Mnemonic Devices

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Mnemonic Devices Mnemonic devices are aids for improving one’s memory. These devices can be much more efficient than rote memory techniques (learning by simple repetition). Mnemonic devices may be effective because they generally attach new information to be learned to old information already mastered, or to catch words or phrases that are more easily remembered. Acronyms (catchwords) Ex) The Great Lakes—“HOMES" Huron, Ontario, Michigan, Erie, Superior Ex) The only spot in the U.S. four where states meet—“CANU” Colorado, Arizona, New Mexico, Utah Acrostics (catch phrases) Ex) The colors of the spectrum--“Roy G. Biv” Red, Orange, Yellow, Green, Blue, Indigo, Violet Ex) The order of the planets from the sun—“My very educated mother just served us nachos” Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune Ex) The order of operations – “Please excuse my dear aunt Sally” Parenthesis Exponents Multiplication Division Addition Subtraction Jingles Ex) Days in each month—“Thirty days hath September, April, June, and November” Ex) Spelling generalization—“i before e except after c” Model Mnemonics • Using images to remember ideas Ex) The story arc's "mountain" shape illustrates how stories typically progress Notetaking with Mnemonics • While taking notes, use alliteration to facilitate recall. Alliteration occurs when words close to one another begin with the same letter or sound. Ex) Take the first sound of the subject and then pick topics you want to relate- "In Biology you can study bacteria, beasts, beings, and botanicals." Adapted from The Leader’s Guide for Supplemental Instruction, University of Missouri -Kansas City. .

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The Integrated Nature of Metamemory and Memory
The Integrated Nature of Metamemory and Memory John Dunlosky and Robert A. Bjork Introduction Memory has been of interest to scholars and laypeople alike for over 2,000 years. In a rather gruesome example from antiquity, Cicero tells the story of Simonides (557– 468 BC), who discovered the method of loci, which is a powerful mental mnemonic for enhancing one’s memory. Simonides was at a banquet of a nobleman, Scopas. To honor him, Simonides sang a poem, but to Scopas’s chagrin, the poem also honored two young men, Castor and Pollux. Being upset, Scopas told Simonides that he was to receive only half his wage. Simonides was later called from the banquet, and legend has it that the banquet room collapsed, and all those inside were crushed. To help bereaved families identify the victims, Simonides reportedly was able to name every- one according to the place where they sat at the table, which gave him the idea that order brings strength to our memories and that to employ this ability people “should choose localities, then form mental images of things they wanted to store in their memory, and place these in the localities” (Cicero, 2001). Tis example highlights an early discovery that has had important applied impli- cations for improving the functioning of memory (see, e.g., Yates, 1997). Memory theory was soon to follow. Aristotle (385–322 BC) claimed that memory arises from three processes: Events are associated (1) through their relative similarity or (2) rela- tive dissimilarity and (3) when they co-occur together in space and time.
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Mnemonics in a Mnutshell: 32 Aids to Psychiatric Diagnosis
Mnemonics in a mnutshell: 32 aids to psychiatric diagnosis Clever, irreverent, or amusing, a mnemonic you remember is a lifelong learning tool ® Dowden Health Media rom SIG: E CAPS to CAGE and WWHHHHIMPS, mnemonics help practitioners and trainees recall Fimportant lists (suchCopyright as criteriaFor for depression,personal use only screening questions for alcoholism, or life-threatening causes of delirium, respectively). Mnemonics’ effi cacy rests on the principle that grouped information is easi- er to remember than individual points of data. Not everyone loves mnemonics, but recollecting diagnostic criteria is useful in clinical practice and research, on board examinations, and for insurance reimbursement. Thus, tools that assist in recalling di- agnostic criteria have a role in psychiatric practice and IMAGES teaching. JUPITER In this article, we present 32 mnemonics to help cli- © nicians diagnose: • affective disorders (Box 1, page 28)1,2 Jason P. Caplan, MD Assistant clinical professor of psychiatry • anxiety disorders (Box 2, page 29)3-6 Creighton University School of Medicine 7,8 • medication adverse effects (Box 3, page 29) Omaha, NE • personality disorders (Box 4, page 30)9-11 Chief of psychiatry • addiction disorders (Box 5, page 32)12,13 St. Joseph’s Hospital and Medical Center Phoenix, AZ • causes of delirium (Box 6, page 32).14 We also discuss how mnemonics improve one’s Theodore A. Stern, MD Professor of psychiatry memory, based on the principles of learning theory. Harvard Medical School Chief, psychiatric consultation service Massachusetts General Hospital How mnemonics work Boston, MA A mnemonic—from the Greek word “mnemonikos” (“of memory”)—links new data with previously learned information.
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Hippocampal–Caudate Nucleus Interactions Support Exceptional Memory Performance
Brain Struct Funct DOI 10.1007/s00429-017-1556-2 ORIGINAL ARTICLE Hippocampal–caudate nucleus interactions support exceptional memory performance Nils C. J. Müller1 · Boris N. Konrad1,2 · Nils Kohn1 · Monica Muñoz-López3 · Michael Czisch2 · Guillén Fernández1 · Martin Dresler1,2 Received: 1 December 2016 / Accepted: 24 October 2017 © The Author(s) 2017. This article is an open access publication Abstract Participants of the annual World Memory competitive interaction between hippocampus and caudate Championships regularly demonstrate extraordinary mem- nucleus is often observed in normal memory function, our ory feats, such as memorising the order of 52 playing cards findings suggest that a hippocampal–caudate nucleus in 20 s or 1000 binary digits in 5 min. On a cognitive level, cooperation may enable exceptional memory performance. memory athletes use well-known mnemonic strategies, We speculate that this cooperation reflects an integration of such as the method of loci. However, whether these feats the two memory systems at issue-enabling optimal com- are enabled solely through the use of mnemonic strategies bination of stimulus-response learning and map-based or whether they benefit additionally from optimised neural learning when using mnemonic strategies as for example circuits is still not fully clarified. Investigating 23 leading the method of loci. memory athletes, we found volumes of their right hip- pocampus and caudate nucleus were stronger correlated Keywords Memory athletes · Method of loci · Stimulus with each other compared to matched controls; both these response learning · Cognitive map · Hippocampus · volumes positively correlated with their position in the Caudate nucleus memory sports world ranking. Furthermore, we observed larger volumes of the right anterior hippocampus in ath- letes.
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CHAPTER 6: MEMORY STRATEGIES: MNEMONIC DEVICES in Order to Remember Information, You First Have to Find It Somewhere in Your Memory
CHAPTER 6: MEMORY STRATEGIES: MNEMONIC DEVICES In order to remember information, you first have to find it somewhere in your memory. To be successful in college you need to use active learning strategies that help you store information and retrieve it. Mnemonic devices can help you do that. Mnemonics are techniques for remembering information that is otherwise difficult to recall. The idea behind using mnemonics is to encode complex information in a way that is much easier to remember. Two common types of mnemonic devices are acronyms and acrostics. Acronyms Acronyms are words made up of the first letters of other words. As a mnemonic device, acronyms help you remember the first letters of items in a list, which in turn helps you remember the list itself. Instructor OLC to accompany 100% Online Student Success 1 Examples The following are examples of popular mnemonic acronyms: HOMES Huron, Ontario, Michigan, Erie, Superior Names of the Great Lakes FACE The letters of the treble clef notes in the spaces from bottom to top spells “FACE”. ROY G. BIV Red, Orange, Yellow, Green, Blue, Indigo, Colors of the spectrum Violet MRS GREN Movement, Respiration, Sensitivity, Growth, Common attributes of living Reproduction, Excretion, Nutrition things Create Your Own Acronym Now think of a few words you need to remember. This could be related to your studies, your work, or just a subject of interest. Five steps to creating acronyms are*: 1. List the information you need to learn in meaningful phrases. 2. Circle or underline a keyword in each phrase. 3. Write down the first letter of each keyword.
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The Three Amnesias
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Mnemonics 1 TITLE PAGE the Use of Melodic and Rhythmic
Mnemonics 1 TITLE PAGE The Use of Melodic and Rhythmic Mnemonics To Improve Memory and Recall in Elementary Students in the Content Areas Orla C. Hayes Submitted in Partial Fulfillment of the Requirements for the Degree Master of Science in Education School of Education Dominican University of California San Rafael, CA May 2009 Mnemonics 2 ACKNOWLEDGEMENTS My sincere thanks to Dr. Madalienne Peters for her expertise, time, accessibility and endless patience with me throughout this process. Many thanks to my supportive classmates for their positive input and ever-present words of encouragement. A special thank you to my brother Robert, who encouraged me to embark on this worthy endeavor and gently prodded me along the sometimes bumpy road. Thank you to Suzanne Roybal and all the knowledgeable librarians at Dominican University of California. To Gary, thank you for your unyielding love and support, financially, technologically and emotionally. And to my two boys, whose unbridled joy and laughter keeps me smiling every day, thank you. Mnemonics 3 TABLE OF CONTENTS TITLE PAGE...................................................................................................................................... 1 ACKNOWLEDGEMENTS..................................................................................................................... 2 TABLE OF CONTENTS ....................................................................................................................... 3 ABSTRACT ......................................................................................................................................
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Memory Enhancement for Educators. Fastback 365. INSTITUTION Phi Delta Kappa Educational Foundation, Bloomington, Ind
DOCUMENT RESUME ED 368 734 SP 035 194 AUTHOR Kelly, Evelyn B. TITLE Memory Enhancement for Educators. Fastback 365. INSTITUTION Phi Delta Kappa Educational Foundation, Bloomington, Ind. REPORT NO ISBN-0-87367-365-4 PUB DATE 94 NOTE 36p. AVAILABLE FROMPhi Delta Kappa, P.O. Box 789, Bloomington, IN 47402-0789. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Elementary Secondary Education; Improvement Programs; *Learning Strategies; *Long Term Memory; *Mnemonics; *Recall (Psychology); *Recognition (Psychology); *Short Term Memory; Skill Development; Student Attitudes; Teaching Methods ABSTRACT This Fastback contends that educators are in the memory business, that memory is probably our mostmaligned faculty, that forgetting is a fact of life, and that overall memory skills can be learned. The booklet addresses the following questions: How justified are people's complaints about memory? How much is myth and how much is fact? What memory strategies can we learn and practice? and How can students be helped to learn memory techniques. Following an introduction, the publication is organizedinto six parts. The first part, "Don't Myth-Interpret Your Memory," provides a quiz that seeks to separate fact from fiction. Part two, "What is Memory?" discusses short-term and long-term memory and how memories actually form, and it provides an initial memory activity. Mnemonics, internal memory strategies, remembering names and faces, andexternal memory strategies are the subject of part three, "Memory Principles." The fourth section, "Helping Students Remember," covers teaching memory techniques to young children and describes the role of mnemonics in the teaching of literature.
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Transference of Memory Strategies to Academic Learning and Memory
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The Arts of Memory Comparative Perspectives on a Mental Artifact
2012 | HAU: Journal of Ethnographic Theory 2 (2): 451–85 |Translation| The arts of memory Comparative perspectives on a mental artifact Carlo SEVERI, École des Hautes Études en Sciences Sociales Revised and updated by the author Translated from the French by Matthew Carey For linguists, anthropologists and archaeologists, the emblematic image always and everywhere preceded the appearance of the sign. This myth of a figurative language composed by icons—that form the opposite figure of writing—has deeply influenced Western tradition. In this article, I show that the logic of Native American Indian mnemonics (pictographs, khipus) cannot be understood from the ethnocentric question of the comparison with writing, but requires a truly comparative anthropology. Rather than trying to know if Native American techniques of memory are true scripts or mere mnemonics, we can explore the formal aspect both have in common, compare the mental processes they call for. We can ask if both systems belong to the same conceptual universe, to a mental language—to use Giambattista Vico’s phrase—that would characterize the Native American arts of memory. In this perspective, techniques of memory stop being hybrids or imprecise, and we will better understand their nature and functions as mental artifacts. Keywords: art, memory, pictographs, khipu, tradition, iconography There must in the nature of human things be a mental language common to all nations. This axiom is the principle of the hieroglyphs by which all nations spoke in the time of their first barbarism. Giambattista Vico, La scienza nuova, [1744] 1990 Social memory necessarily involves the remembrance of origins.
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Visualizing Words and Knowledge: Arts of Memory from the Agora to the Computer
Syracuse University SURFACE Dissertations - ALL SURFACE May 2015 Visualizing Words and Knowledge: Arts of Memory from the Agora to the Computer Seth D. Long Syracuse University Follow this and additional works at: https://surface.syr.edu/etd Part of the Arts and Humanities Commons Recommended Citation Long, Seth D., "Visualizing Words and Knowledge: Arts of Memory from the Agora to the Computer" (2015). Dissertations - ALL. 222. https://surface.syr.edu/etd/222 This Dissertation is brought to you for free and open access by the SURFACE at SURFACE. It has been accepted for inclusion in Dissertations - ALL by an authorized administrator of SURFACE. For more information, please contact [email protected]. ABSTRACT This dissertation examines rhetoric’s fourth canon—the art of memory—tracing its development through the classical, medieval, and early modern periods. It argues that for most of its history, the fourth canon was an art by which words and knowledge were remediated into visual, spatial forms, either in the mind or on the page. And it was this technique of visualization, I argue, that linked the canons of memory and invention throughout history. In contemporary rhetorical theory, however, memory palaces and mnemonic imagery have been replaced with a conception of memory grounded in psychology and critique. I argue that this move away from memory as an artificial practice has obscured the classical art’s visual precepts, consequently severing the ancient link between memory and invention. I suggest that contemporary rhetorical theorists should return to visualization to revitalize the fourth canon in the twenty-first century. Today, digital tools that visualize words and knowledge are ubiquitous.
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