http://www.readingrockets.org/article/10-strategies-enhance-students-memory
There are many tests to measure digit span and short term visual memory, some paper- and some computer-based, including the following: (i) Digit Span Test by Cambridge Brain Sciences, (ii) Digit Span and Backwards , and Digit Span implemented in Wechsler Adult Intelligence Scale, and (iii) Memory Game implemented in Mental Attributes Profiling System.
Long-term memory encodes information semantically for storage, as researched by Baddeley. In vision, the information needs to enter working memory before it can be stored into long-term memory. This is evidenced by the fact that the speed with which information is stored into long-term memory is determined by the amount of information that can be fit, at each step, into visual working memory. In other words, the larger the capacity of working memory for certain stimuli, the faster will these materials be learned. [ From Wikipedia ]
I highly appreciate your valuable answer dear colleague Mahesh Kumar. Thank you so much.
Liqaa
Questions are a good way. During the year and at the end of each class a few questions to refresh and measure students' memories.
Short-term memory is the information that a person is currently thinking about or is aware of. It is also called primary or active memory. Recent events and sensory data such as sounds are stored in short-term memory. Short-term memory often encompasses events over a period anywhere from 30 seconds to several days.
Because short-term memories need to be recalled for a lesser amount of time than long-term memories, the ability of the brain to store short-term items is more limited. According to "Memory Loss & the Brain," a newsletter from the Memory Disorders Project at Rutgers University, short-term memory can store anywhere from five to nine items. New information can bump out other items from short-term memory. Long-term memory has much greater capacity and contains things such as facts, personal memories and the name of your third-grade teacher.
Different parts of the brain handle the different stages of memory. Short-term memory primarily takes place in the frontal lobe of the cerebral cortet. Then the information makes a stopover in the hippocampus. A 2014 study published in Proceedings of the National Academy of Sciences found that a small number of neurons in the hippocampus may hold the memories of recent events. Exposure to a particular face becomes linked to these neurons, which fire when the memory is recalled. The memories are then transferred to the areas of the cerebral cortex involved in language and perception for permanent storage.
Helpful reply dear Santhosh Kumar Balan .Thank you so much.
Liqaa
Thanks a lot dear Abderrahmane Khechekhouche for your participation.
Liqaa
Many students have memory problems. Students who have deficits in registering information in short-term memory often have difficulty remembering instructions or directions they have just been given, what was just said during conversations and class lectures and discussions, and what they just read. Students who have difficulty with working memory often forget what they are doing while doing it.
For example, they may understand the three-step direction they were just given, but forget the second and third steps while carrying out the first step. If they are trying to solve a math problem that has several steps, they might forget the steps while trying to solve the problem. When they are reading a paragraph, they may forget what was at the beginning of the paragraph by the time they get to the end of the paragraph. These students will look like they have difficulty with reading comprehension. In facts, they do; but the comprehension problem is due to a failure of the memory system rather than the language system.
Students who have deficits in the storage and retrieval of information from long-term memory may study for tests, but not be able to recall the information they studied when taking the tests. They frequently have difficulty recalling specific factual information such as dates or rules of grammar. They have a poor memory of material they earlier in the school year or last year. They may also be unable to answer specific questions asked of them in class even when their parents and/or teachers think they really know the information.
Students with short-term memory problems can be identified by short examinations at the end of each lecture, while we can identify people with long periods of memory through quarterly exams, so we can tailor solutions for each case.
I agree with Dr. Alhayany. I may also add that you can easily do this in the classroom. Give different types of surprise quizzes: on one day ask predominantly questions covering topics covered recently and on another day towards the end of the term give a surprise quiz covering topics covered a few weeks earlier. This can establish a quick result eliciting the differences between the two types of memory, if any.
I read each word in your comments dear Dr Ali Alhayany. It is really amazing. Thanks a lot dear Dr.
Liqaa
Thank you so much dear Srini Vasan for sharing your opinion.
Liqaa
http://www.readingrockets.org/article/10-strategies-enhance-students-memory
Thank you so much Saif Hosam for sharing these strategies.
Liqaa
Quizzes tests the short term memory while other exams are testing the long term memory of the students.
This can be achieved by the constant interaction between the teacher and the student by trying to involve them in questions and answers during the class teaching. Also as Dr Raid has pointed out the teacher have to organized short questions (Shut gun as we do call it over here) which are quiz for the student to access their short term memory while exam which is not always the true test of knowledge can be used for the long term memory. I hope this helps
Thank you so much dear colleagues for sharing your valuable opinions.
Liqaa
A memory is always associated with the comprehension of students to topics being given , and how well understood the concepts of subjects.
If there comprehension was perceivable then they will grade fantastically.
Previous answerd from coleagues also referred to the Quiz test which might test how function their memory in 10 minutes setting.
An oral exam might be useful form of the .memory test, it can be proceed normally during the lecture by asking some questions related to the previous lectures and check them instantly if they memorize things easily, otherwise you might find another way to print information in their mind..
Regards
by recalling questions, But I think it differs from one to another students.
Really helpful replies. Thank you so much dear colleagues.
Liqaa
Thanks for this question
In medical field, special tests are used to assess built-in memory rather than a memory for a specific subject
If you like to visit the following links
1- www.brainmetric.com/pdfs/MAS_Manual.pdf
2-https://www.cambridgebrainsciences.com/science/tests/filter/short-term-memory
I hope they will be useful
Ali Almothaffar
Dear Dr @Ali Almothaffar
I highly appreciate your efforts in sharing this valuable link. It will be really beneficial to depend on it in my upcoming study. Thank you so much.
Liqaa
10 Strategies to Enhance Students' Memory
Effective and efficient memory is critical for reading and school success. Here are 10 strategies to help children develop their memories.
The memory demands for school-age children are much greater than they are for adults. As adults, we have already acquired much of the knowledge and skills we need to function day to day. Although the knowledge base for some fields such as technology changes rapidly, the new information is generally highly specific and builds on existing knowledge. On the other hand, school children are constantly bombarded with new knowledge in multiple topic areas in which they may or may not be interested. Additionally, they are expected to both learn and demonstrate the mastery of this knowledge on a weekly basis. Thus, an effective and efficient memory is critical for school success.
Many students have memory problems. Students who have deficits in registering information in short-term memory often have difficulty remembering instructions or directions they have just been given, what was just said during conversations and class lectures and discussions, and what they just read. Students who have difficulty with working memory often forget what they are doing while doing it.
For example, they may understand the three-step direction they were just given, but forget the second and third steps while carrying out the first step. If they are trying to solve a math problem that has several steps, they might forget the steps while trying to solve the problem. When they are reading a paragraph, they may forget what was at the beginning of the paragraph by the time they get to the end of the paragraph. These students will look like they have difficulty with reading comprehension. In facts, they do; but the comprehension problem is due to a failure of the memory system rather than the language system.
Students who have deficits in the storage and retrieval of information from long-term memory may study for tests, but not be able to recall the information they studied when taking the tests. They frequently have difficulty recalling specific factual information such as dates or rules of grammar. They have a poor memory of material they earlier in the school year or last year. They may also be unable to answer specific questions asked of them in class even when their parents and/or teachers think they really know the information.
The following ten general strategies are offered to help students develop a more efficient and effective memory.
1. Give directions in multiple formats
Students benefit from being given directions in both visual and verbal formats. In addition, their understanding and memorizing of instructions could be checked by encouraging them to repeat the directions given and explain the meaning of these directions. Examples of what needs to be done are also often helpful for enhancing memory of directions.
2. Teach students to over-learn material
Students should be taught the necessity of "over-learning" new information. Often they practice only until they are able to perform one error-free repetition of the material. However, several error-free repetitions are needed to solidify the information.
3. Teach students to use visual images and other memory strategies
Another memory strategy that makes use of a cue is one called word substitution. The substitute word system can be used for information that is hard to visualize, for example, for the word occipital or parietal. These words can be converted into words that sound familiar that can be visualized. The word occipital can be converted to exhibit hall (because it sounds like exhibit hall). The student can then make a visual image of walking into an art museum and seeing a big painting of a brain with big bulging eyes (occipital is the region of the brain that controls vision). With this system, the vocabulary word the student is trying to remember actually becomes the cue for the visual image that then cues the definition of the word.
4. Give teacher-prepared handouts prior to class lectures
Class lectures and series of oral directions should be reinforced by teacher-prepared handouts. The handouts for class lectures could consist of a brief outline or a partially completed graphic organizer that the student would complete during the lecture. Having this information both enables students to identify the salient information that is given during the lectures and to correctly organize the information in their notes. Both of these activities enhance memory of the information as well. The use of Post-Its to jot information down on is helpful for remembering directions.
5. Teach students to be active readers
To enhance short-term memory registration and/or working memory when reading, students should underline, highlight, or jot key words down in the margin when reading chapters. They can then go back and read what is underlined, highlighted, or written in the margins. To consolidate this information in long-term memory, they can make outlines or use graphic organizers. Research has shown that the use of graphic organizers increases academic achievement for all students.
6. Write down steps in math problems
Students who have a weakness in working memory should not rely on mental computations when solving math problems. For example, if they are performing long division problems, they should write down every step including carrying numbers. When solving word problems, they should always have a scratch piece of paper handy and write down the steps in their calculations. This will help prevent them from losing their place and forgetting what they are doing.
7. Provide retrieval practice for students
Research has shown that long-term memory is enhanced when students engage in retrieval practice. Taking a test is a retrieval practice, i.e., the act of recalling information that has been studied from long-term memory. Thus, it can be very helpful for students to take practice tests. When teachers are reviewing information prior to tests and exams, they could ask the students questions or have the students make up questions for everyone to answer rather than just retelling students the to-be-learned information. Also, if students are required or encouraged to make up their own tests and take them, it will give their parents and/or teachers information about whether they know the most important information or are instead focused on details that are less important.
8. Help students develop cues when storing information
According to the memory research, information is easier retrieved when it is stored using a cue and that cue should be present at the time the information is being retrieved. For example, the acronym HOMES can be used to represent the names of the Great Lakes — Huron, Ontario, Michigan, Erie and Superior. The acronym is a cue that is used when the information is being learned, and recalling the cue when taking a test will help the student recall the information.
9. Prime the memory prior to teaching/learning
Cues that prepare students for the task to be presented are helpful. This is often referred to as priming the memory. For instance, when a reading comprehension task is given, students will get an idea of what is expected by discussing the vocabulary and the overall topic beforehand. This will allow them to focus on the salient information and engage in more effective depth of processing. Advance organizers also serve this purpose. For older students, Clif Notes for pieces of literature are often helpful aids for priming the memory.
10. Review material before going to sleep
It should be helpful for students to review material right before going to sleep at night. Research has shown that information studied this way is better remembered. Any other task that is performed after reviewing and prior to sleeping (such as getting a snack, brushing teeth, listening to music) interferes with consolidation of information in memory.
reference/http://www.readingrockets.org/article/10-strategies-enhance-students-memory
regards
Students with short-term memory problems often need specific support strategies in place to help them master skills and keep up with their peers.
Appreciated opinions dear colleagues. Thank you so much.
Liqaa
Improvement of memory can be achieved by a greater share of practical exercises and the visualization of the subject's work. It is important to achieve active participation of students in teaching.
Teacher can measures students' short and long term memory by short tests (5 min) after some themes and by classic exam.
Thank you so much for your participation dear colleague Mladen Bošnjaković.
Through Mind Mapping technique one can enhance hIs memory
When I motivate students and encourage them to concentrate during the lecture and waiting for the trap question, with the answer reward. I find that the memory is present and has absorbed a lot of information and concepts of the lecture. The incentive system is effective even in the educational process. It is a powerful tonic for memory.
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