Memory Improvement Basics

1. Memory Improvement Basics

Basic tips such as improving focus, avoiding cram sessions and structuring your study time are a good place to start improving your memory and be a more effective learner.
-Focus your attention on the materials you are studying.
Attention is one of the major components of memory. In order for information to move from short-term memory into long-term memory, you need to actively attend to this information. Try to study in a place free of distractions such as television, music and other diversions.
- Avoid cramming by establishing regular study sessions.
According to Bjork (2001), studying materials over a number of session 's gives you the time you need to adequately process the information. Research has shown that students who study regularly remember the material far better than those who do all of their studying in one marathon session.
-Structure and organize the information you are studying.
Researchers have found that information is organized in memory in related clusters. You can take advantage of this by structuring and organizing the materials you are studying. Try grouping similar concepts and terms together, or make an outline of your notes and textbook readings to help group related concepts.

2. Keep Learning (and Practicing) New Things

One sure-fire way to become a more effective learner is to simply keep learning. A 2004 Nature article reported that people who learned how to juggle increased the amount of grey matter in their occipital lobes, the area of the brain is associated with visual memory. When these individuals stopped practicing their new skill, this grey matter vanished.
So if you 're learning a new language, it is important to keep practicing the language in order to maintain the gains you have achieved. This "use-it-or-lose-it" phenomenon involves a brain process known as "pruning." Certain pathways in the brain are maintained, while other are eliminated. If you want the new information you just learned to stay put, keep practicing and rehearsing it.
3. Learn in Multiple Ways

Focus on learning in more than one way. Instead of just listening to a podcast, which involves auditory learning, find a way to rehearse the information both verbally and visually. This might involve describing what you learned to a friend, taking notes or drawing a mind map. By learning in more than one way, you’re further cementing the knowledge in your mind. According to Judy Willis, “The more regions of the brain that store data about a subject, the more interconnection there is. This redundancy means students will have more opportunities to pull up all of those related bits of data from their multiple storage areas in response to a single cue. This cross-referencing of data means we have learned, rather than just memorized.”

4. Teach what you’ve learned to another person
Educators have long noted that one of the best ways to learn something is to teach it to someone else. By presenting to the rest of the class, your teacher hoped you would gain even more from the assignment. You can apply the same principle today by sharing your newly learned skills and knowledge with others. Start by translating the information into your own words. This process alone helps solidify new knowledge in your brain. Next, find some way to share what you’ve learned. Some ideas include writing a blog post, making a presentation or participating in a group discussion.
5. Gain Practical Experience

For many of us, learning typically involves reading textbooks, attending lectures or doing research in the library or on the Web. While seeing information and then writing it down is important, actually putting new knowledge and skills into practice can be one of the best ways to improve learning. If you are trying to acquire a new skill or ability, focus on gaining practical experience. If it is a sport or athletic skill, perform the activity on a regular basis. If you are learning a new language, practice speaking with another person and surround yourself with immersive experiences.
6. Look Up Answers Rather Than Struggle to Remember

Of course, learning isn’t a perfect process. Sometimes, we forget the details of things that we have already learned. If you find yourself struggling to recall some titbit of information, research suggests that you are better off simply looking up the correct answer. One study found that the longer you spend trying to remember the answer, the more likely you will be to forget the answer again in the future. Why? Because these attempts to recall previously learned information actually results in learning the "error state" instead of the correct response.
7. Understand How You Learn Best
Another great strategy for improving your learning efficiency is to recognize your learning habits and styles. There are a number of different theories about learning styles, which can all help you gain a better understanding of how you learn best. Gardner’s theory of multiple intelligences describes eight different types of intelligence that can help reveal your individual strengths. Gardner states that although a person might not be able to learn music well, it doesn’t mean that he or she might not be good at language or perhaps verbal intelligence. Gardner’s theory has come under criticism from both psychologists and educators. These critics argue that Gardner’s definition of intelligence is too broad, and that his eight different "intelligences" simply represent talents, personality traits and abilities. Despite this, the theory of multiple intelligences enjoys considerable popularity with educators. Many teachers utilize multiple intelligences in their teaching philosophy and work to integrate Gardner’s theory into the classroom.

8. Use testing to boost learning
While it may seem that spending more time studying is one of the best ways to maximize learning, research has demonstrated that taking tests actually helps you better remember what you 've learned, even if it wasn 't covered on the test. The study revealed that students who studied and were then tested had better long-term recall of the materials, even on information that was not covered by the tests. Students who had extra time to study but were not tested had significantly lower recall of the materials.
9. Stop multitasking
For many years, it was thought that people who multitask, or perform more than one activity at once, had an edge over those who did not. However, research now suggests that multitasking can actually make learning less effective. In the study, participants lost significant amounts of time as they switched between multiple tasks and lost even more time as the tasks became increasingly complex.4 By switching from one activity to another, you will learn more slowly, become less efficient and make more errors. How can you avoid the dangers of multitasking? Start by focusing your attention on the task at hand and continue working for a predetermined amount of time.

10. Understand your most effective learning style
Many students realize that they have a distinctive learning style. These learning styles impact how well we learn under certain conditions. Some students learn best by hearing information, while others learn best by seeing it. A number of different theories have emerged to describe how students prefer to learn best.
One learning style theory is based on the work of analytical psychologist Carl Jung, who developed a theory of psychological types designed to categorize people in terms of various personality patterns. Jung’s theory focuses on four basic psychological functions: 1. Extraversion vs. Introversion (Internal stimulation vs. External) 2. Sensation vs. Intuition 3. Thinking vs. Feeling 4. Judging vs. Perceiving
In addition to influencing personality assessment, Jung 's dimensions can also be used to assess and describe various learning styles. While each dimension represents a unique aspect of a learning style, it is important to remember that your own individual learning style may include a combination of these dimensions. For example, your learning style might include elements of extroverted, sensing, feeling, and perceiving learning styles.

References

1 Draganski, B., Gaser, C., Busch, V., & Schuierer, G. (2004). Neuroplasticity: Changes in grey matter induced by training. Nature, 427(22), 311-312.
2 Willis, J. (2008). Brain-based teaching strategies for improving students ' memory, learning, and test-taking success.(Review of Research). Childhood Education, 83(5), 31-316.
3 Chan, J.C., McDermott, K.B., & Roediger, H.L. (2007). Retrieval-induced facilitation. Journal of Experimental Psychology: General, 135(4), 553-571.
4 Rubinstein, Joshua S.; Meyer, David E.; Evans, Jeffrey E. Journal of Experimental Psychology: Human Perception and Performance, 27(4), 763-797.

References: 1 Draganski, B., Gaser, C., Busch, V., & Schuierer, G. (2004). Neuroplasticity: Changes in grey matter induced by training. Nature, 427(22), 311-312. 2 Willis, J. (2008). Brain-based teaching strategies for improving students ' memory, learning, and test-taking success.(Review of Research). Childhood Education, 83(5), 31-316. 3 Chan, J.C., McDermott, K.B., & Roediger, H.L. (2007). Retrieval-induced facilitation. Journal of Experimental Psychology: General, 135(4), 553-571. 4 Rubinstein, Joshua S.; Meyer, David E.; Evans, Jeffrey E. Journal of Experimental Psychology: Human Perception and Performance, 27(4), 763-797.