How Am I Ever Going to Remember That?:

Tips and Strategies to Help Improve Your Short- and Long-Term Memory

Karen L. Wold, M.S.Ed.Learning Disabilities Specialist

kwold2@illinois.edu, 217-333-8705

Topics CoveredMemory 101 – Different Types of Memory Defined

The memory processShort-term memory (STM)Working memoryLong-term memory (LTM)

Memory StrategiesRote memory (Repetition)MnemonicsAssociative memory (Making associations)

Memory Compensations (Alternatives, “Work Arounds”)Using reasoning skills to compensateKeep in mind learning styles/strengths (visual, auditory, kinesthetic,

tactile) and effects of disability on memoryResources for More Information

Memory 101: Different Types of Memory

Memory process = encoding+ storage (sensory, STM, LTM) + retrieval

Encoding – taking information from our environment (very short term, not retained over the long term)

Sensory storage – information we receive from our senses is interpreted by our brains, then only the information that we really pay attention to is transferred to STM

Learning allows us to transfer information from our STM to our LTM

Retrieval is the ability to recall information we have learned and memorized

Short-term MemoryInformation that comes to us through our

sensesCan only “hold” or retain for a few secondsCan only “hold” or retain a limited amount of

information (before other information “kicks it out”)

Can only hold 5-9 bits of info (avg. of 7) at one time

Example: phone number or name. Usually have to write it down to remember later.

Reflection Question: Why is it so hard to remember the name of someone you just met?

Working Memory Working memory involves manipulating or

changing information that is in your memory For example, “mental math”, adding 123 +

45 in your head.

Long-term MemoryPermanent and unlimited amount of storage of

informationActively learning information by using memory

strategies enables the transfer of info from STM to LTMRecall what is in your LTM through a process called

retrievalHow well you can recall/retrieve information is directly

connected to how well you stored the information in the first place (encoding and storage)

Reflection Question: Why would a student who has studied for an exam for hours not be able to remember important facts or concepts for the exam?

Memory Strategies: Rote Memory (Repetition)

Repeating information that you have received through your senses again and again until you can remember it

Examples: phone number, spelling of a word, exact definition

Best with small amounts of information that have no meaningful connection; does not work well if you have to memorize large amounts of information

Many students use this strategy and nothing else to memorize for every task, which is not always successful

Can use this strategy to answer the “what” question

Memory Strategies: Mnemonic Devices

Mnemonic devices are another rote memory techniqueExamples include: using the first letter of every item you

need to remember to make a new word or phrase, a rhyme or song, or an acronym like DRES (Disability Resources and Educational Services)

Useful for random information that has no meaningful way of organization

Like repetition, best to memorize smaller amounts of information. Somewhat overused strategy which is not very effective with a large amount of information to memorize. Do not over rely on rote memory techniques for memorizing everything.

Memory Strategies: Associative Memory

More than repetition – thinking is involved! Using this strategy, you are more likely to remember

information over a longer period of timeGood strategy when you have to memorize a lot of

informationConnect new information to something you already knowAsk questions (especially “how” and “why”)Make associations between new and old informationExamples: learning a new math formula, how does it relate

to the one you learned last week?; why did Jane Addams start Hull House (what was happening in the society at the time)?

Memory Compensations: Alternatives, “Work Arounds”

Use reasoning skills. Some students have stronger reasoning (verbal, nonverbal or both) than short and/or long term memory. These students will benefit by understanding the “why” of a process, procedure, event, etc. so that they can “reason out” a correct answer on an exam if they cannot easily memorize the correct answer.

Keep in mind learning style or learning strengths when memorizing information. For example, if you are stronger visually, you will remember information better if you organize it into some sort of visual format like a chart or diagram. If you are an auditory learner, you will do better with speaking out loud what you need to memorize. Kinesthetic learners tend to learn better if they move while learning (walking while studying/reviewing).

Memory Compensations: Alternatives, “Work Arounds” (cont.)Keep in mind the effect(s) your disability has

on your ability to use short-term, working or long-term memory. For example, students with learning disabilities may have information processing problems which include short- or long-term memory, or both and students with depression, that may affect their memory, may take a longer time to process information.

“Work Arounds” may include memorizing at the students’ best time of the day, memorizing small bits of information at a time and/or reviewing frequently.

Resources for More InformationCollege Reading and Study Skills, Kathleen T.

McWhorter, 2001, 8th edition. *Please note, there are more recent editions of this text.

http://www.muskingum.edu/~cal/database/general/memory1.html The Muskingum College database has a wealth of study skills information, including course-specific study strategies. This link is specifically for memory strategies.

For students registered with DRES, Karen Wold, Learning Disabilities Specialist at DRES is available for assistance with your particular memorization or study skills needs. She can be reached at kwold2@illinois.edu or 217-333-8705.