Rereading is an important part of the review process. Reread with the idea that you are measuring what you have gained from the process. During review, it's a good time to go over notes you have taken to help clarify points you may have missed or don't understand. The best time to review is when you have just finished studying something. Don't wait until just before an examination to begin the review process. Before an examination, do a final review. If you manage your time, the final review can be thought of as a ”fine-tuning" of your knowledge of the material. Thousands of high school and college students have followed the SQ3R steps to achieve higher grades with less stress.

How to be an effective reader?

        We have already noted that reading has a purpose. Also the text material might be difficult on account of several reasons: The language may be unfamiliar to the reader or it may be technical; the concepts may be complex or the vocabulary may be difficult or the sentence structure may be difficult. Reasons such as. these merely indicate that there is very little that the writer and reader share between them. However, difficulty in reading may be due to poor design of the message also. In any case, the reader has to make a sincere effort to decipher the meaning, before he or she arrives at any conclusion. Depending upon the purpose in reading and the difficulty of text material, an effective reader adopts an appropriate strategy and uses a suitable technique of reading. We shall consider some such strategies and then proceed to practice a couple of them.

  

How to read fast & effectively

Reading is one single activity which is our major tool in life-long learning. There has been tremendous explosion of information. Our generation is facing the problem of information overload. Hence the need for learning reading skill: We need right information, at right place and at right time, to take appropriate actions. Speed-reading and efficient reading can quickly provide us the needed information and is therefore considered an essential attribute in most work environment. We shall Study what reading really means, what are the different purpose for which we read, what techniques we should learn to read effectively. We shall not be dealing with the aspects of speed-reading.

Reading

 look at list of things we often read:

•  telephone directory 
• label on medicine bottle
•  street map
•  thermometer 
• timetable
•  notice
•  statistics
•  engagement diary 
• letters 
• instructions leaflet 
• application form

                 If I ask you to write down what reading means for you, probably you would come out with a definition in which words like 'understand', 'comprehend', 'interpret', 'decipher', 'identify' might be used by you. For most of us reading is an activity through which we derive meaning out of written text, symbols, graphics or body postures and gestures. However, in our discussions we will restrict the term to reading of text.
                 Reading is an activity in which the reader attempts to perceive the potential meaning in the written message and then tries to relate the perceived potential meaning to his or her cognitive structure.

Techniques of reading 

             Readers often have different purpose for reading written messages; written text themselves might be less or more difficult to understand. Therefore one has to adopt Different techniques suitable for the situation. For example, we do not read telephone directory or a direct dictionary the same way, we might read a prescribed textbook; we do not read newspapers and magazines the way we might read a book for review; reading fiction is different from reading a technical treatise. Getting specific piece of information of viewing, comprehension, interpretation, understanding, evaluation, memorization, amusement and entertainment are some important purpose of reading.
            There are some techniques of reading text material to concentrate on some specific procedures for reading. These techniques are known as

1. Skimming 
2. Scanning 
3. Glossing
4. Questioning
5. Mapping

skimming

          It is a technique of reading to get the 'cream' or gist of the text. Skimming or browsing is useful when time available is short and the reader wants to quickly form some tentative impression about the text or the message.

Scanning

           It is the technique of locating specific information,like a telephone number, name, date, and definition etc., Needed by The Reader. Scanning is used to search specific information from reference book. Before using the techniques the Reader is required to acquaint him or her with the kind of reference system used for classifying information in the text.

Glossing

           It is writing in the margins of the text brief comments, cross references, explanations, observations etc. Glosses are useful while reading the text for the second time; they mark information useful for The Reader, help connect ideas, and also remind about his study plans.

Questioning

           This means writing questions in the margins while reading. The questions might simply indicates what the text tries to answer and assist comprehension, or raise issue beyond the text or simply indicate how The Reader is reading to the text. The questioning also point out the key points in the text.

Mapping

          This is a technique of representing graphically the concept and propositions discussed in the text: A concept map is schematic device for representing a set of Concept meaning amended in a framework of prepositions. Mapping not only indicates the ideas discussed in the text, but also their relationships. Concept maps are useful tools of learning: They can help memorization of Concept structures and also indicate where the learners are making wrong connections, thereby allowing the teacher to correct them. You would certainly realize the 'skimming' and 'scanning' techniques are more useful for in extensive reading for texts; whereas, "Glossing", "questioning" and "mapping" are more appropriate techniques in intensive reading type.

Also read,

Learning strategies the-process of learning

                 

             With the rapid change in technology lot of changes occur frequently in day to day working of the industry.The change in technology and information required by the industry has to adopt quickly by its employees. The industry is looking for some special traits like "learning to learn" or "lifelong learning" characteristic in its employees. Learning strategies ensures fast and permanent learning by an individual. There is a systematic way of learning induced through learning structures.

                 Learning is said to be change in behavior of learner. The change in behavior occurs due to response or experience received by the learner. The learning is also represented by S-R theory. It shows that the stimuli received by sensory organs create response by the body of the human being and that response is stored in the memory as the piece of learning. Whenever in future such type of stimulus is confronted, the brain cells record this response from the memory and accordingly compel the human being to change his behavior to negotiate the stimulus.

Learning process

            Learning process is defined as the relatively permanent change in behavior of a learner. This change in behavior is under the influence of experience which learner has stored in his memory or brain or cognitive domain.

The learning process can be divided into 5 steps:

1. Take in information through the senses.
2. Figure out what it means.
3. File it into memory.
4. Later, recall it from memory and apply it.
5. Feed it back to the outside world through some form of expressions, such as speech or writing.

Organization of knowledge

            The learning course in human being when learner is export to the learning environment. The teacher facilitates the learner to make learning process easier. The learning hierarchy will help learner to acquire the learning more systematically. It lasts more for a learner. The hierarchy of learning as the name indicates starts from lower level to higher level.

Facts

 Facts are the Undisputed statements, hence they are universally accepted. For example: Sun sets in the West, India won independence in 1947 etc. As a teacher it is always better to quote perfectly before students, related to the topic. The facts narrated to the learner help to reinforce his faith in the learning phenomena.

Concepts

Everything in nature is itself a concept. There may be simple and complex concepts or even lower order and higher order concepts.

• Concept is a set of objects or events that share common characteristics.
• Concepts are mental tools for describing the world.
• Concepts are generalities.
• Generalities are abstractions that is, they describe a set of specific instances.

          For example "friction" is concept, "current" is a concept and so on. Every concept has its own characteristic called as attributes of concepts. Say for example the attributes of friction are as follows:

                                        

                                         Friction = oppose the motion

                                                       = depends on the nature of surface in contact

                                                       = is independent of 

             In this case friction is concrete concept and current is abstract concept. Concrete concept can be shown through example. For abstract concept only effect can be perceived. Abstract concept cannot be seen or touched but can be experienced. For example force cannot be seen but experienced.

Principle

Principal consists of two or more concept. The student will easily understand the principle of the related concepts are properly learnt by the student. For example Newton's third law of motion States "For every action, there is a equal and opposite reaction" in this principal the action reaction equal and opposite are four different concepts. If the teacher at the beginning makes all the four related concepts clear then the principal will be easily understood and remembered forever by the learner.

• It is a statement about casual or correlation relationships
• Principles are potentially the most useful type of knowledge for explaining how the world works.
• Teaching principles (knowledge of cause and effects) can vastly increase their flexibility as problem solver enabling them to troubleshoot, innovate and invent rules and procedures based on their knowledge of cause and effects.
• However, teaching principal is difficult and it is of an easier to teach flats rules of thumb than to teach Complex descriptions of casual systems. often learners are taught principles (knowledge of cause and effect) without much help on how to apply (use) principles.

Procedure

         The procedure is the method which indicate the steps about how to complete the particular procedure. For example the "how to start the petrol engine?" or "how to start the car" is a procedure.

• A procedure is a set of sequential steps design to solve a specific problem that always presents itself in the same way and needs to be demonstrated.
• Every procedure has a goal to solve the problem.
• Procedures can be learned at both the remember and application level.

        For example the procedure to start Car may be listed below:

 See that car is in natural condition and release the hand brake if applied

1.  Start the engine keep; keep it running for some time.
2.  Press the clutch and put the first gear.
3. Slightly release the clutch so that motor engine engages with rear wheel assembly.
4.  Release the full clutch gradually and raise the accelerated simultaneously.
5.  Go on changing second third and fourth gear as the car picks up the speed.

This procedure looks simple but it contains number of Concept like neutral, gear clutch, brake, accelerator, motor, engine, Speed etc.

Application

              It is the highest order content of learning as it implies the use of knowledge in practical situation/ new situation. It is the test of learner also; about how much he has learnt. The teacher should use this from/content after completion of every topic or subtopic. The of problem situation is not only helpful to student but it also gives feedback to the concerned teacher about the success of his teaching methodology. Teacher gives suggestions to students if any change is required for effective learning process. Such problem situations may be created by the in the laboratory or classroom and ask students to react or respond to the situations.

Learning techniques 

               Understanding your own preferred learning styles can help you study more effectively by using techniques that can really improve the way you are: 

• pursuing information 
• processing information 
• organizing and presenting information

Perceiving information 

                When we gather information about the world around us we employ all our senses. But some of us employ one sense more than others. In fact, each of us uses all available senses to absorb information. But you may find it helpful to confirm that you are strength are with regard to perception.

• Sight 
• hearing(Auditory)
•  reading/ writing 
• other sensations

Processing information

 Once you've acquired information (by listening, reading, etc), You then process it mentally (by thinking about it and memorize it) you will have to natural preference for how you:

•  Grasp information
•  Order information
• Engage with information

Organizing and presenting information

 Finally, there is how you choose to share information with others. You will have to preference for how you: 

• Organised information with Holistic overview, or with detailed and logical analysis.
•  Present information verbally or using images.

Unique tips to develop positive attitude!!!!

Guidelines for developing positive attitude

Following are the some tips to develop your positive attitude:

Practice smiling

You must practice smiling when you don't feel like smiling. When there seems to be subconscious weight holding your lips from spreading wide into a genuine grin that is when you practice. Fake  smiles don't count. Make silly face at yourself, speak to yourself in strange voices, record  found memories or look at funny pictures.We all have a humorous weak spot, find it and exploit it. learn to let go off your grouchy glare or pout. A smile  needs, room to work with.

Practise meditating

An effective meditation can allow you to speak directly to your subconscious mind. Ppractice meditating and speaking positive words into your soul. remember to breathe deeply. exhale all your negative thoughts, inhale all that positive. Sometime it helps to focus on happiness switch or button deep inside you and practice flipping it on.

Practice letting go

We tend to hold on tightly to the things that bother us. Doing this causes us to settle into a negative mindset, prolong a bad mood, and can keep us awake at night. If you find yourself obsessed with the same thoughts repeatedly it's time to let them go. You can practice letting go by telling yourself to let go and then consciously let the thoughts drift away. Let a  newfound Peace of Mind settle firmly in their place, if they pop back let them sleep away again don't get frustrated. Every Failure is an opportunity for more practise.

Practice optimism

Sometimes it's hard to see the good in something without a trained eye. Increasing our optimism is easy if you practice it. You can do it anytime by counting your blessing or listening the good things you experienced today. For more difficult practice you have to speak out the good in a bad situation and make it prominent. However optimism is more than simply recognizing the good in something. You must also find enjoyment and appreciation for the brighter side of life and use it to flip pessimism on. Its  head. As your optimism increase you will begin to realize you can find Positives in every negative.

Practice love

The most powerful passage for component of happiness is undoubtedly love. It is hard to think about yourself and your problems while giving love and attention to someone else. To practice love you must help others in any way you can often it takes no more than listening to a friends problems, offering a random hug a smile. You could help someone in need and offer encouragement to one who is disheartened. sincere compliments are another way to give love and appreciations. The ways in which to practice love are endless. Just focus on granting someone else a reason to smile carefully. You may very well end up by sharing that same smile.

Love what you do

positive attitude is definitely developed when you start loving your job, your work, or study or whatever you are perform. The most important part in this is identify the thing in your work, which you like most. Example study can be done by primarily three ways, say reading, writing, speaking or out of this which thing you like the most do that. That will definitely give you pleasure as well as you will come to know about importance of other thing also. Later you also start loving others too. Thus practice of developing positive attitude goes on.

Also read:

What is good attitude

what is good or positive attitude

self analysis

how to do self analysis