This document provides information about memory techniques. It begins by defining short-term and long-term memory, and provides tips for improving memory such as paying attention, getting enough sleep, staying hydrated, avoiding negative beliefs, and using specific memory techniques. It then discusses mind mapping as a creative memory aid technique. Finally, it includes a learning styles self-assessment questionnaire.

1. Memory Technique
30
Session Objectives:
At the end of this chapter you will be able to:
_ Concentrate and be more attentive when learning.
_ Apply Memory Mapping technique to memorize, remember and recollect
things.
_ Identify your learning style which will help in enhancing your study skill.
A good memory is truly important to be a good professional. Your memory
of faces, names, facts, information, dates, events, circumstances and
other things concerning your everyday life is the measure of your ability to
exist in today’s fast-paced, information-dependent society. With a good
memory, you don’t have to fear forgetting/misplacing important stuff and
you can overcome mental barriers that hinder you from achieving
success in your career and personal life.
31
Human Memory
Memory is the mental activity of recalling information that you have learned or
experienced. Our 5 senses (vision, hearing, touch, taste, smell) help us to receive and
record information. The recorded information is sorted in our brains. The recorded
information becomes our "memory".
Types of Memory
Short Term Memory is remembering something that you recently saw or heard. An
example of short term memory is remembering the color of the car that just passed by
you. Short term memory is very brief. It only lasts about 20 seconds. In order to
remember the same information at a later time, your brain transfers this information

2. from your Short Term Memory to Long Term Memory. Short Term Memory can be
transferred to Long Term Memory by repeating the information, or visualizing it.
Long Term Memory contains information that you have recorded in your brain in the
past. An example of Long Term Memory is the gift you received for a birthday 5 years
ago. Long term memory has no limit on capacity and can store vast amounts of
information.
Improve Your Memory Power
Pay attention - Sometimes people blame their recall abilities when a given fact escapes
them. This is when the error occurred during the imprint phase. If you are not paying
attention, chances are you will not remember. Part of the problem is that we are
continually bombarded by trivial messages courtesy of the mass media. Attention
follows interest, if something is important to remember, remind yourself of that at that
time.
Get more sleep – It has been proved that sleep deprivation and fatigue dampen all
phases of memory. Elite military units intentionally create conditions of mental and
physical exhaustion during the training and selection of new recruits to see if they can
function properly under those circumstances, many cannot and are dropped from the
program. Memory problems are one of the early warning signs that stress has gotten out
of hand. Make sure you are getting plenty of sleep, rest and recreation.
Stay hydrated and oxygenated - All of the organs of the body require copious amounts
of water and oxygen to function at their best, especially the brain. Many of the health
problems encountered the elderly are due to dehydration, including memory lapse.
Memory Technique
32
The brain uses a lion’s share of the oxygen brought into the body. Make sure your living
and work spaces are well-ventilated. Deep breathing exercises as taught in yoga can
also improve memory and mind power.
Avoid negative beliefs - A person gets to a certain age and it is almost inevitable he will

3. begin to complain about the memory starting to get foggy. This is not to say that
dementia and Alzheimer’s disease are not real maladies. However, the power of
selfsuggestion can impair memory in an otherwise healthy person.
Specific memory technique – These are creative aids to memory. They work best when
they are the products of your own imagination. There are many techniques that people
use involuntarily which include chunking, association, mapping etc.
How to Improve Attention
One of the most common causes of poor attention is the lack of interest. You are more
inclined to remember the things in which you have been most interested, because in
that emanation of interest there has been a high degree of attention exhibited. A
person may have a very poor memory for many things; but when it comes to things in
which his interest is involved, he often remembers the most intricate details. This is
called involuntary attention. This type of attention does not require special effort or
exertion because it follows upon interest, curiosity, or desire.
The other type of attention is called voluntary attention. This form of attention is granted
upon objects not necessarily interesting, curious, or attractive. This requires the effort
and usage of the will.
For attention to take place, you must diligently practice the art of voluntary attention.
Here are some successful strategies to help you acquire this essential skill:
1. Turn your attention upon some uninteresting thing and study every detail until you
are able to describe them. This will seem boring or tiresome at first but you must
stick to it. Do not practice too long at a time at first; take a rest and try it again
later. You will soon find that it comes easier, and that a new interest is starting to
manifest itself in the task. For example, pick a flower. Touch it. Smell it. Feel its
texture. How many petals does it have? How long is the stem? What is the color
and shape of the petals? By doing this simple task, you will be surprised at the
quantity of little things that you will notice. This method, practiced on many

4. things, in spare hours, will develop the power of voluntary attention and
perception in anyone, no matter how deficient he or she may have been in
these things.
2. Eliminate distractions. Even though you may have heard of multitasking, it is very
difficult for people to do more than one thing at a time. For example, you’re a
college student studying for the semester Exams. You wouldn’t be able to absorb
properly into your mind what you are studying if your radio is playing loud rockandroll music, or if you’re hearing the video games being played by your kid
brother. As much as possible, avoid any possible distractions such as TV, radio, or
other people chattering.
3. Retain focus and concentration in the process of learning or memorization. Let’s
say you’re busy getting ready to meet your friend and your mother is giving you
a list of things to be bought on your way back. In this case, there would be much
less chance for you to remember the list because you are concentrating on
something else which you regard as more urgent or important. If you want to
remember something well, shift your focus on that one thing and willfully commit
it to memory.
4. Keep track all of your thoughts. Whenever you become aware that your
thoughts are losing, say "STOP!" in your mind. This will bring your drifting to a halt
and redirect your attention to what needs to be done. Remember that good
concentration breeds good memory. If you find that your thoughts are traveling,
be conscious that your attention is drifting.
5. Get interested. To have good memorization skills, you should also like what you
are doing. To vividly memorize a visual, an image, or even text, engage yourself
into it. You should put your heart in every activity you’re working and doing. If
you don’t like to engage in a certain activity, there’s a slim chance for you to
remember aspects about it.
6. Get motivated. Now let’s say you want to become a doctor. Why are you

5. familiarizing and memorizing into such ambiguous medical or biological terms?
For one thing, you might want to be on the top of the class. Or you might want to
be popular in your school. Or you might want to be a good doctor someday to
help your community. Goals and timeframe nourish motivation. And motivation
promotes a sharp memory. To further motivate yourself, reward yourself for any
tasks that you have accomplished. Set a particular incentive for every objective.
Memory Technique
7. Give your subconscious a mental command to bear in mind what you want to
remember. You may say, "Here, you take note of this and remember it for me!"
You’ll be astounded by what the subconscious can do for you.
Before you can memorize or remember anything, you should be able to perceive well
through proper attention. Use the methods above and you’re well on your way to a
sharper memory.
Sleep and Memory
Research indicates that you can better remember the information you are reading if
you will go to sleep right after learning it. But there are two limits:
1. The material that you intend to recall should be easy to understand, or you
should already have a fair amount of knowledge or experience in the topic
being discussed.
2. You must not be too tired or exhausted when reading the material.
The next time you need to learn something, try this procedure and see if it works for you.
It worked for me!
Mind Map

6. Do you ever feel flooded by information?
Do you suffer from the "too much to read, too little time to read it" syndrome?
Do you find it hard to organise your thoughts into a logical flow?
Do you forget important facts, figures, dates or events?
These are just some of the problems many of us experience on a daily basis. But our
ability to process and manage information can be the difference between success
and failure. However, the good news is that all these problems can be solved using
Mind Maps!
A mind map is a diagram used to represent words, ideas, tasks, or other items linked to
and arranged around a central key word or idea.
Sample Mind Map
Step-by-Step Mind Mapping
STEP ONE
The first stage involves putting a title in bold, capital letters in the centre of your page.
This example is not perfect. To increase effectiveness, mind maps should preferably
include:
Pictures
Colour
Memorable words / cues to memory
STEP TWO
The next stage involves adding main branches to your diagram that represent each of
the areas of the topic being studied, or its related topics. The branches should extend
far enough from your central image to avoid over-crowding the page and confusing
information. Ideally, pictures should be used to represent themes and concepts. It helps
if the branches are different colours and/or shapes.
The branches should be:
Bold

7. Bright
Colourful
Labelled memorably and clearly, preferably in colour (not shown in this example).
STEP THREE
The next stage involves adding sub-branches to your hierarchical diagram. These
branches are also coloured. You may find it helpful to use different shades of the colour
used for the main branches. Continue to label in bold, colourful lettering. Continue
using simple images to represent concepts and to make sense of your mind map.
Your completed mind - map or diagram should be:
Bright
Colourful
Visually bold
Aesthetically pleasing
Ordered
Meaningful to you
Inclusive of Inter-relationships between headings / topics
Uses of mind maps
Mind maps can be used in a wide range of situations, from brainstorming, sorting out
family problems, business meetings, making notes from books or lectures, to planning a
series of television programs. Most useful to you in your student career, however, will
be:
Making notes from books and other secondary sources.
Making notes from lectures.
Making notes for essays or presentations.
Hints for Mind Mapping
1. Position the main idea in the center. Preferably a picture of it.

8. 2. Use lots of space, so you can add things later.
3. Use colors and capitals where useful. Personalize the map.
4. Look for relationships.
5. Create sub centers for sub themes.
Strengths of Mind Mapping
1. Simplicity. Ease of use.
2. Associative. Any idea probably has many links.
3. Visual. Easy of remember.
4. Radial. Allows you to work in all directions.
5. Overview. Helps to see the big picture and relationships between issues.
Learning Styles Self-Assessment Questionnaire
Learning styles are simply different approaches or ways of learning. Individuals learn
and process information in different ways. Everyone has a mix of learning styles. Some
people may find that they have a dominant style of learning, with far less use of the
other styles. Others may find that they use different styles in different circumstances.
There is no right mix. Nor are your styles fixed. You can develop ability in less dominant
styles, as well as further develop styles that you already use well.
Knowing and understanding our learning style helps us to learn more effectively.
Learning Style Inventory
Instructions: Circle or tick the answer that most represents how you generally behave.
1. When I operate new equipment I generally:

9. a) read the instructions first
b) listen to an explanation from someone who has used it before
c) go ahead and have a go, I can figure it out as I use it
2. When I need directions for travelling I usually:
a) look at a map
b) ask for spoken directions
c) follow my nose and maybe use a compass
3. When I cook a new dish, I like to:
a) follow a written recipe
b) call a friend for an explanation
c) follow my instincts, testing as I cook
4. If I am teaching someone something new, I tend to:
a) write instructions down for them
b) give them a verbal explanation
c) demonstrate first and then let them have a go
5. I tend to say:
a) watch how I do it
b) listen to me explain
c) you have a go
6. During my free time I most enjoy:
a) going to museums and galleries
b) listening to music and talking to my friends
c) playing sport or doing DIY
7. When I go shopping for clothes, I tend to:
a) imagine what they would look like on
b) discuss them with the shop staff
c) try them on and test them out

10. 8. When I am choosing a holiday I usually:
a) read lots of brochures
b) listen to recommendations from friends
c) imagine what it would be like to be there
9. If I was buying a new car, I would:
a) read reviews in newspapers and magazines
b) discuss what I need with my friends
c) test-drive lots of different types
10. When I am learning a new skill, I am most comfortable:
a) watching what the teacher is doing
b) talking through with the teacher exactly what I’m supposed to do
c) giving it a try myself and work it out as I go
11. If I am choosing food off a menu, I tend to:
a) imagine what the food will look like
b) talk through the options in my head or with my partner
c) imagine what the food will taste like
12. When I listen to a band, I can’t help:
a) watching the band members and other people in the audience
b) listening to the lyrics and the beats
c) moving in time with the music
13. When I concentrate, I most often:
a) focus on the words or the pictures in front of me
b) discuss the problem and the possible solutions in my head
c) move around a lot, fiddle with pens and pencils and touch things
14. I choose household furnishings because I like:

11. a) their colours and how they look
b) the descriptions the sales-people give me
c) their textures and what it feels like to touch them
15. My first memory is of:
a) looking at something
b) being spoken to
c) doing something
16. When I am anxious, I:
a) visualise the worst-case scenarios
b) talk over in my head what worries me most
c) can’t sit still, fiddle and move around constantly
17. I feel especially connected to other people because of:
a) how they look
b) what they say to me
c) how they make me feel
18. When I have to revise for an exam, I generally:
a) write lots of revision notes and diagrams
b) talk over my notes, alone or with other people
c) imagine making the movement or creating the formula
19. If I am explaining to someone I tend to:
a) show them what I mean
b) explain to them in different ways until they understand
c) encourage them to try and talk them through my idea as they do it
20. I really love:
a) watching films, photography, looking at art or people watching
b) listening to music, the radio or talking to friends

12. c) taking part in sporting activities, eating fine foods and wines or dancing
21. Most of my free time is spent:
a) watching television
b) talking to friends
c) doing physical activity or making things
22. When I first contact a new person, I usually:
a) arrange a face to face meeting
b) talk to them on the telephone
c) try to get together whilst doing something else, such as an activity or a
meal
23. I first notice how people:
a) look and dress
b) sound and speak
c) stand and move
24. If I am angry, I tend to:
a) keep replaying in my mind what it is that has upset me
b) raise my voice and tell people how I feel
c) stamp about, slam doors and physically demonstrate my anger
25. I find it easiest to remember:
a) faces
b) names
c) things I have done
26. I think that you can tell if someone is lying if:
a) they avoid looking at you
b) their voices changes
c) they give me funny vibes

13. 27. When I meet an old friend:
a) I say “it’s great to see you!”
b) I say “it’s great to hear from you!”
c) I give them a hug or a handshake
28. I remember things best by:
a) writing notes or keeping printed details
b) saying them aloud or repeating words and key points in my head
c) doing and practising the activity or imagining it being done
29. If I have to complain about faulty goods, I am most comfortable:
a) writing a letter
b) complaining over the phone
c) taking the item back to the store or posting it to head office
30. I tend to say:
a) I see what you mean
b) I hear what you are saying
c) I know how you feel
Now add up how many A’s, B’s and C’s you selected.
A’s = B’s = C’s =
• If you chose mostly A’s you have a VISUAL learning style.
• If you chose mostly B’s you have an AUDITORY learning style.
• If you chose mostly C’s you have a KINAESTHETIC learning style.
Some people find that their learning style may be a blend of two or three styles, in this
case read about the styles that apply to you in the explanation next page.
What are the types of learning styles?
Visual Learners - learn through seeing... .
These learners need to see the teacher's body language and facial expression to fully

14. understand the content of a lesson. They tend to prefer sitting at the front of the
classroom to avoid visual obstructions (e.g. people's heads). They may think in pictures
and learn best from visual displays including: diagrams, illustrated text books, overhead
transparencies, videos, flipcharts and hand-outs. During a lecture or classroom
discussion, visual learners often prefer to take detailed notes to absorb the information.
Auditory Learners - learn through listening...
They learn best through verbal lectures, discussions, talking things through and listening
to what others have to say. Auditory learners interpret the underlying meanings of
speech through listening to tone of voice, pitch, speed and other nuances. Written
information may have little meaning until it is heard. These learners often benefit from
reading text aloud and using a tape recorder.
Kinesthetic Learners - learn through , moving, doing and touching...
Tactile/Kinesthetic persons learn best through a hands-on approach, actively exploring
the physical world around them. They may find it hard to sit still for long periods and
may become distracted by their need for activity and exploration.
When you know your preferred learning style(s) you understand the type of learning
that best suits you. This enables you to choose the types of learning that work best for
you.