Sections:

Short-term Memory and How to Sharpen the Mind

The memory is like a playground. On the playground, you have merry-go-rounds, swings, teeter-totters, basketball hoops, spiders, ball courts, slides, and so on. As you move around the playground in the mind, you will help ups and downs, highs and lows, slips and falls, hoops, and the like. The mind sometimes presents memories that are fun, while other times the memory sends us information we just want to forget.

The thing is our memories have all the information we gathered from birth until the age we are now. Unless you have a major disease, or else a disorder that presents you from memory, you have the ability to pull up information. Still, if you have mental disorders you can still recall memories, although the memories will likely be painful. This article is not geared to help those suffering Multiple Personality Disorders or Posttraumatic Stress Syndrome, which in fact are real disorders that affect the memory. However, if you can take advantage of any information giving to you, do so. Yet, consult with your therapists before attempting to use the information.

The key to regaining memory is to organize your thoughts, associating thoughts, general and specific thoughts and so on. Once you jot down the generals, you can move onto the specifics. Once you organize your thoughts, you will find it easier to locate information. You should also employ the body whereas you can join senses, feels, actions, words, and the like to help you locate information.

As you work to remember, use the mind to work through the memories and avoid working against your memories as they arrive. As you move along recall the details of the memories, while writing down the associated memories and details as they come along.

Using different strategies to call back memories can help you develop your long-term memory, which you will learn skills in keeping memories in the short-term mind. In other words, you will cultivate a pattern of remembering.

As you work through the memories make them mean something to you. These will you to appreciate memories that form in your mind. You can work toward creating memories that associate with the memories to alert you at what time a trigger is hit. As you introduce ideas to the brain that is new in form, it will help you to associate with older memories.

Action is one of the best strategies to enhance memory. In other words, use body signals with adrenaline flowing and energy is sparking as you practice to remember. It is always best to relax periodically as you work to remember. Sometimes the process of remembering could frustrate the average mind. Relax at what time you feel frustration moving in.

As you move into the practices of memory enhancement take time to create images in your mind. The images will help you to develop a live action scene in your mind. You can do this by creating diagrams on paper, draw pictures that entertain you and so on. As you draw, the pictures employ them into your memory-chasing scheme by connecting the illustrations to relationships and facts. Abstract conceptions along with connected relations will make it easier for you to recall memories.

Creation of images works with verbal data processed in the brain and if you combine the two, it makes it easier to find information. Reciting and repeating can also help you to recall information. You should repeat information aloud as you work to recall memories. This will help you find information sooner. Try to go in an area of the room where no one can distract your processing, otherwise information may come together at the wrong time.

Learning and Memory are
important aspects of all education

When we think of memory we often think of remembering quite simple things, but in reallity the memory is a part of the 'archive' of all our personal experience and history.

Memory is a function of the brain: the ability to retain information. Memory is much studied by cognitive psychology and neuroscience. There are multiple types of classifications for memory based on duration, nature and retrieval of perceived items. The main stages in the formation and retrieval of memory, (from an information processing perspective) are:

Encoding (processing and combining of received information)
Storage (creation of a permanent record of the encoded information)
Retrieval/Recall (calling back the stored information in response to some cue for use in some process or activity)

Classification by duration
A basic and generally accepted classification of memory is based on the duration of memory retention, and identifies three distinct types of memory: sensory memory, short-term memory, and long-term memory.

The sensory memory corresponds approximately to the initial moment that an item is perceived. Some of this information in the sensory area proceeds to the sensory store, which is referred to as short-term memory. Sensory memory is characterized by the duration of memory retention from milliseconds to seconds and short-term memory from seconds to minutes. These stores are generally characterised as of strictly limited capacity and duration, whereas in general stored information can be retrieved in a period of time which ranges from days to years; this type of memory is called long-term memory.

It may be that short-term memory is supported by transient changes in neuronal communication, whereas long-term memories are maintained by more stable and permanent changes in neural structure that are dependent on protein synthesis. Some psychologists, however, argue that the distinction between long- and short-term memories is arbitrary, and is merely a reflection of differing levels of activation within a single store.

If we are given a random seven-digit number, we may remember it only for a few seconds and then forget (short-term memory). On the other hand, we can remember telephone numbers for many years (assuming we use them often enough). Those long-lasting memories are said to be stored in long-term memory.

Additionally, the term working memory is used to refer to the short-term store needed for certain mental tasks - it is not a synonym for short-term memory, since it is defined not in terms of duration, but rather in terms of purpose. Some theories consider working memory to be the combination of short-term memory and some attentional control. For instance, when we are asked to mentally multiply 45 by 4, we have to perform a series of simple calculations (additions and multiplications) to arrive at the final answer. The ability to store the information regarding the instructions and intermediate results is what is referred to as working memory.

Classification by information type
Long-term memory, the largest part of any model, can be divided into declarative (explicit) and procedural (implicit) memories.

Declarative memory requires conscious recall, in that some conscious process must call back the information. It is sometimes called explicit memory, since it consists of information that is explicitly stored and retrieved.

Declarative memory can be further sub-divided into semantic memory, which concerns facts taken independent of context; and episodic memory, which concerns information specific to a particular context, such as a time and place. Semantic memory allows the encoding of abstract knowledge about the world, such as "Paris is the capital of France". Episodic memory, on the other hand, is used for more personal memories, such as the sensations, emotions, and personal associations of a particular place or time. Autobiographical memory - memory for particular events within one's own life - is generally viewed as either equivalent to, or a subset of, episodic memory. Visual memory is part of memory preserving some characteristics of our senses pertaining to visual experience. We are able to place in memory information that resembles objects, places, animals or people in sort of a mental image.[1]

In contrast, procedural memory (or implicit memory) is not based on the conscious recall of information, but on an implicit learning. Procedural memory is primarily employed in learning motor skills and should be considered a subset of implicit memory. It is revealed when we do better in a given task due only to repetition - no new explicit memories have been formed, but we are unconsciously accessing aspects of those previous experiences. Procedural memory involved in motor learning depends on the cerebellum and basal ganglia.

Classification by temporal direction
A further major way to distinguish different memory functions is whether the content to be remembered is in the past, retrospective memory, or whether the content is to be remembered in the future, prospective memory. Thus, retrospective memory as a category includes semantic memory and episodic/ autobiographical memory. In contrast, prospective memory is memory for future intentions, or remembering to remember (Winograd, 1988). Prospective memory can be further broken down into event- and time-based prospective remembering. Time-based prospective memories are triggered by a time-cue, such as going to the doctor (action) at 4pm (cue). Event-based prospective memories are intentions triggered by cues, such as remembering to post a letter (action) after seeing a mailbox (cue). Cues do not need to be related to the action (as the mailbox example is), and lists, sticky-notes, knotted hankerchiefs, or string around the finger (see box) are all examples of cues that are produced by people as a strategy to enhance prospective memory.

Physiology
Overall, the mechanisms of memory are not well understood. Brain areas such as the hippocampus, the amygdala, or the mammillary bodies are thought to be involved in certain kinds of memory. For example, the hippocampus is believed to be involved in spatial learning and declarative learning. Damage to certain areas in patients and animal models and subsequent memory deficits is a primary source of information. However, rather than implicating a specific area, it could be that damage to adjacent areas, or to a pathway traveling through the area is actually responsible for the observed deficit. Further, it is not sufficient to describe memory, and its counterpart, learning, as solely dependent on specific brain regions. Learning and memory are attributed to changes in neuronal synapses, thought to be mediated by long-term potentiation and long-term depression.

Disorders
Much of the current knowledge of memory has come from studying memory disorders. Loss of memory is known as amnesia. There are many sorts of amnesia, and by studying their different forms, it has become possible to observe apparent defects in individual sub-systems of the brain's memory systems, and thus hypothesize their function in the normally working brain.

Artistic connections
Artworks often explore the nature of memory. For example, the movie Memento, about a man with a condition which means he is unable to make new memories, reflects on the nature and meaning of memory; and the paintings of Howard Hodgkin, whilst apparently abstract, are said by the artist to be representations of his memories (and their emotional associations).

The above material is partly coming from the free Wikipedia at
http://en.wikipedia.org/wiki/Memory

Memory

From SenseThinkAct

MEMORY

Exercise: Short Term Memory

Testing Someone reads out loud to you a set of random digits. The sets consist of from 2 to 10 digits. You repeat them immediately following the reading. 'The reader increases the readout size until forgetting is consistent. Before starting, the reader says this standard instruction:
"I am going to read numbers and when I have finished, I want you to repeat the numbers in the same order".

A similar experiment may also be arranged using consonants, different coloured cards, nouns, simple geometrical shapes or short phrases.

Note: Unusually high scores in short term memory are only possible if the sets are mentally organised into sub-groups are then given their own label or code.
(illustration of random numbers table anyone?)

Exercise: Memory: Criteria of Retention 1 Primacy and Recency

The beginning of an event, lecture, film, journey, list etc., is likely to be remembered. This is also true of the final scene, passage, conclusion and so on. This characteristic of memory can be used to advantage by introducing the main points or characters early on and summarising the conclusions at the end. This principle will work for periods of several years (eg. at college) as it will for short lists of objects. It is also true for life as a whole in that early events are most influential and recent events most easily remembered in detail.
Application: Think of ways that first and last things seen can be designed to envelop the whole. With an essay this may be a first paragraph that summarises your argument and a final paragraph that summarises your main points.

Exercise: Memory: Criteria of Retention 2

Categories When a number of things have something in common they can more easily be remembered by grouping them under their shared feature. i.e. the group Instead of naming the individuals of a company business, the business is given a name. Perhaps the things fit into a natural series such as 1 2 3, or mountains/plains/seas. If the things to be remembered are completely disparate they may be artificially made into a linked set. One way of doing this is to include the things as part of a story. The story, as a rich set of linked ideas in which the disparate things are integral elements, is easily remembered.
Application: Take what you which to remember and list what the material has in common. If this seems unhelpful create an artificially linking structure e.g. an imagined house in which each to be remembered fact or object is visualised in a particular location.

Exercise: Memory: Criteria of Retention 3 Difference

A foreign or exotic word might stand out from a passage of normal prose. A flower might stand out in a muddy battlefield. A sparrow would stand out in an aviary of finches. The weird, unexpected, unusually strident out of context, will be remembered. Exaggerations of SIZE seem to be especially effective.
Application: To memorise a forgettable name exaggerate or use an associated ludicrous metaphor that will make it stick in the mind.

Exercise: Memory: Criteria of Retention 4 Sensual Power

The more enjoyable the sensation the more likely it will be remembered, all other things being equal. For some senses this means an increase in strength in others its a matter of timing, or transmedia effects. On a mundane practical level, reading material is more likely to be remembered if it has key words in colour and is as brightly lit as possible without glare.
A message in several media, ie. where different senses are stimulated, is more powerful than in one. It follows then, that an idea which is expressed through a story, will have more impact on the memory than a straight-forward statement. The more fantastic, evocative or powerfully illustrated the story, the more powerful the memory. However, best of all is to directly express the idea in actions. Sometimes this may be done as an experiment, sometimes as an exercise and sometimes it is a less specific action in the world at large. Sexual or sexually linked data will probably be easily remembered because of our pervasive taboo on sex and also because sex has a high level of sensory power. Anything vulgar, horrific, obscene or repulsive will also be remembered Anything associated with fear which is not actually threatening in itself eg. story of a murder, will be more easily remembered. This will very much on personal make-up.

Vivid perception is the best aid to retention. In this way the sense exercises are also memory improvers.

Application:

To get people to remember what you say or write make sure it appeals to a range of the senses either directly or by association. A subject that is dull can be associated with one that is bright. Eg. a dull black and white plan will draw attention to itself by being pasted onto a coloured background

Exercise Memory: Criteria of Retention 5

Repetition and Review Repetition is essential for the retention of any low key/ complex information. Each time a particular object, process or condition is perceived, the memory trace is etched deeper'. This principle can be used in two ways. In learning a passage of prose or collection of objects, the passage or collection must be run over, and over again, until it is learnt. Secondly, if the thing needs to be learnt so that it. is permanently ready for recall, then it must be reviewed at intervals. Review is recommended, 10 minutes after first learning; the next day; the next week; the next month; in four months After four or five reviews which are separated in time, the item enters the long term memory from which it is never lost. Further reviews can be of key words and areas only.

Repetition is most effective if it is active. If one speaks the words, with gestures. If the facts are made into a model, sculpture, poster or conversation topic. Passive repetition needs more cycles to gain an equivalent retention. This is the main ploy of advertising, where essentially unimportant material is absorbed simply by passive but repeated exposure. Passive absorption has the advantage of avoiding the reactive filters of the conscious mind. This may be put to good use in reprogramming the memory with a more positive outlook. (See section on autosuggestion)

As a mental faculty, memory cannot be improved by repetitive practice. e.g. By remembering more and more telephone numbers, you are not improving your memory as such. What you may be doing, if your memory gets better, is developing and improving techniques with-which~to-memorise without realising it.

Application: If a thing is worth repeating it is worth repeating at least three times. Rub it in.

Exercise Memory: Criteria of Retention 6 Personal Interest - use value

Retention improves with increased motivation. This may be due to an,increase in the intensity of perception. Whatever the reason, motivation is an important factor. If an action, object or knowledge can be seen to be of use then motivation increases. A perception that is irrelevant to our survival, or whose use is obscure, won't generate much interest and so will not be easily remembered.
Application: In setting up material to be memorised, it helps to make its use value clear. This seems an obvious point and yet in much common school work the reason why it is useful to learn the facts presented is not given. An interest may also be achieved by firing questions at the material until a link with personal experience is found.

NB. Artificial motivation may be generated by mystical or fictitious reasons of use, or by associating a 'useless' fact or object with one more fecund (one of the most common strategies in advertising!).

Exercise Criteria of Retention 7 Attention and Concentration

A basic perceptual/mental ability is to be able to concentrate the attention from the general to the specific. In this way the power of cognition is focused in a very small area. Other sensations and irrelevant thoughts are rigorously excluded to achieve this specialisation.
A one point focus is difficult to keep steady for long. Apart from mental interference from wandering thought (chains of association) there is the perceptual phenomenom of adaption. In practice attention is available for periods of 10-45 minutes depending on the material. Between these periods of concentration there should be breaks of 2-5 minutes for rest and assimilation. Consecutive periods of study should provide a variety of stimulus, ie. similar subjects and media should not be run in sequence.

Application: An environment free from distraction is essential.

This is a personal thing but it is often useful to get our of your own house. Go to the local library or get a studio. Difficult material will generally reguire shorter, sharper periods of attention. eg. heavy technical information. Take regular breaks for exercise.

Exercise Memory Criteria of Retention 8. Preparedness

Are you in the right frame of mind? If your mind is elsewhere you will not be able to key into a subject as quickly as if you had 'warmed up' beforehand.
Application: You will do better in an interview if you have mentally reviewed your curriculum beforehand. Reviewing memories of a subject before a lecture will facilitate your retention of new facts and ideas. Things with which the new ideas can be linked are fresh in your mind.

Exercise Memory: Remembering a Name

Relate the name of the person to the person in some way Make a connection. Any connection! You may have to be wildly imaginative. Repeat the name to yourself sub-vocally whilst looking at the person's face. Go on to study the face for distinctive features whilst repeating the name in your mind.

"John John JOhn JoHn JohN John John John". "Hmm, wart on forehead, grey eyes, grey hairs, unshaven, high cheekbones..." Now make the imaginative leap: Imagine a golf ball between his teeth, suggesting John Player golf tournament. He couldn't smoke all the time then suggesting John Players cigarettes)

This means making quite a creative effort when you are introduced to people. 1t may not be easy if there is fear involved when meeting new people (some level of 'shyness' being very common).

Ask for the name to repeated, even if you can still remember it at that time. Repeat the names as often as conversation permits without giving an impression of over familiarity. The derivation of the name, or other people you know with the same name, may be used as conversational gambits. Linking the name to occupation (David the piano) is very helpful. It takes quite a bit of practice before a dozen new introductions at a party can be instantly retained, but it is possible with practice and ingenuity to compress the technique into very few seconds.

Exercise: Remembering Words and Sentences

Select a succinct and simple piece of prose to develop your technique. Ideally also, a passage that is important to you. Half of the task is done if there is a very clear conception of what each word means; and how its position in the sentence qualifies its meaning; and how each sentence embodies a meaning of its own. Further, in exactly how the meaning of the sentence is expanded by those which follow it...
A good dictionary is essential - no words should pass doubtful or ambiguous. New words should be noted. (see next excercise).

Having thoroughly understood the passage to be mentioned, repeat the first few words keeping the meaning alive in your mind. Repeat them, until they are memorised. Then go on with the remaining words in the sentence. When these are implanted repeat the whole sentence, thinking what you are saying. Go on in this way, sentence by sentence, adding small units to the whole, until you have acquired a modest part of that which you wish to know by heart.

In any spare moments in subsequent days make sure you review the passage aloud. Further periods of learning should be planned on a regular basis until the passage is leant. You will soon get to know the amount of time you need to set aside for any memory task

Exercise Remembering New Vocabulary

When reading - new words are noted down and collected on the left hand page of a large excercise book. When the page has two columns of new words get out a dictionary and make minimal notes or thumbnail sketches along side each word.
Then write out an imaginative passage making use of all the words. The words dictate what happens next. Just allow yourself to associate wildly between the different words.

This piece of writing is then reread a few times in the next few days. It is surprising how naturally interested you will be in reading what you have created, however nonsensical it appears. You are reminded of the meaning of the words by the context which you have made for them ( example below - The Story of Philosophy )

___________________________

The Story of Philosophy
The broadsheet was a paragon of clarity. Netiara held the disquisition at arms length and admired the sharply rectilinear pulp wafer. Within its four corners the nasute iconoclast, feet planted firmly in illabile stance, roars challenge to the mendacious teleologic professors; a begowned and chalk dusted congerie of learned manhood. The proud chanticleers of humanities cerebral pandects, staring at the yellowed reflections of their own noumenal condition.
The vandal approaches within the distance that she may be certain of an expectorant bulls-eye. The excreated phlegm lands before them like an offering. A jejune master of approbation separates himself from the heap with a sedulous effort. He staggers forward with his head thrown back, a gurgling coming from his gaping mouth. As he approaches the pool of spit he lifts his arms and cloak and steps into the dance of the chimeric avatar with a concomitant persiflage directed up to a plaster relief of the Portola. His raillery becomes more agitated and gradually breaks into an airless ululation out of which the avatar would spring auguries damning the impatient appetite of the streetfighter.
At last, spent, he slid to the floor like a b1ack bag of bones. The warrior spoke in deeply flowing tones. "You, where all is perspective and reflection... The Library cannot tell you of each nascent moment, an approbation of the crystal."
____________________________

Exercise Remembering Ideas from Books & Reading

Paraphrase the essential ideas to yourself as soon as you have read them. If the situation allows speak aloud to yourself (vocalising is in itself a great aid to memory).
Then read the crucial passages again and paraphrase afresh. In doing this think through, important points as if you were relating them to someone else. As you proceed through the book, describe to yourself the connections, between the essential ideas. This is done by relating each new idea to the preceding material. If the 'argument' or 'structure' is complex you will find it helps to use a keyword note diagram (see following ex)

After each chapter or other substantial amount, summarise the argument so far.. These summaries may be taped and played back when the whole book has been read.

Having made a summary criticise and question the ideas so far. Again, think out aloud if possible. Aim to make this as succinct as possible.

It is an 'effort' to start to use this technique when one has been used to reading being a passive, quiet activity. The extra effort will be rewarded by a much stronger and clearer conceptual life.

Exercise Memory: Keyword Note Diagram

Go through any previous longhand notes that might be worth reviewing and underline the key words and phrases.
a) Put a name for the subject area in the centre of a sheet of paper. If possible this should be represented graphically as a symbol or little drawing.

b) Branching from this are the main features to be considered - The primary key words or phrases. Draw a line out from the centre and print relevant key word/phrase along this line. Do not worry about 'organising' the structure - work fast. PRINTING THE KEY WORDS might be slower but the extra clarity is worth it.

c) Extend these initial branches out with an unfolding of details of the main features. Secondary keys are those subordinate to the main categories. See diagram...

d) Think of the keyword diagram as a picture. Use colour, code marks arrows, simple geometrical shapes, symbols. The first version can be quite messy and wild. The point is to make it lively, unique and memorable.

e) Review after 10 - 30 minutes, next day, next week, next month. The next day review should be a redrafting of the diagram - emphasis any geometrical forms or other patterns that suggest themselves. Re-arrange things to make corrections clearer. Add in things. Encircle important areas with colour

f) When taking notes of keywords keep an adjacent page for lists, diagrams, formulas, quotes and other stuff worth keeping as it stands.

g) The key note format may also be used to plan things out (eg. prepare a talk), clarify thinking in some area, make a complex process clearer. (for more details see Use Your Head by A. Buzan - weblink)

Exercise Memory: Stories & Gossip

When things are passed on by word of mouth, certain changes occur. It is useful to be aware of these 'weak' points in the, fidelity of reported information.
Passing on a story 7 times: Choose a short story (say 300 words). Tape record it. Play tape to a friend and then as soon as the story has ended ask them to retell the story to you (and onto tape). This second version is then played to another person who, in turn, relates hir version onto the tape. In this way the story is heard and retold 7 times. Transcribe these stories and note how they evolve. If transcription is too difficult compare the last version with the first - It should be interesting to:

1. Compare what you see happening with the 8 criteria of retention. (see pg. ) This experiment should illustrate the principes of memory. The results will vary with the type of story used and the personal experience of participants.
2. See what sort of process seems to occur as people reconstruct the story. It is said that errors of reporting are most common with colour, then position, then size and least of all shape.
3. Think about/ discuss how does this process will effect the dissemination of ideas in everyday life?

Exercise Memory: Remembering Verbal Material

In situations where you are unable to refer back to visual material for review, recapping is a useful technique. Using recapping also does away with the need to take immediate notes.
What you do is to interrupt the speaker and say you would like to ensure that you have understood what has been said so far. You then express in your own words the main points made and ask for correction if necessary. This ensures communication is fully understood. is a powerful memory aid and helps concentration (especially on boring or a powerful unpleasant material.

At the end of the presentation do a major recap of the material as a whole and ask questions for further clarification.

This recapping may be done with a third party after the event. It can also be used with books or film and video material.

Exercise Memory: Remembering Lists of Things

The making of lists is in itself an external aid to memory. A list allows items to be reorganised in a manner that the memory may more easily absorb. The structure of the list might suggest things that are missing. Priorities may be decided.
Basic method:

Read the list through at a regular rhythm.

Then covering the list with a sheet of paper, remember the first word. Move the paper down to reveal the 1st word - look, check, memorise. Try and remember the 2nd word, whilst it is still covered. Move the paper down to reveal the 2nd word - look, check, memorise. Repeat for the 3rd word - and continue through the list. Keep going through the list in this way until each item is anticipated correctly. Repeat a few more times. Now run through the list several times out aloud, faster and without the copy.

Review after 20 minutes,

6 - 10 hours,

1 day,

1 week

1 month (the list is now installed in your memory for life)

exercise Memorising Lists By Imaging

This excerise relies on the principle that if two simple events are brought into vivid relationship with one another then the subsequent occurence of one of these events will lead to recall to the other. The relationship formed for this purpose may be quite arbitrary as long as it is vivid.

1. The first word of the list is read out aloud. Simultaneously visualise the word as strongly as possible.
2. The second word is then read out aloud and visualised. Make the images exaggerated and fantastic.
3. Now imagine an active relationship between the two images.
4. Having made this connection vividly, dismiss it from the mind and read aloud the third word and visualise it. It is important that the visualisations are separated and not allowed to become welded in a stream of fantasy. This selective attention may require some considerable practise.
5. Now relate the third image to the second.
6. Dismiss from the mind, read aloud the fourth word, visualise it. Using this process you can remember a list of words; by thinking of the first word the second is recalled and so on in a chain of associations.
Example: Bread, Pegs, Nails, Disinfectant, etc.

1. Bread - visualise as hot, delicious smelling loaf.
2. Pegs - visualise large coloured pegs on your own clothes line.
3. Bread & Pegs - visualise bread pegged out on the line to cool. Dismiss this relationship from mind
4. Nails - visualise 6 inch nails.
5. Pegs & Nails - visualise wearing a peg on your nose because of the smell of the animal pelt you are nailing out to dry Dismiss this relationship from your mind.
6. Disenfectant - visualise disenfectant going milky as you pour it in the toilet.
7. Nails & Disenfectant - visualise having accidently banged a rusty nail through your hand and you put disenfectant on the wound.
Examples are of limited use as it is to a great extent a process that relates to personal preferences and experience.

Practice learning a different list of 10-20 items each day for a week. Each day test yourself by running through the previous lists. You may find the process laborious at first but after practice the visualised connections may be made at great speed. After the initial week, practice as the chance comes along on such things as shopping lists or key words in notes.

exercise Lists:
Imaging Numbered Lists (advanced) Think of a rhyming image to fit the numbers 1 - 10 one - sun
two - sky blue
three - tree
four - door
five - beehive
six - kicks
seven - tavern
eight - plate
nine - line
ten - pen

Become really fluent with these set associations so that the number sequence and the images can be reeled off spontaneously and in any order.

Take the list of words that you want to memorise, and number them 1 to 10 eg.

1. Bread
2. Pegs
3. Nails
4. Disinfectant
5. etc.
Make an image relationship between sun and bread, blue and pegs and so on. In this way the list of words can be memorised.

The advantage of this method is that if someone asks you for the 7th item on the list you can remember it without having to go through the whole list.

Note: The Visualisation of Objects in Lists: It is found that when coming to remember lists by visualising, people often use their own methods of linking which are often not a definite system but a flexible and creative approach. Each object spontaneously suggesting its own best possible method. For instance if I visualise to remember numbered objects, I arrange or transform the object to link with the number. Thus no. 6 - bed - a bed with 6 legs. no. 5 - oranges - five oranges in a pentangle on a lawn. Sometimes the connections are not easy to describe but are felt to be quite strong. eg. 10 - floor.

Exercise Memorising Numbers using Herdsons Mnemonic

The above systems may also be used to remember abstract numerical relationships. This may be done in several ways.

1. To make up a story which links the number symbols into a sequence. The richer and more surreal this story, the better. Eg. 7318035 - Shaving over a deep pool, I was surprised by a trident coming out of the water with a single lighted candle on its left barb, an hourglass on its centre, and an apple impaled on its right barb. The trident disappeared again in a swirl of wave, I found myself waving goodbye.

If the number was a telephone number, the whole story could be made to remind you of the person whose number it is. Eg. 674 8850 - I am walking down a lane, I look down and see a hexagon marked on the path, looking up I am confronted by a robber holding an open razor. I offer him some sugar cubes but he demands to see my pack. He selects two large hourglasses which he can hardly hold in his free hand. He goes off and I sit down, quivering with shock to eat an apple.

This takes less time and is more entertaining and lasting than rote learning of the numbers. If you find difficulty in beginning a story imagine yourself on a walk. The symbols are seen in particular settings en route whilst taking the walk. Or, arrange the symbols to occupy different parts of an imagined space (room, house, castle etc).

2. Numbers are otherwise better remembered if imagined as active and sensually interesting activity. Eg. Digits may be imagined as 'written on a blackboard with a large lump of soft chalk in your own handwriting'. Or numbers may be linked to musical notes and remembered as tunes if you have the necessary tonal skill.

Exercise Memory

Arranging to Recall at a Time in the Future What we do is form a strongly imaged connection between, the item to be remembered, and the time at which you wish to remember it. For instance, the people two doors away have asked me to feed their cat whilst they are away at the weekend. I have no interest in cats so I realise my mind will not easily remember as I have a busy schedule at the weekend. What I do is spend a minute or two of intense concentration, making connections between cat and, say, the kettle. In this way, every time I pick up the kettle I will think of 'cat'.
cat kat ket kettle
spout of kettle like a cats tail
steaming hiss like a cat's hiss
The kettle is used at intervals during the day at which it would be convenient to go round and feed the cat. This process saves me from 'worrying about remembering to feed the cat'. Practice in making imaged connections can speed this process up to a matter of seconds.

It is worth noting that the mind seems to have its own time clock. We can decide to wake up at a particular time by deciding to before we go to asleep. If there is no set schedule to the day we can use this 'sense' of time to remind us to do something, like making a phone call at a particular time. Notice when you already using this faculty without being aware of it.

The material above is partly coming from
http://www.sense-think-act.org/index.php/Main_Page