i got it but its long
Improving Your Memory
You must "get" something before you can "forget" it! Often when we say "I forgot" what we mean is "I didn't pay attention and understand it." Good students do not necessarily study more than poor students; they use their study time more effectively. Top students use the strategies of effective learning concentrating, comprehending, and remembering.
Concentrate
By concentration we mean sustained attention, focused in one direction with no distractions. When you complain that you "can't concentrate," you usually mean you can't keep your attention on your studies. You're probably concentrating but on other things: what to eat, how to pay the rent, where to go tonight, and such. To overcome distractions that interfere with study, identify the distraction and apply a technique to alleviate or overcome it.
Cope with internal distractions
Internal Distractions include daydreams and thoughts, like "I have to remember to call the plumber" and "this is boring." Many people find themselves "reading" a paragraph and discovering they are really thinking about how hungry they are or the question they need to ask their professor next week. Some ways of coping with these internal distractions include:
Keep a note pad on your study table and jot down a brief reminder of the idea or problem; then let it go from your mind.
Turn the distraction, especially hunger or sleep, into a reward. Once you master this idea, reward yourself with a snack/nap.
If these don't work to release your mind to concentrate, take a break and take care of the distraction.
To counteract boredom or lack of interest, try to identify the cause; lack of background knowledge, lack of purpose for the assignment, difficult reading material, or personal problems.
Eliminate external distractions
External Distractions are related to the physical environment of your study area. These are often easier to deal with once you've identified them.
The best way to combat most external distractions, whether it's the television, the telephone, family members demanding attention, or the smell of dinner cooking, is to get away from them.
Form the habit or studying in the same place at the same time every day. Make this place, whether at home or school, just for study. Pay your bills and read your magazines somewhere elsedon't mix personal work, school work, and leisure activities.
Select a study area with good lighting, adequate ventilation and quiet surroundings. When it is time to study, apply yourself totally with your full attention. If you feel you are not getting as much as you should from your study and you cannot alleviate the distraction, take a short break and try again. The bottom lineyou must learn to concentrate.
Comprehend
How well you learn something, not how fast you learn it, is the critical factor in remembering.
Comprehending means your ability to translate information into meaningful ideas you understand. Five basic principles of good comprehension include:
1. Something that doesn't make sense to you is hard to learn; the more meaningful you make it, the easier it is to learn.
2. The more you know about a subject, the easier it is to understand new information about it.
3. The more interested you are in a subject, the easier it is to comprehend.
4. Your ability to distinguish main points from details and tell the difference between significant details and unimportant details is the most important skill.
5. Learning, understanding ideas, means you must fit each new piece of information into the subject's "big picture," not just memorize bits of details.
Use the following memory techniques to help you remember more of what you've learned.
Remembering is a skill. Improving your memory, like improving any other skill, is hard work. These tips and techniques will not necessarily make remembering easier; they just make it more efficient.
Remember
"I have a poor memory" is just a convenient excuse to use when you haven't had the time to "learn" something. Being able to remember something usually depends on how thoroughly you learned it in the first place. Fortunately, you can improve you memoryit just takes time and work.
You remember only what you intend to remember. Do you forget your best friend's name or phone number? Do you forget how to drive?
Realize you can't and don't need to remember everything. Trying to remember every detail you read and hear is probably impossible. Therefore, your ability to identify important ideas and details in the study/learning process is critical to effective recall of informationremembering what you want/need to remember.
How you put information into your memory affects how easily you can access it. In many ways your memory is like an office filing system. Your sensory memory (momentary and very limited) is like a pink "while you were out" message that you deal with and forget.
Your shortterm memory (3045 seconds with limited capacity) is like the "inbasket" where you sort out important from nonimportant information.
Your longterm memory (relatively permanent and unlimited in capacity) is like large file cabinets for storing important information.
Everything in longterm storage must first be identified through sensory and/or shortterm memory as important, then organized by some system and filed in the cabinet so it can be found easily. The same principles apply to your memory.
You must identify meaningful/important information, organize it, and then study it (file it) so you can retrieve it from your memory.
Experiment with many memory techniques to see which ones work best for you.
Once you have identified important information, there are several techniques that can help you organize and recall it. There is not, however, one best method for remembering everything.
Associate. Relate new information to something you already know. An isolated idea/fact is hard to remember. If you associate it with information that already makes sense to you, it will be more meaningful and thus easier to organize and remember.
Visualize. Organize information into a vivid, clear, mental picture. For example, to remember the necessary elements of a novel, form a picture with all the important characters dressed in the style of the period, doing something representative of the character, etc.
Mnemonic Aids. For information that defies association or visualization, adapt a memory technique. Some mnemonic devices include:
Acronyms. Form a word from the first letter of each word in a series. For example, "HOMES" for recalling the Great Lakes, Huron, Ontario, Michigan, Erie, Superior.
Acrostics. Make a nonsense phrase so that the first letter of each word is the information, for example, "Every Good Boy Does Fine" for the E, G, B, D, F lines of the treble music staff.
WordPart Clues. Remember whether the denotative or connotative meaning of a word is the dictionary meaning by denotative and dictionary both beginning with "d."
Poems & Rhymes. Make up short, catchy sayings that include the essential information, for example "in 1492, Columbus sailed the ocean blue."
Review and use information.
Regular review and use of information will significantly improve retention and recall. So, rather than a single marathon study session, plan frequent short study sessions and always include a review of previously learned information (yes, even if you've already had that test) as well as learning new information.
Concentration and Distraction
Most students report dissatisfaction with their ability to concentrate: they may have trouble getting down to work in the first place or feel that they never work as efficiently as they would like. While it is impossible to concentrate 100% of the time, it is possible to minimize external distractions and to begin to work on internal ones.
TRY seriously examining your place of study. (Make what changes you can, or consider the cafeteria, library, or an empty classroom.)
HOW? Does it have adequate lighting? (A light bulb in your face can cause eye strain.) Does it have adequate ventilation? (Lack of circulating air can make you sleepy.) Does it offer space and comfort? (You need a clear desk for writing and a comfortable chair for reading.) Is it too warm or too cool? (Both extremes of temperature can make you sleepy.) Are there too many line-of-sight distractions? (Some students cannot work with a bed or pictures from home in view.) On the other hand, does it feel like a sterile prison? (Some students work more efficiently with their doors open.) Are there too many audio distractions? (Some music may be fine, but loud rock with lyrics is "stupefying.") Do friends find and distract you easily? (Hide, or learn to say "No, I'm studying," either by pre-estabished signals or by sheer force of will.) This is all very personal and individual; find out what works for you.
TRY establishing a regular routine of eating, sleeping, and exercise.
WHY? Because the ability to concentrate depends on adequate sleep, decent nutrition, and the increase in well-being that comes with exercise. Students who have all three, generally show higher marks.
TRY bringing interest in the material and a sense of purpose to the task.
WHY? Because human beings are bored by what is not relevant to them. Therefore, you may need to create relevance--by talking to others or by relating the material to what interests you. In addition, it helps to always sit down to work with a clearly defined purpose and task.
TRY establishing rewards for accomplishments.
WHY? Because human beings work best with positive reinforcement.
TRY starting a WORRY BOOK if frequent worrying undermines you.
WHY? Because worrying deals with issues of the past or future, and studying requires that you be clearly focused on the present. Writing your worries down initially helps to diminish them somewhat; setting aside time and problem solving around what you have written helps further.
Listening and Note-taking
While it is expected that students come to university with the ability to take a good set of notes, this is not always the case. High school may not have demanded it, so good listening and note-taking skills may need to be developed.
TRY being a positive, active listener.
HOW? Sit down front and do not read or talk. Pay particular attention during the second 20 minutes (when you tend to lose it) and to the last minutes when a summary might be given or conclusions drawn.
TRY being a positive, active learner.
HOW? Come to class with an interest in the material and with questions to be answered. You can develop these by thinking about and anticipating the lecture and by pre-reading the text (This latter is especially helpful if you find yourself having difficulty keeping up with the material.)
TRY getting accurate notes, with special attention to the main ideas.
WHY? There may be an overhead; if so, get that material down. In addition, look for points of emphasis-- from the prof's verbal language, body language, or careful reading of his notes. If you still feel you're missing the main points, try showing your notes to a classmate or to the prof.
TRY leaving lots of space between ideas.
WHY? Because you want lots of room to continue to add notes in your own words; this will help you learn the material on a deeper level by integrating it with what you already know. Also, the extra space will make it easier for you to find material when you are studying.
TRY going over new notes--10 minutes for each class--within 24 hours.
WHY? Because you lose 50 - 80% of the material if you don't. (For a further explaination of this idea, see 1) of this series).
TRY setting your notes up so you can study effectively from them.
HOW? Leave wide left margins; here you will write questions from which to study your notes. Leave the back of the page blank, so you can fold the page, cover the notes, and answer the questions when studying.
Back to Study Skills Package
Learning and Remembering
Most students express a wish to be more efficient in their studies. Knowing how your brain takes in and processes information, and then working with this system, will greatly improve your efficiency.
TRY taking a break of 10 minutes for every 50 minutes of work; this will help you retain information.
WHY? Because learning does not occur by simply stuffing material into short-term-memory. Learning occurs when what you put into short-term-memory connects--integrates--with what you already know (which is stored in long-term-memory). This connection occurs naturally--and you experience the peak of your learning--when you stop inputting and relax (although you may think about the connections that are occuring).
TRY reviewing your notes (by doing something with the new material--reading, thinking, writing, or talking about it) at the end of the day, giving 10 minutes for every hour of new material you took in and want to retain.
WHY? Because research (into something called the Curve of Forgetting) has shown that if you don't recall or review or work with what you have learned on a given day, within 24 hours you will forget 50 - 80% of it.
TRY reviewing your notes (see above) at the end of the week, giving 5 minutes to each hour of new material for that week, then giving the same material 2-4 minutes of review at the end of the month.
WHY? Because the Curve of Forgetting indicates that these reviews are also required to be able to remember and reproduce something. If you pay attention to the daily and weekly reviews, the monthly ones may be taken care of in the course of studying for mid-terms.
TRY changing subjects or tasks every hour.
WHY? Because the brain does not easily assimilate the same or similar material hour after hour. This means that, when studying, you might read for an hour then do questions for an hour. And you wouldn't follow French verbs with German verbs. This also means that anything you want to learn and remember (like an assignment) should be started early and done over many nights. (Besides helping your brain take in the material, this sets up a routine of working with it more than once, which aids the review process that is essential to learning).
The MyersBriggs and Learning Styles
Extroverted Students | Sensing Students | Introverted Students | Intuitive Students
Thinking Students | Judging Students | Feeling Students | Perceptive Students
Extroverted Students
1. Pick up ideas from "outside" 2. Do their best thinking "with their mouths open" 3. Talk about half formed ideas with ease 4. Need lots of action and variety 5. Skip from project to project 6. Learn by trial and error 7. Make, move and produce 8. Pursue many projects at once 9. Can dominate a class Teachers help extroverts by asking them to think before they talk, setting clear directions and limits, and showing how concepts and ideas can be used in "real life".
Sensing Students
1. Learn by seeing, touching, tasting and handling 2. Follow stepbystep instructions without skipping any steps (particularly when working on a new project) 3. Prefer a classroom with a few choices 4. Want to know how something happens, works, etc. 5. Learn by becoming familiar with an idea, concept or "thing" 6. Comfortable with concrete topics Teachers can help sensing types by arranging for them to have concrete learning experiences and clear instructions, realizing that these students have a hard time with symbols (math) and word problems, and allowing S's lots of practice time.
(Potential High Risk) Introverted Students
1. Pick up ideas "internally" 2. Do their best thinking by themselves 3. Talk only when they have carefully thought out what they will say 4. Need a lot of quiet time 5. Learn a great deal about a few things 6. Learn by testing ideas in their minds 7. Work with definitions, lists, rules, and theories (if S's) Teachers help introverts by presenting abstract ideas first then talking about applications, giving I's enough time to think about an issue or a question before asking them to respond and checking frequently to find out what is going on inside an I's head.
Intuitive Students
1. Respond to anything that stimulates their imagination 2. Follow inspiration, skip steps and go wherever their imagination takes them 3. Prefer a wide range of classroom options 4. Want to know why something happens, works, etc. 5. Learn by insight 6. "Fill in the blanks" tendency 7. Prefer essay type tests 8. Comfortable with abstract topics Teachers help intuitive types by arranging learning situations where N's can use their imagination, but N's also need to learn how to channel their inspiration and explain their thought processes.
Thinking Students
1. Use reason and logic to make sense out of the world 2. Make decisions based on logical consequences 3. Become high achievers in school if they are channeled properly 4. Value the last word in any argument or discussion 5. Prefer to work alone 6. Function best when challenged intellectually
Judging Students
1. Prefer to work in a structured situation 2. Want to know what the rules are "up front" 3. Respond well to progress charts, records, ceremonies, etc. 4. Want to finish whatever they start 5. May decide they are "finished" before they really are (early closure) Teachers help judging types by providing structure, an orderly sequence of studies, clearly stated rules, and rewards related to these rules.
Feeling Students
1. Use their feelings to make sense out of the world 2. Make decisions based on their personal value system or the personal value systems of people who are important to them 3. Become popular and appreciated if handled properly 4. Value harmony and agreement 5. Prefer to work in groups 6. Function best when they feel appreciated Teachers help feeling types by letting these students know that someone appreciates their work, allowing them to work in groups where they can help other students, maintaining harmony in the home and in the classroom, and realizing that Ftypes need friends.
Perceptive Students
1. Value variety and change in their lives 2. Prefer to work in situations where they have chosen the task, the system and the rules 3. Do not respond well to charts, records, ceremonies, etc. 4. Follow their curiosity wherever it takes them, even if they never finish anything 5. Tend to achieve closure with great difficulty Teachers help perceptive types by providing variety, novelty and change within the context of school and family goals; making the classroom more flexible; and allowing P's to follow their curiosity, be spontaneous and choose some of the activities in which they participate and the rules by which they live.
The Effect of the Preferences on
Time Management
E's can get distracted and pulled by the outside world
need to get others involved
invade others' time
procrastinate about going off alone to think and reflect
I's can get into their own project and forget outside world's deadlines
work alone and stick to it
are invaded by others' time
procrastinate about going to a large gathering
S's focus on the present
perceive time as this moment
either have too much or too little to do
enjoy today
N's focus on the future
perceive time as endless
never have enough time; always time for more
procrastinate about really enjoying today
T's objectify time
organize presentation according to principles
organize presentation from subject to necessary points to conclusion
are terse (especially IT)
procrastinate about relationships
F's perceive time as relational
organize presentation to meet others' needs
are not very orderly in presenting information
are chatty (especially EF's)
procrastinate about showing anger
J's make lists to get things done
overlook items not on schedule
don't want to be caught at last minute
don't operate well without schedule
me or someone in control
manage time
write books about time, follow the advice
work first, play later
procrastinate about leisure and play
P's make lists for content
put too many items on schedule, or schedule gets overlooked
start at the last minute
Believe things will work out
wonder if life can be controlled
adapt to time
buy books about time and think about applying principles
play and work together
procrastinate about laborious tasks
Using the Myers-Briggs Type Indicator in Organizations: A Resource Book. Sandra Hirsh c. 1985 Consulting Psychologists Press, Inc. Permission is hereby granted to reproduce this worksheet for workshop use. Duplication for any other use, including resale, is a violation of the copyright law. Myers-Briggs Type lndicator™ and MBTI™ are trademarks of Consulting Psychologists Press, Inc.
SOME LEARNING CHARACTERISTICS OF EACH TYPE
Extroverted Learners: Introverted Learners:
like action
like interaction
shorter attention span
think out loud
prefer to work alone
think things through
longer attention span
prefer written work to oral
Sensing Learners: INtuitive Learners:
like facts, tangible objects
present-oriented
step-by-step learning
use skills already learned
realistic, practical knowledge valued
like hidden meaning, possibilities
future-oriented
work with bursts of energy
solve new problems
interested in language, words, symbols
Thinking Learners: Feeling Learners:
like cause and effect analysis
endure
achievement oriented
need to master subjects
task oriented
need approval and support
examine human values & motives
need to feel helpful
are motivated by others
like harmony; relationship oriented
Judging Learners: Perceptive Learners
prefer a plan
prefer a known system of grading, accountability
persevere
prefer flexibility, variety, novelty
like autonomy and choice
may avoid finishing things, making decisions
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