Memory forms an integral part of learning for every student. In the same vein, memory strategies play a critical role in introducing and reinforcing a concept to ensure that individual learners can understand and retrieve what they are taught in class (Markant et al., 2016). Typically, many techniques can be used to improve someone’s memory, which are either internal or external (Geller et al., 2017). Internal approaches entail mental tactics which people use to train their brains to recall learned information. On the other hand, external memory techniques refer to daily objects used to remind individuals about something such as calendars, alarm clocks, to-do lists, or written reminders. I would prefer to apply two key memory strategies: repetition and use of mnemonics.
Repetition is one of the most important memory techniques as it helps students to grasp new information. Research shows that every time a person learns a new concept, one is more likely to mentally record that information if it is repeated (Geller et al., 2017). This strategy reinforces the connections created between neurons, which is instrumental in retaining learned information. I would apply this approach by practicing recalling information I learn repeatedly. Moreover, I would implement the technique by drawing or writing the information. Subsequently, I would use mnemonic devices to create acronyms, rhymes, songs, or abbreviations (Markant et al., 2016). For instance, the word BODMAS can be used in mathematics to stand for brackets of division, multiplication, addition, and subtraction. The two techniques can play a significant role in improving my learning.
I believe that repetition and mnemonics will be successful for my retention of information. First, repeating learned information or concepts would be essential in enhancing my long-term memory. Moreover, repetition would help me to master acquired skills or concepts. Furthermore, mnemonics would serve as an effective strategy for remembering long lists such as spectrum colors. In addition, this memory strategy would be helpful doing assignments which require procedural approaches.
Geller, J., Toftness, A. R., Armstrong, P. I., Carpenter, S. K., Manz, C. L., Coffman, C. R., & Lamm, M. H. (2017). Study strategies and beliefs about learning as a function of academic achievement and achievement goals. Memory, 26(5), 683–690. Web.
Markant, D. B., Ruggeri, A., Gureckis, T. M., & Xu, F. (2016). Enhanced memory as a common effect of active learning. Mind, Brain, and Education, 10(3), 142–152. Web.