Although the importance of enabling students to create episodic and semantic memories during the learning process has long been acknowledged, this issue has not been adequately addressed in educational research. This is particularly true for the 'social contagion of memories' which refers to the memories implanted by others (e.g., teachers, friends, parents) via social interactions. In fact, this implantation process almost entirely occurs in an implicit manner and has important conclusions for learning because, for example, students' memories may be contaminated by others' knowledge, perceptions, beliefs, and emotions during the learning process. If this is the case, I strongly believe that we may benefit from the effects of the mentioned social process (i.e., social contagion of memory) by using memory contagion strategies in educational settings such as classrooms. Yet, at this point, an important question arises: What are these strategies?
Hi Altay,
Attached are some literature for your perusal.
regards
www.cdl.org/articles/what-strategies-can-be-used-to-increase-memory/
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Dear Eren,
You have certainly hit the hammer on the nail by broaching up the insightful concept of social contagion of memories. We do acquire different types of knowledge and behavior most implicitly from those we meet in different social encounters.Like you, I also believe that we are very mysteriously influenced by social agents playing different roles in our lives and as you say discovering the strategies involved in the process are very important. Most notably, deliberate exposure, imitation and inculcation are very fundamental issues in the process and they are the ones that politicians and social media adopt to control our lives.
Best regards,
R. Biria
Hello Altay Eren
Strategies to Enhance Students' Memory: (Glenda Thorne)
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.
.
please check the resources related to your topic apart from above references.
http://www.tandfonline.com/doi/full/10.1080/01443410.2016.1143087
www.science.gov/topicpages/p/peer+contagion+effects.htm
The last comment resonates with me. Contagious is a negatively associated word and teaching should be full of positive expressions but contagiousness linked with viral (with the connotation of networking) would be positive amongst those who use information learning technologies a lot. Thank you Ms Nirmala - I wish to investigate your resources further.
Dear Altay,
There is extensive research on the effects of "Self-Development" which results to better cognitive abilities and interpersonal skills.
I recommend you look for Effects of Transcendental Meditation on cognition/memory and/or education. You will love it! :) Most of the research is done in the US, some in northern EU.
You can also use the debate in which students have to actually research and argue to defend their positions, which helps to reinforce what they believe and by extension remember it. See the following strategy in this conference paper:
https://www.researchgate.net/publication/274720155_Debating_A_Dynamic_Teaching_Strategy_for_Motivating_Students_and_Teachers
Best regards,
Debra
Conference Paper Debating: A Dynamic Teaching Strategy for Motivating Student...
You might be intereseted in the deep learning using the approach of innovation pedagogy.
As young learners our brains become sponges we collect everything however, I remember watching a TED video and it explained that out brain is exactly like a computer that stores information. We have to unlock with social and active learning whereby, incorporating social and active learning strategies. The mind can use the prior knowledge and collaboration of learning to deepen and strengthen our memory and unlock 'the filing cabinet'.
WAYS TO IMPROVE MEMORY:
Method of Loci
Pegword Method
PQ4R Method
These are best methods According Academic perspective Design pedagogies USE above Methods Practicing these Methods Helps ..............
I have two suggestions in order to improve the long term retention rate of the learner:
1. We can ask our students to record the conceptual facts in their mobile in the later stage then and there we can insist them to listen to the audio (including during the travel, hotel, parks etc.,)
2. We can insist them to draw a mind map/concept map/ knowledge map and they can paste these posters in their living room then and there they can see to these charts. These two methods definitely will improve the long term retention rate.
Finally, if we ask them to participate in the oral presentation activity that also improves the retention rate.
What are key articles for the beneficial effects of elaboration (strategies) on retention of learning materials? - ResearchGate. Available from: https://www.researchgate.net/post/What_are_key_articles_for_the_beneficial_effects_of_elaboration_strategies_on_retention_of_learning_materials#57e4bd3f93553b521046ee46 [accessed Sep 23, 2016].
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