Secret code to memorising lessons

The dictionary meaning of the word ‘memorise’ is to learn something to remember it exactly. Memorising the lessons for examinations is scorned because it carries the meaning that the knowledge has been learned by rote without understanding.

This is because we assume that the brain works like a tape recorder or a camera, which can blindly capture and recall information exactly as it was captured. However, storing information in memory and retrieving it when required is a complex cognitive activity involving different zones in the brain.

Our memories have two main components: a long-term store and a working memory faculty.

All the facts we know, all the skills we learn, events of our lives, and random pieces of information we never intend to remember make for a huge store of knowledge called long-term memory. This area has virtually unlimited capacity for storage, retains memories that last for days to decades and does not require any conscious effort from our end for maintenance.

Long-term memories are of two types: Episodic memories relate to life events, true or perceived. Because of their strong emotional content, they effortlessly get into the long-term memory store. The recall is also easier. Semantic memories are storehouses of knowledge, facts and skills that have been absorbed, learnt and practised. This section in our memory storage is of interest to students and educationists.

Not all information that we receive needs to be stored. The brain just holds this information for a few seconds. These are the Short-term memories. Short-term memory is in constant use as we talk, think and act. To emphasise its active role, Short-term memory is also called Working memory.

Recalling relevant information efficiently is critical, from academic success to everyday decision-making. Therefore, Working memory’s capacity indicates intelligence and academic achievement; since the working memory is continually engaged in receiving inputs from the senses, thinking, and accessing information already stored, it has two major limitations.

Unlike long-term memory, working memory has a minimal storage capacity. It can handle only about seven pieces of separate information at once. For example, you can hold between 5 and 9 separate items on a shopping list. Add one more, and one from the list will drop off!

Second, the information held here lasts only a few seconds to a maximum of one minute without active rehearsal. Also, even a slight distraction drastically reduces the duration for which the working memory can hold the seven-item list.

Working memory and long-term memory are complementary components of the brain’s memory system. When we encounter new information or skills, the working memory temporarily holds them while long-term memory encodes and stores them for future use. Again, when working memory confronts a problem, it retrieves the relevant information from the storage and applies it to the current task.

Academic excellence depends on the efficient working of both types of memories. Understanding how factual memories are stored in the brain and how to retrieve the information stored while answering the questions helps students.

The don’ts listed below interfere with the optimal functioning of working memory, and the do’s help strengthen them.

The Don’ts

Distraction is the biggest enemy of working memory. Reading/ answering WhatsApp, Facebook, and other social media messages during studies would wipe out study-related matters before they become permanent memories. Since the content of social media messages appeals to emotions, these unwanted contents reach long-term storage.

Working memory has two mental blackboards: one to store words and numbers briefly in auditory form and another to store a visuospatial sketchpad to store images temporarily in another part of the brain. You can simultaneously listen to the news broadcast and sharpen your pencil. However, it is impossible to focus on studies, sitting in hearing distance where people are talking or listening to sports commentary on TV, as all of it involves words and the activity happens in the same brain zone.

Chronic stress and anxiety negatively impact memory by releasing cortisol, a hormone that can interfere with memory encoding and retrieval.

The Dos

Studying with focus and paying attention in class is paramount to forming compelling short-term memories encoded in long-term storage. Otherwise, like the myriads of fleeting thoughts, the learned material will vanish from memory.

The most effective way to process information for long-term storage is to add meaning to the facts earned. Understanding and connecting the facts to the known makes encoding far easier.

The trick to remembering a 10-digit mobile number is to group the first five digits and the next five as a second group. This technique is called chunking. Chunked information eases the working memory load and helps in easy retrieval. Learn by chunking related information.

Memory consolidation is how short-term memories are transformed into long-term ones. A balanced diet, regular physical activity, and adequate sleep support it.

Spaced repetition or repeating information learnt over time and again reinforces memory. Do periodic verbal rehearsal of the information, aloud or in your head. Make use of external aids and write out chunks of points learnt. This reinforces the memory and reduces the need to keep more matter in the working memory. This activity is referred to as ‘cognitive off-loading’.

Listening to music releases dopamine, a neurotransmitter that controls the brain’s pleasure centres and relaxes the individual. This is known as the ‘Mozart effect’. For many students, having background music while studying improves focus. However, some music can have a negative impact. Never listen to music at full volume. Avoid music with lyrics. The best music to listen to is classical instrumental music.