Memory Learning & Improving Concentration

Have you ever spent hours studying only to have difficulty remembering information during the exam? This is a common occurrence among students, and it is caused by study habits that fail to transfer information into long-term memory. The Information Processing Model shows that remembering is hard work, with work being the key word. In order to be able to remember what you are studying you must use strategies that help you actively “work on” the material, e.g. organizing, repeating information, and quizzing yourself. This is the most efficient way to transfer information into your long-term memory in an organized way so that it can be retrieved during an exam.


Memory VS Brain

Memory is a ability of an individual to keep and remember certain information and experince. Brain is an organ. It consists of encoding, storing information, and retrieval, making that information available to recall.When we experience something, it leaves a trace in our brain. These two commonly discussed in forms of short term and long term memory.

Short term Memory

Short term memory has a limited capacity and a very brief span. It allows you to do things like quickly memorize a phone number long enough to dial it, and then the information is gone.

Long term Memory

Long term memory can store information throughout a lifetime, although this memories might need occasional revisits. This is the type of memory involved in learning.

Memory Strategies

• Understanding

Before you begin trying to memorize something, try to understand it. A good way to do this is by making a connection between what you are learning and what you have experienced. The better you can relate the new information to what you already know, the easier it is to learn. For example, before attempting to memorize events of European history, find the places on a globe (or world map) and see where they are relative to one another and also relative to where you live.

• Visualization

To visualize means to see an image in your head without actually looking at it. Visualization can help you learn almost anything. Here is an example. Let's say the topic is the water cycle. Create a mental image of a cloud. Picture it growing. Now see, and "feel" its heavy cold rain. See the rain hitting the ground, then flowing toward streams and rivers toward the ocean. Now "see" the hot sun hitting and evaporating the water and forming cloud. Get the picture? If you can visualize parts of the water cycle, the boring diagram becomes meaningful and remember-able. In general, if you have trouble visualizing material, try drawing maps, charts, graphs, or pictures.

• Talking

Here is a strategy that is easy and fun to use, especially if you like to talk. Just talk about the information you have to learn. Tell Mom, friends, or your pet what you have to learn. Do you want to learn history? Then talk history, discuss, debate, argue. Think of a person who may have lived during a major historical event and pretend to be that person. Now talk about the important events, who was involved, when it happened, where it took place, what happened, and why? If you are learning a language, then speak it at the dinner table. It doesn't matter if others know what you are saying, you do, so you will learn.

Organizational Strategies

An organizational strategy is the sum of the actions an individual intends to take to achieve long-term goals. Together, these actions make up a individual's strategic plan. Strategic plans takes time to complete, requiring on the person itself.

Concentration Strategies

• Mindset

Set aside time to deal with worries. Many of us have trouble on concentrating because of worrying or thinking about something. It could be an approaching deadline for a work you have not started yet, your friends who causing problems, or just the amount of work on your desk. If you find yourself distracted by worries, then make some time to deal with those problems so that it will not distract your study time.

• Drink Plenty of Water

Many of us don't think about drinking water while we are studying, yet dehydration can make us feel tired, irritable, slow, or even sick. When our brain don't have enough fluid, they can operate at their best. Stay hydrated is an easy way to help improve your concentration during the day.

• Take Short Breaks

We can be master at concentrating, but eventually we are going to need a break. Our mind can't stay focus for seven hours straight, it will need a short break after one or two hours operating. It best to give 5-10 minutes break after 2 hours. This short break will allow your mind to rest before focusing again.

Concentration Chart

*So here is how the brain works to cope with the information


Reading Text

The SQ3R method is a proven, step-by-step strategic approach to learning and studying from textbooks. Why is it successful? Because it helps you to discover the important facts and ideas that are contained in your textbook, and master and retain that information so that you are prepared for an examination. SQ3R is an abbreviation to help you remember the steps and to make references to it simpler. The symbols stand for the steps followed in using the method, Survey, Question, Read, Recite, Review.

• SURVEY: (before class) Read the following. This survey should take no more than 10-25 minutes, even on the longest chapter. The purpose of surveying the chapter is to get a general idea of what it is going to be about, what kind of information the author gives, how many sub-topics the information is broken down into, and how much time you will have to spend reading it.
• QUESTION: (before class) Turn each boldfaced heading into a question by using one of the following words: who, what, where, when, why, or how. The reason for creating a question out of each heading is to set a purpose for reading the material in more detail. When you are reading to find the answer to a specific question, you are reading actively.
• READ: (after class) Actively read the section of the text accompanying the heading for an answer to the question you asked yourself in step 2. The answer will usually be made up of the main idea(s) of the paragraph(s) and the supporting details. Read the section to find the answer. The purpose of reading is to find the answer to your question.
• RECITE: (after class) Recite the answer to each question to yourself. Put the answer into your own words, or rephrase the author's words. Be sure that you can recall the answer, not just recognize the information as correct. Write the questions in your notebook along with a few key words or phrases that summarize the answer.  The purpose for doing this is to help you think about and understand what you have read. When you rewrite or rephrase what you read, your comprehension and retention will improve.
• REVIEW: (before next class) To review, cover the answers and ask yourself the questions. If you can't answer the question, look at your notes and test yourself again. Once you are sure you know and understand the question and answer, check it off. The purpose for reviewing is to help you prepare for the eventual test. Remember that very few people read textbooks for pleasure; they are read to acquire information and to remember and apply it in a testing situation. Reviewing helps you remember the information.