Scientific study.pptx

SCIENTIFICALLY PROVEN WAYS
TO
STUDY BETTER

SCIENTIFICALLY PROVEN WAYS TO STUDY BETTER
A-Z OF STUDY SMART

SCIENTIFICALLY PROVEN WAYS TO STUDY BETTER A-Z OF STUDY SMART
A-Active Learning
Begin by defining content (what to study) and
establishing your objectives (what to learn).
Next read! Do your research. Then build a
foundation of activities that can help you learn,
and communicate what you have learned
As we progress into “active” learning , a group
can make the task more effective.
Within the group, you share responsibility to
participate and collaborate, take advantage of
each participant’s strengths, and rely on each
other for good project management and
effective learning

B- BE ORGANISE
If you have a list of things to remember, organizing the list in a predictable flow can help you piece together the missing information.
Set a Schedule On your calendar, mark out chunks of time that you can devote to your studies. You should aim to schedule some study
time each day, but other commitments may necessitate that some sessions are longer than others
Before class:
Do your homework! Read critically; form your own opinions
Review your notes from the previous lecture and reading for the day
Communicate immediately with professors about any study problems
Focus on the task at hand before class: take a moment of silence to
gather your thoughts and mentally prepare yourself to the topic
Write any objectives that come to mind at the head of your notepaper:
preparing for an up-coming test,
understanding a particular concept,
gaining a good foundation on a topic
understanding or reviewing the readings
In Class:-Arrive on time for class. Professors do not take lateness lightly. Position yourself in the classroom to focus on the subject
matter; consider the best location for: Listening, asking questions, seeing visual materials, discussing--not only with the teacher but also
your classmates
Avoid distractions that may interfere with your concentration (daydreaming, looking around the room, talking to a friend, passing notes,
dozing)
Evaluate as you listen:
Decide what is important and should be placed in your notes and what can be left out;
Listen long enough to be sure you understand what was said before writing.
Ask clarifying questions (but wait for "breaks" in the instructor's stream).
Make a to do list including
assignments; reviewing difficult concepts;
joining study groups; making appointments with a study
pal, tutor, or the instructor.

C- THWART THE “CURVE OF FORGETTING” Scientists started exploring the "curve of forgetting" in 1885, but the
concept remains useful to today's study habits. The gist of the "curve of
forgetting" is this: The first time you hear a lecture or study something
new, you retain up to 80% of what you’ve just learned -- if you review
the material within 24 hours. Fortunately, this effect is cumulative; so
after a week, you may retain 100% of the same information after only
five minutes of review. Generally, psychologists agree this type of
interval studying -- as opposed to "cramming" -- is best, and that
students should study closer to the day they learned the material than
the day of the test.
Use Spaced Repetition
You know how you can study for a test or learn something new, like
interesting facts from a book, and then immediately forget what you
learned? Unless we actively work to retain that information, chances
are we'll lose it–in a matter of days or weeks. That's the natural
exponential nature of forgetting, as depicted by the forgetting curve:

C- THWART THE “CURVE OF FORGETTING”
Use Spaced Repetition
You know how you can study for a test or
learn something new, like interesting
facts from a book, and then immediately
forget what you learned? Unless we
actively work to retain that information,
chances are we'll lose it–in a matter of
days or weeks. That's the natural
exponential nature of forgetting, as
depicted by the forgetting curve:

I almost joined McKinsey before starting Bhanzu: Meet Neelkantha Bhanu, the world’s
fastest human calculator
Bhanu’s long-term goal is to eradicate math phobia globally and the mid-term objective is to establish his
startup as the biggest math-learning entity NI KHI L PATWARDH AN BENGALURU / OCTOBER 06, 2022 / 10:57 AM IST
Neelakantha Bhanu grabbed everyone’s attention in 2020 when he won the first gold medal for India in the Mental Calculation World Championship at the Mind
Sports Olympiad (MSO). Late last month, his math-learning startup Bhanzu raised $15 million in Series A funding from Eight Road Ventures and B Capital.
Bhanu, who won four world records and holds 50 Limca records as the fastest human calculator in the world, founded Bhanzu in 2020,
In an interview with Moneycontrol, Bhanu, chief executive officer of Bhanzu, talked about his journey from the world’s fastest human calculator to an entrepreneur
at the age of 22. He said his goal is to eradicate the ‘global fear’ of mathematics with his startup.
You founded a startup at age 20. What was your life before that? When did you discover your passion for math?
I was a regular school-going kid in Hyderabad. I actually met with an accident when I was five and I was then bedridden for a year. My parents were told by the
doctor that since it was a head injury, it was better to stimulate my cognitive abilities by letting me solve puzzles, etc. That’s when I started solving puzzles and
brainteasers. But that’s it.
Later, my parents realised that I loved solving questions. So they did the fairly Indian thing and put me in chess classes, etc. Meanwhile, a couple of arithmetic
championships happened around the same time and I participated in one of them and actually won the third prize.
I never thought I would be the fastest human calculator. I was just appearing in some competitions and I was winning them. I won the regional championship, the
national championship twice, and I became the fastest human calculator in India back then. I then participated in the international championships. I happened to
win the speed arithmetic championship at the age of 13.
My childhood was fairly simple. I was winning competitions excessively and at a later stage, became an educator over the next four to five years. I later started out
at IIIT Hyderabad, dropped out, went to St. Stephen’s College in Delhi and started teaching and doing stage shows at the age of 17.
C- Cognitive abilities

What is the meaning of cognitive abilities?--Cognitive ability is defined as a general mental capability involving reasoning,
problem solving, planning, abstract thinking, complex idea comprehension, and learning from experience
Cognitive Ability/
Brain Function
Skills involved
PERCEPTION Recognition and interpretation of sensory stimuli (smell, touch, hearing…)
Brain teasers:
ATTENTION Ability to sustain concentration on a particular object, action, or thought, and ability to manage competing demands in our environment.
Brain teasers:Brain teasers to flex two key mental muscles: attention and working memory
MEMORY Short-term/ working memory (limited storage), and Long-term memory (unlimited storage).
Brain teaser:Can you identify Apple’s logo?
MOTOR SKILLS Ability to mobilize our muscles and bodies, and ability to manipulate objects
Brain teasers:Tap your right hand on the table. At the same time, make a circular movement with your left hand (as if you were cleaning the table),Do the
same, switching hands
LANGUAGE Skills allowing us to translate sounds into words and generate verbal output.
Brain teaser:Where do words go?
VISUAL AND SPACIAL
PROCESSING
Ability to process incoming visual stimuli, to understand spatial relationship between objects, and to visualize images and scenarios.
Brain teaser:How are your mental rotation skills
EXECUTIVE FUNCTIONS Abilities that enable goal-oriented behavior, such as the ability to plan, and execute a goal. These include:
Flexibility: the capacity for quickly switching to the appropriate mental mode.
Theory of mind: insight into other people’s inner world, their plans, their likes and dislikes.
Anticipation: prediction based on pattern recognition.
Problem-solving: defining the problem in the right way to then generate solutions and pick the right one.
Decision making: the ability to make decisions based on problem-solving, on incomplete information and on emotions (ours and others’).
Working Memory: the capacity to hold and manipulate information “on-line” in real time.
Emotional self-regulation: the ability to identify and manage one’s own emotions for good performance.
Sequencing: the ability to break down complex actions into manageable units and prioritize them in the right order.
Inhibition: the ability to withstand distraction, and internal urges. Brain teasers:
.

Who is the murder

D-Do Review Review the information periodically, instead of cramming
Periodic review is essential if you want to move information from your
short-term memory to your long-term memory. This will help you get
better exam grades. As the research (Cepeda, N. 2008) shows, periodic
review beats cramming hands-down. The optimal review interval varies,
depending on how long you want to retain the information. As per
experience the entire periodic review system
1st review: 1 day after learning the new information
2nd review: 3 days after the 1st review
3rd review: 7 days after the 2nd review
4th review: 21 days after the 3rd review
5th review: 30 days after the 4th review
Named for its originator, German scientist Sebastian Leitner, the study
method forces students to learn, through repetition, the material they
know least well. The system involves moving cards with correctly answered
questions further down a line of boxes and moving incorrectly answered
cards back to the first box. Thus, the cards in the first box are studied most
frequently and the interval becomes greater as the student proceeds down
the line, forcing her to review again and again the information she doesn't
know.

E –EAT RIGHT
• Fatty Fish- Fatty fish is a rich source of omega-3s, a major building block of the brain.
Omega-3s play a role in sharpening memory and improving mood, as well as protecting
your brain against decline.
• Blueberries : - Blueberries and other deeply colored berries are packed with
antioxidants rich in flavanoids that may delay brain aging and improve memory.
• Turmeric:- Turmeric and its active compound curcumin have strong anti-inflammatory
and antioxidant benefits, which help the brain. In research, it has reduced symptoms of
depression and Alzheimer’s disease.
• Pumpkin Seeds- Pumpkin seeds are rich in many micronutrients that are important for
brain function, including copper, iron, magnesium and zinc.
• Nuts- Nuts contain a host of brain-boosting nutrients, including vitamin E, healthy fats
and plant compounds. walnuts may have an extra edge, since they also deliver omega-3
fatty acids
• Oranges- Oranges and other foods Guava, tomatoes that are high in vitamin C can help
defend your brain against damage from free radicals.
• Eggs/Chicken- Eggs are a rich source of several B vitamins and choline, which are
important for proper brain functioning and development, as well as regulating mood.
Choline is the precursor to acetylcholine, which is essential for the formation of new
memories.
• Green tea- Green tea is an excellent beverage to support your brain. Its caffeine content
boosts alertness, while its antioxidants protect the brain and L-theanine helps you relax.
• Lentils; Sunflower seeds; Pumpkin seeds ;Almonds; Cabbage ;Cauliflower Broccoli
You probably think you drink enough water, but studies show
that up to 75% of people are in a chronic state of dehydration.
Dehydration is bad for your brain – and your exam grades too.
University of East London researchers have found that your
brain’s overall mental processing power decreases when you’re
dehydrated (Edmonds, C. 2013). Further research has shown that
dehydration even causes the grey matter in your brain to shrink.
The simple solution? Drink at least eight glasses of water a day.
Bring a water bottle wherever you go, and drink water before you
start to feel thirsty.
And if you’re taking an exam, bring a water bottle with you. Every
40 minutes or so, drink some water. This will help you stay
hydrated and improve your exam performance. Plus, this also
acts as a short break to refresh your mind.
Drink at least eight glasses of water a day

Successful students concentrate on learning the information, not on trying to get
a certain grade.
Stanford psychologist Carol Dweck’s research shows that these students …
Focus on effort, not the end result
Focus on the process, not on achievement
Believe they can improve – even in their weak subjects – as long as they put in
the time and hard work
Embrace challenges
Define success as pushing themselves to learn something new, not as getting
straight A’s
Not-so-successful students tend to set performance goals, while successful
students tend to set learning goals.
What’s the difference between these two types of goals?
Performance goals (e.g. getting 90% on the next math test, getting into a top-
ranked school) are about looking intelligent and proving yourself to others.
In contrast, learning goals (e.g. doing three algebra problems every other day,
learning five new French words a day) are about mastery and growth.
Most schools emphasize the importance of getting a certain exam score or
passing a certain number of subjects. Ironically, if you want to meet – and
surpass – these standards, you’d be better off ignoring the desired outcome and
concentrating on the learning process instead.
F- Focus on the process, not the outcome

G –GET YOUR HEART PUMPING
When you exercise, your blood chemistry changes and your brain becomes the very happy
recipient of important nutrients. Here are a couple of reasons your brain and exercise are
one of the great love stories:
• Exercise increases the levels of a crucial brain-derived neurotophic factor, (let’s call it
BDNF – it’s much easier to spell). BDNF is important for the growth of brain cells, mood
and learning.
• Exercise releases a powerful cocktail of important hormones including serotonin (the
mood booster), dopamine (for learning and attention) and norepinephrine (for
awareness, attention and concentration).
Try for 20-30 minutes a day. Anything that increases your heart rate will do the trick – running, bike-riding, walking, kicking a ball or
turning up the beats and dancing it out. It doesn’t have to be beautiful, strong or graceful. It just has to be active.
The benefits of exercise on the brain have been well established in the fields of health, fitness, and psychology. Studies show our
brainpower gets a boost following even a short workout, as our bodies are pumping oxygen and nutrients to the brain. According to
Dr. Douglas B. McKeag, breaking a sweat shortly before cracking the books can make you more alert, open, and able to learn new
information during your post-workout study session.
Exercise at least three times a week.
Exercise is good for your body. It’s also very good for your brain. Exercise is quite
the miracle drug!
Various studies have shown that exercise …
So to study smarter, exercise at least three times a week for 30 to 45 minutes
each time. You’ll be healthier and more energetic, and you’ll remember
information better too.
Improves your memory Improves your brain
function
Reduces the occurrence
of depression
Enhances your sleep
quality
Reduces stress Improves your mood
Walk backward-It might sound strange, but a backward walk is like hitting your brain’s rewind button. In one study, people who walked
backward were better able to remember a video they’d watched than those who walked forward or stood still.

H –HAND COPY Take notes by hand, instead of using your laptop
Scientists recommend this, and not just because you’re more likely to give in to online distractions when using your laptop. Even when
laptops are used only for note-taking, learning is less effective (Mueller, P. 2013).
Why?
Because students who take notes by hand tend to process and reframe the information.
Students who hand-writing their notes and assignments are able to remember as much as 80% more of the information than those
who use electronic devices. Hand-writing stimulates a portion of the brain that incorporates the physical, auditory, and intelligible parts
of our learning processes. The combination provides more memory enhancements than other techniques.
In areas where final revisions are more common, most students are expected to re-write their notes at the end of the year and
organize the information. The act of re-writing is a memory technique.
Heading
Date/Class/subject or title or number
Heading, continued Guest speakers' names,
including your fellow students' contributions
2. Reduce:After the class; Summarize:
key/cue words,phrases,questions
Link to information from your textbook, Websites or other sources that
helps you understand or study the material
1. Record/take notes in class here:
identify the main points,capture the main ideas
Use outlines or concept maps
Use words and pictures and graphs or whatever it takes to get the information down quickly. Avoid
quoting unless it is very necessary.
3. Place notes in this section when reviewing/studying
Summarize each paragraph in the margins.
If you're reading something that you need to remember, write a short summary of each paragraph in the margins. Writing things over
again not only helps keep things in your memory better, but it will also serve as a memory jog when you're looking over your notes and
readings for that test (or even for class).Write down the main points from each things you're reading, so that you can jog your memory
when you need to and to show that you read and comprehended what you were reading/studying.

I- INVESTIGATE/INQUIRE/INSPECT
Investigate/inquire/inspect:
 Investigate alternative sources of information you can refer to:
other text books, websites, experts, tutors, etc.
The research (Willis, J. 2008) shows that different media stimulate different parts of the brain.
The more areas of the brain that are activated, the more likely it is that you’ll understand and
retain the information.
So to learn a specific topic, you could do the following:
 Read the class notes
 Read the textbook
 Watch a related YOU Tube video
 Look up other online resources
 Create a mind map
 Teach someone what you’ve learned
 Do practice problems from a variety of sources
Of course, you won’t be able to do all of these things in one sitting. But each time you review
the topic, use a different resource or method – you’ll learn faster this way.
 Inquire from support professionals (academic support, librarians, tutors, teachers,
experts,) and other resources for assistance
 Inspect what you did not understand.

Join a Study Group
Studying doesn’t always have to be an individual activity.
Benefits of a study group include:
• Explaining the material to one another
• Being able to ask questions about things you don’t understand
• Quizzing each other or playing review games
• Learning the material more quickly than you might on your own
• Developing soft skills that will be useful in your career, such as teamwork and
problem solving
• Having fun as you study
Gather a few classmates to form a study group.

Just-in-time teaching (often abbreviated as JiTT) is a pedagogical strategy that uses feedback between classroom activities
and work that students do at home, in preparation for the classroom meeting. The goals are to increase learning during
classroom time, to enhance student motivation, to encourage students to prepare for class, and to allow the instructor to fine-
tune the classroom activities to best meet students' needs.
JiTT may be described as a method by which some or all of the time students spend in preparation for class is used to leverage
the quality of the time spent in class. To accomplish this, JiTT relies on pre-class assignments completed by students 1–24
hours before class meetings. These assignments are known variously as "Warmup exercises", "Preflight checks",
"Checkpoints", and other names, depending on institutional settings. These assignments are usually completed online, either
through a course website, or through a learning management system. The pre-class assignments cover the material that will be
introduced in the subsequent class, and should be answered based on students' reading or other preparation. As a result, these
assignments provide a strong incentive for students to complete the assigned reading or other preparatory work before class.
Taking the full set of methods described above into account, the cycle for a single classroom meeting is as follows.
• Students complete reading or other preparatory work
• Students complete pre-class assignment
• Faculty member reviews pre-class assignments, and considers changes to classroom emphasis.
• Faculty member selects quotes from pre-class assignments to refer to during class.
• During class, faculty member uses quotes from student work to lead discussion of the material.
• During class, students engage in discussion of the material with the faculty member and with one another.
• Faculty member creates or adjusts next pre-class assignment to best meet students' needs in light of progress made during
class.
Just-in-time teaching

The Keyword Method: (for foreign language vocabulary)
First, after considering the foreign word you need to remember, select a key word in English that sounds like the foreign word.
Next, imagine an image which involves the key word with the English meaning of the foreign word.
For example, consider the Spanish word "cabina" which means "phone booth." For the English keyword, you might think of "cab in a
... ." You could then invent an image of a cab trying to fit in a phone booth. When you see the word "cabina" on the test, you should
be able to recall the image of the cab and you should be able to retrieve the definition "phone booth.“
Latin: Spectate – He can only see when his spectacles are on.
Highlight Key Concepts
Looking for the most important information as you read helps you stay engaged with the
material. This can help keep your mind from wandering as you read.
As you find important details, mark them with a highlighter, or underline them. It can also be
effective to jot notes along the edges of the text. Write on removable sticky notes if the book
doesn’t belong to you.
When you’re preparing for a test, begin your studies by reviewing your highlighted sections
and the notes you wrote down.
K -Key Concepts/ Key words

L- Loud, Read key information out loud
Studies have been conducted, which demonstrate that reading information out loud
helps students to learn faster than by reading silently (MacLeod CM, 2010 & Ozubko
JD, 2010).
What’s the reason for this?
When you read information out loud, you both see and hear it. On the other hand,
when you read information silently, you only see it.
It isn’t practical to read every single word of every single set of notes out loud. That
would take way too much time.
So here’s the recommended process :
Step 1: As you read your notes, underline the key concepts/equations. Don’t stop to
memorize these key concepts/equations; underline them and move on.
Step 2: After you’ve completed Step 1 for the entire set of notes, go back to the
underlined parts and read each key concept/equation out loud as many times
as you deem necessary. Read each concept/equation slowly.
Step 3: After you’ve done this for each of the underlined key concepts/equations,
take a three-minute break.
Step 4: When your three-minute break is over, go to each underlined
concept/equation one at a time, and cover it (either with your hand or a piece
of paper). Test yourself to see if you’ve actually memorized it.
Step 5: For the concepts/equations that you haven’t successfully memorized, repeat
Steps 2, 3, and 4.

M- MNEMONIC DEVICE
Use mnemonic devices
Mnemonics can be useful for remembering spelling. Make up a little
rhyme/nonsense phrase using a word for each letter. For example to
remember necessary you might remember 'Never Eat Cake; Eat Salad
Sandwiches And Remain Young'. is a mnemonic aid that some have used
to spell the word “necessary.”
Make acronyms for things you're trying to remember. Take the first
letter of each word and turn it into an acronym that makes sense to
you.
Make acrostics. This basically is a nonsense phrase that helps you
remember the first letter of a sequence of information (this is used a lot
for mathematical formulas). For example Please Excuse My Dear Aunt
Sally is used to remember the order of operations: Parenthesis,
Exponents, Multiply, Divide, Add, Subtract.

M- MNEMONIC DEVICE ACRONYMS
1A. Acronyms
Take the first letter of a group of words you need to memorize and create a catchy
new word. Then, practice the individual words so you know what each of the letters
mean. This technique is favored in elementary schools because it is easy to teach
children. Of all the memory techniques, this one is the most common. An acronym is
an invented combination of letters. Each letter is a cue to, or suggests, an item you
need to remember
PEMDAS- sequence in solving or evaluating math equations
Parenthesis | Exponents | Multiplication | Division | Addition |
Subtraction
BODMAS- Border | Division | Multiplication | Addition | Subtraction Addition |
Subtraction
ROY G. BIV- the colors of the visible spectrum
Red, Orange, Yellow, Green, Blue, Indigo, Violet
IPMAT- the stages of cell division
Interphase, Prophase, Metaphase, Anaphase, Telephase
PAISA - Oceans of the World by Size( 1. P- Pacific (155,557,000 sq km) 2.A- Atlantic
(76,762,000 sq km)3. I- Indian (68,556,000 sq km) 4. S- Southern
(20,327,000 sq km) 5. A- Arctic (14,056,000 sq km))

• Remember the oceans
• PAISA
• P-Pacific (155,557,000 sq km)
• A-Atlantic (76,762,000 sq km)
• I-Indian (68,556,000 sq km)
• S-Southern Ocean(Antarctic Ocean) (20,327,000 sq km)
• A-Arctic (14,056,000 sq km)
M- MNEMONIC DEVICE Using Memory Effectively-1A Acronyms
• Seven Sisters - Trick: ATM आना ममी
A- असम T- त्रिपुरा M- मेघालय आ- अरुणाचल प्रदेश ना- नागालैंड म- मणीपुर मी- त्रमजोरम

An acrostic This one is very similar to acronyms, but instead of creating a new word, each first letter is
converted into a cute sentence, is an invented sentence or poem with a first letter cue: The first
letter of each word is a cue to an idea you need to remember.
(i) Please Excuse My Dear Aunt Sally (PEMDAS, above) Sequence in solving or evaluating math equations
(Parenthesis | Exponents | Multiplication | Division | Addition | Subtraction)
क कर क
े गुणी भाग कर त्रिर गुण देहु सुजान।
(ii) To memorize the planets:-“My Very Energetic Mother Just Served Us Noodles/ Nothing”
Mercury-My ; Venus -Very ; Earth-Excellent ; Mars -Mother ;Jupiter -Just ; Saturn -Served ; Uranus -Us
;Neptune - Noodles/ Nothing
(iii)) Oceans = Apple Picking Is Awesome Sometimes
1.A = Arctic Ocean2.P = Pacific Ocean3.I = Indian Ocean4.A = Atlantic Ocean5.S = Southern Ocean
(iv) Oceans of the World by Depths (Trick: Marry,Pluto & Java are Teacher of Art in South )
1.Marry- Mariana Trench, Pacific (35,827 ft) 2.Pluto - Puerto Rico Trench, Atlantic (30,246 ft)3. Java - Java
Trench, Indian (24,460 ft) Teacher - for Trench Art - Arctic Basin, Arctic (18,456 ft) South - Southern
Ocean (23,737 ft )
(v) Continents = Aunt Alice Always Eats Nasty Apple Soup.
A = Asia, Africa, Australia, AntarcticaE = EuropeN = North AmericaS = South America
(vi) Dynasties of Delhi गुलाब खिल तू सब लोग मुस्कराए
१ गुलाम Mamuluk Slave dynasty २ Khilji dynasty ३ Tuglak Dynasty ४ Sayyid Dynasty ५ Lodhi Dynasty ६
Mugal Dynasty
(vi) त्रस अप जू नव ३० क
े , बाकी सब ३१ , २८ की ि
े ब्रुअरी ४ थे सन् २९
M- MNEMONIC DEVICE Using Memory Effectively- Acrostics

M- MNEMONIC DEVICE Using Memory Effectively- Acrostics
Remember the planets in order
“My Very Energetic Mother Just Served Us Noodles”
 M-Mercury
 V-Venus
 E-Earth
 M-Mars
 J-Jupiter
 S-Saturn
 U-Uranus
 N-Neptune
Remember the taxonomy
“Keep Pots Clean, Otherwise Family Gets Sick.”
Kingdom
Phylum
Class
Order
Family
Genus
Species

• Rhyme-Keys:
• Rhymes help us remember that “In fourteen hundred and eighty two, Columbus sailed
the ocean blue” (and discovered America); that “i before e, except after c” (for spelling
words like “believe” and “receipt”); and that “30 days hath September, April, June and
November…” (for remembering the days of the months).
USING MEMORY EFFECTIVELY-RHYME-KEYS:
. Thirty days hath September,
April, June, and November;
All the rest have thirty-one
Excepting February alone:
Which hath but twenty-eight, we find,
Till leap year gives it twenty-nine

M- MNEMONIC DEVICE USING MEMORY EFFECTIVELY- CHUNKING
This mnemonic device breaks down larger pieces of
information into small, easy-to-remember pieces, or
chunks. Since our brains can only process so much
information at a time, this device helps simplify
information that might otherwise be too complex to
remember.
A familiar example of “chunking” is the way telephone
numbers are formatted. In the 1950s, Bell Laboratories
teamed up with professor George A. Miller of Harvard
University to gain insight into how we encode information
into our long-term memory. In short, Miller’s research
determined that the 10-digit U.S. phone numbers, which
are broken into two three-digit sets and one four-digit set:
877-245-0347 is much easier to digest and remember
than 8772450347, right?
This format for displaying phone numbers was the most
effective at allowing our brains to store contact
information.

The method of loci is a strategy for memory enhancement, which uses visualizations of
familiar spatial environments in order to enhance the recall of information. The method of
loci is also known as the memory journey, memory palace, or mind palace technique.
The Method of Loci is a Mnemonic Device involving the creation of a Visual Map of one's
house , is an imaginal technique known to the ancient Greeks and Romans and described
by Yates (1966) in her book The Art of Memory as well as by Luria (1969). In this technique
the subject memorizes the layout of some building, or the arrangement of shops on a street,
or any geographical entity which is composed of a number of discrete loci. When desiring to
remember a set of items the subject 'walks' through these loci in their imagination and
commits an item to each one by forming an image between the item and any feature of that
locus. Retrieval of items is achieved by 'walking' through the loci, allowing the latter to
activate the desired items.
The Method of Loci is a Mnemonic Device involving the creation of a Visual Map of one's
house.
Brain scans of "superior memorizers", 90% of whom use the method of loci technique, have
shown that it involves activation of regions of the brain involved in spatial awareness, such as
the medial parietal cortex, retrosplenial cortex, and the right posterior hippocampus. The
medial parietal cortex is most associated with encoding and retrieving of information.
Patients who have medial parietal cortex damage have trouble linking landmarks with certain
locations; many of these patients are unable to give or follow directions and often get lost.
M- MNEMONIC DEVICE USING MEMORY EFFECTIVELY- LOCI

The Image-Name Technique: (for remembering names)
• Simply invent any relationship between the name and the physical
characteristics of the person. For example, if you had to remember Shirley
Temple's name, you might ingrain the name in memory by noticing that she
has "curly" (rhymes with Shirley) hair around her temples.
M- MNEMONIC DEVICE USING MEMORY EFFECTIVELY-
Story Lining
For people with good imaginations, creating a story from the items you
need to learn creates a fun and diverse way to remember more complex
topics. The story breaks down items into easier to identify pieces and
strings them together in predicable ways. You are then able to move
through the story as you seek the information.
This is the basis of most myths and legends. In the original text, you’ll find
pieces of information repeated and the stories occurring in a predictable
order. This is to make sure that as the stories were passed through the
generations, they remained the same.

• Chaining: (for ordered or unordered lists)
• When there a series of terms or words you need to memorize,
especially if they are in order, create a story that leads you to the next
word.
• Create a story where each word or idea you have to remember cues
the next idea you need to recall. If you had to remember the words
Napoleon, ear, door, and Germany, you could invent a story of
Napoleon with his ear to a door listening to people speak in German.
• The lake has high levels of mercury, and it sends its fruitful
messages to Venus, who blushes red and replies to Earth, about her
Father Mars, and Grandfather Jupiter, about the ocean of Saturn,
while they saw a child playing naked in the waters of Uranus and
Neptune. We used the trigger words referencing Roman Mythology to
remember the order of the planets.

LINKING
One technique that can help you memorize lists is called linking, or
visualization and association. Linking plays to our natural inclination for
understanding the world through storytelling. By mentally linking line items
to one another in a creative way, you’ll be more likely to remember than if
you simply tried to memorize the list.

M- MNEMONIC DEVICE USING MEMORY EFFECTIVELY- MAKE CONNECTION
Experts argue that the difference between "slow learners" and "quick studiers" is the
way they study; for example, instead of memorizing, "quick learners" make connections
between ideas. Known as contextual learning, this process requires students to
customize their own methods of learning, thus making connections that inspire all of
the information to fall into place and make sense for them individually. Some students
find that recording all information visually in one place (such as on a sheet of paper or
chalkboard) can help to paint a fuller picture and aid their connections within the
learning process.
Make connections to preexisting knowledge.
Look for links between what you’re learning and what you already know. Sometimes
you might feel like what you’re learning in class has nothing to do with your real life,
but that’s usually not true. Making connections between what you’re learning and
what you already know can help deepen your understanding of the material and may
help you remember it better. Try to brainstorm links between what you’re studying
and something you’ve experienced.
• For instance, maybe you used math to determine the area of your walls when you
were buying new paint.
• Similarly, you might think about how the characters in a story you’ve read relate to
people you know in real life.

M- MNEMONIC DEVICE USING MEMORY EFFECTIVELY- SLEEP ON IT
Sleep on It
Studies have shown that when we sleep for 15 minutes
after learning a complex topic, our brains review and
relearn the topic in our sleep. Additionally, that topic has
neural connections that solidify 50% quicker than when
you don’t sleep.

N- NO TO MUTITASKING, DISTRACTION
The data is conclusive: Multitasking makes you less productive, more distracted, and dumber.The studies
even show that people who claim to be good at multitasking aren’t actually better at it than the average
person. Effective students focus on just one thing at a time. So don’t try to study while also intermittently
replying to text messages, watching TV, and checking your Twitter feed.
Here are some suggestions to improve your concentration:
Turn off notifications on your phone
Put your phone away, or turn it to airplane mode
Log out of all instant messaging programs
Turn off the Internet access on your computer
Use an app like Freedom
Close all of your Internet browser windows that aren’t related to the assignment you’re working on
Clear the clutter from your study area
Concentration is incredibly important for retaining your memory. You need to keep things simple. This is why you enter a room and
forget why you came in. It's because you were probably planning your party at the same time, or thinking about the TV episode that you
just watched and you weren't concentrating. When you're studying and trying to remember things for school, then focus on that one
task.Don't think about that friend's party from the weekend. Don't try to do a bunch of different tasks at the same time, or you won't
get the full benefit from any of them.
No External, internal distractions-Make sure that you only study when you're in that place, as it will help your brain get into the
studying mode. Choose an area that has good ventilation and light so that you are more likely to stay awake and not get distracted.
Sometimes the distractions come from your own brain.
Multitasking is a myth. You may think you’re killing two birds with one stone by texting while studying, for example, but you’re actually
forming poor study habits. According to researchers, so-called "multitasking" extends your study time and damage your grades.

O- OBSERVANT
Observant. Of course, even with work, you're not going to be Sherlock Holmes, but
training your observational skills will help you a lot in remembering things (people,
faces, names, where you put your car keys). It takes to time to build this skill, but
it's well worth it in the long run.Practice this skill by looking closely at a scene (you
can do this anywhere: your home, on the bus, at work) and, closing your eyes,
trying to recall as many details about the scene as you can.
You can also do this with a photograph, as long as it's an unfamiliar one. Look at it
for a for a second or two and then flip it over. try to recall as many of the details as
you can remember. Repeat the exercise with a different photograph.

P- PRACTICE TEST
TAKE THE PRACTICE TESTS
As you would with the ACT, SAT, or GMAT, take advantage of professors and
instructors who make old exams available as practice tests. You can get a
sense of the instructor’s testing style and a become familiar with how the
information might be presented on the real test day. A 2011 study finds
students who tested themselves with a practice test after learning the
material retained 50% more of the information a week later than their
peers who did not take a practice test.

Q- Quiz Yourself
Challenge yourself to see what you can remember. Quizzing yourself is like practicing for
the test, and it’s one of the most effective methods of memory retention.
If it’s hard to remember the information at first, don’t worry; the struggle makes it more
likely that you’ll remember it in the end.
Decades of research has shown that self-testing is crucial if you want to improve your
academic performance.
In one experiment, University of Louisville psychologist Keith Lyle taught the same statistics
course to two groups of undergraduates.
• For the first group, Lyle asked the students to complete a four- to six-question quiz at
the end of each lecture. The quiz was based on material he’d just covered.
• For the second group, Lyle didn’t give the students any quizzes.
• At the end of the course, Lyle discovered that the first group significantly outperformed
the second on all four midterm exams.
So don’t just passively read your textbook or your class notes. Study smart by quizzing yourself
on the key concepts and equations. And as you prepare for a test, do as many practice
questions as you can from different sources.
Testing yourself will force you to remember information. Every time you remember something, the information becomes a little more
enduring. Testing yourself might also help to take the fire out of test anxiety, in the same way that exposure to any feared object
eventually makes that object less frightening. Testing yourself on the material you’ve learned is more effective than reading the material
over and over. Re-reading material might get you thinking that you’re familiar with the material, but until you try to retrieve that material
from memory, you won’t actually know how well you know it or where the gaps in your knowledge are.

R- Regular study breaks
Taking regular study breaks enhances overall productivity and improves focus (Ariga & Lleras,
2011).That’s why it isn’t a good idea to hole yourself up in your room for six hours straight to
study for an exam. You might feel like you get a lot done this way, but the research proves
otherwise. So take a 5- to 10-minute break for every 40 minutes of work.
I recommend that you use a timer or stopwatch to remind you when to take a break and when
to get back to studying. During your break, refrain from using your phone or computer,
because these devices prevent your mind from fully relaxing.
Taking a short break after every hour of learning is better than working straight through as it
improves your ability to focus on a particular task without being distracted. Research has
found that the greatest improvement come following 15 minutes of moderate activity
(jogging, a brisk walk, dribbling a ball) but improvement was also shown following vigorous
activity (running, jumping, skipping) or a passive break (such as listening to music or watching
funny YouTube clips – because for sure that’s why they were invented). Memory is strongest
for the things learned immediately before and after a break so keep those times for the
tough stuff.
RELAX- UC Irvine researchers find that stress lasting as briefly as a couple of hours can engage corticotropin-releasing hormones that
disrupt the process of creating and storing memories. Taking study breaks to exercise or drawing a few deep breaths will help your
studying if they lower your stress level.
While you might think late-night study sessions are disadvantageous to your academic success, research suggests they are not
necessarily a bad idea. Additionally, some psychologists even encourage students to break with their daily college-life routines, especially
when it comes to studying for a midterm or final exam.
say “om” - Research suggests meditation can boost attention span and improve focus. And if you do it often enough.
While most studies focus on regular meditation, there’s no harm in trying it out for a few minutes now and then to calm pre-test jitters.

S-STICK TO PRINT
Tablets and other eLearning media are convenient and
portable, but research suggests that traditional print
materials still have the upper hand when it comes to
studying. Some researchers argue that adopting
interactive habits like scrolling, clicking, and pointing
enhances the academic experience, but more than 90% of
students polled said they prefer a hard copy or print over a
digital device when it comes to studying and school work.
Furthermore, a psychology lecturer finds that students
required more repetition to learn new material if they
were reading on a computer screen versus reading printed
material

S-Study when sleepy
Study when sleepy
Bedtime stories are for kids. Instead of reading the Berenstain Bears, try
studying for a few minutes right before hitting the hay.
During sleep, your brain strengthens new memories and puts them into
long-term storage, so there’s a good chance you’ll remember whatever
you review right before dozing off.
Studying at your tiredest can help your brain retain higher concentrations
of new skills, such as speaking a foreign language or playing an
instrument. There’s even a term for it: sleep-learning. As the memory-
consolidation process does its best work during slow-wave sleep, your
brain could be getting both the restoration and reactivation it needs
during its time of rest. All of this means that reviewing study materials
before bed can help you brain learn, even in your sleep.
(Just try not to bring work into your actual bed, since the distraction can
make it harder to get a good night’s sleep.)

T- TAKE ON THE ROLE OF TEACHER
LEARN WITH THE AIM OF TEACHING
If you know that whatever you learn today will help you become an authoritative source of
information tomorrow, your brain is able to organize information in a more logical and
memorable way.
Research shows that students have better memory and recall abilities when they learn new
information with the expectation of having to teach it to someone else. This makes sense, as
teachers are charged with not only learning information for themselves, but also with organizing
key elements of said information to explain it clearly to others.
Studies also suggest that students are more engaged and will instinctively seek out methods of
recall and organization when expected to take on a "teacher" role. This can be especially
effective with subjects like reading comprehension and science, though part of the magic
involves working out how you’d "teach" each subject on a case-by-case basis.
Expecting to teach what’s been learned has been shown to be better for learning and
memory than expecting only testing. It’s a subtle shift in mindset, but the effect on learning is an
important one. Learning material with an intention to teach ensures that material is actively
understood and stored away in memory, and not passively looked over.
Share What You're Learning
Finally, there's the old adage that "the best way to learn something is to teach it to someone , favorite memorization and learning technique
was, most people mentioned teaching, explaining, or even just mentioning something they learned to someone else.
This is the The Protégé Effect. As demonstrated in one study:
As [students] prepare to teach, they organize their knowledge, improving their own understanding and recall. And as they explain the
information to [a computerized character that learns from the students called Betty's Brain], they identify knots and gaps in their own
thinking

U- Use visual cues
Use visual cues
Using visual tools such as concept maps, graphs,
illustrations, and photos can be beneficial for learning.
Graphs and charts also simplify information, making it
easier to comprehend and later recall.
This method can be beneficial to visual learners, meaning
individuals who better conceptualize information they can
see. It’s also a great technique for presenters who can use
visuals in their slide deck as retrieval cues.
Aside from being a great memory technique for retaining
information, visual cues are also great for boosting spatial
memory. Research has shown that visual cues have
helped spatial navigation among AD and MCI patients.

V- VISUALISATION
Visualization-A step up from a Method of Loci, visualization creates images and sequences
around certain objects. Meditation often uses visualization and the unconscious way the mind
is able to process information.
Visualisation Is the foundation of all memory techniques. Visualisation is where you develop a
vivid image in your mind of the information you are trying to remember. For example, WWI
began in 1914 and you need to remember this for Australian history. To visualise, imagine a
bombed out field with mud, bodies etc. (the more vivid the better). Now imagine soldiers with
bayonets running across the field. Then all of a sudden there is a big earth quake and a huge
hole appears in the earth. Suddenly, the number 1914 erupts from the earth.
Visualization and Association (V&A), or simply visualization. This is a fun memory trick that
anyone who wants to have a great memory can learn. The uses of this technique for
memorization are almost unlimited. You can use it to help you recall definitions, foreign
vocabulary, lists, articles and stories, poems, math formulas, character dialogue, and even
speeches.
most people remember images better than verbal or written information. For example, I can
easily see in my mind's eye the homes that I have lived in during my life (including the interior
rooms), even though I might not be able to remember all the addresses and phone numbers.
the V&A technique boosts your memory for three reasons:
1. Images are easier to remember than facts
2. Creating images forces you to focus ("Original Awareness")
3. Reviewing your images reinforces your memory of the material
A picture is worth a thousand words
for scientific reasons: The brain
processes visual information 60,000
times faster than text. Forty percent
of all nerve fibers connected to the
brain are linked to the retina. Visual
information comprises 90 percent
of the data that comes to our brain,
suggesting that our neurological
pathways might even prefer
pictures over text.

W- Write down your worries.
Will I do well on this exam?
What if I forget the key concepts and equations?
What if the exam is harder than expected?
These kinds of thoughts probably run through your head before you take
an exam. But if these thoughts run wild, the accompanying anxiety can
affect your grades.
Here’s the solution …
In one experiment, researchers at the University of Chicago discovered
that students who wrote about their feelings about an upcoming exam for
10 minutes performed better than students who didn’t. The researchers
say that this technique is especially effective for habitual worriers.
Psychologist Kitty Klein has also shown that expressive writing, in the form
of journaling, improves memory and learning. Klein explains that such
writing allows students to express their negative feelings, which helps
them to be less distracted by these feelings.
To be less anxious, take 10 minutes and write down all the things related
to the upcoming exam that you’re worried about. As a result of this simple
exercise, you’ll get better grades.

Y- REWARD YOURSELF Reward yourself at the end of each study session
Before starting a study session, set a specific reward for completing the session. By
doing this, you’ll promote memory formation and learning (Adcock RA, 2006). The
reward could be something as simple as:
Giving Yourself Breaks and Rewards
1 Schedule regular breaks during study time. For every hour that you study, schedule ten minutes of time to relax. Breaks will reduce your stress levels and help
you retain what you've studied.
2 Take a short walk during breaks to prevent sleepiness. If you get sleepy while you study, movement can help wake you up.
3 Treat yourself at certain intervals of studying. Before you start studying, decide on certain "check points" where you will reward yourself for your hard work.,
whether they be edible treats, entertainment, or leisure activities
•If you reward yourself with a snack, opt for something healthy and energy-boosting like fruits, vegetables, whole grain crackers, cheese, yogurt, and almonds.
4 Break your material down into smaller chunks to avoid burnout. Studying too much information at once can cause you to feel overwhelmed. Instead, separate
your notes into smaller sections. Each time you master a section, you'll feel a sense of satisfaction!
For example, instead of trying to memorize all of your equations, focus on 1 or 2 at a time. Add more only once you have mastered the previous ones.
•If you're studying history, break up your notes according to event, historical figure, or time period. For example, you might study 10 years at a time or focus on
the consequences of 1 historical event.
5 Set larger achievement rewards. To encourage yourself to accomplish large study goals, plan large rewards for your hard work. For instance, if you study all
weekend for a midterm exam and cover all the material, reward yourself with tickets to a concert on the next weekend.
Going for a short walk Doing a couple of sets of exercise
Eating a healthy snack Playing a musical instrument
Listening to your favorite music Taking a shower
Stretching

X- EXCITEMENT
1. Remember your first day of school , How excited since do not have any burden , No Home work
2. Motivating Yourself
(i) Keep a list of the reasons why you need or want to study. Whatever your reasons are, write
them down on a piece of paper and keep them somewhere you can see them often.
(ii) Make boring information more interesting so it’s easier to study. Ask yourself, "How does this
material relate to my life?" or "How can I use this in my life?"
(iii) Study at the same time every day so it becomes a habit. If you’re a morning person, consider
waking up before school to get in some study time.
(iv) Make a schedule for exams so you can start studying ahead of time. As soon as you learn about
a test, write it down in your calendar.
(v) Use good stationary , to create intrest
3. Pick a quiet area that will help you stay focused, Keep your study area clean. Clutter can be
distracting and discouraging, which will not make studying enjoyable. Clean up your desk or other
chosen study spot and arrange your study materials in a neat way.
4. Watch educational videos. Studying from textbooks and class notes can be boring, so improve your
learning by looking for educational videos on the same topics.
5. Draw pictures of your subjects and notes. Drawing can help you learn your material, and it may
prevent you from getting bored while you study. Instead of reading or rewriting your notes, draw a
picture to represent the information instead.
6. Quiz a partner as a way of studying. Discuss the study material with your partner to gain new
perspectives on it and understand better. Quiz them on course content to test what they have
absorbed, and have them do the same with you.
7. Visualise yourself starting-Make yourself sit down and work even if this is for just 20 minutes. See
starting as a parallel process like a plane on a runway. You may start slow but you will still take off!

Z- BACK TO ZERO.
Researchers and learning experts debate the concept of learning
styles, some even go so far as to say they don't exist. Our conclusion
is this: Despite the amount of work on the subject, scientists have
found "virtually no evidence" to support the concept of learning
styles, though they left the possibility open to further investigation in
years to come. We recommend you don’t go out of your way to try to
make your material fit a specific style because it may not be worth
the time or effort.
FORGET ABOUT "LEARNING STYLES"
Incorporate activities that fit your learning style. Figure out which learning style fits you most. Visual learners absorb
more information when they can see it, auditory learners take in information by listening, and kinesthetic learners engage
more with movement. Personalize your study sessions by using your learning style.
• If you're a visual learner, you might highlight your notes or text. You may also try incorporating a documentary or
slideshow into your studies. You might also like drawing a mind map so you can represent what you're thinking visually.
• If you're an auditory learner, you might try singing your notes, reading aloud, or listening to your text on audiobook.
• If you're a kinesthetic learner, try acting out your notes or walking around while you read or listen to an audiobook.
Physically manipulating flashcards or drawing a mind map might also work for you.

Put these study tips to good use, and you’ll soon learn that you’ve learned how to study smarter.
Ready to start your journey

25 Scientifically Proven Tips For More Effective Studying
Part 1 – How
to Prepare for
Success
Part 2 –
Create Your
Perfect Study
Space
Part 3 – Pick a
Study Method
That Works for
You
Part 4 –
Effective
Study Skills
Part 5 – How
to Study More
Efficiently
Part 6 – How
to Study for
Tests
Part 7 –
Memory
Improvement
Techniques
Part 8 – Top
10 Study
Hacks Backed
by Science
Part 9 – The
Best Study
Apps
1.Set a
Schedule
2. Study at
Your Own
Pace
3. Get Some
Rest
4. Silence
Your Cell
Phone
5. Relax
1. Pick a Good
Place to Study
2. Choose
Your Music
Wisely
3. Turn Off
Netflix
4. Use
Background
Sounds
5. Snack on
Brain Food
Strategy #1 –
SQ3R Method
Strategy #2 –
PQ4R Method
Strategy #3 –
THIEVES
Method
Studying
Online
Survey/
Preview,
Question,
Read, Reflect
,Recite ,
Review
1. Highlight
Key Concepts
2. Summarize
Important
Details
3. Create Your
Own
Flashcards
4. Improve
Recall with
Association
5. Absorb
Information in
Smaller
Chunks
6. Make Your
Own Study
Sheet
7. Be the
Teacher
8. Know When
to Call It a Day
1. Take
Regular
Breaks
2. Take Notes
in Class
3. Exercise
First
4. Review and
Revise Your
Notes at
Home
5. Start with
Your Toughest
Assignments
6. Focus on
Key
Vocabulary
7. Join a
Study Group
1. Study for
Understanding
, Not Just for
the Test
2. Begin
Studying at
Least One
Week in
Advance
3. Spend at
Least One
Hour per Day
Studying
4. Re-write
Class Notes
5. Create a
Study Outline
6. Make Your
Own
Flashcards
7. Do Sample
Problems and
Essays from
Your Textbook
1. Study Right
Before Bed
2. Study Small
Chunks at a
Time
3. Tell a Story
4. Change
Study
Locations
Often
6. Quiz
Yourself
7. Go Old-
school: Use a
Pen and
Paper
8. See It &
Hear It
1. Grab a
Coffee
2. Reward
Yourself
3. Study with
Others
4. Meditate
5. Hit the Gym
6. Play Some
Music
. 7. Grab
Some Walnuts
8. Take
Regular
Breaks
9. Get Some
Sleep
10. Eliminate
Distractions
1. iStudiez Pro
Legend
2. Dragon
Anywhere
3. Evernote
4. Quizlet Go
5. My Study
Life
6. Exam
Countdown
Lite

Trigonometry
0° = 0 radians
√0/2=0 √4/2=1 0
30° = π/6 radians
√1/2 √3/2 1/√3
45° = π/4 radians
√2/2=1/√2 √2/2=1/√2 1
60° = π/3 radians
√3/2 √1/2 √3
90° = π/2 radians
√4/2 =1 √0/2 =0
SOH CAH TOH Sinø =
Cosø=
Tanø=

Memorizing:
Acronyms Sleep on It Organize
Acrostics Detailing Story lining
Rhymes Visualization Dramatize
Keywords Learn by Mistake Single Line
Loci Repetition – Reading Walking
Image-naming Repetition – Doing Cheatsheets/Being Fed A Line
Chaining Repetition – Reading Hand Copy

Using Memory Effectively-3,4
1. Acronyms Take the first letter of a group of words you need to memorize and create a catchy new word. Then, practice the individual words so you
know what each of the letters mean. This technique is favored in elementary schools because it is easy to teach children. Of all the memory techniques,
this one is the most common. An acronym is an invented combination of letters. Each letter is a cue to, or suggests, an item you need to remember
2. An acrostic This one is very similar to acronyms, but instead of creating a new word, each first letter is converted into a cute sentence, is an invented
sentence or poem with a first letter cue: The first letter of each word is a cue to an idea you need to remember.
3. Rhyme-Keys: (for ordered or unordered lists)
The object to rhyme-keys is to build associations and images with numbers and key rhyming words. This image in turn helps you remember the target
word. It takes practice, and the trick is to not remember the rhyme but the association!
First, memorize key words that can be associated with numbers.example: bun = one; shoe = two, tree = three, door = four, hive = five, etc.
Create an image of the items you need to remember with key words.
Four basic food groups-- diary products; meat, fish, and poultry; grains; and fruit and vegetables
Think of cheese on a bun (one), livestock with shoes on (two),
a sack of grain suspended in a tree (three), a door to a room stocked with fruits and vegetables (four)
4. The Method of Loci: (for approximately twenty items)
Select any location that you have spent a lot of time in and know well.
Good for kinesthetic learners!Imagine yourself walking through the location, selecting clearly defined places--the door, sofa, refrigerator, shelf, etc.
Imagine yourself putting objects that you need to remember into each of these places by walking through this location in a direct path.
Again, you need a standard direct path and clearly defined locations for objects to facilitate the retrieval of these objects.
George Washington, Thomas Jefferson, and Richard Nixon, you could imagine walking up to the door of your location and seeing a dollar bill stuck in the
door; when you open the door Jefferson is reclining on the sofa and Nixon is eating out of the refrigerator.

Using Memory Effectively-5,6,7
5. The Keyword Method: (for foreign language vocabulary)
First, after considering the foreign word you need to remember, select a key word in English
that sounds like the foreign word.
Next, imagine an image which involves the key word with the English meaning of the foreign
word.
For example, consider the Spanish word "cabina" which means "phone booth." For the English
keyword, you might think of "cab in a ... ." You could then invent an image of a cab trying to fit
in a phone booth. When you see the word "cabina" on the test, you should be able to recall the
image of the cab and you should be able to retrieve the definition "phone booth.“
Latin: Spectate – He can only see when his spectacles are on.
6. The Image-Name Technique: (for remembering names)
Simply invent any relationship between the name and the physical characteristics of the
person. For example, if you had to remember Shirley Temple's name, you might ingrain the
name in memory by noticing that she has "curly" (rhymes with Shirley) hair around her
temples.
7. Chaining: (for ordered or unordered lists)
When there a series of terms or words you need to memorize, especially if they are in order,
create a story that leads you to the next word.
Create a story where each word or idea you have to remember cues the next idea you need to
recall. If you had to remember the words Napoleon, ear, door, and Germany, you could invent a
story of Napoleon with his ear to a door listening to people speak in German.
The lake has high levels of mercury, and it sends its fruitful messages to Venus, who blushes
red and replies to Earth, about her Father Mars, and Grandfather Jupiter, about the ocean of
Saturn, while they saw a child playing naked in the waters of Uranus and Neptune. We used the
trigger words referencing Roman Mythology to remember the order of the planets.

• 8.Sleep on It
Studies have shown that when we sleep for 15 minutes after learning a complex topic, our brains review and relearn
the topic in our sleep. Additionally, that topic has neural connections that solidify 50% quicker than when you don’t
sleep.
This only works when the study period is well attended and you aren’t falling asleep reading it or in class. This is also
the one of the few natural memory enhancers that we all can do without turning to a supplement, drug, or other
artificial means.
• 9.Detailing
People who can remember details about a particular object very well have a technique of detailing. They are able to
associate those details with the whole picture because they take in so many details about that object.
This can be applied to topics you are learning. In my class Advanced Inorganic Chemistry, we needed to learn
about electron orbitals and how they mix and match. I was able to detail all the potential matches and was able to see
a pattern. I was able to detail that particular topic and still retain that knowledge until this day.
• 10.Visualization
A step up from a Method of Loci, visualization creates images and sequences around certain objects. Meditation often
uses visualization and the unconscious way the mind is able to process information.
If you need to bring a package with you, you could visualize it sitting on the seat next to you in the car. Holding that
image every time you look at your package will create a sense of belonging. Then, when you get in the car, if your
package isn’t in the right spot, you’ll know.
If you are learning how to increase your memory, this is a great technique to start understanding how memories form.

• 11.Learn by Mistake
For some people, purposely making a mistake and attaching the emotion of the
mistake to the wrong answer can lead to remembering the right answer. The negative
emotion is a stronger trigger than the praise for getting it right. Children who are in
abusive homes or driven to perfectionism often utilize this technique.
This works well for choosing one of just a few answers, such as using baking soda
rather than baking powder. It’s not a useful technique for things like names.
• 12.Repetition – Listening
Some people are able to learn by listening to something repeatedly. These people
are auditory learner. Often times, learning a language is repetition by listening. Lectures,
audio books, and sermons are attractive to people who learn in this manner.
• 13.Repetition – Doing
Most people are able to learn a new skill by repeatedly doing something over and over.
These people are physical learners. Sports, martial arts, music, and drawing are learned by
repetition by doing.
This is a skill employed by most workplaces. The workforce teaches people by
demonstration, then allows the person to repeat it. For most people, this is acceptable. But,
if you are of a learning type that is more introspective, this is very distracting

• 14.Repetition – Reading
Facts can be learned by force when they are read multiple times. Most sciences are
learned by repetition by reading. There are a certain few people that are able to
read about a topic and understand what is happening and how to do it.
Unfortunately, we only retain about 10-25% of the material we read the first time.
For introspection learners, reading something 2-3 times places the learning curve
to 90%.
• 15. Organize
If you have a list of things to remember, organizing the list in a predictable flow can
help you piece together the missing information.
In picking up 8 objects from the grocery store, if you skip the bath soap (#5 on the
list), you’ll know when you hit the dog food (#6) that something was missing. Then,
you can go back over your list and find the missing item.
• 16.Story Lining
For people with good imaginations, creating a story from the items you need to
learn creates a fun and diverse way to remember more complex topics. The story
breaks down items into easier to identify pieces and strings them together in
predicable ways. You are then able to move through the story as you seek the
information.
This is the basis of most myths and legends. In the original text, you’ll find pieces of
information repeated and the stories occurring in a predictable order. This is to
make sure that as the stories were passed through the generations, they remained
the same.
USING MEMORY EFFECTIVELY-14,15,16

• 17.Dramatize
Actors often will read their lines, and act them out in an exaggerated fashion to
learn the parts. Acting out the information in a dramatic way can create
associations to help you remember the necessary information. A bit of
embarrassment also increases our likelihood to remember.
• 18.Single Line
Another acting technique is to learn a single line at a time. Two pieces of paper
are used to block all other information and the line is read. Then, the previous
line is read and the actor recites the next line. This creates positive associations
for each line and the triggering line before it.
Many TV actors attribute this technique for learning their lines in very short
periods of times. When practiced and used properly, most actors can memories a
whole 30-minute show in less than 2 hours.
• 19.Walking
Studies show that the act of walking increases memory formation by 25%. The
motion allows parts of our brains that are idle during resting study to activate.
The ability to unconsciously walk allows the conscious mind to focus more on the
task to be learned.
Children with ADHD benefit from this technique because it also helps to expend
nervous energy while studying. A study on Alzheimer’s patients also found
physical activity works to slow the memory loss processes. It’s one of the ways to
prevent memory loss, or learning how to increase your working memory.

• 20. Cheatsheets/Being Fed A Line
The actress Angela Lansbury was famous for using an earpiece to be fed her lines during
taping of a TV show, and more importantly, during her run on Broadway. Being prompted
with a piece of the information was enough to allow her, and many others, to continue on
during times when old age has robbed her of extensive memory.
We do not advocate cheating on a test, however, a cheatsheet can help you study. Simply
write down the beginning of what you need to learn and allow your mind to supply the
missing information. While this won’t improve your memory, it can be a quick way to recall
information.
• 21. Hand Copy
Students who hand-writing their notes and assignments are able to remember as much as
80% more of the information than those who use electronic devices. Hand-
writing stimulates a portion of the brainthat incorporates the physical, auditory, and
intelligible parts of our learning processes. The combination provides more memory
enhancements than other techniques.
In areas where final revisions are more common, most students are expected to re-write
their notes at the end of the year and organize the information. The act of re-writing is a
memory technique.
• Conclusion
Memory improvement tips are good, but don’t try all of these at once. One or two are
enough to increase your particular way of learning. Memory strategies are a process in
order to build easy, go-to techniques. Like any other skill, it takes practice and dedication.
If all else fails, there are several apps to improve memory available online. Some are free,
most are paid for. Many allow multiple reminders and repetitive reminders. And don’t give
up. Some people will not be able to remember some aspects of information. That’s OK.
These and other external aids will improve your life if you use them.
Using Memory Effectively-20,21

HOW TO REMEMBER ANYTHING-Remembering for School
1.Don't multitask.
Concentration is incredibly important for retaining your memory.You need to keep things simple. This is why you enter a room
and forget why you came in. It's because you were probably planning your party at the same time, or thinking about the TV
episode that you just watched and you weren't concentrating.When you're studying and trying to remember things for school,
then focus on that one task.Don't think about that friend's party from the weekend. Don't try to do a bunch of different tasks at
the same time, or you won't get the full benefit from any of them.
2. Avoid external distractions.
Get away from your typical surroundings that ake demands on your time, when you need to study. This means leaving your
house, your family, your friends, your pets, your TV while you're studying.Find a specific place to study and don't do other things
while you're there (like pay your bills, do leisure activities, etc.). Make sure that you only study when you're in that place, as it will
help your brain get into the studying mode.
Choose an area that has good ventilation and light so that you are more likely to stay awake and not get distracted.
If you do find that you can't work and that you're not retaining anything, take a short break (not too long and don't do anything
that will start consuming your time like going on the internet). Go for a short walk, or get a drink.
3. Avoid internal distractions.
Sometimes the distractions don't come from your friends or family, but come from your own brain. Often when you're reading
something for school you find that your brain hasn't been on the material, but instead has been thinking about that party you're
going to or wondering whether you've paid your electricity bill.Keep a specific notebook for these distracting thoughts. If it's a
thought that requires later attention (like paying your electricity bill), jot that thought down and dismiss it from your mind so you
can work.
Make the distraction a reward. Tell yourself that once you have finished reading (and understanding and remembering) this
next section, you'll take a break to deal with the thoughts, or daydreams.

4. Study in the afternoon.
Studies have shown that the time of day correlates strongly to how well people remember things when they're studying.
Even if you think of yourself as a morning person or a night person, try to do the most important of your studying in the
afternoon. You'll recall the information better.
5. Summarize each paragraph in the margins.
If you're reading something that you need to remember, write a short summary of each paragraph in the margins. Writing
things over again not only helps keep things in your memory better, but it will also serve as a memory jog when you're
looking over your notes and readings for that test (or even for class).Write down the main points from each things you're
reading, so that you can jog your memory when you need to and to show that you read and comprehended what you were
reading/studying.
6. Write things over and over.
Writing things down a bunch of times helps cement things in your memory, especially those peskier ones like dates and vocabulary
words for foreign languages. The more you write them down the more they'll stick in your brain.
HOW TO REMEMBER ANYTHING-REMEMBERING FOR SCHOOL

• Remembering Long-Term
• 1.Exercise your body. There's a huge correlation between mental health and bodily health, so maintaining your body's health and exercising it, will
help you maintain your mental health and improve your memory.[3]Walk every day for about 30 minutes. It's a gentle way to get some exercise (and you
can do some exploring too!). The benefits of exercise on your mental health will last for a long time.
It's not just walking, there are lots of different ways to exercise and have fun! Try doing yoga, or put on some music and dance.
• 2. Exercise your mind. Working the mind can help prevent memory loss and can help improve your overall memory. Things that work your brain are the
things that make you tired after you've done them, and make you need to take a break. These include: solving math problems, learning to knit, reading
dense material.[4]Change things up. You want your brain to keep from getting complacent, so keep learning and trying new things. This will force your
brain to keep from going stagnant and will help improve your memory.For example: You could learn a new word everyday, or learn about your countries
history. These improve memory and make you more intelligent.
You can also memorize a poem every couple of weeks. It makes for a good (if nerdy) party trick and it will help improve your memory. So get
memorizing Beowulf!
• 3. Get enough sleep. Sleep is incredibly important to improving and maintaining your memory. It's why you shouldn't stay up all night studying for a big
test, but do a chunk of studying in the afternoon and then get enough sleep that your brain can process all the information you just shoved into it.Try to
get at least 8 hours of sleep every night, so that your brain can go through all the important stages of sleep and you feel well-rested.
Shut down any electronic devices at least 30 minutes before you go to bed, so that you give your brain time to calm down and prepare for sleep. This
means all electronic devices: phone, computer, kindle, etc.
HOW TO REMEMBER ANYTHING

• Remembering Long-Term
• 4. Say things aloud. Saying things aloud that you're trying to remember will help you remember them. If you tend to forget things
like whether you've turned the oven off, when you do turn the oven off say out loud "I turned the oven off." You'll find that later
you'll be better able to remember that you turned the oven off.Repeat a person's name after you've been introduced to them
(although do it in a natural manner). Say "Hi Anna, it's great to meet you." This will solidify the connection between the person
and their name so it's easier for you to recall later.
• You can also do this to remember dates and times and places. For example, if you're invited to something repeat the invitation
back to the person who gave it, like "The Blue Mouse Theater at 6? I can't wait!“
• 5. Be observant. Of course, even with work, you're not going to be Sherlock Holmes, but training your observational skills will
help you a lot in remembering things (people, faces, names, where you put your car keys). It takes to time to build this skill, but
it's well worth it in the long run. Practice this skill by looking closely at a scene (you can do this anywhere: your home, on the bus,
at work) and, closing your eyes, trying to recall as many details about the scene as you can.
• You can also do this with a photograph, as long as it's an unfamiliar one. Look at it for a for a second or two and then flip it over.
try to recall as many of the details as you can remember. Repeat the exercise with a different photograph.
• 6.Eat the right foods. There are foods that can help boost your memory in the long term. You should be eating them anyway as a
part of a healthy diet, but you should definitely be eating them if you want to keep and maintain your memory. You want to go for
foods that containing antioxidants (like broccoli, blueberries, or spinach), as well as those with Omega-3 fatty acid (like salmon or
almonds).[5]Try to eat 5-6 small meals during the day, instead of three big meals. This will help you avoid dips in blood sugar, which
make your brain not function as well. Make sure that you're eating healthy foods.
HOW TO REMEMBER ANYTHING
Memorizing:

ASPIRE
A: Approach/attitude/arrange
oApproach your studies with a positive attitude
oArrange your schedule to eliminate distractions
S: Select/survey/scan
oSelect a reasonable chunk of material to study
oSurvey the headings, graphics, pre- and post questions to get an overview
oScan the text for keywords and vocabulary: mark what you don’t understand
P: Piece together the parts:
oPut aside your books and notes
oPiece together what you've studied, either alone, with a study pal or group: summarize what you understand.
I: Investigate/inquire/inspect:
oInvestigate alternative sources of information you can refer to: other text books, websites, experts, tutors, etc.
oInquire from support professionals (academic support, librarians, tutors, teachers, experts,) and other resources for assistance
oInspect what you did not understand.
R: Reexamine/reflect/relay- Reexamine the content | Reflect on the material | Relay understanding
oReexamine: What questions are there yet to ask? Is there something I am missing?
oReflect: How can I apply this to my project? Is there a new application for it?
oRelay:Can I explain this to my fellow students? Will they understand it better if I do?
E: Evaluate/examine/explore:
oEvaluate your grades on tests and tasks: look for a pattern
oExamine your progress: toward achieving your goals
oExplore options: with a teacher, support professional, tutor, parent if you are not satisfied.

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