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== Introduction ==

== Introduction ==

Memorisation is a process that involves cognition and it occurs in the human brain. To complete the process of memorisation,  the information that needs to be memorised must be repeated periodically.<ref>Kiswardhani AM, Ayu M. [[Memorization Strategy During Learning Process: Students’ Review]]. Journal of English Language Teaching and Learning. 2021 Dec 31;2(2):68-73.</ref> To capture student’s interest, a massive amount of information and engaging materials are now available for their studies. <ref name=”:1″>McGuire SY. Teach yourself how to learn: Strategies you can use to ace any course at any level. Taylor & Francis; 2023 Jul 3.</ref> Yet students often complain about challenges of studying when they have to memorise, learn and master all of the information presented in the class. It is never ending and arbitrary stream of facts and students have to decide which ones to retain in memory. <ref>Bhattacharjee R, Mahajan G. [https://proceedings.mlr.press/v167/bhattacharjee22a/bhattacharjee22a.pdf Learning what to remember]. Proceedings of The 33rd International Conference on Algorithmic Learning Theory in Proceedings of Machine Learning Research 2022; 167:70-89.</ref> The teachers‘ assumption is that students know how to learn. In reality students practice ineffective learning and study technique.<ref name=”:1″ />  They trust a specific study condition, which often does not offer an expected outcome.<ref name=”:1″ />

Memorisation is a process that involves cognitionand it occurs in the human brain. information that needs to be memorised must be repeated periodically .<ref>Kiswardhani AM, Ayu M. [[Memorization Strategy During Learning Process: Students’ Review]]. Journal of English Language Teaching and Learning. 2021 Dec 31;2(2):68-73.</ref> To capture student’s interest, a massive amount of information and engaging materials are now available for their studies. <ref name=”:1″>McGuire SY. Teach yourself how to learn: Strategies you can use to ace any course at any level. Taylor & Francis; 2023 Jul 3.</ref> Yet students often complain about challenges of studying when they have to memorise, learn and master all the information presented in the class. It is neverending and arbitrary stream of factsand students decide which ones to retain in memory. <ref>Bhattacharjee R, Mahajan G. [https://proceedings.mlr.press/v167/bhattacharjee22a/bhattacharjee22a.pdf Learning what to remember]. Proceedings of The 33rd International Conference on Algorithmic Learning Theory in Proceedings of Machine Learning Research 2022; 167:70-89.</ref> The teachers that students know how to learn. In realitystudents practice ineffective learning and study .<ref name=”:1″ />  They trust a specific study condition, which often does not offer an expected outcome.<ref name=”:1″ />

The use of internet technology and social media has changed how people receive, retain, and share information.<ref name=”:0″>Wang Q. [https://www.tandfonline.com/doi/epdf/10.1080/09658211.2022.2065306?needAccess=true Memory online: introduction to the special issue]. Memory 2022; 30(4): 369-374.</ref> Searching for information in the internet may lead to offloading memory and forgetting. On the other hand, retrieving information from memory, even when unsuccessful, can help to strengthen memory and enhance learning of new information. <ref name=”:0″ />

technology and social media changed how people receive, retain, and share information.<ref name=”:0″>Wang Q. [https://www.tandfonline.com/doi/epdf/10.1080/09658211.2022.2065306?needAccess=true Memory online: introduction to the special issue]. Memory 2022; 30(4): 369-374.</ref> Searching for information may lead to offloading memory and forgetting. On the other hand, retrieving information from memory, even when unsuccessful, can help to strengthen memory and enhance learning of new information. <ref name=”:0″ />

This article offers a toolkit that can be utilised to accomplish a task of remembering. It may help to prevent students‘ drowning in the material they need to learn and memorise.  

This article offers a toolkit that can be utilised to accomplish remembering. It may help to prevent students drowning in the material they need to learn and memorise.  

== Memory ==

== Memory ==

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=== Broadbent Filtering Model ===

=== Broadbent Filtering Model ===

Broadbent Model of Attention is based on theory that humans cannot consciously attend to all of the sensory input at the same time.<ref>Mcleod S.Theories Of Selective Attention In Psychology. Available from https://www.simplypsychology.org/attention-models.html [last access 7.10.23]</ref> Individuals can only process a limited amount of sensory information at any given time so only a fraction of the information they are exposed to makes it their conscious experience of the world. Human brain has ability to filter out most of the incoming sensory information. This is called selective attention, or the ability to focus on the task at hand.

Broadbent Model of Attention is based on theory that humans cannot consciously attend to all sensory .<ref>Mcleod S.Theories Of Selective Attention In Psychology. Available from https://www.simplypsychology.org/attention-models.html [last access 7.10.23]</ref> Individuals can only process a limited amount of sensory information at any given timeso only a fraction of the information they are exposed to makes it their conscious experience of the world. brain filter out most of the incoming sensory information. This is called selective attention, or the ability to focus on the task.

=== Short-Term Memory ===

=== Short-Term Memory ===

Short-term memory (STM) is the working memory that enables to store information for short periods of time, holding it for later processing. STM stores about four to seven pieces of information known as chunks. Chunking is a grouping of small chunks into larger chunks. This is a form of information compression to make it more memorable and to increase the capacity of working memory.  

Short-term memory (STM) is the working memory that enables information for short periods of time, holding it for later processing. STM stores about four to seven pieces of informationknown as chunks. Chunking is a grouping of small chunks into larger chunks. This is a form of information compression it more memorable and working memory .  

=== Memory Trace ===

=== Memory Trace ===

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=== Myths Around Memory ===

=== Myths Around Memory ===

# ”Text must be re-read to remember it”: it is an illusion of knowledge because you only recognise the text while reading it

# ”Text must be re-read to remember” is an illusion of knowledge because you only recognise the text while reading it

# ”Highlighting information in different colour pens helps you to remember it:” there is no evidence supporting this type of activity

# ”Highlighting information in different pens helps you to remember it:” is no evidence supporting this type of activity

# ”Cramming for a test is a good way to remember things:” it is an ineffective technique for remembering information for the long–term.

# ”Cramming for a test is a good way to remember things:” is an ineffective technique for remembering information the long term.

# ”Working through the night is a reasonable strategy when preparing for an assessment:” getting a good night’s sleep is an essential part of encoding memories.

# ”Working through the night is a reasonable strategy when preparing for an assessment”is essential encoding memories.

== Memory Storing ==

== Memory Storing ==

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”Stage 1: Encoding”:  converting incoming information into new synaptic connections.  The student’s ability to focus attention improves the likelihood of new information being encoded.

”Stage 1: Encoding”:  converting incoming information into new synaptic connections.  The student’s ability to focus attention improves the likelihood of new information being encoded.

”’Effective Learning Rule # 1:”’ ”’Selective attention”’. Your ability to focus attention improves the likelihood of new information being encoded. Set up of the learning environment helps to pay attention to the information that matters.

”’Effective Learning Rule # 1:”’ ”’Selective attention”’. Your ability to focus attention improves the likelihood of new information being encoded. up the learning environment helps pay attention to the information that matters.

”Stage 2: Consolidating”: memory traces are moved into higher capacity long-term storage.

”Stage 2: Consolidating”: memory traces are moved into higher capacity long-term storage.

”’Effective Learning Rule # 2: Emotional salience.”’ If the information excites you, moves you, or reminds you of a special times you will more likely encode it.

”’Effective Learning Rule # 2: Emotional salience.”’ If the information excites you, moves you, or reminds you of special timesyou will more likely encode it.

”’Effective Learning Rule # 3: Relevance.”’ If you have a mental model that you can attach the new information to, you‘re more likely to encode it.

”’Effective Learning Rule # 3: Relevance.”’ If you have a mental model attach the new information, you likely encode it.

”’Effective Learning Rule # 4: Comprehensibility.”’ If it makes sense to you, you‘re more likely to encode it.

”’Effective Learning Rule # 4: Comprehensibility.”’ ‘re more likely to encode it .

”Stage 3: Retrieving”: information is recouped from long-term storage

”Stage 3: Retrieving”: information is recouped from long-term storage

”’Effective Learning Rule # 5: Retrieval practice.”’ The more frequently you actively recall information, especially in the early stages of memory formation, the better your memories of that information will be.

”’Effective Learning Rule # 5: Retrieval practice.”’ The more frequently you actively recall information, especially in the early stages of memory formation, the better your memories will be.

== Process of Forgetting ==

== Process of Forgetting ==

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=== Facts About Forgetting ===

=== Facts About Forgetting ===

* We lose about 70% of what we’ve just heard or read.

* We lose about 70% of what we’ve heard or read.

* The last 30% of information fades more slowly.

* The last 30% of information fades more slowly.

* We quickly forget most of what we pay attention to.

* We quickly forget most of what we pay attention to.

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=== Forgetting Curve ===

=== Forgetting Curve ===

Forgetting curve is a graph that shows the average rate at which information fades from memory which indicates the following:

curve is a graph that shows the average rate at which information fades from memorywhich indicates the following:

* Half life of new information is about a week, unless we spend time reviewing the material

* life of new information is about a week unless we spend time reviewing the material

* Active retrieval is a simple way to keep the memory for longer periods of time

* Active retrieval is a simple way to keep the memory for longer periods of time

=== Memory Strength ===

=== Memory Strength ===

Memory strength is the durability of the memory trace left in the brain. The stronger the memory, the longer the period of time that a person is able to recall it.  

Memory strength is the durability of the memory trace left in the brain. The stronger the memory, the longer the period of time that a person recall it.  

=== Information Recall ===

=== Information Recall ===

Recalling information acquired just a few hours earlier may be difficult or even impossible. The following are the factors associated with this phenomenon:

Recalling information acquired just a few hours earlier may be difficult. The following are the factors associated with this phenomenon:

* Memorising by re-reading the information 3-4 times:  ”’The illusion of knowledge‘”

* Memorising by re-reading the information 3-4 times:  ”’The illusion of knowledge”

** Does not play any role in helping you to remember what you‘re reading

** not play any role in helping you to remember what you reading

** Allow to anticipate the words and the order in which they appear.

** Allow to anticipate the words and the order in which they appear.

** It creates feeling of familiarity with the text, but it is not a ”’knowledge.”’

** It creates feeling of familiarity with the text, but it is not a ”’knowledge.”’

** You will not be able to explain the concept in your own words.

** You explain the concept in your own words.

** Re-reading a piece of text called massed practice is the least productive remembering technique.

** Re-reading a text called massed practice is the least productive remembering technique.

** This is less cognitively demanding approach to remembering”’.”’ It only makes you feel like you‘re learning.

** This is less cognitively demanding approach to remembering”’.”’ It only makes you feel like you learning.

* Memorising by using environmental cues that help to fill in the gaps in the knowledge: ”’The illusion of explanatory depth.”’

* Memorising by using environmental cues that help fill in the gaps: The illusion of explanatory depth.

** Recalling information may be impossible without all the environmental cues used to remember (the physical setting, the patient you are using the equipment on, or the medical folder you just reviewed).

** Recalling information may be impossible without all the environmental cues used to remember (the physical setting, the patient you are using the equipment on, or the medical folder you just reviewed).

** It creates a superficial explanation for knowledge (example: using mainstream resources instead of specialised resources to learn about pathology).  

** It creates a superficial explanation for knowledge (exampleusing mainstream resources instead of specialised resources to learn about pathology).  

== Strategies To Remember More ==

== Strategies To Remember More ==

<blockquote>The stronger the memory, the longer we are able to recall it.</blockquote>The following four strategies are the most effective strategies for improving the consolidation and retrieval of information and they include retrieval practice, distributed practice, interleaved practice, and elaboration.

<blockquote>The stronger the memory, the longer we recall it.</blockquote>The following four strategies are the most effective for improving the consolidation and retrieval of informationretrieval practice, distributed practice, interleaved practice, and elaboration.

=== Retrieval Practice ===

=== Retrieval Practice ===

Retrieval, or active recall is the process of retrieving encoded chunks of information from long-term memory. It includes answering questions or explaining concepts without referring to the source and by using your own words to answer the question.

Retrieval, or active recallis retrieving encoded chunks of information from long-term memory. It includes answering questions or explaining concepts without referring to the source and using your own words to answer the question.

The following are the strategies to improve retrieval of information:

The following are the strategies to improve retrieval of information:

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** Choosing a paragraph of text that’s linked to the lecture from earlier in the day

** Choosing a paragraph of text that’s linked to the lecture from earlier in the day

** Repeating what was read in your own words

** Repeating what was read in your own words

** When satisfied that you can explain the concept without looking at the source, move onto the next paragraph

** When satisfied that you can explain the concept without looking at the source, move the next paragraph

=== Distributed Practice ===

=== Distributed Practice ===

Distributed practice is also called spaced repetition, or distributed learning. It includes retrieving information at increasingly longer intervals. One rule of this practice is that you ”must practice retrieving information at the point where you are about to forget it.”

Distributed practice is also called spaced repetition or distributed learning. It includes retrieving information at increasingly longer intervals. One rule of this practice is that you ”must practice retrieving information where you are about to forget it.”

The following strategies will help you to choose the information you want to remember:

The following strategies will help you to choose the information you want to remember:

* Computer-assistance system like [https://apps.ankiweb.net Aniki] which is a free spaced repetition flashcard system. It uses an algorithm to surface the information you want to remember, at the point when the algorithm says you might be about to forget it.  

* -assistance system [https://apps.ankiweb.net Aniki] is a freespaced repetition flashcard system. It uses an algorithm to surface the information you want to remember when the algorithm says you might be about to forget it.  

* Daily habit of reviewing information that you want to remember. This strategy is based on the evidence that 10–15 minutes of spaced repetition testing every day will help you remember.

* habit of reviewing information that you want to remember. This strategy is based on the evidence that 10–15 minutes of spaced repetition testing will help you remember.

=== Interleaved Practice ===

=== Interleaved Practice ===

Interleaved practice is when you mix different, but related, concepts into your practice of actively recalling information. It helps you integrate existing information with new information, by using the brain’s ability to identify connections between chunks of information. Example: review of the knee anatomy, along with knee physiology and functional movements.

Interleaved practice is when you mix different but related concepts into your practice of actively recalling information. It helps you integrate existing information with new information by using the brain’s ability to identify connections between chunks of information. Example: review of the knee anatomy, physiologyand functional movements.

The following strategies will help you to recall information using interleaved practice:

The following strategies will help you to recall information using interleaved practice:

* choose 2-3 different areas of the same broad topic.

* 2-3 different areas of the same broad topic.

* spend one “session” of about 30–45 minutes to work through each topic, explicitly looking for relationships between these subtopics.

* spend one “session” of about 30–45 minutes to work through each topic, explicitly looking for relationships between these subtopics.

* consolidate your understanding by asking the following questions:

* consolidate your understanding by asking the following questions:

** Where do they connect? What are the areas in each subtopic that seem most important, relative to the other subtopics? How do they influence each other?  

** Where do they connect? What areas in each subtopic seem most important relative to the other subtopics? How do they influence each other?  

=== Elaboration ===

=== Elaboration ===

== Resources  ==

*bulleted list

*x

or

 

== ==

#numbered list

#

#x

#

== References  ==

== References  ==