1. The document provides strategies for improving memory, including becoming interested in what you're learning, leveraging visual memory through creative imagery, creating a "memory tree" to logically chunk and relate facts, associating new information with existing knowledge, writing facts out repeatedly, summarizing paragraphs while reading, studying in the afternoon, and getting adequate sleep.
2. It notes that normal age-related "benign forgetfulness" usually does not indicate increased risk of dementia, though formal testing may be needed in some cases, and cognitive impairments beyond memory loss carry higher risk.
3. Memory can also be impaired by an inability to concentrate due to multitasking, depression, or anxiety, as concentration strengthens memory
Memory improvement can be achieved in two ways: 1) by improving the health of your brain, and 2) using memory skills. These are easier to do than you might think, but you have to make the effort.
Memory improvement can be achieved in two ways: 1) by improving the health of your brain, and 2) using memory skills. These are easier to do than you might think, but you have to make the effort.
5 principles for better learning freely taken from a coursera moo: Learning How to Learn: Powerful mental tools to help
you master tough subjects
by Dr. Barbara Oakley, Dr. Terrence Sejnowski
http://mindpersuasion.com/
Humans have all kinds of shortcuts in our thinking, which can often times get in the way of our progress. The easiest way to get around this is to simply take your time. Learn More: http://midpersuasion.com/kundalini/
Study Habits: The Building Blocks To College ReadinessRaiseMe
Good study habits are essential for academic success in high school, college, and beyond. From this lesson plan, students will learn how certain behaviors and practices can lead to better long-term memory, reasoning, attention, problem solving, and ultimately, greater academic success.
5 principles for better learning freely taken from a coursera moo: Learning How to Learn: Powerful mental tools to help
you master tough subjects
by Dr. Barbara Oakley, Dr. Terrence Sejnowski
http://mindpersuasion.com/
Humans have all kinds of shortcuts in our thinking, which can often times get in the way of our progress. The easiest way to get around this is to simply take your time. Learn More: http://midpersuasion.com/kundalini/
Study Habits: The Building Blocks To College ReadinessRaiseMe
Good study habits are essential for academic success in high school, college, and beyond. From this lesson plan, students will learn how certain behaviors and practices can lead to better long-term memory, reasoning, attention, problem solving, and ultimately, greater academic success.
I Barómetro de Redes Sociales y Destinos Turísticos de la Comunitat Valencian...Invattur
El Invat.tur, en colaboración con la agencia y consultora Territorio creativo, publica el "I Barómetro de Redes Sociales de los Destinos Turísticos de la Comunitat Valenciana", que con carácter semestral ofrecerá la evolución de los principales indicadores en el uso de redes sociales por parte de los destinos turísticos, analizará los principales casos de éxito en este ámbito de la gestión turística y abordará consejos y recomendaciones de expertos y profesionales relacionados con los medios sociales y el turismo, con el objetivo de convertirse en una herramienta de utilidad para que los destinos turísticos de la Comunitat Valenciana optimicen el aprovechamiento turístico de las redes sociales.
As you begin this chapter on memory processes, please take a momen.docxrandymartin91030
As you begin this chapter on memory processes, please take a moment to call to mind your own earliest memory. How long ago did the memory originate? How vivid a scene do you recall? Has your memory been influenced by other people’s recollections of the same event? Now, a slightly different exercise. Please imagine what it would be like if you suddenly had no memory of your past—of the people you have known or of events that have happened to you. You wouldn’t remember your best friend’s face, or your 10th birthday, or your senior prom. Without such time anchors, how would you maintain a sense of who you are—of your self-identity? Or suppose you lost the ability to form any new memories. What would happen to your most recent experiences? Could you follow a conversation or untangle the plot of a TV show? Everything would vanish, as if events had never existed, as if you had never had any thoughts in mind. If you have never given much thought to your memory, it’s probably because it tends to do its job reasonably well—you take it for granted, alongside other bodily processes, like digestion or breathing. But as with stomachaches or allergies, the times you notice your memory are likely to be the times when something goes wrong: You forget your car keys, an important date, lines in a play, or the answer to an examination question that you know you “really know.” There’s no reason you shouldn’t find these occasions irritating, but you should also reflect for a moment on the estimate that the average human brain can store 100 trillion bits of information. The task of managing such a vast array of information is a formidable one. Perhaps you shouldn’t be too surprised when an answer is sometimes not available when you need it! The goal for this chapter is to explain how you usually remember so much and why you forget some of what you have known. We will explore how you get your everyday experiences into and out of memory. You will learn what psychology has discovered about different types of memories and about how those memories work. In the course of learning the many facts of memory, you’re likely to gain an appreciation for how wonderful memory is. One last thing: Because this is a chapter on memory, let’s put your memory immediately to work. Please try to remember the number 51. Do whatever you need to do to remember 51. And yes, there will be a test! WHAT IS MEMORY? Memory is the capacity to encode, store, and retrieve information. In this chapter, we will consider memory to be a type of information processing. The bulk of our attention, therefore, will be trained on the flow of information in and out of your memory systems. Our examination of the processes that guide the acquisition and retrieval of information will enable you to refine your sense of what memory means. memory the mental capacity to encode, store, and retrieve information. Functions of Memory When you think about memory, what is most likely to come to mind at first are situation.
Minha apresentação sobre parte dos tópicos cobertos no curso *Learning how to Learn* da _Coursera_, feita para um dos Assignments.
https://class.coursera.org/learning-003
Accelerated learning can be attained through a process called meta-learning; or learning how to learn. We as humans seem to think that we have a very limited brain, with a limited capacity to store new knowledge — we are under the notion that, in order to retain something new, we must let go of something old.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
1. Article 4
How To Remember Things
Proven strategies to improve your memory.
by Alex Lickerman, M.D
Psychology Today, November 16, 2009
I once came up with a metaphor I thought perfectly captured the sheer mass
of material my classmates and I were expected to memorize in our first two
years of medical school: it was like being asked to enter a grocery store and
memorize the names of every product in the store, their number and
location, every ingredient in every product in the order in which they
appear on the food label, and then to do the same thing in every grocery
store in the city.
When I look back now I can't imagine how any of us were able to do it.
And yet we did. The mind's capacity to store and recall information is truly
wondrous. Since I attended medical school we've learned a lot about
memory and learning. Though much of what follows are techniques I used
to survive my first two years of medical school, much of the science that
proves they work is new.
STRATEGIES FOR REMEMBERING
1. Become interested in what you're learning. We're all better
remembering what interests us. Few people, for example, have a
difficult time remembering the names of people they find attractive.
If you're not intrinsically interested in what you're learning or trying
to remember, you must find a way to become so. I have to admit I
wasn't so good at this in medical school. The Krebs cycle (I provided
2. the link only to prove how immensely boring it is) just didn't excite
me or relate to anything I found even remotely exciting (though I
made myself learn it anyway).
2. Find a way to leverage your visual memory. You'll be astounded
by how much more this will enable you to remember. For example,
imagine you're at a party and are introduced to five people in quick
succession. How can you quickly memorize their names? Pick out a
single defining visual characteristic of each person and connect it to
a visual representation of their name, preferably through an action of
some kind. For example, you can remember Mike who has large ears
by creating a mental picture of a microphone (a "mike") clearing
those big ears of wax (gross, I know—sorry—but all the more
effective because of it). It requires mental effort to do this, but if you
practice you'll be surprised how quickly you can come up with
creative ways to create these images. Here's another example: how
often do you forget where you left your keys, your sunglasses, or
your wallet? The next time you put something down somewhere,
pause a moment to notice where you've placed it, and then in your
mind blow it up. If you visualize the explosion in enough detail, you
won't forget where you put it. Remember: memory is predominantly
visual (unfortunately, I can't think of a good image to help you
remember this fact right at this moment).
3. Create a mental memory tree. If you're trying to memorize a large
number of facts, find a way to relate them in your mind visually with
a memory tree. Construct big branches first, then leaves. Branches
and leaves should carry labels that are personally meaningful to you
in some way, and the organization of the facts ("leaves") should be
logical. It's been well recognized since the 1950's we remember
"bits" of information better if we chunk them. For example, it's easier
to remember 467890 as "467" and "890" than as six individual digits.
4. Associate what you're trying to learn with what you already
know. It seems the more mental connections we have to a piece of
information, the more successful we'll be in remembering it. This is
why using mnemonics actually improves recall.
5. Write out items to be memorized over and over and over. Among
other things, this is how I learned the names of bacteria, what
infections they cause, and what antibiotics treat them. Writing out
3. facts in lists improves recall if you make yourself learn the lists
actively instead of passively. In other words, don't just copy the list
of facts you're trying to learn but actively recall each item you wish
to learn and then write it down again and again and again. In doing
this, you are, in effect, teaching yourself what you're trying to learn
(and as all teachers know, the best way to ensure you know
something is to have to teach it). This method has the added benefit
of immediately showing you exactly which facts haven't made it into
your long-term memory so you can focus more attention on learning
them rather than wasting time reinforcing facts you already know
6. When reading for retention, summarize each paragraph in the
margin. This requires you to think about what you're reading,
recycle it, and teach it to yourself again. Even take the concepts
you're learning and reason forward with them; apply them to
imagined novel situations, which creates more neural connections to
reinforce the memory.
7. Do most of your studying in the afternoon. Though you may
identify yourself as a "morning person" or "evening person" at least
one study suggests your ability to memorize isn't influenced as much
by what time of day you perceive yourself to be most alert but by the
time of day you actually study—afternoon appearing to be the best.
8. Get adequate sleep to consolidate and retain memories. Not just
at night after you've studied but the day before you study as well. Far
better to do this than stay up cramming all night for an exam.
WHY MEMORY MALFUNCTIONS
One of the most common complaints I hear in clinical practice is about
memory loss. Unfortunately, as a normal part of the aging process, many
people start to find they can't bring to mind names, places, and things as
easily as they used to be able to do and worry they're facing the beginning
of dementia. "Benign forgetfulness" is the name we give to a process that
occurs with normal aging in which a memory remains intact but our ability
to retrieve it becomes temporarily impaired. Usually we try to describe the
name or thing we can't recall and when someone names it for us we
instantly remember the word we wanted. As long as this is age-appropriate
and doesn't significantly interfere with normal functioning, there is no
increased risk for progression to dementia. However, the trick lies in
4. assessing what is and isn't "age-appropriate." Formal testing is sometimes
necessary in ambiguous cases. Reassuringly, in one study, patients over the
age of 50 who initially presented with what was considered to be benign
forgetfulness had only a 9% chance of progressing to dementia.
Unfortunately, cognitive impairments other than memory loss are
correlated with a higher risk of progression to dementia.
Another reason people often have trouble remembering things is because
memory is a function of concentration. Which means when you multi-task
you tend to forget more easily. Have you ever entered a room only to forget
why you did so? More likely you'd remember if you weren't simultaneously
planning your dinner for that night and trying to remember the phone
number of the person who just left you a message. This also explains why
people who suffer from depression or anxiety have a harder time
remembering things: both conditions interfere substantially with the ability
to concentrate. The strength of a memory is also determined by the
emotional state that accompanied the original event. Emotion, negative or
positive, tends to embed events in our memory like a chisel carves lines in
stone.