MEMORY


Introduction


Stephanie, Kaitlin, Emily, and Kelsey will take a look at your memory and teach you how to improve your memory.

We will be testing different techniques in how to improve someones memory. My group and I will be putting this into action by teaching a group of people(based on their memory)3 different ways to improve your memory at different times. We will be splitting up our classmates into groups based on what level of memory that they think they are (Poor Memory, Good Memory, Terrific Memory). In the end, we will collect the results and actually see if these memory techniques work.

*If this is Mr. Truss viewing our page please look at our questions and give us feedback whenever you're available. Thank You!
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Your memory affects much of what you do in daily life, although it might not seem that way.

Image by: NeverB4Breakfast on flickr




Our main Techniques:
1.Chunking---> The idea of this strategy is to break up whatever you are memorizing into simple parts. For example, if you are remembering a word or long number, 123456 would be 12, 34, 56 or 123, 456. The word breakfast could be broken into break-fast or together, to-get-her...etc.
Here is a web activity about chunking. http://www.dushkin.com/connectext/psy/ch07/chunking.mhtml

2.Rhyming---> You just make a rhyme.Then you can remember easily, because it makes that words are related.(using the words you have to remember) For example...
Don't fall on a nail, you'll hurt your tail.
Step on a crack, you'll break your back.
Pick up your feet, your almost beat.


3. Repetition---> For this technique, repeat all of the objects or words that you want to remember over and over in your head. In the end, when you want to recall what you remembered, the words or objects should come back to you.
If you would like to find more ways in to improve your memory visit http://www.psychology4all.com/FiveMemoryTechniques.htm




Sleep-Graph.jpg
Emily has conducted a survey of grade eight students in our class and has put it into the chart above.

There are little students who think themselves have poor memory, but there are pretty many students who think themselves Alright/Good memory(6) and terrific memory(10)


Test yourself!


Here is a test that you can test your own memory (You can see for 30 seconds, and close the picture for 10 seconds, and write about that you can remember.)

http://faculty.washington.edu/chudler/puzmatch1.html



Procedure:


POOR MEMORY
1. Pick volunteers based on the graph above.
2. Tell them that we are giving them a test to see how good their memory really is.
3. Have the group take the test for 30 seconds.
4. After 30 seconds is finished, pull pictures away.
5. Have them write down as many things in the photo that they can remember.
6. After they are finished writing down what they can remember, they will stop recording their ideas/thoughts and hand them in to the student who is teaching them.
7. Kelsey and Emily will collect results.
8. Emily will explain to the group how they should memorize the picture once it will be shown. She will teach the chunking method. Once she is done explaining to the group on what to do, she will place down the picture in front of them and memorizing the photos by using the chunking method.
9. Have the group take the test for 30 seconds again.
10. After 30 seconds is finished, pull the pictures away.
11. Repeat step 5 and 6.
12. Then the final results will be collected.

GOOD MEMORY
1. Pick volunteers based on the graph.
2. Show them the same start out picture that was given to the poor memory group to see how good their memory really is.
3. Have the group take the test for 30 seconds.
4. After 30 seconds is finished, pull pictures away.
5. Have them write down as many things in the photo that they can remember on a piece of paper.
6. After they are finished writing down what they can remember, they will stop recording their ideas/thoughts and hand them in to the student who is teaching them.
7. Stephanie will collect the results.
8. Stephanie will explain to the group how they should memorize the picture once it will be shown. She will teach the rhyming method.
9. Explain what the rhyming method is and how to do it. Give one or two examples.
10. Place down a different picture then the beginning test in front of them, start the timer and have them look over the picture for 30 seconds.
11. After 30 seconds is finished, pull the pictures away and repeat step 5 and 6 over again.
12. The results will be collected.

TERRIFIC MEMORY
1. Organize students into this group.
2. Show them the same photos as the good and poor memory, to see how terrific their memory really is.
3. Have the group view the photos for 30 seconds
4. After 30 seconds is finished, pull pictures away.
5. Have them write down as many things in the photo that they can remember
6. After they are finished writing down what they can remember, they will stop recording their ideas/thoughts and hand them in to the student who is teaching them.
7. Kaitlin will collect the results.
8. Kaitlin will explain to the group how they should memorize the picture. She will help them with memorizing your own way.
9. Place down a different picture then the beginning test in front of them, start the timer and have them look over the picture for 30 seconds.
11. After 30 seconds is finished, pull the pictures away and repeat step 5 and 6 over again.
12. The results will be collected.

ADDITION
Lets try and not make this really confusing......
1. After Emily is done teaching the chunking method to the poor memory group, she will go over to the good memory group and teach them her method.
2. After Stephanie is done teaching the good memory group with the rhyming method, she will move over to the terrific group and teach them her method.
3. After Kaitlin is done with her group, she will move over to the Poor memory group and teach them.
4. When each person who is teaching a group switches, they will continue with the same procedure as before.
5. Then they will switch again once the results are recorded. Emily will move over to the terrific memory group and teach her method, Stephanie will move to the poor memory group, and Kaitlin will move to the good memory group.
6. Then the final results will be recorded and written down on the bottom of this page.



Hypothesis


Stephanie thinks that the chunking/breaking up into parts method will work effectively with the students who think they have an alright memory. I think this will be easier for them to make their memory better, because not only are they memorizing what needs to be memorized in their own way, but also they are focusing on a new way in which to remember. I think if there is someone who is good at poetry or making a rhyme off the top of their heads in the poor memory group...this technique will be successful for them in improving their memory because they now have a skill that they can use. I think the terrific memory group will do exceptionally well at all strategies. I would like your opinions....check these quick questions

Emily(Han) thinks that everyone have their own techniques for memory including me. For example, if I remember words, I can make words to relate other words which I know and I don't forget, or I can make words like chunking to my memory and think about words. It is only different how they find their ways to remember faster and easily. Therefore, people who have poor memory are not sure how they can remember things faster and easily, although they have their own method, but people who have terrific memory probably know clearly their own way to remember things properly. So, if you are care about your memory, then it will be improving. So if they want to improve their memory, they know theirself how they can remember things well, and use that way, then it helps them lots. Also I think it's one of the reasons that is different between poor memory people and terrific memory people, how much they trust there memory and think about that are positive! Being positive, it's good for improving your memory!

Kelsey thinks that just trying to remember on your own will be a way better technique. Because for me i can remember way more when i try and remember it on my own and maybe for other people they find it easier to remember it on their own to but were going to try a few different techniques.

Kaitlin thinks that the picture test will be a good thing to improve your memory because you try to memorize and if you cant you just keep trying I also personally like the chunking idea because if you have a very big number like 123456 you can break if up or as we call it chunking so you can chunk it so it would be like 12 34 56 or 123 456 and thats a way of testing your memory hope it improves your memory.


Materials:

  • pencil
  • paper
  • pen
  • 2 separate pieces of paper with a collage of photos
  • students
  • teachers(us)

Jobs:

  • Chunking teacher-- Emily
  • Rhyming teacher-- Stephanie
  • Remembering your own way teacher-- Kaitlin
  • Results recorder-- Kelsey

Results:



The repeating strategy worked best for the students who had a terrific memory. Chunking worked best for students who had poor memories. Repeating the images didn't work so well with them though. Also, students who were catagorized into the good memory group did considerably well with the chunking method. Also we asked them what is easy to remember with color photograph or black-and white photograph. They answered that color pictures are easier to remember.


Evaluation


Emily's opinion

I think the results told us that we could improve our memory by techniques. It was different when students use techniques for their memory or just try to remember. I was interested that actually, it didn't matter much about their thinking that their memory were good or bad. I think concentration was more important than that. It was hard to teach the rhyming method to students and help them. It was not that easy to make rhymes with words that we needed to remember. Truly, we didn't have plan to use repeating for techniques, but when we knew it was effective to remember words of pictures, we used repeating for through this experience. I realized that it was better to take tests us first each other, and test others, because we could make mistakes when we test other people. This tests helped me to know more about memory, and also I knew how to improve our memory. I found the best way to improve my memory, it was repeating!



Stephanie's opinion

I have to say that I'm not surprised to see all of the groups fail with the Rhyming technique. I think you need to be good at thinking on the spot or have a good talent of making up rhymes right from ordinary objects in order to put this strategy into action. Apparently, as we can see, not so many people had this talent. I think chunking proved effective for students who had a poor memory because it was the most easiest to understand and worked out with any type of persons' personality. I'm really not sure why the repetition technique worked out best for people who had super memories. I guess it is because already a few of them were memorizing stuff like that in the first place. But then, they were introduced to two new ways and maybe did not want to change.