MEMORY TECHNIQUES

                    Memory Techniques for Holding Information In Brain

There are lots of memory techniques but all are not applicable always. In this post i am going to define some secrets on how to hold information in the brain.



 Perception
The mental pictures ( or percepts as psychologists call them) which we form of our surroundings have two main components:


(a) the material fed into the mind from the sense organs which constitutes the content of our percepts;
(b) the past experiences, interests, values, desires, etc., present in our minds which act as an interpreting device for our percepts.


For example, consider a dissection of a rabbit being viewed by a number of people. The material picked up by their eyes (i.e. (a) above) is more or less the same for all of them. How they interpret what they see will vary according to the differences suggested in (b) above.
(i) a small child might see it as dull and useless;
(ii) its mother might be revolted at the spectacle;
(iii) its father might be morbidly interested to get some idea of what a human being is like inside;
(iv) a student just starting biology might marved at what he sees but be overwhelmed by the wealth of information before him;
(v) an experienced student can be selective, see systems and recognize organs at a glance; to him organization is clear and important points stand out;
(vi) an expert or vet. can at once see variations from normal and can probably imagine their origin and effects.


From this is follows that each new experience we have is not interpreted only according to its own content but also according to our attitudes, interests and understanding of the material. In order to increase efficiency in study it is necessary to perceive clearly, accurately and slectively. Students should therefore get the following points clearly in mind.


(a) give themselves as many of the right sort of experiences as possible, i.e, read widely, practice techniques, discuss their subjects with other people. Remember that the more one knows of a subject, the clearer one;s perspective and the easier and more accurate one's selection;
(b) develop a scientific attitude in all they do. This consists basically of attacking problems in an analytical way, looking for evidence and demanding proof. It involves constantly making a conscious effort to overcome personal prejudice and to attempt to establish the truth by clear reasoning and, where possible, by experiment;
(c) adapt their values and interests to the demands of the disc discipline in which they are working.
These are some of the memory techniques for holding information to the brain. More tips will be available in another post.

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Role of Mind In Study

                                           ROLE OF MIND IN STUDY

Introduction:
The "mind" is a convenient term used to describe the sum of processes going on in the brain. These activities all interact and are interdependent. To examine any one of them in isolation is, of course, artificial. Nevertheless, at the present state of psychological knowledge it is the most convenient and practicable approach to use. Here we are simply selecting some of the major mental processes which are fundamental to our discussion of term "study" and role of mind in study.


Picking up information:


1. The need for "Attention"
Vast quantities of the information from inside and outside of one's body are constantly falling on one's sense organs. from this information one's brain builds up a mental picture of the situation in which one is. Far more information is available to the brain at any one time that can possibly be coped with. Consequently the brain must be selective as to what it accepts. This active selection by the brain is called "attention". One only learns easily what one attends to.


2. To what does on attend?
There are two main types of information which human beings select to build into their mental pictures:


(a) Biologically important experiences which enable the person to say alive and cope with his surroundings, i.e, information suggesting the presence of danger, or the satisfaction of bodily needs. This type of experience also attracts attention in animals. The main characteristics of it are:
(i) unusual stimuli (applications in learning situations, e.g. underlined sentences in a textbook; a word min block capitals, colored words or letters among white writing on a blackboard);
(ii) very strong stimuli (e.g. an emphasized word; a bright color);
(iii) changing stimuli (e.g. flashing lights;movement; a gesture). These stimuli are very important in attracting attention but are of limited value for work involving long periods of concentrated study.


(b) Human beings have developed another form of attention which is very important in study. We pay attention to that which interests us. By "interest" psychologists mean "worthwhileness" (not necessarily pleasantness or entertainment). It is easy to learn an item which interests you, e.g. tune that you like, a fact which is important, a pretty face, are all easily attended to and quickly committed to memory. Obviously, then, the arousal and maintenance of interest is of great importance in stimulating or attracting attention, and, as stated above, one only learns easily that to which one has attended.


3. Arousing interest:
The problem frequently arises,"how do you make yourself interested in something in which you are not?" If you find all your studies uninteresting you should not be taking them at college. If you are compelled to study one subject which is far less interesting to you that the rest of your course try the following general techniques:


(a) Be as active as possible in the subject, i.e. talk about it, read about it, think about it. As a general rule subjects become much more interesting when you understand them. The common tendency among students to neglect difficult and uninteresting work simply aggravates the problem.


(b) Learn from as many sources as you can. Often a change of approach, a new textbook, a discussion with a different teacher will clear up many of the difficulties you are experiencing.


(c) Constantly practice integrating new information into that which you already know, i.e. think up new relationships and explanations. Never learn in a "parrot-fashion".


(d) Try to see the difficult subject in perspective in relation to yourself, the rest of your studies, your future career, the social situation.


Many, if not all, students sometimes come across a problem or topic which it is essential for them to master but for which they can work up no enthusiasm. A short burst of concentrated work will probably clear the task, but how does one get down to it? Bear the following points in mind:


(a) Convince yourself that the task is worth while, e.g. for understanding other parts of the course, for passing an examination, etc.


(b) Limit and define the problem carefully.


(c) Settle yourself in a congenial atmosphere with a minimum of distractions.


(d) Remember that starting work is much more difficult than continuing once you are under way.
These are some of the key points of what role is our mind have for studying

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