Focus on learning in more than one way. Instead of just listening to a podcast, which involves auditory learning, find a way to rehearse the information both verbally and visually. This might involve describing what you learned to a friend, taking notes or drawing a mind map. By learning in more than one way, you’re further cementing the knowledge in your mind. According to Judy Willis, “The more regions of the brain that store data about a subject, the more interconnection there is. This redundancy means students will have more opportunities to pull up all of those related bits of data from their multiple storage areas in response to a single cue. This cross-referencing of data means we have learned, rather than just memorized” (Willis, J. Brain-based teaching strategies for improving students' memory, learning, and test-taking success. Review of Research. Childhood Education, 83(5), 31-316, 2008).
2. Teach What You’ve Learned to Another Person
Educators have long noted that one of the best ways to learn something is to teach it to someone else. Remember your seventh-grade presentation on Costa Rica? By teaching to the rest of the class, your teacher hoped you would gain even more from the assignment. You can apply the same principle today by sharing your newly learned skills and knowledge with others.
Start by translating the information into your own words. This process alone helps solidify new knowledge in your brain. Next, find some way to share what you’ve learned. Some ideas include writing a blog post, creating a podcast or participating in a group discussion.
3. Utilize Previous Learning to Promote New Learning
Another great way to become a more effective learner is to use relational learning, which involves relating new information to things that you already know. For example, if you are learning about Romeo and Juliet, you might associate what you learn about the play with prior knowledge you have about Shakespeare, the historical period in which the author lived and other relevant information.
4. Gain Practical Experience
For many of us, learning typically involves reading textbooks, attending lectures or doing research in the library or on the Web. While seeing information and then writing it down is important, actually putting new knowledge and skills into practice can be one of the best ways to improve learning. If you are trying to acquire a new skill or ability, focus on gaining practical experience. If it is a sport or athletic skill, perform the activity on a regular basis. If you are learning a new language, practice speaking with another person and surround yourself with immersive experiences. If you see a standardized patient, observe a physician examining a patient, hear about a disease, take time to read about it. This helps you learn—by connecting to a real person.
5. Look Up Answers Rather Than Struggle to Remember
Of course, learning isn’t a perfect process. Sometimes, we forget the details of things that we have already learned. If you find yourself struggling to recall some tidbit of information, research suggests that you are better offer simply looking up the correct answer. One study found that the longer you spend trying to remember the answer, the more likely you will be to forget the answer again in the future. Why? Because these attempts to recall previously learned information actually results in learning the "error state" instead of the correct response.
6. Understand How You Learn Best
Another great strategy for improving your learning efficiency is to recognize your learning habits and styles. There are a number of different theories about learning styles, which can all help you gain a better understanding of how you learn best. Gardner’s theory of multiple intelligences (see descriptions at the end of this document) describes eight different types of intelligence that can help reveal your individual strengths.
7. Use Testing to Boost Learning
While it may seem that spending more time studying is one of the best ways to maximize learning, research has demonstrated that taking tests actually helps you better remember what you've learned, even if it wasn't covered on the test. The study revealed that students who studied and were then tested had better long-term recall of the materials, even on information that was not covered by the tests. Students who had extra time to study but were not tested had significantly lower recall of the materials.
8. Stop Multitasking
For many years, it was thought that people who multitask, or perform more than one activity at once, had an edge over those who did not. However, research now suggests that multitasking can actually make learning less effective. In the study, participants lost significant amounts of time as they switched between multiple tasks and lost even more time as the tasks became increasingly complex. By switching from one activity to another, you will learn more slowly, become less efficient and make more errors. How can you avoid the dangers of multitasking? Start by focusing your attention on the task at hand and continue working for a predetermined amount of time.
How do you learn best? These are Howard Gardner's multiple intelligencies. Which intelligencse describe the way you function?
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Logical-mathematical |
logical thinking, detecting patterns, scientific reasoning and deduction; analyze problems, perform mathematical calculations, understands relationship between cause and effect towards a tangible outcome or result |
Perform a mental arithmetic calculation; create a process to measure something difficult; analyze how a machine works, create a process; devise a strategy to achieve an aim; assess the value of a business or proposition |
|
Linguistic |
words and language, written and spoken; retention, interpretation and explanation of ideas and information via language, understands relationship between communication and meaning |
write a set of instructions; speak on a subject; edit a written piece or work; write a speech; commentate on an event; apply positive or negative 'spin' to a story |
|
Musical |
musical ability, awareness, appreciation and use of sound; recognition of tonal and rhythmic patterns, understands relationship between sound and feeling |
perform a musical piece; sing a song; review a musical work; coach someone to play a musical instrument; specify mood music for telephone systems and receptions |
|
Visual/Spatial |
visual and spatial perception; interpretation and creation of visual images; pictorial imagination and expression; understands relationship between images and meanings, and between space and effect |
design a costume; interpret a painting; create a room layout; create a corporate logo; design a building; sense of direction; arrange the layout of a document |
|
Bodily-kinesthetic |
body movement control, manual dexterity, physical agility and balance; eye and body coordination |
demonstrate a sports technique; create a mime to explain something; assess work-station ergonomics; dance; gardening; build a cabinet |
|
Interpersonal (strong association with emotional intelligence) |
perception of other people's feelings; ability to relate to others; interpretation of behavior and communications; understands the relationships between people and their situations, including other people |
interpret moods from facial expressions; demonstrate feelings through body language; coach or counsel another person; human resources; educator; team person; loves to be with people; good communicator |
|
Intrapersonal |
self-awareness, personal cognizance, personal objectivity, the capability to understand oneself, one's relationship to others and the world, and one's own need for, and reaction to change |
consider and decide one's own aims and personal changes required to achieve them (not necessarily reveal this to others); self-reflective, self-aware; |
|
Naturalist |
more in tune with nature and are often interested in nurturing, exploring the environment and learning about nature. These individuals are said to be highly aware of even subtle changes to their environments. |
Interested in subjects such as botany, biology and zoology; good at categorizing and cataloging information easily; may enjoy camping, gardening, hiking and exploring the outdoors; Doesn’t enjoy learning unfamiliar topics that have no connection to nature |
Resources: //psychology.about.com/od/educationalpsychology/tp/effective-learning.htm; //quizlet.com/; //www.businessballs.com/howardgardnermultipleintelligences.htm
Note: Select an answer for each question, then click the “Evaluate Quiz†button at the bottom of the page to check your answers.
Memories come in many different forms. There is much that researchers do not understand about human memory and how it works.
This article explores the types of memory and what a person can do to improve their recall.
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There are many theories about the types of memory within the human brain. Most scientists believe there are at least four general types of memory:
- working memory
- sensory memory
- short-term memory
- long-term memory
Some researchers suggest these are not distinct types of memory, but rather stages of memory.
In this view, memory begins in sensory memory, transitions to short-term memory, and then may move to long-term memory.
A memory a person uses only for a brief time, such as a word they use at the beginning of a sentence, is a part of working memory and may never move to another part of memory.
Some brain scientists divide these types of memory into more specific categories.
Sensory memory holds sensory information for very brief periods of time, usually 1 second or less. The processing of memories and other information begins in this type of memory.
If a person pays attention to sensory input, then the information may move into short-term and then long-term memory.
Some examples of sensory memory include:
- registering the sounds a person encounters on a walk
- briefly acknowledging something in a person’s field of vision
Sensory memory helps a person piece together a sense of the world based on recent sights, sounds, and other sensory experiences.
When a specific sensory experience becomes relevant, such as the smell of something in the kitchen, it may move to other types of memory.
Otherwise, sensory memories are very short-term, and a person quickly forgets them.
For example, a person will not recall all the specific sounds they heard in the last 30 seconds, 30 minutes, or 30 days unless there is some reason to remember them.
Short-term memory allows a person to recall a limited string of information for a short period.
These memories disappear quickly, after about 30 seconds.
Short-term memory is not just memory that does not last long. Instead, it is a type of short-lived storage that can only hold a few pieces of information.
Some examples of short-term memory include:
- remembering a string of 5–7 words and repeating it back
- remembering a phone number while getting a pen to jot it down
Working memory is similar to short-term memory. However, unlike the latter, working memory is where a person manipulates information.
This helps them remember details of their current task. Some behaviors that use working memory include:
- solving a complex math problem where a person must remember several numbers
- baking something, which requires a person to recall the ingredients they already added
- participating in a debate, during which a person must remember the main arguments and the evidence each side uses
While researchers typically separate working and short-term memory into two different categories, research often finds a significant overlap between the two.
Long-term memory stores a wide range of memories and experiences.
Most memories that people recall, especially those older than about 30 seconds, are part of long-term memory.
Many researchers divide long-term memory into two subcategories: implicit and explicit.
Explicit long-term memory
Explicit memories are conscious memories of events, autobiographical facts, or things a person learns.
Some types of explicit long-term memory include the following.
Episodic memory
These are memories of events or autobiographical facts. Examples of episodic memory include remembering an election, events from childhood, and personal facts, such as if someone is married.
Semantic memory
Semantic memories are general knowledge about the world. A person may remember a fact or event that they did not experience because they learned or studied it.
For instance, knowing what the human heart looks like is an example of semantic memory. However, it would be an episodic memory if the person can remember dissecting a pig heart in school.
Implicit long-term memory
Implicit memories are memories that influence a person’s behavior. However, people do not consciously think about them.
Some types of this memory include the following.
Procedural memory
Procedural memory helps a person perform familiar tasks, such as walking or driving.
At first, they might have to learn to do these things and remember specific skills, but eventually, these tasks become an automatic part of procedural memory.
Priming
Priming occurs when experiences influence a person’s behavior.
For example, a smoker might crave a cigarette after a meal, or an experimenter might train a person to press a button in response to a photo.
Classical and operant conditioning both prime people or animals to perform specific behaviors in response to certain experiences.
Working, sensory, and short-term memory have smaller capacities. This is because these types of memories only last for a short period.
With short-term memory, there is usually a specific limit on how much information a person can retain — usually about seven items.
Some people could increase their short-term memory capacity with practice.
The brain is not a computer, and memories do not take up physical space. In theory, there is no specific limit on the capacity of long-term memory.
However, the quality of memories and their details may vary and change with time.
Memories may be unreliable
The brain does not record memories perfectly, so memories may change or disappear with time.
Numerous studies suggest that memories are not reliable, even when a person remembers something very clearly.
In one 2015 study, researchers were able in just a few hours to convince innocent people they had committed serious crimes, such as assault with a weapon, in their teenage years.
Can someone have a photographic memory?
Some people have unusually good memories. People with hyperthymesia, an extraordinarily rare condition, may remember all or most autobiographical memories.
Others may practice memory skills to become better at memorizing information or recalling strings of words or numbers.
There is no scientific evidence anyone has a so-called photographic memory. The brain is not a camera and cannot perfectly record information.
Some strategies for improving memory include:
- Developing mnemonic devices for remembering new information. For example, remembering all the names in a room could involve making up a rhyme or an association for each name.
- Doing brain teasers and challenging puzzles.
- Developing strong memory associations to help remember things. Talking about recent memories or journaling can help cultivate these associations.
- Doing cardiovascular exercise to promote brain health.
The memory is a complex system, not a single organ or process.
A person may improve their memory by adopting a healthful lifestyle and practicing strategies specifically designed to promote recall.
People concerned about their memory should see a doctor, as any unexplained changes could signal a range of medical conditions.