208:, a method of remembering lists, based on creating an association between the elements of that list. For example, if one wished to remember the list (dog, envelope, thirteen, yarn, window), one could create a link system, such as a story about a "dog stuck in an envelope, mailed to an unlucky black cat playing with yarn by the window". It is then argued that the story would be easier to remember than the list itself. Alternatively one could use visualisation, seeing in one's mind's eye an image that includes two elements in the list that are next to each other. One could imagine a dog inside a giant envelope, then visualise an unlucky black cat (or whatever that reminds the user 'thirteen') eating a huge envelope. In order to access a certain element of the list, one needs to "traverse" the system (much in the same vein as a linked list), in order to get the element from the system.
215:, a technique for memorizing lists. It works by pre-memorizing a list of words that are easy to associate with the numbers they represent (1 to 10, 1-100, 1-1000, etc.). Those objects form the "pegs" of the system. Then in the future, to rapidly memorize a list of arbitrary objects, each one is associated with the appropriate peg. Generally, a peglist only has to be memorized one time, and can then be used over and over every time a list of items needs to be memorized. The peglists are generated from words that are easy to associate with the numbers (or letters). Peg lists created from letters of the alphabet or from rhymes are very simple to learn, but are limited in the number of pegs they can produce.
296:, a method in which a person categorizes the information they are trying to memorize into groups. For example, a person wishing to memorize a long sequence of numbers can break the sequence up into chunks of three, allowing them to remember more of the numbers. Similarly, this is how many in North America memorize telephone numbers, by breaking them up into the three sections: an area code, followed by a three-digit number and then a four-digit number. If a list of words is to be memorized, using chunking, the words could be broken up into groups based on their starting letter or based on their category (ex: Months of the year, types of food, etc.).
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222:, a mnemonic technique used to aid in memorizing numbers which is also called the phonetic number system or phonetic mnemonic system. It works by converting numbers first into consonant sounds, then into words by adding vowels. The words can then be remembered more easily than the numbers, especially when using other mnemonic rules which call for the words to be visual and emotive.
257:("signs, markings, figures" in Latin), and the association of text with images. Any or all of these techniques were often used in combination with the contemplation or study of architecture, books, sculpture and painting, which were seen by practitioners of the art of memory as externalizations of internal memory images and/or organization.
253:, but variants of the art were employed in other contexts, particularly the religious and the magical. Techniques commonly employed in the art include the association of emotionally striking memory images within visualized locations, the chaining or association of groups of images, the association of images with schematic graphics or
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Although maintenance rehearsal (a method of learning through repetition, similar to rote learning) can be useful for memorizing information for a short period of time, studies have shown that elaborative rehearsal, which is a means of relating new material with old information in order to obtain a
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based on places (loci, otherwise known as locations). It is often used where long lists of items need to be memorized. The technique was taught for many centuries as a part of the curriculum in schools, enabling an orator to easily remember a speech or students to easily remember many things at
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are a practical application of active recall. Another method for memorization is via the 'SURF' process (SURF is an acronym standing for: spotting 'Sonic patterns', 'Understanding' the text, 'Repetition/Recall/Rehearsal', 'Familiarity') which uses specific cyclic forms of active recall to, for
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between easy-to-remember constructs which can be related back to the data that is to be remembered. This is based on the principle that the human mind much more easily remembers spatial, personal, surprising, sexual or humorous or otherwise meaningful information than arbitrary
136:, a learning technique which focuses not on understanding but on memorization by means of repetition. For example, if words are to be learned, they may be repeatedly spoken aloud or repeatedly written down. Specialized forms of rote learning have also been used in
196:, a type of memory aid. Mnemonics are often verbal, such as a very short poem or a special word used to help a person remember something, particularly lists, but they may be visual, kinesthetic or auditory. Mnemonics rely on
241:, a group of mnemonic principles and techniques used to organize memory impressions, improve recall, and assist in the combination and 'invention' of ideas. This group of principles was usually associated with training in
102:. Memory is a fundamental capacity that plays a special role in social, emotional, and cognitive functioning. Problems with studying the development of memorization include having to use verbal response and confirmation.
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The "desirable difficulty" is a principle based on a theory which suggests that people remember things better when their brains have to overcome minor obstacles to catch the information. For example, the font
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deeper understanding of the content, is a more efficient means of improving memory. This can be explained by the levels-of-processing model of memory which states that the more in-depth
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Dramatizing the information that needs to be memorized will help you remember it more. If said in an exaggerated and dramatic manner it will most likely not be forgotten,
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a person undergoes while learning new material by associating it with memories already known to the person, the more likely they are to remember the information later.
184:− the fact that memorization is more efficient when some time is devoted to actively retrieving the to-be-learned information through testing with proper feedback.
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since as long as three thousand years ago, to preserve the intonation and lexical accuracy of very long texts, some with tens of thousands of verses.
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Craik, F. I. M. & Lockhart, R. S. (1972). "Levels of processing: A framework for memory research".
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