GUST 1270 College and Career Planning CHAPTER EIGHT

GUST 1270 College and Career Planning CHAPTER EIGHT REMEMBER: Empowering Your Memory and Creating Your Study Plan

UNIT 8 OBJECTIVES This chapter can help you: – Understand how memory works and can be improved – Differentiate between short- and long-term memory – Learn to commit information to long-term memory – Identify and avoid hindrances to memory – Understand the role of sleep – Differentiate between memorizing and knowing – Use mnemonics – Develop strategies for studying math and science

IMPORTANT FACT… Your unique study environment needs are important to your success when studying!

UNDERSTANDING MEMORY • Everyone remembers AND forgets information • The senses help us take in information • With very little effort, you can remember some information • With rehearsal (study), you can remember a great deal of information • Without use, information is forgotten • Information needs to be “filed” • Information must have a retrieval system • Mnemonic devices, repetition, association, and rehearsal help with storage and retrieval

STAGES OF MEMORY • • Sensory Working (or Short-Term) • Long-Term

SENSORY MEMORY • Stores information from the five senses • Lasts 1– 3 seconds only • Very large capacity • Concentrating on information moves it to short-term memory

WORKING OR SHORTTERM MEMORY • Short duration • Holds 5– 9 pieces of information • Rehearsing information moves it to long-term memory

LONG-TERM MEMORY • Stores a large amount of information • Like files on a computer disk • Consists of information you have: – Heard often – Used often – Deemed necessary

VCR 3 AND MEMORY • • • V… C… R… R… R… Visualizing Concentrating Relating Repeating Reviewing

MEMORY HELPERS • • Proper sleep Proper nutrition / diet Exercise Mental exercises such as cross word puzzles, brain teasers, name games, etc… A positive mindset The proper environment Scheduled study breaks Repetition and visualization

MEMORY HINDRANCES • Internal and external distractions • Alcohol • Drugs • Stress • Closed mindedness (tuning out things you don’t like) • Inability to distinguish important facts from unimportant facts

KNOWING VS. MEMORIZING Knowing – Making a personal commitment – Energy and a positive attitude – You “own” the information Memorizing – Rote rehearsal – Quickly lost or forgotten

OWNING THE MATERIAL • • • Can Can Can I I I I I relate x to y? illustrate how x does y? compare and contrast x to y? apply x to y in the real world? distinguish x from y? define, identify, name and describe x? solve the problem of x? re-arrange x to make it work with y? support theory of x and y? defend my knowledge of x or y?

MEMORY STRATEGIES • SQ 3 R reading technique • Mnemonic devices • Cooperative learning

SQ 3 R METHOD • S—Scan the chapter • Q—Develop questions from headings • R—Read the chapter • R—Recite the information read • R—Review the chapter

MNEMONICS • Jingles or rhymes • Sentences • Words • Story lines • Acronyms • Pegs

COOPERATIVE LEARNING • Questioning • Comparing • Drilling • Brainstorming • Sharing • Mapping

SELECTING A MATH OR SCIENCE PROFESSOR • • Talk to peers Ask your advisor Choose one who invites questions Choose one who keeps office hours on campus Choose one who is patient Choose one who reviews materials Choose one who works with academic support centers Choose one who teaches lecture and lab

STUDYING IN A CRUNCH • • • De-compressurize Ditch the “Blame Game” Know what to study Read it quick with H 2 FLIB Make connections Use your study guide Visualize your material Repeat! Choose wisely

UNIT REFLECTION • Study the hardest material first • Review your class and text notes • Use mnemonics • Take short breaks every 30 minutes • Study in a bright and cool setting • Have a healthy snack • Approach the material several ways

JUST FOR FUN !! Character Illustration by Christian O’Brien