' Memory Recovery'

Wouldn't you like to know how to improve memory and short-term data retention for examination purposes? This has been found to be a useful skill, particularly for students, actors, public speakers, lecturers and of course preachers like myself.

In the first instance, it is important to understand that all memories are recuperated memories, and we recuperate them by their connections, with certain things.

We recall a past outcome due to something which is currently in our Consciousness -- something we're viewing, listening to, savoring, thinking of, and anything that -- prompts us of something, which reminds us of something else, which reminds us of something else, and so forth back.

There are 12 main steps you are able to take to remember specific facts and enhance your overall mental ability to hold on to what you memorize.

Take note, that only the concluding step, is the one you will be able to yield, as you are attempting to recollect. All the remainder have to do with how you assimilate data, and how you change it into memory.

1. Bear in mind that, you can't recall, what you never acknowledged, so do not be multitasking, whilst you're attempting to learn or memorize something: afford it the focus of your complete attention, one time at least.

2. Duplicate it. The more fully you understand it, the less probable you are, to forget it.
(If you don't understand cricket, you are unlikely to remember the scores.)

3. Repetition and implementation. Straight after learning something, echo it, preferably aloud. Even better, apply it in your
own style. If you would like to remember a joke, for instance, state it to somebody and attempt to make them chuckle.

4. Lump together in collective chunks. Although short-run memory can manage only approximately seven items, per unit time, you can fine tune this limitation by combining items together, and remembering each group as a unit.

Afterward, you can unpack those units. Recollecting the numerals:
6,5,4 1,7,6,5, 4 and 2; is more difficult, than recollecting the Numerals 654, 176, and 542.

5. Create significance. Meaninglessness, is difficult to remember. Compare this:

'disease covered check Michigan epidemic parotitis the because of center an in eruption'

with this:

'The Centers for Disease management covered an eruption of
Epidemic parotitis in Michigan.'

To create meaning, where none inherently exists, the experts advocate planting the selective information, into a fictitious tale.

The numberplate 2GWY701 therefore becomes: Two girls wore yellow dresses which were seven, not one foot, long.(See step 7.)

6. Seek for connections and commonalities. Stanford researchers have found that forgetting is a fundamental facet of good remembering, but not because you have to clear out a space; instead, it's because omitting the less relevant details, uncovers the more meaningful fundamental structure.

7. Picture. Look for the reality for some component you can convert into an image. If you've just met a Johnie Barns and would like to remember his name, you could visualize John Wayne standing in a barn. The more impinging or absurd the image, the more probable it is to remain in your psyche.

8. Hook it, to something comic. Mississippi? Well, thats sort of like,'I miss sipping a pint'.

9. Hook it, to a music melody, chant, rhyme or rhythmical motion. Think of the rhyme 'I' before 'E', except after 'C' to spell receive rather than recieve. Or endeavor pacing rhythmically when learning a table of data.

10. Connect what's recent with what's previous . Greek and Roman public speakers featured a method for recalling a speech. They'd produce a dramatically impinging image to represent each subject, they intended to address (see step 7), then mentally assigned these images, in the rooms of their own dwelling places, and while imparting the speech, visualized moving through their dwelling.

Every succeeding room would remind them of the appropriate subject, and in the correct order. Note that they did not need to recall the order of their rooms, since this knowledge was already clear in their minds.

11. Connect learning to surroundings. The memory inclines to relate information, with the surroundings in which one learns it. If you're going to be examined about something, and you know where the exam will happen, study the material in the equivalent kind of space to the exam location.

If you don't know anything about the exam location, then study in an assortment of places, so the memories will not get tied up, into cues from just one surrounding.

12. Allow it to drift. If a memory is remaining unreachable, quit fishing for it. Rather, let your mind wander to the general area: to acquaintances you knew at the time, to the College you attended,
the vehicle you were driving at the time, etc, ... there is a good chance, you'll encounter the very end part, of a chain of associations extending to the memory you're missing.

These are all tried and tested ways of improving memory and short-term data retention for examination purposes. Try them out, and do let me know of your experiences and successes.

Rev.Bola (21.9.09)

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Abundant Life Ministries

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