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Memory Techniques

This document provides techniques for improving memory. It discusses how the brain functions in memory and learning. Some key memory improvement techniques include using acronyms, linking unfamiliar objects to familiar ones, creating stories, and the PEG method of associating numbers with objects. Regular practice of concentration, visualization, repetition and review are important for boosting memory over time.

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Jeyakumar Raja
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584 views5 pages

Memory Techniques

This document provides techniques for improving memory. It discusses how the brain functions in memory and learning. Some key memory improvement techniques include using acronyms, linking unfamiliar objects to familiar ones, creating stories, and the PEG method of associating numbers with objects. Regular practice of concentration, visualization, repetition and review are important for boosting memory over time.

Uploaded by

Jeyakumar Raja
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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MEMORY TECHNIQUES

LESSON PLAN
TRAINING OBJECTIVE To understand the basics of
Mnemonics. Understand the reasons
for oor memor! and "a!s to imro#e
the memor! o"er.
TRAINING MET$O% &ecture method ' %iscussion ' E(ercise
&ENGT$ O) T$E *E**ION + hours
)ACI&IT, $a-- "ith seatin. caacit! of /0
numbers "ith #isua- aids
AU%IENCE +0 numbers of staff and officer
VI*UA& AI%* B-ac1 board2 O$3
$AN%OUT* Notes on -earnin. theor!2 brain
functionin.2 memor! and its t!es2
reasons for oor'-oss memor!2 memor!
imro#ement tis. %ifferent techni4ues
to imro#e memor!.
E5ERCI*E E(ercises 6h!sica- 7 menta-8 to boost
u memor! o"er. Tests to identif! the
memor! o"er
MEMORY TECHNIQUES
INTRODUCTION
Memor! techni4ues are imortant too- for a-- rofessions ' businessmen '
schoo- chi-dren ' house "i#es and a-- sorts of human bein.s. Interest and
In#o-#ement is 1e! for success for an! acti#it! 9 this is #er! true for imro#in.
!our memor!. ,ou ha#e concentrate on !our need 6remember8 rather than
seein. ' obser#in.. A#era.e erson can remember /9: thin.s ' artic-es at a time.
STAGES OF MEMORY
*ta.es of rememberin. better are &earnin.2 Retention2 Reca--in.2 and
Reco.nition. ;hi-e readin. !ou ha#e to be ob<ecti#e and committed. &earn b!
reasonin. out and read "ith sufficient inter#a-s. %i#ide !our essa! ' messa.e to
be memori=ed into sma--er sections but don>t subdi#ide further. Re#ie" is
imortant after e#er! trai-.
HOW OUR BRAIN FUNCTIONS
Brain contains ?00 bi--ion ce--s2 "hich acts in s!nchroni=ed durin. an!
acti#it!. %ifferent arts of our brain are Cerebrum2 Cerebe--um2 Medu--a
ob-on.ata2 and Tha-amus. Cerebrum>s temora- -ob contro-s the actions -i1e
decision9ma1in.2 thin1in.2 ana-!=in. and memori=in.. Cerebe--um is resonsib-e
for identif! direction2 -ace2 distance and standin. ' "a-1in.. Medu--a Ob-on.ata
is resonsib-e for breathin.2 heartbeat2 b-ood circu-ation and di.estion.
Tha-amus is resonsib-e for shi#erin.2 bod! temerature contro- and stress.
*ina- cord is the -ace "here +?air of senses endin.. This is resonsib-e for
ref-ections.
LEARNING THEORY
There are + t!es of attentions name-! #o-untar!2 in#o-untar! and habitua-.
Retention of -earnin. deends on ho" "e -earn a articu-ar thin. and a-so the
fre4uenc! of its use. )rom the research it is conc-uded that2 "e -earn @/Ab!
seein.2 ?+A b! hearin.2 BA b! sme--2 +A b! touch 7 +A b! taste. ;e retain
?0A of "hat "e read2 C0A of "hat "e hear2 +0A of "hat "e see2 /0A of "hat
"e see 7 hear2 D0A of "hat "e sa! and :0A of "hat "e sa! 7 do. Our brain
refers round ob<ects rather than s4uare. If no re#ie" is done after CEhrs reca--
fa--s raid-!. Our brain tends to remember unusua- 7 for.et the common
e(eriences.
REASONS FOR POOR / LOSS OF MEMORY
The reasons for for.ettin. are2
&ac1 of interest 7 In#o-#ement
Not -earned fu--!
)ear of fai-ure
;orr!
Time2 interference
*hoc12 3oison
Tensed mood ' tired bod! condition
&o"er usefu-ness of the messa.e
As er s!cho-o.ists there are + t!es of mind in usF the! are Conscious2
Intermediate and Unconscious. Memor! can be c-assified in to C t!es name-!
Obser#ation and Rote.
MEMORY IMPROVEMENT TECHNIQUES
Variet! of techni4ues is a#ai-ab-e to imro#e the memor! -e#e- of an!
erson. *ome of the imortant techni4ues are2
?. Acron!ms
C. &in1 method
+. *tor! method
E. Journe! method
/. 3EG method
In Acron!ms the first -etter of each "ords are coined to form a short form
of "ord2 "hich can be reca--ed easi-!. E...VIBG,OR to 1ee memor! of the
co-ors of a rainbo".
In the -in1 method the un1no"n'ne" ob<ect'name'number "i-- be
associated "ith the 1no"n ob<ect'name'number. This faci-itates the effecti#e
reca-- "hen !ou need the information.
In the stor! method to 1ee memor! of ob<ects2 e#ents the 1no"n stor!
can be fi(ed and the characters 7 e#ents "i-- be associated "ith the ob<ects and
the e#ents. This method can ser#e the effecti#e reca-- of more number of ob<ects
' e#ents.
In the Journe! method2 a 1no"n tra#e- ath "i-- be ta1en as a reference.
In order to memori=e the ob<ects the! ha#e to 1ee in mar1ed 1no"n -ocations so
that the! can be re9ca--ed easi-!.
In 3EG method ob<ects can be memori=ed as an! order as "e -i1e. In this
the for each number a "e--91no"n ob<ect "i-- be fi(ed and the ob<ects to be
memori=ed in order ' random has to be associated. This can be uti-i=ed for -ar.e
number of artic-es in an! order.
TIPS FOR BETTER MEMORY
?. 3rimar! factors are interest 7 enthusiasm G create them
C. Increase -istenin. ' obser#ation s1i--s and increase concentration
+. Intention to reca-- is necessar!
E. Visua-i=e "hat !ou read 7 -in1 "ith !our "e-- 1no"n ob<ects ' ath
/. ConcentrationH *earch for ideas 7 e(c-ude distractionF 1ee !our attention to
main ideasF s1im throu.h the midd-e a.ain
B. EvaluationH Comare 7 contrast "hat !ou read "ith ear-ier 1no"-ed.e of the
themes2 sub<ects2 situations2 etc.2 !ou ha#e a-read! 1no"n
@. RepetitionH Reeated readin.s are ne#er the same. It is easier to read a
second timeF !ou .et more out of it 7 !ou "i-- a-so .et c-arified.
D. ApplicationH E(ress in !our o"n "ords2 in "ritin. or in seech "hat !ou
ha#e read. %iscuss2 teach2 #isua-i=e thin1 o#er 7 su-ement them "ith !our
o"n
:. OrganizationH Tr! to see the structure 7 attern of "hat !ou read 9 the time
sentence2 the theme sentence or oint of #ie" ' an! other de#ice used b! the
"riter
?0. Thin.s are remembered due to ?.Interest C.Obser#ation +.Understandin.
E.Re#ision
??. Remember effecti#e-! b! Concentration2 Association and &in1
?C. Iee !our brain "e-- e(ercisedF re-ie#e stress and an(iet!
?+. Use the e(terna- memor! aids -i1e -ists2 mai- reminders etc.2
CONCLUSION
It is ob#ious that for an! imro#ement in s1i-- ractice and atience are
imortant. *o to imro#e the memor! o"er and to a#oid troub-es due to oor '
-oss of memor! the abo#e dea-t methods ha#e to be racticed sincere-!. It is
definite that the memor! of an! indi#idua- can be imro#ed b! fo--o"in. the
ro#en methods to boost u memor! o"er. There are no short9cut methods to
imro#e oneJs memor! o"er. It can be .ained b! focused attention2 o"erfu-
obser#ation.

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