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Enhancing Memory Michigan Reading Journal Volume 22 Issue 3 Article 9 April 1989 Study Strategies for the Secondary Student: Enhancing Memory Alice L. Hamachek Follow this and additional works at: https://scholarworks.gvsu.edu/mrj Recommended Citation Hamachek, Alice L. (1989) "Study Strategies for the Secondary Student: Enhancing Memory," Michigan Reading Journal: Vol. 22 : Iss. 3 , Article 9. Available at: https://scholarworks.gvsu.edu/mrj/vol22/iss3/9 This Other is brought to you for free and open access by ScholarWorks@GVSU. It has been accepted for inclusion in Michigan Reading Journal by an authorized editor of ScholarWorks@GVSU. For more information, please contact [email protected]. Study Strategies for the Secondary Student: Enhancing Memory by Dr. Alice L. Hamachek Like it or not, we live in an "information courses. Unfortunately, much study skill explosion" era and each year an extra­ instruction is not effective (Devine, 1987). ordinary amount of new information and Often the timing is incidental and little effort technical knowledge becomes available. As is spent on explaining and demonstrating the educators, we teach for the present, but we "why and how" aspect of learning. Also, also prepare students to live in the future. review and follow-up activities are frequently Therefore, much of this new information will nonexistent. need to be learned and readily retrieved in With the current focus on literacy, it order to function effectively in a continually would seem like an important step forward if changing world. every secondary teacher would teach basic There are many high school students who principles of study for effective learning and struggle from day to day to read, understand retention.Teachers can't control fixed factors and remember the millions of words contained such as heredity and social class influences. within the pages of their assigned readings. However, teachers can teach, within the daily Reading the material is not usually the operations of the classroom, specific study problem, for most students are capable of strategies in an organized, systematic manner. decoding and understanding the words on Study strategy instruction should take the printed page. Many students, however, place on two levels: (l) WHAT TO DO and (2) spend countless hours reading the material, HOW TO DO IT. The first is an awareness only to have forgotten its contents immediately level and the second is a behavioral level. The or shortly thereafter. Then, when students are WHY should be incorporated into both challenged to recall what was read, either for levels. Then, of course, students need to class discussions or testing purposes, a recognize that good study strategies, to be problem emerges. Why didn't the time spent truly effective, must become automatic and in reading produce greater results? Thus, the habitual. question must be raised: how can we as educators help students to more effectively Study skills are defined as those specific use their time to not only read, but to study reading skills that increase memory and and remember the information that was provide access to successful retrieval of that deemed important enough to assign? which is stored in memory. They are those competencies associated with acquiring, Most teachers give reading-assignments, synthesizing, organizing, recording, and talk about the lesson topic, assign written accessing information and ideas. Study work and administer examinations. Some strategies can be seen as those specific skills teachers also teach general study skills either that go beyond, even though they likely in isolation or by integrating them into their 22 ------- -- incorporate, the use of basic compreh~nsion pieces of relevant stimuli and making a processes in some structured way (Irwin and concerted effort to process them. Acquisition Baker, 1989). relates closely to selective attention, but also is highly dependent on exposure and In the past ten years our understanding of experience. Once sets of stimul_i have b_een the reading process has changed dramatically. received, they are then registered into Reading is no longer thought of as the rote memory. Effective registration depends up~m application of isolated skills. Instead, re~ent depth of processing and, once again, research shows us that reading is a meaning­ attention is of the utmost of importance getting process requiring awa_reness a_nd (Levine, 1987). Data entering the. central strategic use of reasoning. Thus, 1t seems I 1ke nervous system usually undergo coding; that a discussion of study strategies necessitates a is to say that data need to be packaged into a brief overview of memory since memory is usable format or system of representation fundamental to reasoning. (Landy, 1984). This reduces the load of MEMORY: incoming information and enables one to There is no discrete central nervous relate it to previously stored data. system center called memory. Instead, the~e Rehearsal: exists a diversity of memory sytems (Ornstein Rehearsal is another essential component and Thompson, 1984). However, all inform­ of memory. This consists of overt or covert ation seems to go through stages on its way to repetition of information to register it more memory and concentration plays a crucial firmly in memory. During this learning stage, role. "The true art of memory," said Samuel varied repetition is likely to enhance the Johnson "is the art of attention." Nothing process. Two aspects of. rehearsal_ are scientist~ have learned in the intervening 200 maintenance and elaboration. In mainten­ years has dispelled Johnson's conclusion: we ance, the student simply repeats the informa­ remember what we concentrate on (Begley, tion over and over. In elaborative rehearsal, 1986, p. 54). the student creates rich associations or adds A major function of memory is to process additional ideas to the information (Craik information. Stimuli are picked up by sensory and Watkins, 1973). It is at this stage that receptors and transferred to the brain. When mnemonics, little memory techniques, clearly information is registered, it enters a storage enhance rehearsal and likely facilitate system. This storage system is traditionally subsequent recall. classified into three categories: sensory Long-term memory contains virtua_lly all memory, short-term memory, and long-term of our learning. As information pauses in our memory. Sensory memory is very brief and is short-term memory, a conscious or uncon­ exemplified by the ability to hold the scious decision must be made. Should the beginning of a word in memory while reading information be remembered? If the informa­ the end of it. Short-term memory, although a tion is to be remembered, then it must be little longer, holds information in a temporary consolidated and transferred to a more storage, just long enough to carry out a durable code where it is classified for long­ particular task such as dialing an unfamiliar term storage (Carlson, 1984). telephone number. Short-term memory is extremely limited both in its duration and George Miller (1956), in a landmark capacity, especially when it is compared to paper titled "The Magical Number Seven: the nearly limitless capacity and duration of Plus or Minus Two," pointed out that the the long-term memory (Landy, 1984). short-term memory span was limited in the Acquisition: number of items that it could hold. His contribution was to demonstrate that it was For purposes of this article, three important the number of items (between five and nine) aspects of memory will be discussed. They are that was the limiting factor, not the amount of acquisition, rehearsal, and retrieval. The information contained within those items. process of acquisition consists of collecting Thus, one could increase the amount of 23 information by packaging it into larger If you took piano lessons you probably "chunks." Good learners are particularly remember your teacher helping you learn the effective in their clever use of coding chunks treble clef names of the space notes by of information which allows them to stretch associating the word FACE and the names of the limits of the short-term memory. the line notes by associating the acrostic sentence EVERY GOOD BOY DOES FINE. Retrieval: In spelling, the word PIECE perhaps was Finally, memory involves retrieval. remembered by associating A PIECE OF PIE "Finding" information that has been stored in or employing the phonic rule generalization I memory is a constant struggle for many. This BEFORE E EXCEPT AFTER C. To remember capacity varies and depends on the amount that Mount Fujiyama is 12,365 feet high, it of information available for the search and may have been associated with a calendar the skill and depth with which it was stored. --12 months and 365 days in a year. Why can Free recall occurs when the student retrieves you quickly identify the country of Italy and information with no apparent clues. However, the state of Michigan? Do boot and mitten the use of substantial hints may be required come to mind? Picture HOMES on the Great and then information is retrieved through Lakes and you have a great mnemonic to cued recall.To varying degrees, the quality of assist with naming Huron, Ontario, Michigan, retrieval depends on the effectiveness of the Erie, and Superior as the lakes. original registration and consolidation (Levine, 1987). Storage and retrieval strategies If the technique of associating the compliment each other and, thus, the unknown to the known is continually practiced, stronger the memory imprint, the greater the a trained memory will soon emerge (Lorayne probability of accurate recall at a later time. and Lucas, 1974). It's as simple as that. Trained memory systems do not have to be We now turn our attention from a unnatural in any way. Actually, all one is dicussion of basic memory principles to a doing is systematizing a natural process. presentation of specific study strategies that Once a system or pattern of organization is enhance memory and positive performance established, it can more easily be applied in a in academic studies.
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