Memory (Part 9)

In discussing study methods, Weinland emphasizes the importance of an environment conducive to study. He too points out the value of using all the senses to reinforce memory, and reminds us that verbalization can be an aid to motor learning.

In discussing the auditory and visual aspects, he refers to an investigation by F. C. Bartlett, who found that visual memorizers tend to be quick and confident in their learning and in reproducing the subject matter—quite directly, with less dependency on grouping, comparisms and secondary associations than auditory memorizers, who in addition reached for signs and cues and descriptions, and who are less confident in recalling subject matter.

On the other hand, visual memorizers were more likely to change the material in recall, or to change the order or add material not originally included. A combination of the two is, of course, preferable to either one method alone. Visual aids are always useful in fixing a memory, as are efficient reading habits.

Marking up a book or taking notes in a lecture also help, by further affixing attention in the course of learning and for future reference when review is necessary, as does recitation for the purpose of self-testing. Review soon after learning, because of the quick early forgetting tendency, is useful, and spaced practice is important. Weinland tells us that sometimes the review is more meaningful if there are slight changes in method or point of view; this is of interest in our study because the sleep-learning investigations report better results when the material is not changed.

The recommendations to study before going to sleep are modified by Weinland, "unless physically or mentally overtired." He also recommends, on the basis of several studies, learning the material in the evening before going to bed, and reviewing it the next morning. He too values overlearning, but feels it should be used with discretion.

And he notes that miscellaneous items can best be remembered by finding a pattern or principle for it: a pattern in the spelling or in the arrangement of numbers, in features and appearance and behavior of people, in the rhythm and melody of music, in the customs of a group, and in suffixes in language; a principle of spelling or grammar rules, a principle behind group customs which presents them in a unified way—and so forth.

Rhyme, numbering, alphabetical order, abbreviation, a kind of acrostic system of making words out of first letters of a series of facts, pigeonholing (Simonides Spatial Arrangement), translation of numbers and letters already referred to, paired associates and chain associations (also referred to above) are all mentioned by Weinland as memory devices that have some value but also limitations.

Numbering ceases to be useful when large numbers of items are to be considered; alphabetical order may result in blocking; abbreviation can be confusing, or even come before remembering the whole fact for which the abbreviation stands; acrostics are artificial and may discourage attempts to understand the material; pigeonholing is not a good substitute for arrangement by logic and organization; number letter translation is a complication requiring special learning and practice and appears to be useful for little more than tricks; paired associates and chain association have been discussed elsewhere and are not recommended for wide use. But all of these devices can be useful and helpful in particular circumstances.