‘How to remember things’
Year 11 Study Skills Seminar 3
Theories of memory
• Goal: move information from Short Term
Memory to Long Term Memory
• Elaborative rehearsal – linking new
information with existing information in your
• The self-reference effect is a tendency for
people to encode information differently
depending on the level on which the self is
implicated in the information.
• When people are asked to remember
information when it is related in some way to
the self, the recall rate can be improved.
• Working with others
– Teaching someone
– Study groups
• Flash cards
• Acronyms / acrostics
• Mind maps
Working with others
• Teaching someone
• Study groups
– No more than four people
– Quiz each other
– Supportive not critical
• Learning goals – hold yourselves accountable!
• Organise information under headings and
subheadings (study design dot points)
• Write key points in your own words
• Can become more abbreviated over time
• Great for definitions / vocab
A rise in the
production of goods
and services from
one year to the next
Acronyms / acrostics
• Roy G’Biv
• My Very Excellent Master Just Showed Us Nine
• FPOT – frontal parietal occipital temporal
• Angry Parents Control Stuff – automatic
processes are parallel, controlled processes are
How to create one:
1) Write or draw the main concept in the middle of the page. This could be
the area of study found in your subject’s study design.
2) Write the sub-topics or key words, attaching a line to the main concept.
These could be the dot points listed under each area of study.
3) Annotate the sub-topics with definitions, examples, equations, symbols
and/or pictures. Make them as personally relevant to you as possible, as this
will help you remember the information. Ensure every dot point of the study
design is covered.
4) Review your mind map – starting from the centre, explain what each
branch means and how it ties in with the main concept.
5) Place your mind maps on the wall of your study area, and review them
once a week.
• Avoid talking to other people before and after
• Relax and focus on your own paper, not what
anyone else is doing around you.
• Use reading time effectively.
• Analyse each question: ask yourself where each
mark should be allocated to, and highlight key
words. Ensure your answer is suitable for the
question type (analyse, evaluate, define, etc.) and
for the marks allocated.
• If you come across a difficult question, star it,
and move on to the next question.
• Remember to express yourself as clearly and
simply as possible – the more you mindlessly
elaborate, the less likely your examiner will be
able to find marks to give you. Direct your answer
towards the exact question being asked.
• Stretch in your seat – rotate your shoulders,
wrists, and ankles; shake out any tension.
• If you finish early, ensure that you go back to any
questions you were unsure of and re-do as many
questions as you have time for – this will increase
your chance of success. If you remember
something outside the exam room, it will be too
late, so do not leave early!