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.