Brain Based Learning: Tips from Cognitive Science to Boost Your Memory and Reten

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Brain Based Learning: Tips from Cognitive Science to Boost Your Memory and Reten

In recent years, cognitive scientists and brain based learning researchers have made impressive discoveries about memory, learning, and retention.

Thank goodness, because most of us could sure use a little improvement in memory and retention!

Whether it's forgetting names, car keys, important documents for the big meeting, facts, places, directions, or anything else, an improved memory sure could come in handy and make a difference in both small and big ways in our lives.

This page will overview some of the major principles of brain based learning and will provide concrete practices you can try out to improve your learning retention.

Enjoy!

The Brain Stores Information as Networks of Memories
Cognitive scientists no longer believe specific information is stored, or localized, only in a particular part of your brain (2). Rather, memories are stored as networks of information spanning many parts of your brain.

This makes sense. Think of vivid memories you have where, for instance, a specific smell can trigger a feeling, an image, a story, and an emotion. Pieces of this memory are stored in all of these places.

Memories like this that contain multiple sensory inputs (image, story, emotion, touch, etc.) get coded in more deeply into your long term memory.

Knowing that memories are stored as networks has dramatic implications for how we learn, and we will return to this idea to discuss specific techniques later in this article.

Three Main Types of Memory
Cognitive scientists also believe there are three general types of storing memory:

Sensory register
Short-term memory
Long-term memory

The sensory register contains information from the senses, as well as parts of the brain such as imagination. Think of sensory memory as the memory that tells you how to put on your baseball glove, for example.

Short term memory is where you hold information you'll need soon. Another name for it is working memory. Unless you use it, you'll lose it. This is why cramming can help you with a test, but won't help you long term.

Long term memory, however, holds strong memories and information that is archived and accessed for later use. These can be facts, figures, and memories, but it also includes vague and subtle memories, such as the feeling you've seen someone before.

Maximizing Short Term Memory
There are a variety of exercises to help you develop your memory (crossword puzzles, memorization exercises, etc) and these can be very helpful. But, for memorizing a particular list of things quickly, there are a few brain based learning techniques you'll want to know:

7 Things: Researchers have demonstrated that in general people can only hold seven chunks of information in their short term memory at once. (Actually, it's 7 + or -2. So it could be 5, could be 9, depending on the individual).

Chunking: Chunking information, such as long lists, into discrete units of information can help the brain hold more. Combine this with the rule of 7 things, and try chunking long lists into 7 chunks.

Pneumonic Devices: Pneumonic devices, such as making up a story about the letters in a series, can help you remember. For example, you may remember this one from grade school about the order of the planets: "My Very Earnest Mother Just Served Us Nine Pickles." Use this technique to create your own memory tricks to quickly memorize information.

Mindfulness: This will become important for long term memory, but the more mindful you are of something the greater likelihood you'll remember it. For example, if you place your keys down mindfully at night and pay attention, you'll be more likely to remember where you put them. Sounds obvious, but try it. It might actually save you some time tomorrow.

Maximizing Long Term Memory - Deep Encoding
To maximize information placed in your long-term memory, you want to go for what brain based learning researchers call "deep encoding". Deep encoding involves programming in information using a variety of inputs (language, mental, physical, context), as discussed above. This is opposed to shallow encoding, which uses only one or two inputs.

Here's an example. Let's say you want to learn the order of the Presidents. If you simply read a list of the Presidents and try to memorize it, it will most likely be encoded shallowly (i.e. difficult to remember).

But, if you read the list, join a group to discuss them, build a poster on them, visualize them, discuss them at dinner, and etc. . .you'll program it in much more thoroughly. Deep encoding.

Now, in addition to deep encoding, two of the most important brain based learning concepts are attention and rehearsal.

Paying careful attention to information as you learn it will greatly increase the likelihood of coding it into your long term memory.

For example, if you're not paying attention and instead thinking about what you're going to say while someone's introducing themselves, chances are you will not remember their name. But, if you can mindfully pay attention, you greatly increase your odds of retention. It sounds obvious, but paying attention is an example of "common sense but not common practice."

And, not surprisingly, not paying attention to what's happening - and instead being lost in the mind - leads to poor episodic memory, also known as autobiographical memory. Unfortunately, poor episodic memory leads to identify issues and struggles with one's sense of self. This is most frequently caused by prolonged stress and anxiety.

(If you'd like to develop your mindfulness, please visit my page on mindfulness exercises. Also, you may find the page on stress relief helpful.)

Rehearsal, the other extremely important brain based learning concept, is crucial for long term memory. In essence, practice, practice, practice.

Research on rehearsal has unearthed one of the most helpful brain based learning tips - The Rule of 5.

Basically, The Rule of 5 states that after you learn something, you need to rehearse it 5 times in order to program it in. After learning something, try to review it:

After 1 hour
After 1 day
After 1 week
After 2 weeks
After 1 month

Using this technique can significantly improve your recall of important information.

Other Techniques
In addition to the principles discussed above, here are some more brain based learning techniques:

Visualize: According to brain based learning researchers, images are the most memorable form of information. Close your eyes and use visualization to program memories in the way you want them. For example, with names, close your eyes and see the person with their name written by their head. Or, for the list of presidents, visualize them in a row one after another with their names by them. Click here for more visualization exercises, which use powerful brain-based learning principles.

Context: Context makes a difference. If you learn something in the context where you'll need it, you're more likely to remember it. For example, if you have to give a presentation, practice in the actual room if you can. You'll remember everything much more clearly.

Questions: Questions provide insights. Every notice how someone told you something many times, but you didn't "get it" until you figured it out for yourself? Questions can help this process along by helping trigger your thinking. Neurologically, when you answer a question you form your own mental connections and therefore learn more effectively.(3) Use questions to drive your thinking and learning, as well as to help others learn and grow.

I hope you've found this discussion helpful. Brain based learning techniques can be a powerful asset in helping you both learn quicker and retain more.

As we discuss elsewhere on this site, learning - and learning how to learn - is the key to your personal growth and development.

Combine these learning technique with other personal development practice and your progress will accelerate rapidly.

Good luck!

References:

(1) Doidge, Norman (2007). The Brain That Changes Itself. NY: Viking Press.

(2) Levy, Joel (2010). The Brain Power Workout. NY: Cico Books.

(3) Rock, David (2006). Quiet Leadership. NY: Harper Collins.

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