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Memory

are stored, neurons are excited by electrical impulses


being passed along the neuron network, thus causing
new dendrites to grow and new synapses to form.
The new network holds the new memory. When
incoming information relates to material already
stored in the memory, it seems that the old networks
are reactivated, added to, or recognised in some way
to incorporate the new input.

Memory is the ability to recall what has been learned.


Learning occurs following information uptake and
input.
Real learning does not occur unless
information is stored as images in the long-term
memory system of the right brain. When memories

We are all familiar with the ideas of memory storage,


short and long term memory, memory loss, good and
bad memory, photographic memory, repressed
memory or memory block, and memory failure.
Although our understanding of memory is still limited,
many of these ideas can be explained biologically and
psychologically. Students and teachers need to have
some knowledge of memory storage and retrieval of
information so that they can manage their learning
processes more efficiently.

Memory storage
Our minds are always occupied with short-term
operations with no need to retain information for
future use. When incoming information is not
dramatic, or we perceive it as unimportant, it quickly
fades from the short-term memory. The long-term
memory is brought into play when information comes
to us frequently, or it is vivid and dramatic, or when
we ourselves create mental images of the
information.
Long-term memory storage occurs when we translate
information into mental pictures in the right
hemisphere of the brain. The ability to visualise is allimportant. Some people talk about seeing pictures in
their heads, others may say they are imagining

things or that they are using imagery. Some people


may not be aware of this process of visualisation, but
we all do it when we are storing memories. People
speed up their learning in a remarkable way when
they practise translating their study material into
mental pictures. This process involves working on the
information already known.
For storage of
information in the memory we need to be in a
receptive state which entails being relaxed and
switched on. Our brains can work at visualisation only
when the brain waves are in the slower frequencies,
when there are strong connections between the left
and right hemispheres, and when the brain is
hydrated, oxygenated and well supplied with energy.

Student Learning Support Service


Victoria University of Wellington | www.victoria.ac.nz/slss | student-learning@vuw.ac.nz | +64 4 463 5999

Memory retrieval
Once memories are stored, they are part of the
neuron network in the brain. It seems that the
storage mechanism is permanent, although if
memories are not reactivated occasionally, they can
be difficult to find again. What we call forgetting
occurs when memories that are not used get masked
or overlaid by other information. Memories that are

revived in some way are kept alive and are available


for recall. This occurs when we are reminded, or we
re-use or add to the memory, or do some revision.
Retrieval is accessing the mental image (a right
hemisphere skill), translating it back into words or
symbols and then writing it or speaking it (a left
hemisphere skill).

Memory Skills
Mental Activity

Physical Activity

Think about what you are studying or hearing.

Ask questions - look for answers.

Organise your materials - seek to understand the underlying logic


and structure of what you are learning.

Visualise - turn ideas into mental pictures to be stores in long-term


memory.

Test yourself - often - to see how well you are remembering.

Review after 10 minutes, after 24 hours, after 7 days, after one


month.

Overlearn. That is, keep testing yourself even after the point at
which you always get the answers right.

Think positive - be confident that you will remember.

Take frequent study breaks to allow information to be processed


and to take advantage of memory peaks.

Get up and walk around while thinking about what youve learned.

Make study aids, like mind maps or flash cards, and use them to
quiz yourself. Take advantage of waiting time and spare time and
time to do this.

Do your most demanding study tasks at times when you are


physically at your peak (for many people this means in the
morning).

Rest after a period of study to allow learning to sink in.

Practise Brain Gym (Alternates, Elephants trunk, Collarbone


massage).

Drink lots of water.

Student Learning Support Service


Victoria University of Wellington | www.victoria.ac.nz/slss | student-learning@vuw.ac.nz | +64 4 463 5999

Verbal Activity

Recite (or even sing!) key materials

Discuss lectures, texts, interesting or difficult concepts with other


students. Quiz each other.

Ask and answer questions in tutorials.

Make tapes with your oral summaries of course topics or concepts.


(Use baroque background music if possible.)

Explain (to anyone who will listen) what you understand (or do not
understand) about particular concepts or theories. Trying to teach
someone else often clarifies your own knowledge.

Listening Activity

Relax with music while reading, making notes or thinking.

Listen to the tapes of your oral summaries while driving in the car,
making dinner, jogging, cleaning the house, etc. (You dont
necessarily have to concentrate hard while doing this.)

Student Learning Support Service


Victoria University of Wellington | www.victoria.ac.nz/slss | student-learning@vuw.ac.nz | +64 4 463 5999

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