Memorization

Last updated May 19, 2024

Memorization (British English: memorisation) is the process of committing something to memory. It is a mental process undertaken in order to store in memory for later recall visual, auditory, or tactical information.

Development of memorization

Within the first three years of a child's life, they begin to show signs of memory that is later improved into their adolescent years. This includes short-term memory, long-term memory, working memory, and autobiographical memory. 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.

Techniques

Some principles and techniques that have been used to assist in memorization include:

Rote learning, 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 Vedic chant since as long as three thousand years ago,^[1] to preserve the intonation and lexical accuracy of very long texts, some with tens of thousands of verses.
Spaced repetition,^{[ citation needed ]} a principle of committing information into long-term memory by means of increasing time intervals between subsequent review of the previously learned material. Spaced repetition exploits the psychological spacing effect. This technique is combined with active recall by spaced repetition software such as SuperMemo, Anki or Mnemosyne.
Active recall, a learning method that exploits the testing effect − 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. Flashcards 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 instance, memorize poems for public performance.^[2]^[3]
A mnemonic, 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 associations 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 sequences.
A mnemonic link system, 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.
A peg system, 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.
The Major system, 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.
The Method of loci or mind palace, a technique for memorizing practiced since classical antiquity which is a type of mnemonic link system 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 will.
The Art of memory, 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 Rhetoric or Logic from the time of Ancient Greece, 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 notae ("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.
It has been shown that sleep aids memory; this applies to naps as well.
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,
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 Sans forgetica is based on this principle, according to a small study.^[4]^[5]

Improving

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 deeper understanding of the content, is a more efficient means of improving memory.^[6] This can be explained by the levels-of-processing model of memory which states that the more in-depth encoding 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.^[7]

Another useful way to improve memorization is to use chunking, 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.).^[8]

Related Research Articles

Spaced repetition is an evidence-based learning technique that is usually performed with flashcards. Newly introduced and more difficult flashcards are shown more frequently, while older and less difficult flashcards are shown less frequently in order to exploit the psychological spacing effect. The use of spaced repetition has been proven to increase the rate of learning.

A mnemonic device or memory device is any learning technique that aids information retention or retrieval in the human memory, often by associating the information with something that is easier to remember.

The major system is a mnemonic technique used to help in memorizing numbers.

A mnemonic link system, sometimes also known as a chain method, is a method of remembering lists that is based on creating an association between the elements of that list. For example, when memorizing the list, one could create a story about a "dog stuck in an envelope, mailed to an unlucky thirteen black cat playing with yarn by the window". It is argued that the story would be easier to remember than the list itself.

The mnemonic peg system, invented by Henry Herdson, is a memory aid that works by creating mental associations between two concrete objects in a one-to-one fashion that will later be applied to to-be-remembered information. Typically this involves linking nouns to numbers and it is common practice to choose a noun that rhymes with the number it is associated with. These will be the pegs of the system. These associations have to be memorized one time and can be applied repeatedly to new information that needs to be memorized.

The Dominic system is a mnemonic system used to remember sequences of digits similar to the mnemonic major system. It was invented and used in competition by eight-time World Memory Champion Dominic O'Brien.

Rote learning is a memorization technique based on repetition. The method rests on the premise that the recall of repeated material becomes faster the more one repeats it. Some of the alternatives to rote learning include meaningful learning, associative learning, spaced repetition and active learning.

Piphilology comprises the creation and use of mnemonic techniques to remember many digits of the mathematical constant $π$ . The word is a play on the word "pi" itself and of the linguistic field of philology.

In cognitive psychology, chunking is a process by which small individual pieces of a set of information are bound together to create a meaningful whole later on in memory. The chunks, by which the information is grouped, are meant to improve short-term retention of the material, thus bypassing the limited capacity of working memory and allowing the working memory to be more efficient. A chunk is a collection of basic units that are strongly associated with one another, and have been grouped together and stored in a person's memory. These chunks can be retrieved easily due to their coherent grouping. It is believed that individuals create higher-order cognitive representations of the items within the chunk. The items are more easily remembered as a group than as the individual items themselves. These chunks can be highly subjective because they rely on an individual's perceptions and past experiences, which are linked to the information set. The size of the chunks generally ranges from two to six items but often differs based on language and culture.

Linkword is a mnemonic system promoted by Michael Gruneberg since at least the early 1980s for learning languages based on the similarity of the sounds of words. The process involves creating an easily visualized scene that will link the words together. One example is the Russian word for cow : think and visualize "I ran my car over a cow."

Memoria was the term for aspects involving memory in Western classical rhetoric. The word is Latin, and can be translated as "memory".

<span class="mw-page-title-main">Method of loci</span> Memory techniques adopted in ancient Roman and Greek rhetorical treatises

The method of loci is a strategy for memory enhancement, which uses visualizations of familiar spatial environments in order to enhance the recall of information. The method of loci is also known as the memory journey, memory palace, journey method, memory spaces, or mind palace technique. This method is a mnemonic device adopted in ancient Roman and Greek rhetorical treatises. Many memory contest champions report using this technique to recall faces, digits, and lists of words.

Study skills or study strategies are approaches applied to learning. Study skills are an array of skills which tackle the process of organizing and taking in new information, retaining information, or dealing with assessments. They are discrete techniques that can be learned, usually in a short time, and applied to all or most fields of study. More broadly, any skill which boosts a person's ability to study, retain and recall information which assists in and passing exams can be termed a study skill, and this could include time management and motivational techniques.

The title mnemonist refers to an individual with the ability to remember and recall unusually long lists of data, such as unfamiliar names, lists of numbers, entries in books, etc. Some mnemonists also memorize texts such as long poems, speeches, or even entire books of fiction or non-fiction. The term is derived from the term mnemonic, which refers to a strategy to support remembering, but not all mnemonists report using mnemonics. Mnemonists may have superior innate ability to recall or remember, in addition to relying on techniques.

The art of memory is any of a number of loosely associated mnemonic principles and techniques used to organize memory impressions, improve recall, and assist in the combination and 'invention' of ideas. An alternative term is "Ars Memorativa" which is also translated as "art of memory" although its more literal meaning is "Memorative Art". It is also referred to as mnemotechnics. It is an 'art' in the Aristotelian sense, which is to say a method or set of prescriptions that adds order and discipline to the pragmatic, natural activities of human beings. It has existed as a recognized group of principles and techniques since at least as early as the middle of the first millennium BCE, and was usually associated with training in rhetoric or logic, but variants of the art were employed in other contexts, particularly the religious and the magical.

Memory has the ability to encode, store and recall information. Memories give an organism the capability to learn and adapt from previous experiences as well as build relationships. Encoding allows a perceived item of use or interest to be converted into a construct that can be stored within the brain and recalled later from long-term memory. Working memory stores information for immediate use or manipulation, which is aided through hooking onto previously archived items already present in the long-term memory of an individual.

Exceptional memory is the ability to have accurate and detailed recall in a variety of ways, including hyperthymesia, eidetic memory, synesthesia, and emotional memory. Exceptional memory is also prevalent in those with savant syndrome and mnemonists.

Memory sport, sometimes referred to as competitive memory or the mind sport of memory, refers to competitions in which participants attempt to memorize then recall different forms of information, under certain guidelines. The sport has been formally developed since 1991 and features national and international championships. The primary worldwide organizational bodies are the IAM and WMSC.

In cognitive psychology, Brown–Peterson task refers to a cognitive exercise purposed for testing the limits of working memory duration. The task is named for two notable experiments published in the 1950s in which it was first documented, the first by John Brown and the second by husband and wife team Lloyd and Margaret Peterson.

Elaborative encoding is a mnemonic system which uses some form of elaboration, such as an emotional cue, to assist in the retention of memories and knowledge. In this system one attaches an additional piece of information to a memory task which makes it easier to recall. For instance, one may recognize a face easier if character traits are also imparted about the person at the same time.

References

↑ Scharfe, Hartmut: "Education in Ancient India", 2002, BRILL; ISBN 90-04-12556-6, ISBN 978-90-04-12556-8, at Ch. 13: "Memorising the Veda", page 240
↑ "Special Issue on Poetry, Memory and Performance" (PDF). nawe.co.uk. Retrieved 25 May 2021.
↑ Writing in Education [National Association of Writers in Education], issue 63, summer 2014, p.49. ISSN 1361-8539.
↑ "Sans Forgetica". Sansforgetica.rmit. Retrieved 2 November 2018.
↑ Zetlin, Minda (8 October 2018). "Researchers Invent a New Font That Is Scientifically Proven to Help You Retain What You Read". Inc. Mansueto Ventures. Retrieved 24 July 2019.
↑ Jahnke, J. C., & Nowaczyk, R. H. (1998). Cognition. Upper Saddle River, NJ: Prentice Hall.
↑ Craik, F. I. M. & Lockhart, R. S. (1972). "Levels of processing: A framework for memory research". Journal of Verbal Learning and Verbal Behavior, Vol. 11, No. 6, December 1972, Pages 671–684.
↑ Bernstein, Douglas (2010). Essentials of Psychology (5th ed.). Cengage Learning.

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[1] Scharfe, Hartmut: "Education in Ancient India", 2002, BRILL; ISBN 90-04-12556-6, ISBN 978-90-04-12556-8, at Ch. 13: "Memorising the Veda", page 240

[2] "Special Issue on Poetry, Memory and Performance" (PDF). nawe.co.uk. Retrieved 25 May 2021.

[3] Writing in Education [National Association of Writers in Education], issue 63, summer 2014, p.49. ISSN 1361-8539.

[4] "Sans Forgetica". Sansforgetica.rmit. Retrieved 2 November 2018.

[5] Zetlin, Minda (8 October 2018). "Researchers Invent a New Font That Is Scientifically Proven to Help You Retain What You Read". Inc. Mansueto Ventures. Retrieved 24 July 2019.

[6] Jahnke, J. C., & Nowaczyk, R. H. (1998). Cognition. Upper Saddle River, NJ: Prentice Hall.

[7] Craik, F. I. M. & Lockhart, R. S. (1972). "Levels of processing: A framework for memory research". Journal of Verbal Learning and Verbal Behavior, Vol. 11, No. 6, December 1972, Pages 671–684.

[8] Bernstein, Douglas (2010). Essentials of Psychology (5th ed.). Cengage Learning.

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