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Author Topic: Memorization method  (Read 127659 times)
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aangeles
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« Reply #30 on: February 17, 2012, 07:10:42 AM »

@jc1: I have used Educreations a few times on the Ipad for explaining things to Ella and so far we like it. Now, if only the developers can take TheyCan up on her idea and make the app compile all our notes for the day and automatically create calendar reminders for 1 day, 1 week, 1 month, and 1 year, it would be perfect!

@Shen-Li: Ooops... I started using Wink with my daughter when she turned 3.5 years old because I felt that she had already bridged to left brain thinking. I based my decision to start Wink on the TW chart which recommended starting it once the child exhibits preschool characteristics. I also started the Photographic Memory Kit with her. However, I also still show her the TW DVDs and a lot of flashcards regularly. Do you think it is too early to start Wink and the PM Kit (she is now 3 years 7 months old)? Aren't the activities in these two kits (e.g. memory train, space memory, etc) similar to the activities that they do with your boys in the TW classes? If so, why would Wennie say that it is too early to start Wink?

@DadDude: Thanks for starting this interesting discussion! Just to add my own anecdotal experience: I have been teaching Ella to memorize classical Chinese poetry and literature for some time now by letting her listen to recordings. On our first run-through, I would stop the CD frequently to explain and clarify, but on subsequent sessions, will just let her listen straight through. Then I would repeat these recordings at increasingly prolonged intervals. Although not exactly at 1 day, 1 week 1 month, 1 year (I am not that well-organized!), but something similar. And guess what it works! I can give her the title of a poem and she will be able to recite it in its entirety. I can start a poem in the middle and she can continue reciting it. I can recite a single verse and she will be able to tell me the poet who wrote it, and she will also tell me what other things that particular poet wrote! Her auditory memory is also excellent. Several times I have mentioned something (a date, a phone number, etc) to my hubby in casual conversation within her earshot but not addressing her directly, and a few weeks or months later, she will remember it perfectly! Her previous teacher in daycare had also noticed the same thing and mentioned it to me a few times. I am not quite sure if her auditory memory is so good because of the recordings or if the recordings work so well because of her excellent auditory memory. What do you think? I would also be very interested to know what system you are using to remind yourself of the schedule for repeating your recordings.

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ShenLi
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« Reply #31 on: February 17, 2012, 04:39:45 PM »

Mandabplus3 - Yes, I've been trying to get creative about presentation; although he has very specific tastes and if he decides he likes something, it doesn't matter about the presentation. For instance, he started going nuts over Dr Seuss books because we were out one day and he was bored. The only thing I had on me was a Dr Seuss book so he was "forced" to read it or suffer the boredom (up until then, he flatout refused to read any of the books). After that, when we were at the book shop, he went after the series.

Aangeles - yes, a lot of wink activities are also done in Heguru at very young ages so don't worry, I'm sure it's fine. Wennie said most important of all is to follow your child. If he really enjoys it, it doesn't matter what the activity is. I just remember her saying not to be too eager to jump to wink because she felt the wink program is right brain activities for left brain people; whereas young children already have their right brains open so you didn't need to use wink.

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Dr Miles R Jones
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« Reply #32 on: February 17, 2012, 06:25:33 PM »

We all have a photographic memory.  That is to say we can remember pictures very well.  80% of the input cortex is devoted to visual memory followed by auditory memory, the next strongest sense.  Make sure to use them both when memorizing.  Use pictures and read aloud your summaries.  Memory Training in the classical Greek model takes abstract info like numbers, concepts etc. and turns them into images then links them together by making those mnemonic images interact.  Ancient Greeks called this the "memory theater".  This is one of the most neglected keys to unlocking incredible learning potential.  The other would be speed reading.  Put the two together and it is unbelievable what you can do.

Always look for the ideal then take a deep breath and do what you can practically do.  The Super Memory Review I outlined to Larry Sanger is a program that uses only natural memory, no knowledge of memory principles required, and works very well.  Anyone who successfully learns anything does some varition of this technique but this makes it as simple as possible.  Whatever you are learning, make sure you buy the book or copy the article, now you can do all this digitally, of course, and mark or highlight the important point to remember.  You have basically summarized the material.  Then review it on this schedule:

One Minute, One Hour, One Day, One Week, One Month, One Year and Every Year until mastered. 

Simple enough to remember and  fairly easy to implement once you get organized.  Summarizing what you read is an incredibly important skill so much so that an academic article will start with an abstract, a one paragraph summary containing the most pertinent information.  One can rapidly research a field simply by reading abstracts.  So let us assume you read or learn something every day that you want to commit to memory.  Even if it is a long book you can summarize the most important points, you don't need to include everything you highlighted although you can if that level of memory is required or desired.  Review it right after you read it (the One Minute review) then in an hour or so.  If you don't have your notes just see how much you can remember.  Other than the initial reading that is about 2 minutes of review.  Review what you did the day before, and what you learned on the same day the week, month, and year before.  That is 6 minutes of review daily if you stick to the one minute summary principle. 

Additional time spent is often because you are really interested in the info you are reviewing which is not a bad thing at all.  Spend as much time reviewing as you want if you have it to spend.  Also sometimes we have a lot of stuff we need or want to learn so we have several summaries.
All the information you read is recorded in memory.  The trick is to beat a synaptic pathway to it so it can be recalled easily.  You don't need your notes in front of your to remember what you read if you do it soon enough after the intial contact.  This technique is based on the well known way to long-term memory by frequent repetition of data in short-term memory.  The formulation above, however, is my own and you won't see it elsewhere unless they copied it from me which is fine with me. 

The ideal is to master the principles of Memory Training, not very hard to do.  We start with Memory Training in our Early Learning program.  It is a standard part of our Mathematics curriculum.  We have recently separated it out so that people could obtain just the Memory Training text, DVDs, posters and cards etc. if they wish.  Once the mnemonic images have been created and included in the material it is simple for a child or adult with  memory training to recall all the relevant facts in the text just read. The ideal is to have materials done in a memory training format by someone expert.

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Dr Miles R Jones
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« Reply #33 on: February 17, 2012, 06:42:06 PM »

Here is a free download "How to Remember Anything Forever" for those who want a more detailed explanation of the Super Memory Review.  Feel free to pass it around if you wish.  Any comments or feedback on it would be welcome.

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DadDude
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« Reply #34 on: February 17, 2012, 07:40:44 PM »

Thanks very much, Dr. Jones! I take it that your earlier post is "How to Remember Anything Forever."

I really appreciate having it all laid out like this. I do have one question, if you don't mind. I don't really like marking up our books, and it also seems to require a lot of time, over the long haul. If I'm simply summarizing 20 minutes of out-loud reading (we read to H. in chunks about that long on average), and I am able to create good recorded summaries of that reading, is there any particular advantage to having highlighted the text in addition? It seems to me the only reason I would want to highlight the text is if I plan to review the text later. But we rarely do that, except when H. simply re-reads it to himself, and then again the highlights aren't that important.

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linzy
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« Reply #35 on: February 17, 2012, 07:41:54 PM »

I agree that photographic is something that anyone can acquire to a degree. I used to have a poor visual memory, but could remember anything I heard orally. To the point that I did not take notes in class but just focused when they spoke and memorized. I figured all the information would need to be memorized for the test anyway.

With time though I was able to improve my own visual memory to the point that people now frequently comment that I must have a "photographic memory". I think the key is just practice. I work in the medical field and prior to seeing a patient I review the chart. I see about 30 patients a day so for each one I review the chart and try to commit it to memory. I then enter the room without the chart (for me this is key, if I had the chart then I would feel I could rely on that instead of my memory) I find that I am able to visualize the chart with dates of surgeries, illnesses and medications quite easily now after years of practice. It may help that the forms this information is on is the same for every chart, I'm not sure. But after strengthening this skill within the workplace I now find I can visualize pages of books and other things that I have seen much more easily.

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seastar
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« Reply #36 on: February 17, 2012, 08:44:25 PM »

I don't really like marking up our books
is there any particular advantage to having highlighted the text in addition?

I know what you mean about not wanting to mark books - it was something that took me years to get over. However, there are many advantages to highlighting, including:
1 - It brings a kinaesthetic component into lessons
2 - The use of colour greatly enhances visual memory
3 - It develops the ability to pick out only the key pieces of information from text.

To make this more effective, do SQ3R (Survey, Question, Read, Recite, Review) so that you get an overview before you begin as this reduces the amount of time necessary to pick out key points.

All that said, highlighting is only one way to do this. There are many others and it is a matter of finding the one that resonates best with the person's individual learning style & taste.

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« Reply #37 on: February 18, 2012, 02:14:35 AM »

linzy -- that's so interesting, because I'm the exact opposite.  While having a very poor auditory memory, (unless I use a lot of repetition), I have always had a pretty good visual memory.  Unlike you, I took very detailed notes and would take a mental picture of them.  And, if I had the kind of class that included multiple choice questions on exams, I would simply visually memorize what I was studying and would ace tests that way.  Granted, I was so busy visually memorizing, that I usually didn't take the time to understand the content, which really defeated the whole purpose of school.   Wink   And it certainly wasn't a fool proof method, leading me to have many grade fluctuations.

If I see a visual presentation of something I need to learn, I can usually understand it instantly and remember it for a very long time.  However, it could take me forever to grasp and memorize the very same information if I am only able to hear it.  I have to "squint" really hard with my ears, which is exhausting. 

Actually, now that I think about it, since having a baby, I really don't have any kind of memory left! mellow

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TheyCan
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« Reply #38 on: February 18, 2012, 04:54:21 AM »

So...I've been doing some internet searching for a good way to use this method.  My best solution so far is Evernote (over 88,000 ratings for the app and they also have a desktop version).  Here's the website - http://www.evernote.com/.  In every note you can save audio, text (it can convert your audio to text), pictures (you can mark up pictures too), websites, etc.  There is a ton of websites and videos out there with tips/tricks for using the program.

And...regarding Daddude's comment about highlighting in books...if you use a Kindle (which, I'm assuming we'll use one when my son is a bit older), you can go to https://kindle.amazon.com/ and see everything you ever highlighted on the Kindle (there's also a daily review on the site).  Then, you can use Evernote's webclipper feature to bring your Kindle highlights into Evernotes.

Everyday, you could then search Evernote for the appropriate dates (would have the search dates already in your iphone calendar reminder..) and see all the notes you took on that day.   

Thoughts??  Does anyone here use Evernote?  Does this sound like the best approach?  Any other ideas?

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DadDude
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« Reply #39 on: February 19, 2012, 12:30:09 AM »

Update about our use of this method. Yesterday, H. turned out to be pretty resistant to listening the full time, and I was thinking we'd have to give it up. I'm not going to make him sit there if he really doesn't want to. Today, though, he was paying good attention again. It was our first day of listening to material from a week ago, but I only recorded about one thing a week ago. He was fascinated to hear what he had listened to a week ago (actually, what we read a week ago and listened to six days ago). It was more interesting because it wasn't quite so obvious as yesterday's stuff, but it was rewarding to listen to because it wore down those neural pathways, as Dr. Jones says--i.e., it re-awakened memories that we otherwise would have forgotten. Repeating these old facts is often inherently interesting precisely because it is like revisiting "old friends."

Tomorrow is a big test, when we listen to 7.5 minutes from a week ago and a similar amount from today--it will be the first day in which we will have listened to two days' worth of full-length recordings.  Another big test, if we make it that far, will be in three weeks when we start listening to month-old stuff.

I like to be realistic and I am 90% sure that within a week to a month, we're going to either give up on this or completely change it.  Maybe, instead of summarizing all of our non-fiction (and Norse myth, too), we'll pick a few and focus on those. Or maybe I'll greatly reduce (like by one-fourth) the amount of information I put into these summaries.  As it is I tend to spend one minute summarizing about eight minutes of reading. Another option is to start highlighting instead of recording and then systematically reviewing the highlighting of old books, according to some schedule.

Most of our books are paper and not on Kindle. We could get ebook versions of some of our books, but most books we buy are not available yet that way.

seastar and others are talking about this if we were discussing college study methods. I hadn't really thought of applying my old college study skills to my reading to my five-year-old son. Maybe there is some sense in that, but it requires a great deal of thought. For example, I understand perfectly well why I might want to highlight for my own consumption. (I completely marked up my books when I was in college.) But I weigh the costs and benefits when it comes to highlighting for H., as I am reading to him. Of course there are benefits. But the costs, especially the time/opportunity costs, seem significant. Our reading time at the meal table is already interrupted constantly by baby, Mama, and H. himself with his observations and questions and distractions. Not reading at the table is still not an option--H. would be hysterical if we stopped, and we learn so much this way. There are also already interruptions when we read together in the big comfy chair--I usually consult the iPad heavily to look up words, locations on maps, pictures, and videos. Anyway, ultimately the core purpose of my highlighting the text for H. as part of Dr. Jones' method is so that I know what to record. But I can easily figure that out on the fly. Unless we are going to return to the text itself, especially repeatedly, highlighting seems to be redundant, interrupts the flow, and is time-consuming. H. often gets up and wanders off when, as we finish a reading, I make the recording. This seems best for everyone. He can take a break and give me the peace I need to think about exactly what to put into the recording.

I find that it is very important that I speak loudly and articulately into the microphone and that I think carefully about what I want to say. It has to make sense, and the delivery has to be somewhat dramatic, or else it can sound very dull, like a dry lecture.

« Last Edit: February 19, 2012, 12:39:07 AM by DadDude » Logged

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« Reply #40 on: February 19, 2012, 02:05:16 AM »

Thanks for the update!  Yes, we also can't highlight in our books at this stage.  Most of our books are from the library and I'm usually nursing the baby while reading (not to mention, my 3 year-old would want to do all the highlighting himself and may want to highlight everything...).  I am looking forward to using that feature on the Kindle someday in the future though.

Maybe a well-planned summary once a week would be more practical?  And if I only do it once a week, would something like a PowerPoint review be better? (Although, I can see that taking a lot of time...)

 
Also, all of this makes me think about I really want my child to memorize.  If I'm going to spend all this time/effort trying to have him remember material, I feel like I should get my priorities straight (like for us - one example is memorizing Bible verses instead of a random fact about frogs from our recent library book).  So...another idea might be only using this method for things I'm really set on my son memorizing...maybe make a list of things I think would be important and go off that (instead of our daily reading - which could be anything).  In this case, it seems like he'd be using the approach to actually learn the material, instead of using it to remember what learned?  Get what I'm mean?  I suppose, ideally, we'd be listening to reviews of both...things from my "must memorize" list and things from our daily reading...sigh.

Similarly, I wonder how this would work for math facts.  We experimented with the Educreations app (suggested by jc1) last night and I made a short little "video" of basic math problems.  My son actually did the talking (reading whatever I wrote).  Well, he must have watched that clip at least 10 times afterward and loved it - so it got me thinking about doing addition problems that he hasn't mastered yet and showing the video 1 day, 1 week, etc....would this work for math??  Right now, I basically go over a math concept over and over everyday until he gets it and can say it back to me (counting by 2s for example) and then I move onto something else (counting by 5s for example).  Should I be using this memorization approach instead?  Or only use this memorization method after he's totally grasped the concept?  Any thoughts about math?   

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« Reply #41 on: February 19, 2012, 12:49:09 PM »

You're right, I was just reflecting on my own experiences in school/college as I have no experience with memory techniques for young children. I think it is worth adapting these methods for non-fiction, but I'm not sure how applicatlbe they are for fiction. Another approach is to use other graphic organisers for summarising fiction - I used to use these with young children when I was a teacher, but again, this reflects my visual rather than auditory style.

It's really interesting to hear his response to the reviews from a week ago!

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Humbler9
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Our daughter \'Julie\' was born July 18, 2012


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« Reply #42 on: February 20, 2012, 02:34:20 AM »

Here is a free download "How to Remember Anything Forever" for those who want a more detailed explanation of the Super Memory Review.  Feel free to pass it around if you wish.  Any comments or feedback on it would be welcome.

Forgive me for not knowing this, but I can't seem to find out where to download your "How to Remember Anything Forever".  There's nothing to click on and no link.  Please advise.  Thank you in advance.

John

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« Last Edit: February 22, 2012, 02:40:30 AM by Humbler9 » Logged
queriquita
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« Reply #43 on: February 20, 2012, 03:54:30 PM »

interesting thread.  it reminds me of this woman:

<a href="http://www.youtube.com/v/SoxsMMV538U&rel=1" target="_blank">http://www.youtube.com/v/SoxsMMV538U&rel=1</a>

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Joey has his own blog in which he posts his adventures.  He would love to meet some friends from around the world.   Have your little one stop by and say, Hi!  (www.joeysjaunt.blogspot.com)
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« Reply #44 on: February 25, 2012, 06:52:39 PM »

The free ebook "How to Remember Anything Forever" was too large to attach, about 10 pages.  Anyone who wants it just email me at [email protected]
and I will send you a free PDF of the booklet right away. 

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