A mnemonic ( // , the first "m" is not pronounced) device, or memory device, is any learning technique that aids information retention or retrieval (remembering) in the human memory. Mnemonics make use of elaborative encoding, retrieval cues, and imagery as specific tools to encode any given information in a way that allows for efficient storage and retrieval. Mnemonics aid original information in becoming associated with something more accessible or meaningful—which, in turn, provides better retention of the information.
Commonly encountered mnemonics are often used for lists and in auditory form, such as short poems, acronyms, initialisms, or memorable phrases, but mnemonics can also be used for other types of information and in visual or kinesthetic forms. Their use is based on the observation that the human mind more easily remembers spatial, personal, surprising, physical, sexual, humorous, or otherwise "relatable" information, rather than more abstract or impersonal forms of information.
The word "mnemonic" is derived from the Ancient Greek word μνημονικός (mnēmonikos), meaning "of memory, or relating to memory"and is related to Mnemosyne ("remembrance"), the name of the goddess of memory in Greek mythology. Both of these words are derived from μνήμη (mnēmē), "remembrance, memory". Mnemonics in antiquity were most often considered in the context of what is today known as the art of memory.
Ancient Greeks and Romans distinguished between two types of memory: the "natural" memory and the "artificial" memory. The former is inborn, and is the one that everyone uses instinctively. The latter in contrast has to be trained and developed through the learning and practice of a variety of mnemonic techniques.
Mnemonic systems are techniques or strategies consciously used to improve memory. They help use information already stored in long-term memory to make memorization an easier task.
The general name of mnemonics, or memoria technica, was the name applied to devices for aiding the memory, to enable the mind to reproduce a relatively unfamiliar idea, and especially a series of dissociated ideas, by connecting it, or them, in some artificial whole, the parts of which are mutually suggestive.Mnemonic devices were much cultivated by Greek sophists and philosophers and are frequently referred to by Plato and Aristotle. In later times the poet Simonides was credited for development of these techniques, perhaps for no reason other than that the power of his memory was famous. Cicero, who attaches considerable importance to the art, but more to the principle of order as the best help to memory, speaks of Carneades (perhaps Charmades) of Athens and Metrodorus of Scepsis as distinguished examples of people who used well-ordered images to aid the memory. The Romans valued such helps in order to support facility in public speaking.
The Greek and the Roman system of mnemonics was founded on the use of mental places and signs or pictures, known as "topical" mnemonics. The most usual method was to choose a large house, of which the apartments, walls, windows, statues, furniture, etc., were each associated with certain names, phrases, events or ideas, by means of symbolic pictures. To recall these, an individual had only to search over the apartments of the house until discovering the places where images had been placed by the imagination.[ citation needed ]
In accordance with this system, if it were desired to fix a historic date in memory, it was localised in an imaginary town divided into a certain number of districts, each with ten houses, each house with ten rooms, and each room with a hundred quadrates or memory-places, partly on the floor, partly on the four walls, partly on the ceiling. Therefore, if it were desired to fix in the memory the date of the invention of printing (1436), an imaginary book, or some other symbol of printing, would be placed in the thirty-sixth quadrate or memory-place of the fourth room of the first house of the historic district of the town.[ citation needed ] Except that the rules of mnemonics are referred to by Martianus Capella, nothing further is known regarding the practice until the 13th century.
Among the voluminous writings of Roger Bacon is a tractate De arte memorativa. Ramon Llull devoted special attention to mnemonics in connection with his ars generalis. The first important modification of the method of the Romans was that invented by the German poet Konrad Celtes, who, in his Epitoma in utramque Ciceronis rhetoricam cum arte memorativa nova (1492), used letters of the alphabet for associations, rather than places. About the end of the 15th century, Petrus de Ravenna (b. 1448) provoked such astonishment in Italy by his mnemonic feats that he was believed by many to be a necromancer. His Phoenix artis memoriae (Venice, 1491, 4 vols.) went through as many as nine editions, the seventh being published at Cologne in 1608.
About the end of the 16th century, Lambert Schenkel (Gazophylacium, 1610), who taught mnemonics in France, Italy and Germany, similarly surprised people with his memory. He was denounced as a sorcerer by the University of Louvain, but in 1593 he published his tractate De memoria at Douai with the sanction of that celebrated theological faculty. The most complete account of his system is given in two works by his pupil Martin Sommer, published in Venice in 1619. In 1618 John Willis (d. 1628?) published Mnemonica; sive ars reminiscendi,containing a clear statement of the principles of topical or local mnemonics. Giordano Bruno included a memoria technica in his treatise De umbris idearum, as part of his study of the ars generalis of Llull. Other writers of this period are the Florentine Publicius (1482); Johannes Romberch (1533); Hieronimo Morafiot, Ars memoriae (1602);and B. Porta, Ars reminiscendi (1602).
In 1648 Stanislaus Mink von Wennsshein revealed what he called the "most fertile secret" in mnemonics — using consonants for figures, thus expressing numbers by words (vowels being added as required), in order to create associations more readily remembered. The philosopher Gottfried Wilhelm Leibniz adopted an alphabet very similar to that of Wennsshein for his scheme of a form of writing common to all languages.
Wennsshein's method was adopted with slight changes afterward by the majority of subsequent "original" systems. It was modified and supplemented by Richard Grey (1694-1771), a priest who published a Memoria technica in 1730. The principal part of Grey's method is briefly this:
To remember anything in history, chronology, geography, etc., a word is formed, the beginning whereof, being the first syllable or syllables of the thing sought, does, by frequent repetition, of course draw after it the latter part, which is so contrived as to give the answer. Thus, in history, the Deluge happened in the year before Christ two thousand three hundred forty-eight; this is signified by the word Del-etok, Del standing for Deluge and etok for 2348.
(His method is comparable to the Hebrew system by which letters also stand for numerals, and therefore words for dates.)
To assist in retaining the mnemonical words in the memory, they were formed into memorial lines. Such strange words in difficult hexameter scansion, are by no means easy to memorise. The vowel or consonant, which Grey connected with a particular figure, was chosen arbitrarily.
A later modification was made in 1806 Gregor von Feinaigle, a German monk from Salem near Constance. While living and working in Paris, he expounded a system of mnemonics in which (as in Wennsshein) the numerical figures are represented by letters chosen due to some similarity to the figure or an accidental connection with it. This alphabet was supplemented by a complicated system of localities and signs. Feinaigle, who apparently did not publish any written documentation of this method, travelled to England in 1811. The following year one of his pupils published The New Art of Memory (1812), giving Feinaigle's system. In addition, it contains valuable historical material about previous systems.
Other mnemonists later published simplified forms, as the more complicated menemonics were generally abandoned. Methods founded chiefly on the so-called laws of association (cf. Mental association) were taught with some success in Germany.
A wide range of mnemonics are used for several purposes. The most commonly used mnemonics are those for lists, numerical sequences, foreign-language acquisition, and medical treatment for patients with memory deficits.
A common mnemonic for remembering lists is to create an easily remembered acronym, or, taking each of the initial letters of the list members, create a memorable phrase in which the words with the same acronym as the material. Mnemonic techniques can be applied to most memorisation of novel materials.
Some common examples for first-letter mnemonics:
Mnemonic phrases or poems can be used to encode numeric sequences by various methods, one common one is to create a new phrase in which the number of letters in each word represents the according digit of pi. For example, the first 15 digits of the mathematical constant pi (3.14159265358979) can be encoded as "Now I need a drink, alcoholic of course, after the heavy lectures involving quantum mechanics"; "Now", having 3 letters, represents the first number, 3. Piphilology is the practice dedicated to creating mnemonics for pi.
Another is used for "calculating" the multiples of 9 up to 9 × 10 using one's fingers. Begin by holding out both hands with all fingers stretched out. Now count left to right the number of fingers that indicates the multiple. For example, to figure 9 × 4, count four fingers from the left, ending at your left-hand index finger. Bend this finger down and count the remaining fingers. Fingers to the left of the bent finger represent tens, fingers to the right are ones. There are three fingers to the left and six to the right, which indicates 9 × 4 = 36. This works for 9 × 1 up through 9 × 10.
For remembering the rules in adding and multiplying two signed numbers, Balbuena and Buayan (2015) made the letter strategies LAUS (like signs, add; unlike signs, subtract) and LPUN (like signs, positive; unlike signs, negative), respectively.
Mnemonics may be helpful in learning foreign languages, for example by transposing difficult foreign words with words in a language the learner knows already, also called "cognates" which are very common in the Spanish language. A useful such technique is to find linkwords, words that have the same pronunciation in a known language as the target word, and associate them visually or auditorially with the target word.
For example, in trying to assist the learner to remember ohel (אוהל), the Hebrew word for tent, the linguist Ghil'ad Zuckermann proposes the memorable sentence "Oh hell, there's a raccoon in my tent".The memorable sentence "There's a fork in Ma’s leg" helps the learner remember that the Hebrew word for fork is mazleg (מזלג). Similarly, to remember the Hebrew word bayit (בית), meaning house, one can use the sentence "that's a lovely house, I'd like to buy it." The linguist Michel Thomas taught students to remember that estar is the Spanish word for to be by using the phrase "to be a star".
Another Spanish example is by using the mnemonic "Vin Diesel Has Ten Weapons" to teach irregular command verbs in the you(tú) form. Spanish verb forms and tenses are regularly seen as the hardest part of learning the language. With a high number of verb tenses, and many verb forms that are not found in English, Spanish verbs can be hard to remember and then conjugate. The use of mnemonics has been proven to help students better learn foreign languages, and this holds true for Spanish verbs. A particularly hard verb tense to remember is command verbs. Command verbs in Spanish are conjugated differently depending on who the command is being given to. The phrase, when pronounced with a Spanish accent, is used to remember "Ven Di Sal Haz Ten Ve Pon Sé", all of the irregular Spanish command verbs in the you(tú) form. This mnemonic helps students attempting to memorize different verb tenses.Another technique is for learners of gendered languages to associate their mental images of words with a colour that matches the gender in the target language. An example here is to remember the Spanish word for "foot," pie, [pee-ay] with the image of a foot stepping on a pie, which then spills blue filling (blue representing the male gender of the noun in this example).
For French verbs which use etre as a participle: DR and MRS VANDERTRAMPP: descendre, rester, monter, revenir, sortir, venir, arriver, naître, devenir, entrer, rentrer, tomber, retourner, aller, mourir, partir, passer.
Masculine countries in French (le): "Neither can a breeze make a sane Japanese chilly in the USA." Netherlands (Pays-Bas), Canada, Brazil (Brésil), Mexico (Mexique), Senegal, Japan (Japon), Chile (Chili), & (les) USA (États-Unis d'Amérique).
Mnemonics can be used in aiding patients with memory deficits that could be caused by head injuries, strokes, epilepsy, multiple sclerosis and other neurological conditions.
In a study conducted by Doornhein and De Haan, the patients were treated with six different memory strategies including the mnemonics technique. The results concluded that there were significant improvements on the immediate and delayed subtest of the RBMT, delayed recall on the Appointments test, and relatives rating on the MAC from the patients that received mnemonics treatment. However, in the case of stroke patients, the results did not reach statistical significance.
Academic study of the use of mnemonics has shown their effectiveness. In one such experiment, subjects of different ages who applied mnemonic techniques to learn novel vocabulary outperformed control groups that applied contextual learning and free-learning styles.
Mnemonics vary in effectiveness for several groups ranging from young children to the elderly. Mnemonic learning strategies require time and resources by educators to develop creative and effective devices. The most simple and creative mnemonic devices usually are the most effective for teaching. In the classroom, mnemonic devices must be used at the appropriate time in the instructional sequence to achieve their maximum effectiveness.
Mnemonics were seen to be more effective for groups of people who struggled with or had weak long-term memory, like the elderly. Five years after a mnemonic training study, a research team followed-up 112 community-dwelling older adults, 60 years of age and over. Delayed recall of a word list was assessed prior to, and immediately following mnemonic training, and at the 5-year follow-up. Overall, there was no significant difference between word recall prior to training and that exhibited at follow-up. However, pre-training performance gains scores in performance immediately post-training and use of the mnemonic predicted performance at follow-up. Individuals who self-reported using the mnemonic exhibited the highest performance overall, with scores significantly higher than at pre-training. The findings suggest that mnemonic training has long-term benefits for some older adults, particularly those who continue to employ the mnemonic.
This contrasts with a study from surveys of medical students that approximately only 20% frequently used mnemonic acronyms.
In humans, the process of aging particularly affects the medial temporal lobe and hippocampus, in which the episodic memory is synthesized. The episodic memory stores information about items, objects, or features with spatiotemporal contexts. Since mnemonics aid better in remembering spatial or physical information rather than more abstract forms, its effect may vary according to a subject's age and how well the subject's medial temporal lobe and hippocampus function.
This could be further explained by one recent study which indicates a general deficit in the memory for spatial locations in aged adults (mean age 69.7 with standard deviation of 7.4 years) compared to young adults (mean age 21.7 with standard deviation of 4.2 years). At first, the difference in target recognition was not significant.
The researchers then divided the aged adults into two groups, aged unimpaired and aged impaired, according to a neuropsychological testing. With the aged groups split, there was an apparent deficit in target recognition in aged impaired adults compared to both young adults and aged unimpaired adults. This further supports the varying effectiveness of mnemonics in different age groups.
Moreover, a different research was done previously with the same notion, which presented with similar results to that of Reagh et al. in verbal mnemonics discrimination task.
Studies (notably "The Magical Number Seven, Plus or Minus Two") have suggested that the short-term memory of adult humans can hold only a limited number of items; grouping items into larger chunks such as in a mnemonic might be part of what permits the retention of a larger total amount of information in short-term memory, which in turn can aid in the creation of long-term memories.[ citation needed ]
The major system is a mnemonic technique used to aid 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.
Memorization is the process of committing something to memory. Mental process undertaken in order to store in memory for later recall items such as experiences, names, appointments, addresses, telephone numbers, lists, stories, poems, pictures, maps, diagrams, facts, music or other visual, auditory, or tactical information.
Piphilology comprises the creation and use of mnemonic techniques to remember a span of digits of the mathematical constant π. The word is a play on the word "pi" itself and of the linguistic field of philology.
Memory augmentation is the process by which one's ability to retain information is increased. The retrieval of memory has been theorized to be untrustworthy, and it can be partially inaccurate and not totally reliable Ubiquitous Memory Systems have been invented in order to reduce these memory mistakes. A study conducted by students of the Information Science Department in Nara, Japan sought to measure different types of memory augmentation. They used a computer system, the "Ubiquitous Memories," to demonstrate if the technology aided to augmentation better than other methods such as notes with a pen and paper, portraits used in a previous trial experiment, and just plain human memory. The results were that the Ubiquitous Memories aided in retrieving memory, and decreased the likelihood of mistakes in comparison to other methods.
In corpus linguistics, part-of-speech tagging, also called grammatical tagging is the process of marking up a word in a text (corpus) as corresponding to a particular part of speech, based on both its definition and its context. A simplified form of this is commonly taught to school-age children, in the identification of words as nouns, verbs, adjectives, adverbs, etc.
In cognitive psychology, chunking is a process by which individual pieces of an information set are broken down and then grouped together in a meaningful whole. The chunks by which the information is grouped is meant to improve short-term retention of the material, thus bypassing the limited capacity of working memory. A chunk is a collection of basic familiar units that have been grouped together and stored in a person's memory. These chunks are able to be retrieved more easily due to their coherent familiarity. 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 individuals perceptions and past experiences, that are able to be linked to the information set. The size of the chunks generally range anywhere from two to six items, but often differ 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."
The method of loci is a strategy of 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, 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.
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. 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 and frequently used term is "Ars Memorativa" which is also often translated as "art of memory" although its more literal meaning is "Memorative Art". It is sometimes 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.
Morse code mnemonics are systems to represent the sound of Morse characters in a way intended to be easy to remember. Since every one of these mnemonics requires a two-step mental translation between sound and character, none of these systems are useful for using manual Morse at practical speeds. Amateur radio clubs can provide resources to learn Morse code.
A spelling test is an assessment of a person's ability to spell words correctly. Spelling tests are usually given in school during language arts class, to see how well each student has learned the most recent spelling lesson. Typical intervals for spelling tests are one per week throughout the school year, except for spelling bees, which are generally held once per year.
A Latin mnemonic verse or mnemonic rhyme is a mnemonic device for teaching and remembering Latin grammar. Such mnemonics have been considered by teachers to be an effective technique for schoolchildren to learn the complex rules of Latin accidence and syntax. One of their earliest uses was in the Doctrinale by Alexander of Villedieu written in 1199 as an entire grammar of the language comprising 2,000 lines of doggerel verse. Various Latin mnemonic verses continued to be used in English schools until the 1950s and 1960s.
A planetary mnemonic refers to a phrase used to remember the planets and dwarf planets of the Solar System, with the order of words corresponding to increasing sidereal periods of the bodies. One simple visual mnemonic is to hold out both hands side-by-side with fingers spread and thumbs in the same direction, with the fingers of one hand representing the terrestrial planets, and the other hand the gas giants. The first thumb represents the Sun and asteroid belt, including Ceres, and the second thumb represents the asteroid belt and trans-Neptunian objects, including Pluto.
The capacity for exceptional memory can take several forms.
In cognitive psychology, Brown–Peterson task refers to a cognitive exercise purposed for testing the limits of working memory capacity. 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 that relates to-be-remembered information to previously existing memories and knowledge. One can make such connections visually, spatially, semantically or acoustically. Practitioners use multiple techniques, such as the method of loci, the link system, the peg-word method, PAO, etc., to store information in long-term memory and to make it easier to recall this information in the future. Many experiments have been done in order to examine elaborative encoding, some of them are listed below