STUDY SKILLS – MEORIZATION STRATEGIES

MEMORY TECHNIQUES

Before any memorizing occurs, students must reduce the information they are studying to a list of words or phrases based on the important ideas and concepts for which they are responsible. This list is then fitted with the appropriate memory technique that reminds the students of the ideas and concepts they read or studied. These techniques are not magic potions or magic wands devoid of effort and energy.

The following memory techniques were selected because they are simple to learn, master, and apply. Even if students could not create a memorable word or sentence for the material they are studying, they are actually expending effort to select and apply the appropriate memory technique and learning is occurring.

1) Word Techniques

An acronym is a word formed by combining the initial letters or syllables of a list of words or short phrases. A coined word operates in the same manner as the acronym, but it is a created or a nonsense word or name. Both techniques are effective when memorizing a list containing ten or fewer words or phrases.

In chapter two, the characteristics of living things are presented. The Characteristics are as follows: Cells, Reproduction, Growth, Obtain energy, and Response. You may notice that I rearranged the characteristics so that I could create a word.

Students trying to memorize the scientific method can try to create a word based on the key words from the steps. Here, a word I could create was “GROCR”, which I would pronounce grocer. The capital letters represent the initial letters of each characteristic. When a list does not contain initial vowels, or one can’t make a real word, students can use the second letter or simply insert a letter (lower case), remembering to omit it when recalling the list. If the list of words or phrases must be in a specific order, then the student will find the coined word a more viable option. Memory techniques serve as memory joggers, and they must still put time and effort into studying.

EXERCISE: As an exercise, try to make an acronym for the scientific method.

2) Associative Techniques

The associative techniques are based on the creation of ridiculous and illogical mental images because the extraordinary, the humorous, the tragic are more readily imprinted on one's mind than the ordinary and the mundane. Thus, when students use these techniques they should incorporate as many of the following rules as possible.

1. Exaggerate the size of the item.

2. Create action.

3. Exaggerate the number of items.

4. When possible, substitute the common use for a given item with an uncommon use of that item.

a) The Sound Clue

Students often experience difficulty remembering the definition of troublesome words. Invariably, when studying a list of words, a few words just won't stick in the students' heads. Providing that the students know the correct pronunciation of the word, they can solve their problem by following these steps.

1. Write the word on an index card.

2. Next to the word write another word or phrase that sounds like it or reminds them of the sounds in the word.

3. Underneath the word and sound clue, write a sentence that contains the sound clue and the definition of the word.

4. Underline the sound clue, and circle the definition.

Ex. Hypothesis: Hippopotamus

The hippopotamus made an educated guess at whether he was fat or not.

Ex. Variable: very able

I found I was very able to change one thing about my life.

EXERCISE: Attempt to use the sound clue with some of the terms in chapter 1 and 2.

A note of caution is in order at this point. The number of words that can be memorized in this manner must be limited to a handful.

b) The Sentence Techniques

This technique is similar to the acronym and coined word in that the initial letter(s) of a list

of words or phrases serves as the memory jogger. If students need to memorize the various visual and sound techniques used in poetry, they may create a sentence where the first letter of each word represents a visual or sound technique.

In chapter one, the scientific method is presented as a series of steps used to solve a problem. The steps are as follows: 1) Observing the Problem 2) Hypothesis creation 3) Testing the hypothesis 4) Data analysis 5) Conclusion formation. You may notice that I rearranged the wording of the steps so that the key word for each step is at the beginning of the step and this will allow a word to be created.

Only Hold The Acid Carefully

(Observe, Hypothesis, Test, Analysis, Conclusion).

This technique can accommodate a larger list or words or phrases than the word techniques.

A second sentence technique uses the actual list of words and phrases in the sentence. At times, students must alter the part of speech to make the technique work. That is not a problem, simply use lowercase letters as the letters that are meaningless.

EXERCISE: Try this technique with the characteristics of living things

3) The Link Method

This technique is most effective when used with a list of words or phrases that are concrete and easily visualized. If a few of the words on the list are abstract, then they can be substituted for by symbols. For example, love can be a heart, war a gun, patriotism a flag, and justice a gavel. This technique also accommodates sequence when it is vital.

After the list of key words has been formulated, the students create a mental image of the first word. Then they connect the image to the second word in a ridiculous and illogical manner. Students must have the image clearly implanted in their mind before moving to the next word. This process is repeated until all the words in the list have been linked. The following list represents significant aspect of laboratory safety.

1. glassware safety

2. fire safety

3. heat safety

4. chemical safety

5. eye and face safety

6. sharp instrument safety

7. electrical safety

8. animal safety

Key Words Mental Images

Glass Imagine broken glass shattered on the floor at school.

Fire Imagine a person knocking over the bunsen burner when cutting himself on the glass.

Heat Imagine covering the burn victims in towels to keep them out of shock.

Chemicals Imagine the doctor applying chemicals to help the wounds heal.

Eyes Imagine the injured staring into the eyes of the doctor as he says you

might lose use of your arm.

Blades Imagine the doctor showing you the large blade he will use to cut and fix

your burnt arm.

Electricity Imagine the electric wires connected to you while in the recovery room.

Animals Imagine your family bringing your family dog to see you as you recuperate.

Providing that the mental images are clear and precise, the students should eventually have to go through a list only once before it is memorized. This will take practice, but it is an attainable goal

EXERCISE: Try to make your own link for the laboratory safety rules.