10.1 Improving Your Memory

How Memory Works

Memory is the process of storing and retrieving information. There are two types of memory: short-term or active memory and long-term or passive memory.

Nelson Cowan is one researcher who is working to explain what we do know about memory. His article What Are the Differences between Long-Term, Short-Term, and Working Memory? (2008) breaks down the different types of memory and what happens when we recall thoughts and ideas. When we remember something, we actually do quite a lot of thinking.

We go through three basic steps when we remember ideas or images: we encode, store, and retrieve that information.

Encoding is how we first perceive information through our senses, such as when we smell a lovely flower or a putrid trash bin. Both make an impression on our minds through our sense of smell and probably our vision. Our brains encode, or label, this content in short-term memory in case we want to think about it again.

If the information is important and we have frequent exposure to it, the brain will store it for us in case we need to use it in the future in our aptly named long-term memory. Later, the brain will allow us to recall or retrieve that image, feeling, or information so we can do something with it. This is what we call remembering.

Reflective Practice

Take a few minutes to list ways you create memories on a daily basis. Do you think about how you make memories? Do you do anything that helps you keep track of your memories?

Short-term Memory

Short-term or active memory is made up of the information we are processing at any given time. Short-term memory involves information being captured at the moment as well as from information retrieved from our passive memory for doing complex mental tasks, such as thinking critically and drawing conclusions. But short-term memory is limited and suffers from the passing of time and lack of use. We begin to forget data within thirty seconds of not using it, and interruptions, such as phone calls or distractions, require us to rebuild the short term memory structure—to get “back on task.” To keep information in our memory, we must either use it or place it into our long-term memory (much like saving a document on your computer).

Working Memory

Working memory is a type of short-term memory, but we use it when we are actively performing a task. Working memory is more immediate, and reflects our ability to temporarily hold vital information for processing – such as dialing a new telephone number or recalling where you might have just placed your pen. This type of memory is also important for everyday reasoning and decision making.

In working memory, you have access to whatever information you have stored in your memory that helps you complete the task you are performing. For instance, when you begin to study an assignment, you certainly need to read the directions, but you must also remember that in class your professor reduced the number of questions from those included in the assignment package.  This was an oral addition to the written assignment. The change to the instructions is what you bring up in working memory when you complete the assignment.

Long-term Memory

Long-term memory is made up the information you know. How we save information to our long-term memory has a lot to do with our ability to retrieve it when we need it at a later date. Our mind “saves” information by creating a complex series of links to the data. The stronger the links, the easier it is to recall. You can strengthen these links by using the following strategies. You should note how closely they are tied to good listening and notetaking strategies.

Reflective Practice

Jennifer felt anxious about an upcoming exam. This would be her first test in a college class, and she wanted to do well. Jennifer took lots of notes during class and while reading the textbook. In preparation for the exam, she had tried to review all five textbook chapters along with all of her notes. The morning of the exam, Jennifer felt nervous and unprepared. After so much studying and review, why wasn’t she more confident? Jennifer’s situation shows that there really is such a thing as studying too much. Her mistake was in trying to master all of the course material. Whether you take one or more than one class, it’s simply impossible to retain every single particle of information you encounter in a textbook or lecture. And, instructors don’t generally give open-book exams or allow their students to preview the quizzes or tests ahead of time. So, how can you decide what to study and “know what to know”? The answer is to prioritize what you’re trying to learn and memorize, rather than trying to tackle all of it. Below are some strategies to help you do this.

• Think about concepts rather than facts: From time to time, you’ll need to memorize cold, hard facts—like a list of specific steps of a routine or a vocabulary list in a theory class. Most of the time, instructional materials are developed keeping in mind that you are learning about the key concepts in a subject or course—i.e., how photosynthesis works, how to write a thesis statement, and so on. For example, Jennifer might have been more successful with her studying—and felt better about it—if she had focused on the “big ideas” discussed in class, as opposed to trying to memorize a long list of dates and facts.
• Take cues from your instructor: Pay attention to what your instructor writes on the board or includes in study guides and handouts. Although these may be short—just a list of words and phrases, say—they are likely core concepts that you’ll want to focus on. Also, instructors tend to refer to important concepts repeatedly during class, and they may even tell you what’s important to know before an exam or other assessment.
• Look for key terms: Textbooks will often put key terms in bold or italics. These terms and their definitions are usually important and can help you remember larger concepts.
• Use summaries: Textbooks often have summaries or study guides at the end of each chapter. These summaries are a good way to check in and see whether you grasp the main elements of the reading. If no summary is available, try to write your own—you’ll learn much more by writing about what you read than by reading alone.

Obstacles to Remembering

If remembering things we need to know for exams or for learning new disciplines were easy, no one would have problems with it, but students face several significant obstacles to remembering, including a persistent lack of sleep and an unrealistic reliance on cramming. Life is busy and stressful for all students, so you have to keep practicing strategies to help you study and remember successfully, but you also must be mindful of obstacles to remembering.

• Lack of sleep
• Cramming a load of information into your short-term memory
• Stress
• Individual Needs / Developmental Differences

“3.2 Improving Your Memory” from Fundamentals for Success in College by Priti Parikh is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.