Memory Strategies Examples and How They Work Coursework

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Table of Contents

Strategies for memory, explanations and examples in real life situations
Brief Discussion
References

The capability of retaining important facts in a person’s mind with an ability to recall them after some considerable length of time at the will of an individual is very essential. This ability is closely related to cognitive psychology that dictates human memory (Robson 2006, p.145). In addition, the demand for memory varies from one individual to another. On the same note, different ages have various requirements for memory. Sigelman and Rider (2011, p.177) note that the school –going- age individuals have greater demands for memory compared to adults. It is notable that by the time persons mature into adults, they will have accumulated much of the adequate skills and knowledge they use in their day-to-day activities.

The foundation of knowledge in different fields of study keeps on changing, mostly by building on existing facts and findings. On the other hand, there are new and continuously emerging ideologies that people retain in their memories. Everyone in society should develop and demonstrate a great mastery of all information which relates with their vocations. Hence, an efficient and effective memory is essential in human functioning. This paper discusses several strategies that can be used to enhance effective and efficient memory. The paper also offers situational examples which can be used as methods of developing memory.

Strategies for memory, explanations and examples in real life situations

Strategy for memory	Explanation	How it works	Method of loci in a real life situation	Use of peg words method in a real life situation
Comprehension monitoring	This is a technique in which a person evaluates what he o she understands to be able to remember it. It works on the principle that it is easy to remember what someone has understood. It is mainly based on the acquired information and the ability to retain it.	This is counter-intuition. It works by bouncing thoughts from the logic of one’s acquired knowledge (Sigelman & Rider 2011, p.177)	This involves a linkage with a familiar place. A manager remembers how a report should be done by recalling the place he composed such a report from.	This attaches various elements to be remembered with familiar objects. An example is a case of remembering computer programming codes by attaching them to objects. One may be attached to loving football
Generation of own examples	it is basically going beyond what is provided in guidelines and providing examples for one self (Blerkom 2011, p.234)	It works by bringing general knowledge and personal experiences into play.	The throwing of a ball in a physical world can be easily remembered in biology in terms of the magnitude of force used to throw the ball	The understanding of an acceleration can be attached to the simple act of increasing the speed of walking as a normal activity
Thinking in terms of pictures, shapes and colors	Images are easier to remember than abstract information and skills bearing in mind that they are condensed and graphic at the same time (Saltzman 2006, p.302)	Mental pictures are used as aids in remembering abstract knowledge that cannot be touched, seen or simply visualized.	A good example is associating given colors with certain particulars such as red for a live electric wire.	The connection shape with the objects they work together. The flat screw works in flat slots.
Use of mnemonics	Mnemonics are devices which train memory and eventually improve on the overall effectiveness and performance. They have to be developed according to an individual’s preference ( Ross 2010, p.178)	Includes the use of rhymes and acronyms.	In psychology, students use the rhyme – id is kid to remember Freud’s personality theory (Casale, Roeder & Ashby 2012, p.440). this strategy has been quite helpful in recalling important facts learnt in this theory	The use of the beginnings of words. In biology, the classification of organisms makes use of this approach. Example: KINGS K for kingdom. PLAY P for phylum.
Repetition	Repeating of an activity largely improves the memory of all the statistics involved. This works more effectively if the same activity is done differently for many times.	It is worth noting that each time an activity is repeated, more connections are created in the long term memory LTM (Robertsone, Grafman & Boller 2003, p.243)	The repeating of a certain password done in a particular place for instance in a bank safe becomes memorable by coming back to the place	Repetition involving a mnemonic. The use of a hill to remind oneself how to change from one gear to another. By the thought of the difficulty involved when going up a hill a learning driver remembers how to engage a gear.
Development of cues in information stores.	Research has shown that it is easier to remember information stored in cues (Donohue & Spencer 2011, p.176).	The cues help both the long term and short term memories to remember and retrieve data (Hicklin 2007, p.46)	The place TOP is used to remember where books with information on the Therapy of Observed Psychological disturbance are kept.	The use of the acronym OPEN- means observations, principles, examples, new knowledge.
Keeping directions in multiple forms.	This entails the minimization of forgetfulness through the use of different formats to represent whatever needs to be remembered.	Works by representing actions using both verbal and visual aids. The verbal or visual instruction induce memory direction (Lloyd & Miller 2011 p.1267)	To trigger short term memories of something which has to be done? The waving of a hand to signal someone when to stop typing. The action they see reminds them that they have to stop at some point	The use of a vehicle’s flashlights. When the stopping lights are shone bright in the direction of an advancing driver, the latter is drawn into recalling the significance of the breaks that have just been applied.
Priming a memory before the execution of an activity.	This refers to some kind of organization which is executed for purpose of ensuring good memory (Robson 2006, p.145)	The priming of all that is to be remembered is a strategy which makes it possible to trace all the major concerns of an individual (Lloyd & Miller 2011, p.1267).	A politician who is going to make a speech ensures that he or she masters the key contents which are going to be addressed. By thinking of a poorly performing industry, they get a short term memory of the strategies in their manifestos.	Effective public speakers use objects to trap the attention of their audience. By placing malnutrition victim at the pulpit, a preacher will make the congregation to remember the pain that comes with staying without food. This will in turn make individuals think of ways of assisting victims of starvation.
Use of standardized procedures of operations	Ensuring that people understand the expected procedures to be followed when executing certain activities.	It works by providing a lead for persons to follow in their thoughts (Stuart 2012, p.198)	The use of a specified order in a health services center. The designated rooms of attendance such as the consultation room which helps patients to remember where they are supposed to go.	The use of yellow and red cards in officiating football matches. By thinking about the red card in the possession of the referee, players and coaches are helped to remember the various codes of ethics and standards to follow to win a particular game.

Brief Discussion

Mental processing is one of the most elementary areas of specialty in cognitive psychology. Learning is paralyzed if long term and short term memories of the brain are not enhanced (Higbee 2001, p.200). In other words, memory is very essential in cultivating learning abilities. The three stages of memory must be fully developed. A good strategy for memory is the one that improves information encoding, necessitates storage of data in a memorable state and enables the mind to easily retrieve information. In any case, retrieval of memory is central in remembrance (Madigan & Thompson 2007, p. 150). Studies have revealed that if a person has difficulties in encoding and storing the much needed memory, but can retrieve information at will, then such an individual do not suffer significant memory deficiency. Indeed, a malfunction in retrieval of stored information is a real challenge to the entire memory system.

References

Blerkom, D 2011, College study skills: becoming a strategic learner, IDP Education Australia, Sydney.

Casale, M., Roeder, J., Ashby, F 2012, “Analogical transfer in perceptual categorization”, Memory & Cognition vol. 40 no. 3, pp. 434-449.

Donohue, K. & Spencer, R 2011, “Continuous Re-Exposure to Environmental Sound Cues during Sleep Does Not Improve Memory for Semantically Unrelated Pairs”, Journal of Cognitive Education and Psychology vol. 10 no. 2, pp. 167- 177.

Hicklin, S 2007, The experience of remembering as a function of attachment, University of South Carolina, Carolina.

Higbee, K 2001, your memory: How it works and how to improve it, Cengage learning, New York.

Lloyd, M. & Miller, J 2011, “Are two heuristics better than one? The fluency and distinctiveness heuristics in recognition memory”, Memory & Cognition vol. 39, no. 7, pp. 1264-1274.

Madigan, S. & Thompson, R 2007, Memory: the key consequences, Oxford University, Oxford.

Robertsone, I, Grafman, J & Boller, F 2003, Handbook of neuropsychology, Wiley & Sons, California.

Robson, S 2006, Developing thinking and understanding in young children, Oxford University Press, London.

Ross, B 2010, The psychology of learning and motivation: Advances in research, Stanford University, Stanford.

Saltzman, L 2006, Making memories matter: strategies for remembrance, Kessinger Publishing, Philadelphia.

Sigelman, K & Rider, E 2011, Life span human development, Thompson Learning, South Melbourne.

Stuart, I 2012, The Psychology of aging, Thompson Learning, South Melbourne.

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