MEMORY IMPROVEMENT &

EXAMINATION SKILLS
By
Dr. S.V.SURYA REKHA
Prof. and HOD – Psychology
VVN Degree College
Bangalore.
 Memory consists of the following -
• Learning

• Storage

• Retrieval
Why do we forget?
Because we –
Get a weak impression by not
attending.
Let the impression decay by not
repeating.
Allow interference from other
impressions.
Repress unpleasant memories
 How can we avoid this?
• By –
 Getting a strong
impression.
 Repeating (or reciting)
what we have learned.
 Avoiding interference.
 Lifting repression.
 Getting a strong impression……
• This depends on concentration ( sustained
attention)
• We can achieve this by –
a)Forming a habit of bringing the mind back
every time it wanders.
Getting a strong impression (contd)……
a) Acquiring a deep
and permanent
interest.
One important
aspect of interest
is understanding.
(Transcribe)
b) Relaxing, yet maintaining a slight amount of
tension while concentrating.

. c) Reducing worry and emotional conflict

Concentration exercise -
Concentration exercise-
 Repeating……
• This helps better when you –
• Understand what you repeat [concentration].
• Study a little at a time, but often [spaced
learning].
• Reciting to your self [recitation].
• Repeat for longer than you need to learn
[over learning].
 Repeating……[contd.]
• Repeat wholes rather than parts [whole
learning].
• Tell yourself that you can [autosuggestion].
• Keep learning and recall conditions similar
[reintegration].
• Use Von Restoff effect [contrasts].
 Avoiding interference……
• Much of forgetting occurs in the first fifteen
minutes.
• You can avoid interference by –
1. Sleeping after study.
2. Resting /relaxing before and after study.
3. Memorizing just before recall.
 Avoiding repression…..
• You can avoid repression by-
1. Increasing the strength of memory.
2. Reducing the strength of resistance.
3. Saying alphabet slowly to yourself.
4. Free association.
 In brief……
• Pay attention.
• Encode information in
more than one way.
• Add meaning.
• Use visual imagery.
• Take your time.
• Take time out.
• Over learn.
Some methods to improve memory…..
• Simply using memory
will not help, but using
memory in certain
ways will help.
• There are different
ways of using memory.
 Improving Memory….
• Memory can be improved by –
1. Elaborative rehearsal.
2. Periodic retrieval.
3. Organizing and mnemonics.
4. Minimizing interference.
5. Context and retrieval.
 Elaborative rehearsal….
• You can elaborate
by –
a. Review after study.
b. Ask questions.
c. Use imagery.
d. Connect with real
life experiences.
e. [ shopping list]
 Using imagery…. Example 1-
• Shopping list –
1. Soap
2. Bananas
3. Bread
4. Soap powder
5. Flowers
6. Thread
7. Serving spoon
8. Six glass tumblers
9. Eggs
10. Perfume
 Using imagery…. Example 2-
• Binoculars – sunflower – light house – apple –
pen – leaf – butterfly – violin – ball – brush –
banana – mask.
Using imagery…. Example 3- Organs of the
Digestive System
• Mouth – stomach – pancreas – liver – gall
bladder – small intestine – large intestine
 Periodic retrieval…..
• Recite often in a methodic way so that you
will not forget information. You can use the
periodic retrieval chart given below -
 Study First reviewAfter
reviewAfter Second Third Fourth
1hour 10 minutes,For 10 reviewAfter
reviewAfter I day, reviewAfter
reviewAfter I reviewAfter
reviewAfter I
No. subject
minutes for 4minutes week, for month, for
4minutes 2minutes

1/11/02 1/11/02 2/11/02 9/11/02 9/12/02

1 Subject - 1
7pm – 8pm. 8.10-8.20 10.00-10.04 6.45-6.50 6.30-6.32
Subject - 2 1/11/02 1/11/02 2/11/02 9/11/02 9/12/02
2
8.30-9.30 9.40-9.50 10.10-10.14 6.55-7.00 6.35-6.37

Subject - 3 2/11/02 2/11/02 3/11/02 10/11/02 10/12/02

3
7pm – 8pm.
8pm. 8.10-8.20 10.00-10.04 6.45-6.50 6.30-6.32
Subject - 4 2/11/02 2/11/02 3/11/02 10/11/02 10/12/02
4
8.30-9.30 9.40-9.50 10.10-10.14 6.55-7.00 6.35-6.37

Subject -5 3/11/02 3/11/02 4/11/02 11/11/02 11/12/02

5
7pm – 8pm.
8pm. 8.10-8.20 10.00-10.04 6.45-6.50 6.30-6.32
Subject - 1 3/11/02 3/11/02 4/11/02 11/11/02 11/12/02
6
8.30-9.30 9.40-9.50 10.10-10.14 6.55-7.00 6.35-6.37

4/11/02
Subject - 2 4/11/02 5/11/02 12/11/02 12/12/02
7 7pm – 8pm.
8pm.
8.10-8.20 10.00-10.04 6.45-6.50 6.30-6.32

4/11/02
Subject - 3 4/11/02 5/11/02 12/11/02 12/12/02
8 8.30-9.30
9.40-9.50 10.10-10.14 6.55-7.00 6.35-6.37

Subject - 4 5/11/02 5/11/02 6/11/02 13/11/02 13/12/02

9
7pm – 8pm.
8pm. 8.10-8.20 10.00-10.04 6.45-6.50 6.30-6.32
5/11/02
Subject - 5 5/11/02 6/11/02 13/11/02 13/12/02
10 8.30-9.30
9.40-9.50 10.10-10.14 6.55-7.00 6.35-6.37
 Organizing ….

• USINGMEMORYSKILLSANDTECHNIQUESWELLISVE
RYESSENTIALTOREMEMBERWELL
 Organizing (contd)….

• USING MEMORY SKILLS AND TECHNIQUES WELL

IS VERY ESSENTIAL TO REMEMBER WELL
 Organization and mnemonics…..
• Use any of the following to organize information
–

a. Graphs
b. Points
c. Flow charts
d. Mind maps
e. Comparative tables
f. Diagrams [use humor]
 A FLOW CHART
Groups of
Neurons belonging
to the Hypothalamus

Supraoptic area Preoptic area Tuberal area Mamillary area

Ventromedial
Supraoptic, Dorsomedial Medial & lateral
suprachiasmatic, Meidal & lateral Arcuate Mamillary,
Paraventricular preoptic nuclei Lateral & Pre & supra –
& anterior nuclei Posterior Mamillary nuclei
nuclei
EXAMPLE OF A MIND MAP
 tegmentum Amygdaloid complex

Subthalamic nuclei Septal areas

Connections
Prefrontal cortex
Thalamic nuclei
from Hypothalamus

Hippocampal formation Hypophysis cerebri

Anterior olfactory Reticular formation

area
A COMPARATIVE TABLE
 Mnemonics…..
• Mnemonics are techniques
to remember information.
• You can use any mnemonic
that you like best, and are
comfortable with.
• Some mnemonics are –
 Rhymes.
 Method of loci.
 Keyword method.
 Rhymes…
Food, Temperature, Thirst and Fluids
Are only few of its functions;
Along with ANS, Circadian rhythm and Stress
Do not forget sleep and emotions.
Endocrines, Reproduction, Viscera and Soma,
Reward and Punishment are all the things
The Hypothalamus controls in all living beings.
 Minimizing interference….
• This can be done by –
1. Spaced learning.
2. Rest after studying.
 Context and retrieval…..
1. Study in a surrounding
similar to the one where
you will be tested.
2. While recalling, mentally
bring back the
atmosphere of the place
where you studied.
 ACTIVE LEARNING
• You will notice that the term "active learning"
has come up frequently.
• Active learning facilitates your memory by
helping you attend to and process
information.
• All of the memory techniques we have
discussed require active learning
• To learn actively make notes while learning
 Demonstration of active learning….

Sl.no First learning I rehearsal II rehearsal

 UNDERSTAND THE MATERIAL.
•  When something is
understood, it is almost
completely learned.
• It is the best possible process of
trying to fix in mind for later use
is being followed.
• Besides, if you understand the
material correctly right away,
you will avoid misconceptions
later.
 SPOT WHAT IS TO BE MEMORIZED VERBATIM.
•
It is a good plan to use a
marking symbol in your
notebook to indicate parts
which need to be memorized
instead of just understood and
remembered.
• If verbatim memory is required,
go over the material or try to
repeat at odd times, as, for
example, while going back and
forth to classes.
 STUDY IMPORTANT ITEMS FIRST.

•  Psychological research shows that the items

that you study first in a study session are
most strongly remembered.
• Besides, doing the most important items first
is a good principle in fighting against
procrastination.
 APPLY THE MATERIAL.
• Make your own applications, examples,
illustrations, etc., that will help you understand
the material and be able to use it in context (e.g.,
on an exam).
• Reduce the material to be remembered to your
own self-made system or series of numbered
steps. Analyze the material and strive to intensify
the impressions the material makes.
 USE KEY WORDS.
• Make a list of key words most useful in
explaining the idea or content of the lesson.
• Key word will help you form a variety of
associations among the points you wish to
remember.
• The richer the associations, the better
memory you will have for the material.
 Use the Method of Loci.

• Locate all the things

you need to remember
in places you are
familiar with, mentally.
• When you want to
recall, a picture of this
place in your mind will
help you.
 TEACH IT.

• Try making the

idea clear to a
friend without
referring to your
book or notes.
 CREATE EXAM QUESTIONS.
• Actually write exam
questions on the material
that you think may appear
on the test.
• Then write the answers to
your own questions.
• Since you now have the
chance, consult the text or
your notes to improve your
answers.
 
 NOW WE GO ON TO EXAMINATION
SKILLS
• Why do you do poorly in exams?
• Because –
• You do not prepare well
• You cannot remember
• You do not understand questions
• You do not plan your time
• You are stressed and anxious
 Even when you do all these,
You lose marks if –
• You do not use correct language
• do not write clear answers
• do not understand questions correctly
• do not organize time
• try to cheat the evaluators
 So how do you avoid this?
Phases
In
coping

Before the During the

examination examination
 Before the examination….

• Studying effectively
• Understand the meaning of key words in a
question.
• Regular mundane things to remember –
timing of the exams, time table,
admission/hall ticket, pens, pencils etc
• Understanding how your answers are marked,
and organizing your answer accordingly
 Before the examination….contd…
• Taking care of yourself –
• Food
• Sleep
• Entertainment
• Relaxation
 Some DOS…
• Do –
• Eat a balanced meal before coming to the
examination
• Get at least SIX HOURS of sleep before the
exam.
• Finish all your daily personal care activities.
• Come pared for all contingencies ( water,
sanitary pad, a few boiled sweets etc)
 Some DONTS
• Don’t –
• Stay all night and study before an exam.
• Miss meals.
• Give upon rest and entertainment.
• Study till the moment you enter the exam.
Hall.
 The DETER Strategy for Taking Tests
• To do well on a test, you must have good
knowledge of the information that is being
tested.
• But you must also have a strategy for taking
the test that allows you to show what you
know.
• The DETER strategy can help you do your best
on any test. Each letter in DETER reminds you
what to do.
• D = Directions
• Read the test directions very carefully.
• Ask your teacher to explain anything about
the test directions you do not understand.
• Only by following the directions can you
achieve a good score on the test.
• If you do not follow the directions, you will
not be able to demonstrate what you know.
• E = Examine
• Examine the entire test to see how much you have to do.
• Only by knowing the entire task can you break it down into
parts that become manageable for you.
• T = Time
• Once you have examined the entire test, decide how much
time you will spend on each item.  
• If there are different points for items, plan to spend the most
time on the items that count for the most points.
• Planning your time is especially important for essay tests
where you must avoid spending so much time on one item
that you have little time left for other test items.
• E = Easiest
• The second E in DETER reminds you to answer the
items you find easiest first.
• If you get stuck on a difficult item that comes up
early in the test, you may not get to answer items
that test things you know.
• R = Review
• If you have planned your time correctly, you will
have time to review your answers and make them as
complete and accurate as possible.
• Also make sure to  review the test directions to be
certain you have answered all items required.
• Using the DETER strategy will help you do better on
tests and get better grades.
 Test anxiety
• Test Anxiety
• WHAT IS TEST ANXIETY?
• Too much anxiety about a test is commonly referred to as
test anxiety.
• In fact, a little anxiety can jump start your studying and keep
you motivated. 
• However, too much anxiety can interfere with your studying.
• Further, too much anxiety may block your performance
during the test.
 HOW DO YOU KNOW IF YOU HAVE TEST
ANXIETY?

• You probably have test anxiety if you answer

YES to four or more of the following:
• I have a hard time getting started studying for
a test.
• When studying for a test, I find many things
that distract me.
• I expect to do poorly on a test no matter how
much or how hard I study.
•  
• When taking a test, I experience physical
discomfort such as sweaty palms, an upset
stomach, a headache, difficulty breathing, and
tension in my muscles.
• When taking a test, I find it difficult to
understand the directions and questions.
• When taking a test, I have difficulty organizing
my thoughts.
• When taking a test, I often “draw a blank.”
• When taking a test, I find my mind wandering
to other things.
• I usually score lower on a test than I do on
assignments and papers.
• After a test, I remember information I couldn’t
recall during the test.
 WHAT CAN YOU DO ABOUT TEST ANXIETY?
• Here are some things you can do before,
during, and after a test to reduce your test
anxiety.
• Use good study techniques to gain cognitive
mastery of the material that will be covered
on the test. 
• This mastery will help you to approach the
test with confidence rather than have
excessive anxiety. 
• Maintain a positive attitude as you study. 
• Think about doing well, not failing. 
• Think of the test as an opportunity to show
how much you have learned.
• Go into the test well rested and well fed.  Get
enough sleep the night before the test.  Eat a
light and nutritious meal before the test.  Stay
away from junk foods.
• Stay relaxed during the test.  Taking slow,
deep breaths can help.  Focus on positive self-
statements such as “I can do this.”
• Follow a plan for taking the test such as the
DETER strategy
• Don’t panic even if you find the test difficult.  
Stay with your plan!
• Understanding how your answers are marked,
and organizing your answer accordingly
• Don’t worry about other students finishing the
test before you do.  Take the time that you
need to do your best. 
• Once you finish the test and hand it in, forget
about it temporarily. 
• There is nothing more you can do until the
graded test is returned to you. 
• Turn your attention and effort to new
assignments and tests.
• When the graded test is returned to you,
analyze it to see how you could have done
better. 
• Learn from your mistakes and from what you
did well.
• Apply this knowledge when you take the next
test.
• You have to know the material to do well on a
test. 
• You have to control test anxiety to show what
you know.
 Here’s how you can relax
• Two Minute Body Stress Scanning
• Designed to take about two minutes but could
be extended when you have time. 
• Interrupt your thoughts—stop thinking about
your surroundings and switch your thoughts
to your breathing. 
• Take two deep breaths from you abdomen
and exhale slowly.
• Scan yourself for tense or uncomfortable
spots (forehead, jaw, shoulders).
• Warm your hands momentarily.
• DO two quick yoga exercises:  "Head
rotation"- rotate your head around in a
circular motion once or twice.
• Recall a pleasant thought, image, memory, or
feeling—just for a few seconds.
• Take another deep breath and return to your
activities.
• The Quieting Response
• Designed to last 6-10 seconds, but could be
extended when you wish. 
• This is a good exercise to use in the midst of
chaos, panic, hectic circumstances, or times
when you feel you can only spare less than 1
minute.
• The Quieting Response
• Designed to last 6-10 seconds, but could be
extended when you wish. 
• This is a good exercise to use in the midst of
chaos, panic, hectic circumstances, or times
when you feel you can only spare less than 1
minute.
•
• Smile-  Outwardly or inwardly say to yourself: 
"Leave my body out of this."  (You can say this
aloud or say it to yourself silently.)
• Take two easy breaths.  As you inhale, count
from 1to 4 and exhale counting from 1 to 4.
• As you exhale the second breath, let your jaw
go limp, and quickly spread some of this
relaxed, loose feeling to tense muscle groups.
• Visualize to relax -----
Regular mundane things to remember
–
• Timing of the exams,
• Time table,
• Admission/hall ticket,
• Pens, pencils etc
• Using diagrams and charts as much as possible
 Use these techniques to your advantage,
otherwise you may end up like this………….
When you want to be like this!!!!!!!
HOPE THESE TIPS WILL BE USEFUL TO
YOU

THANK YOU