DOCSLIB.ORG

Improving Memory

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Improving Memory Improving Memory Learning & Memory Arlo Clark-Foos, Ph.D. Building a Stronger Memory • Regular Exercise • Good Diet • Stay Mentally Active • Stay Socially Active • Sleep and Mood Jerry Lucas • 150+ Scholarships, chose Ohio State / – 1962 NCAA Champions • Olympic Gold Medalist • One of 50 Greatest players in NBA History – 1973 NBA Champions with NY Knicks • Memory Expert (Mnemonist) Basics of Memory Improvement 1. Rehearsal Overlearning Basics of Memory Improvement 2. Organization Learn: HDIQTBZYRS ILIKEMYCAT • Chunking (Ericsson, Chase, & Faloon, 1980; Miller, 1956) Learn: • 77 year old 7730360 • 30 year old • Doing a 360 (dancing) Basics of Memory Improvement 3. Elaboration • Better than just semantic processing (Craik & Tulving, 1975) Could the word watch fit in this sentence? 1. The _______ was gold. 2. The old man hobbled across the room and dropped his _____ in the dresser drawer. • Paivo’s Dual Coding Theory (1971) Basics of Memory Improvement • 4. Reminders – Bahrick et al. (1975) – Prospective Memory • Event vs. Time-Based • Reminders (Guynn et al. 1998) • Older Adults and Medication Adherence – PDAs (Mayhorn et al., 2005) Mnemonic Techniques • Method of Loci • Narrative Method • Link Method • Pegword Method • Acrostic • Acronym Method of Loci • Associating an ordered list of to-be-remembered information with an ordered list of locations or positions Narrative Method • Tell yourself a vivid, unique story • My Grocery List: Rice, Avocados, Napkins, … The people of the village were never hungry because their food was so very boring. All that they ate every day, for every meal, was rice…until one little girl from a neighboring village brought them all avocados. They ate them up and were very happy to have something interesting and yummy to eat, but they were so messy from the sloppy new food that they all needed napkins… [the story continues on to include the rest of my grocery list]. Link Method • Form unusual mental images to associate ordered or unordered list Remember this list: weather note film bridge Pegword Method • Ordered Lists • Words that rhyme with numbers Acrostic • Associate the first letter of each to-be-remembered word with the first letter of words in a sentence or phrase What about Pluto? Acrostic • More than just a mnemonic Edgar Allen Poe’s An Acrostic Elizabeth it is in vain you say "Love not" — thou sayest it in so sweet a way: In vain those words from thee or L.E.L. Zantippe's talents had enforced so well: Ah! if that language from thy heart arise, Breath it less gently forth — and veil thine eyes. Endymion, recollect, when Luna tried To cure his love — was cured of all beside — His follie — pride — and passion — for he died. Acronym • Associate the first letter of each to-be-remembered word with the letters of the acronym word – Sometimes we know acronyms better than the original words! – LASER • Light Amplification by Stimulated Emission of Radiation – PEMDAS • Parentheses, Exponents, Multiplication/Division, and Addition/Subtraction – SCUBA • Self-Contained Underwater Breathing Apparatus –AWOL • Absent Without Official Leave.
Load more

Recommended publications
  • Externally Induced Frontoparietal Synchronization Modulates Network Dynamics and Enhances Working Memory Performance
    RESEARCH ARTICLE Externally induced frontoparietal synchronization modulates network dynamics and enhances working memory performance Ines R Violante1,2*, Lucia M Li1, David W Carmichael3, Romy Lorenz1, Robert Leech1, Adam Hampshire1, John C Rothwell2, David J Sharp1 1The Computational, Cognitive and Clinical Neuroimaging Laboratory, Department of Medicine, Imperial College London, London, United Kingdom; 2Sobell Department of Motor Neuroscience and Movement Disorders, UCL Institute of Neurology, University College London, London, United Kingdom; 3Developmental Imaging and Biophysics Section, UCL Institute of Child Health, University College London, London, United Kingdom Abstract Cognitive functions such as working memory (WM) are emergent properties of large- scale network interactions. Synchronisation of oscillatory activity might contribute to WM by enabling the coordination of long-range processes. However, causal evidence for the way oscillatory activity shapes network dynamics and behavior in humans is limited. Here we applied transcranial alternating current stimulation (tACS) to exogenously modulate oscillatory activity in a right frontoparietal network that supports WM. Externally induced synchronization improved performance when cognitive demands were high. Simultaneously collected fMRI data reveals tACS effects dependent on the relative phase of the stimulation and the internal cognitive processing state. Specifically, synchronous tACS during the verbal WM task increased parietal activity, which correlated with behavioral performance. Furthermore, functional connectivity results indicate that *For correspondence: i.violante@ the relative phase of frontoparietal stimulation influences information flow within the WM network. imperial.ac.uk Overall, our findings demonstrate a link between behavioral performance in a demanding WM task Competing interests: The and large-scale brain synchronization. authors declare that no DOI: 10.7554/eLife.22001.001 competing interests exist.
    [Show full text]
  • Nutrition and Cognition in Older Persons
    Nutrition and Aging: I.H. Rosenberg; A. Sastre (eds), Nestle´ Nutrition Workshop Series Clinical & Performance Program, Vol. 6, pp. 121–134, Nestec Ltd.; Vevey/S. Karger AG, Basel, 2002. Nutrition and Cognition in Older Persons John E. Morley GRECC, St. Louis VA Medical Center, and Division of Geriatric Medicine, Saint Louis University, St. Louis, Mo., USA The concept that ‘we are what we eat’ is by no means a new one and appears to be particularly true when one examines the effect of food intake on cognitive function. Even in the case of mild protein energy malnutrition, poor nutritional state is associated with a decline in cognitive function [1]. Food intake, or the lack thereof, can modulate thought processes in multiple ways (Table 1). This chapter will focus on a number of mechanisms that appear to play a role in modulating cognition in older persons. Modulation of Memory by Gastrointestinal Peptide Release Cholecystokinin (CCK) has been shown to enhance memory retention [2]. It produces this effect by stimulating ascending fibers in the vagus nerve (Fig. 1). These then send messages to the nucleus tractus solitarius and from there to the amygdala and the hippocampus [3]. When mice are fed immediately after learning a task, they demonstrate improved memory [2]. This enhanced retention can be abolished by utilizing a CCK antagonist. Circulating CCK levels are elevated in older persons and increase to a greater degree following fat administration [4]. CCK levels are elevated to a greater degree in malnourished compared to healthy older individuals [5]. Food intake improves cognition in humans [6].
    [Show full text]
  • Unit VII Module 33.Pdf
    Unit VII: Cognition Module 33 Forgetting, Memory Construction & Memory Improvement Forgetting 33-1 Encoding Failure 33-1 We cannot remember what we do not encode. Storage Decay 33-1 • Poor durability of stored memories leads to their decay. • Ebbinghaus’ research: Retrieval Failure 33-1 Although the information is retained in the memory store, it cannot be accessed. Tip-of-the-tongue is a retrieval failure phenomenon: Given a cue (What makes blood cells red?) the subject says the word begins with an H (hemoglobin). Interference 33-1 Amnesia 33-1 • Anterograde amnesia – can recall the past, but cannot form new memories • Some people with anterograde amnesia can form new implicit memories (how to do something), but will have no conscious recall of learning the new skill • Retrograde amnesia – cannot recall the past (memories stored in long-term memory) Repression 33-1 • Sigmund Freud suggested that we may banish unpleasant memories from our consciousness as a defense mechanism • Current research indicates that this rarely, if ever, occurs • Memories of traumatic experiences are often the most challenging to forget Memory Construction Errors 33-2 Memory Construction 33-2 • Memory is not precise: we infer our past from stored information plus what we imagined later, expected, saw, and heard • Information acquired after an event alters memory of the event; we often construct memories as we encode them and every time we “replay” them Misinformation Effect 33-2 • When exposed to misleading information, we tend to misremember • When it was falsely suggested to university students that they became ill as children after eating spoiled egg salad, they became less likely to eat egg salad sandwiches Misinformation 33-2 Elizabeth Loftus’s research: Group A: How fast were the cars going when they hit each other? Group B: How fast were the cars going when they smashed into each other? Memory Construction 33-2 A week later they were asked: Was there any broken glass? Group B (smashed into) reported more broken glass than Group A (hit).
    [Show full text]
  • Viewing Instructions Impact Emotional Memory Differently in Older and Younger Adults
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by The University of North Carolina at Greensboro Emery, L., & Hess, T.M. (2008). Viewing instructions impact emotional memory differently in older and younger adults. Psychology and Aging, 23(1), 2-12. (Mar 2008) Published by the American Psychological Association (ISSN: 1939-1498). Doi:10.1037/0882-7974.23.1.2 Viewing Instructions Impact Emotional Memory Differently in Older and Young Adults Lisa Emery, Thomas M. Hess ABSTRACT The current study examines how the instructions given during picture viewing impact age differences in incidental emotional memory. Previous research has suggested that older adults' memory may be better when they make emotional rather than perceptual evaluations of stimuli and that their memory may show a positivity bias in tasks with open-ended viewing instructions. Across two experiments, participants viewing photographs either received open-ended instructions or were asked to make emotionally focused (Experiment 1) or perceptually focused (Experiment 2) evaluations. Emotional evaluations had no impact on older adults' memory, whereas perceptual evaluations reduced older adults' recall of emotional, but not of neutral, pictures. Evidence for the positivity effect was sporadic and was not easier to detect with open- ended viewing instructions. These results suggest that older adults' memory is best when the material to be remembered is emotionally evocative and they are allowed to process it as such. The traditional focus in the study of memory and aging has been on determining which basic cognitive factors may account for age-related declines or differences in memory performance.
    [Show full text]
  • Adults 55+ | DHA Omega-3 for Brain & Memory Health | Brainstrong
    DHA for Adults 55+ | DHA Omega-3 for Brain & Memory Health | BrainStrong Buy Online Find a Retailer Testimonials Products Expectant Moms Toddlers Kids Adults Nourish the Brain Adults Like You and 122 others like DHA FOR ADULTS 55+ this.122 people like this. Sign Like Up to see what your friends DHA FOR ADULTS 55+ like. LIKE BONES NEED CALCIUM, BRAINS NEED DHA. THE MIDAS STUDY JUST SAY "NO" TO THE LOSS OF MEMORY. BRAINSTRONG ADULT Yes, a certain degree of memory loss and decline in cognitive function life'sDHA: WHAT'S THE may be considered a normal part of aging. And brain health, including STORY? memory, is often listed as one of the top health-related concerns of aging populations in the U.S. and other countries. But DHA is brain nutrition. And since our bodies don't efficiently make DHA, we need to consume it through food, beverages or supplements to keep our brains functioning to the best of their ability. Yet most American adults age 55+ consume less than 100 mg of DHA daily, which is not enough. The U.S. Institute of Medicine recommends adults take up to 160 mg/day DHA+EPA daily for general health. Numerous studies on safety and efficacy of DHA specifically at doses ranging from 26-5900 mg/day have shown no adverse effects. Assuming you want to stay ahead, the question is how to improve your memory? Will you change your diet by adding DHA-rich food or will you take a DHA supplement? Healthcare Professionals Clinical Research Contact Us About i-Health Follow BrainStrong © i-Health, Inc.
    [Show full text]
  • Does Institutionalization Influence Perceived Metamemory
    Journal of Clinical Gerontology & Geriatrics 7 (2016) 6e11 Contents lists available at ScienceDirect Journal of Clinical Gerontology & Geriatrics journal homepage: www.e-jcgg.com Original article Does institutionalization influence perceived metamemory, psychological well-being, and working-memory efficiency in Italian elders? A preliminary study * Maria Chiara Fastame, PhD a, , Paul Kenneth Hitchcott, PhD b, Maria Pietronilla Penna Full Professor a, Giorgio Murino, MD a a Department of Pedagogy, Psychology, Philosophy, University of Cagliari, Via Is Mirrionis 1, 09123 Cagliari, Italy b Department of Psychology, Southampton Solent University, East Park Terrace, Southampton SO14 0YN, United Kingdom article info abstract Article history: Background/Purpose: This study was mainly aimed at investigating the impact of institutionalization on Received 15 June 2015 working-memory and self-referent metamemory abilities in a sample of cognitively healthy Italian Received in revised form elders. 30 July 2015 Methods: Fifteen participants (70e91 years old) were recruited from several nursing homes located in Accepted 31 July 2015 Ogliastra, the central eastern area of Sardinia, which is characterized by a higher longevity of its in- Available online 19 September 2015 habitants. A further sample of 15 community-dwelling elders was recruited in the same areas. The participants were asked to complete several visuospatial and verbal working-memory tasks, and a Keywords: aging battery of questionnaires assessing their psychological well-being, general beliefs about global and fi elderly prospective-memory ef ciency, and personal metamnestic abilities. metamemory Results: The results showed that, compared with the community-dwelling participants, the institu- nursing home tionalized elders self-rated lower metamemory efficiency, but they trust more general metamemory psychological well-being functions of a stereotypical adult.
    [Show full text]
  • IMPROVING YOUR MEMORY Learning Strategies, Student Academic Success Services Stauffer Library, 101 Union Street Queen’S University, Kingston, ON, K7L 5C4
    IMPROVING YOUR MEMORY Learning Strategies, Student Academic Success Services Stauffer Library, 101 Union Street Queen’s University, Kingston, ON, K7L 5C4 Website: sass.queensu.ca/learningstrategies/ Email: [email protected] This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike2.5 Canada License. Learning Strategies, Student Academic Success Services, Queen's University, Kingston, ON http://sass.queensu.ca/learningstrategies Memory at university Self-reflection questions What role does a good memory have in your academic life? Do you know how your memory works? Memorization is one of the most common types of learning used in university. Due to the large volume of information which needs to be learned, having strong memory skills and using effective memory strategies is critical for success at university. Memorizing comes into play at all stages of a degree but is most crucial at the outset of a program as each discipline has its own body of core knowledge. Often students complain that they have ‘so much to memorize’; however, if the core knowledge is not committed to memory early in a program, the student will struggle to acquire more difficult and complex information. Moreover, some courses require you to memorize specific facts or rules, e.g., language courses. Science course (biology, anatomy) also require a large amount of information, alongside understanding concepts. To remember all that‘s required to successfully complete a course, information needs to be reviewed frequently. For students who cram the course material at the end of the term will find that much of the information is lost soon after the final exam, and they will have to relearn it next term.
    [Show full text]
  • The Real Deal on Brain Health Supplements: GCBH Recommendations on Vitamins, Minerals, and Other Dietary Supplements Background: About GCBH and Its Work
    The Real Deal on Brain Health Supplements: GCBH Recommendations on Vitamins, Minerals, and Other Dietary Supplements Background: About GCBH and its Work The Global Council on Brain Health (GCBH) is an independent collaborative of scientists, health professionals, scholars and policy experts from around the world who are working in areas of brain health related to human cognition. The GCBH focuses on brain health relating to people’s ability to think and reason as they age, including aspects of memory, perception and judgment. The GCBH is convened by AARP with support from Age UK to offer the best possible advice about what older adults can do to maintain and improve their brain health. GCBH members gather to discuss specific lifestyle habits that may impact people’s brain health as they age, with the goal of providing evidence-based recommendations for people to consider incorporating into their lives. Many people across the globe are interested in learning that it is possible to influence their own brain health and in finding out what can be done to maintain their brain health as they age. We aim to be a trustworthy source of information, basing recommendations on current evidence supplemented by a consensus of experts from a broad array of disciplines and perspectives. Supplements and Brain Health Members of the GCBH met in Washington, D.C., to address the about dietary supplements and brain health, provides a topic of dietary supplements and brain health for people age glossary of terms used in the document and lists resources 50 and older. Throughout the discussion, experts examined the for additional information.
    [Show full text]
  • Learning and Memory Strategy Demonstrations for the Psychology
    LEARNING & MEMORY 1 Learning and Memory Strategy Demonstrations for the Psychology Classroom Jennifer A. McCabe Goucher College 2013 Instructional Resource Award recipient Author contact information: Jennifer A. McCabe Department of Psychology Goucher College 1021 Dulaney Valley Road Baltimore, MD 21204 E-mail: [email protected] Phone: 410-337-6558 Copyright 2014 by Jennifer A. McCabe. All rights reserved. You may reproduce multiple copies of this material for your own personal use, including use in your classes and/or sharing with individual colleagues as long as the author’s name and institution and the Office of Teaching Resources in Psychology heading or other identifying information appear on the copied document. No other permission is implied or granted to print, copy, reproduce, or distribute additional copies of this material. Anyone who wishes to produce copies for purposes other than those specified above must obtain the permission of the author. LEARNING & MEMORY 2 Overview This 38-page document contains an introduction to the resource, background information on learning and memory strategies, a summary of research on undergraduate student metacognition with regard to these strategies, and a collection of classroom demonstrations that allows students to experience real-time the effectiveness of specific learning and memory strategies. References are included at the end of the document. Table of Contents Page I. Introduction 3 II. Background Information on Strategies and Metacognition 4 III. Classroom Demonstrations of Learning and Memory Strategies 5 A. Deep Processing 6 B. Self-Reference Effect 10 C. Spacing Effect 12 D. Testing Effect 16 E. Imagery 17 F. Chunking 22 G.
    [Show full text]
  • Autonomic Activity During Sleep Predicts Memory Consolidation in Humans
    Autonomic activity during sleep predicts memory consolidation in humans Lauren N. Whitehursta,1, Nicola Cellinia,b,1, Elizabeth A. McDevitta, Katherine A. Duggana, and Sara C. Mednicka,2 aDepartment of Psychology, University of California, Riverside, CA 92521; and bDepartment of General Psychology, University of Padua, 35131 Padua, Italy Edited by Thomas D. Albright, The Salk Institute for Biological Studies, La Jolla, CA, and approved May 6, 2016 (received for review September 12, 2015) Throughout history, psychologists and philosophers have proposed a feedback loop allowing for bidirectional communication between that good sleep benefits memory, yet current studies focusing on central memory areas and peripheral sites (12–14) (Fig. 1). the relationship between traditionally reported sleep features (e.g., Accordingly, vagus nerve lesions have been shown to impair minutes in sleep stages) and changes in memory performance show memory (15, 16). In rats, pairing vagal nerve stimulation with au- contradictory findings. This discrepancy suggests that there are ditory stimuli has been shown to reorganize neural circuits (17) and events occurring during sleep that have not yet been considered. strengthen neural response to speech sounds in the auditory cortex The autonomic nervous system (ANS) shows strong variation (18). Also, vagal stimulation has been shown to boost neural rep- across sleep stages. Also, increases in ANS activity during waking, resentations of paired movements in the motor cortex (19) and to as measured by heart rate variability (HRV), have been correlated enhance extinction learning of fear memories (20). In humans, vagal with memory improvement. However, the role of ANS in sleep- nerve stimulation during verbal memory consolidation enhances dependent memory consolidation has never been examined.
    [Show full text]
  • Consolidation Theory and Retrograde Amnesia in Humans
    Psychonomic Bulletin & Review 2002, 9 (3), 403-425 THEORETICAL AND REVIEW ARTICLES Consolidation theory and retrograde amnesia in humans ALAN S. BROWN Southern Methodist University, Dallas, Texas Recent researchon the cognitive dysfunctions experienced by human anmesic patients indicates that very long term (multidecade) changes may occur in memory. Flat retrograde amnesia (RA), consisting of a uniform memory deficit for information from all preamnesia time periods, indicates a simple, mono- lithic retrievalproblem, whereas graded RA, with greater memory deficits for information from recent as opposed to remote time periods, suggests the presence of a gradual long-term encoding, or consol- idation, process. An evaluation of 247 outcomes from 61 articlesprovides strong evidence of graded RA across different cerebral injuries, materials, and test procedures, as well as in measures of both ab- solute and relative(patientvs. control) performance.Future conceptualizationsof human memory should address the possibility that memories increase in resistanceto forgetting,or reduction in trace fragility, across many decades. The concept of consolidation was introduced over a A major problem with integrating the concept of con- centuryago by Müller and Pilzecker(1900; see also Burn- solidationinto mainstream cognitivepsychologyis the dif- ham, 1903).While Müller and Pilzecker (1900) originally ficulty of a direct empirical test in humans. Whereas ani- conceivedof consolidationoccurringovershort periods of mal research has repeatedlyevaluatedconsolidationtheory
    [Show full text]
  • The Mizan Meta-Memory and Meta-Concentration Scale for Students (MMSS) in University Students
    Manzar et al. BMC Psychology (2018) 6:59 https://doi.org/10.1186/s40359-018-0275-7 RESEARCH ARTICLE Open Access The Mizan meta-memory and meta- concentration scale for students (MMSS): a test of its psychometric validity in a sample of university students Md. Dilshad Manzar1, Abdulrhman Albougami1, Mohammed Salahuddin2*, Peter Sony3, David Warren Spence4 and Seithikurippu R. Pandi-Perumal5 Abstract Background: Predisposing factors for metacognitive dysfunctions are common in university students. However, there is currently no valid questionnaire instrument designed to assess metacognitive aspects including meta-memory and meta-concentration in students. To address this need, the present study investigated the psychometric validity of a brief questionnaire, the Mizan meta-memory and meta-concentration scale for students (MMSS) in university students. Materials and methods: A cross-sectional study with simple random sampling was conducted among students (n = 383, age = 18–35, body mass index = 21.2 ± 3.4 kg/m2) of Mizan-Tepi University, Ethiopia. MMSS, a socio-demographics questionnaire, and the Epworth sleepiness scale (ESS) were employed. Results: No ceiling/floor effect was seen for the MMSS global and its sub-scale scores. Confirmatory factor analysis showed that a 2-Factor model had excellent fit. Both, the comparative Fit Index (CFI) and goodness of fit index were above 0.95, while both the standardized root mean square residual and root mean square error of approximation (RMSEA) were less than 0.05, while χ2/df was less than 3 and PClose was 0.31. The 2-Factor MMSS model had adequate configural, metric, scalar, and strict invariances across gender groups as determined by a CFI > .95, RMSEA<.05, χ2/df < 3, non-significant Δχ2 and/or ΔCFI≤.01.
    [Show full text]