(ITP-15) Processes and techniques of improving memory (Mnemonics)
Abstract: Mnemonic devices are a type of memory aid that
help individuals remember information more easily. They take different forms,
such as acronyms, rhymes, images, stories, and the method of loci. The article
highlights the benefits of mnemonic devices and how they work. Mnemonic devices
function by creating mental associations between pieces of information that can
be challenging to remember. By organizing information in this way, mnemonic
devices make it easier for individuals to retrieve information when needed. The
article suggests several tips for effectively using mnemonic devices, such as
keeping it simple, practicing regularly, and connecting the devices to
meaningful contexts. Psychology students can benefit from using mnemonic
devices to enhance their memory, creativity, and understanding of the material,
and to reduce study time. The article encourages students to incorporate
mnemonic devices consistently and creatively in their learning to achieve
academic success.
Mnemonic Devices: A Powerful Tool for improving memory
Mnemonic devices are a powerful tool that can help
psychology students remember important information, concepts, and theories. By
using mnemonic devices, you can create mental shortcuts that allow you to store
and retrieve information more easily. In this article, we will explore what
mnemonic devices are, how they work, and how you can use them to enhance your
learning as a psychology student.
What are Mnemonic Devices?
Mnemonic devices are memory aids that help us to remember
information more easily. These devices can take many forms, including acronyms,
rhymes, images, and stories. Mnemonic devices are based on the idea that our
brains are better at remembering information that is organized and presented in
a way that is easy to recall.
How Do Mnemonic Devices Work?
Mnemonic devices work by creating mental associations
between pieces of information that might otherwise be difficult to remember.
For example, you might use an acronym to remember a list of items or a rhyme to
remember a concept. These mental associations help to organize the information
in your mind and make it easier to retrieve when needed.
Mnemonic Devices
There are many different types of mnemonic devices that you
can use as a psychology student. Here are some examples:
- The Method
of Loci: The method of loci
— sometimes called the “memory palace technique” — involves remembering
items based on their locations.
- Chunking
involves breaking down larger pieces of information into smaller, more
manageable chunks. Both methods can help you to surpass the typical
short-term memory limit and enhance your overall memory and retention.
- Acronyms:
An acronym is a word that is created by using the first letter of each
word in a phrase. For example, to remember the five stages of grief
(denial, anger, bargaining, depression, acceptance), you might use the
acronym DABDA. WAPDA, LGU, WHO
- Rhymes:
A rhyme is a word that has the same sound as another word. For example, Twinkle,
twinkle, little star, How I wonder what you are
- Visual
Images: A visual image is a mental picture that helps you to
remember something. For example, to remember the different parts of the
brain, you might imagine a house with different rooms representing
different brain regions.
- Stories:
A story is a narrative that helps you to remember information. For
example, to remember the stages of prenatal development (germinal,
embryonic, fetal), you might create a story about a baby bird hatching
from an egg, growing feathers, and learning to fly.
Benefits of Mnemonic Devices
Using mnemonic devices as a psychology student can provide a
number of benefits, including:
- Improved
Memory: By using mnemonic devices, you can improve your ability
to remember information, which can help you to do better in your
coursework and on exams.
- Reduced
Study Time: By using mnemonic devices, you can save time and
effort in studying by reducing the amount of time you need to spend
reviewing material.
- Enhanced
Creativity: Creating and using mnemonic devices requires a
certain level of creativity, which can help to stimulate your mind and
enhance your learning.
- Increased
Understanding: By organizing and connecting pieces of information
through mnemonic devices, you can gain a deeper understanding of the
material.
Tips for Using Mnemonic Devices
Here are some tips for using mnemonic devices effectively:
- Keep It
Simple: Mnemonic devices work best when they are simple and
easy to remember.
- Be
Creative: Don't be afraid to be creative when creating mnemonic
devices. The more creative and memorable the device, the better it will
work.
- Practice,
Practice, Practice: The more you use mnemonic devices, the more
effective they will be. Practice using them until they become second
nature.
- Use Them
Consistently: Mnemonic devices are most effective when used
consistently. Use them to review material before class, to study for
exams, and to refresh your memory before writing papers.
- Connect
Them to Meaningful Contexts: To help make your mnemonic devices
even more effective, try connecting them to meaningful contexts or
personal experiences. This can help you to better remember the information
and make it more relevant to you.
- Use Them
in Group Study Sessions: Mnemonic devices can be a great tool
to use during group study sessions. Work with your peers to create devices
that are meaningful and easy to remember.
In conclusion, mnemonic devices can be a powerful tool for
psychology students to improve their memory, reduce study time, enhance
creativity, and increase understanding of the material. By using these devices
consistently and creatively, you can take your learning to the next level and
achieve academic success in your psychology studies.
References:
- Anderson,
J. R. (2014). Cognitive psychology and its implications (8th ed.). Worth
Publishers.
- Baddeley,
A. D. (2012). Working memory: Theories, models, and controversies. Annual
Review of Psychology, 63, 1–29. https://doi.org/10.1146/annurev-psych-120710-100422
- Dunlosky,
J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T.
(2013). Improving students' learning with effective learning techniques:
Promising directions from cognitive and educational psychology.
Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266
- Ericsson,
K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate
practice in the acquisition of expert performance. Psychological Review,
100(3), 363–406. https://doi.org/10.1037/0033-295X.100.3.363
- Gross,
R. (2019). Psychology: The science of mind and behaviour. Hodder
Education.
- Kornell,
N., Hays, M. J., & Bjork, R. A. (2009). Unsuccessful retrieval
attempts enhance subsequent learning. Journal of Experimental Psychology:
Learning, Memory, and Cognition, 35(4), 989–998. https://doi.org/10.1037/a0015729
- McLeod,
S. A. (2019). Mnemonics. Simply Psychology. https://www.simplypsychology.org/mnemonics.html
- Medina,
J. (2014). Brain rules: 12 principles for surviving and thriving at work,
home, and school. Pear Press.
- Oakley,
B., & Sejnowski, T. (2018). A mind for numbers: How to excel at math
and science (even if you flunked algebra). Penguin.
- Roediger,
H. L. III, & Karpicke, J. D. (2006). Test-enhanced learning: Taking
memory tests improves long-term retention. Psychological Science, 17(3),
249–255. https://doi.org/10.1111/j.1467-9280.2006.01693.x
- Roediger,
H. L., & Butler, A. C. (2011). The critical role of retrieval practice
in long-term retention. Trends in Cognitive Sciences, 15(1), 20–27. https://doi.org/10.1016/j.tics.2010.09.003
- Schacter,
D. L., & Szpunar, K. K. (2015). Enhancing attention and memory during
video-recorded lectures. Scholarly Teaching and Learning in Psychology,
1(2), 160–167. https://doi.org/10.1037/stl0000037
- Smith,
S. M., & Rothkopf, E. Z. (1984). Contextual enrichment and
distribution of practice in the classroom. Cognition and Instruction,
1(4), 341–358. https://doi.org/10.1207/s1532690xci0104_3