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Memory and Concentration

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Iman Azman

on 15 August 2016

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Transcript of Memory and Concentration

Agenda
Understanding Concentration vs Memory

Concentration
Strategies for improving concentration

Memory
Memory techniques

The curve of forgetting

Did You Know?
Most students can only
study for 35-40 minutes
at a time before they need
to take a short break
What is Concentration?
It is your ability to focus on the task at hand

It is a skill that develops over time
Two types of Memory
Short-term
Lasts from a few seconds to a minute
Used to retain ideas and thoughts as you work on a task

Long-term
Lasts from a minute to weeks or even years
Used to recall general information you learn
Summary
What is Memory?
Memory is the process of acquiring, storing, and later retrieving information
Memory and Concentration
Workshop Ground Rules
Participate

No in-and-outs

No cellphones

Stick around!
Understanding Memory Vs. Concentration
Concentration
is the ability to direct your thinking or attention in a specific direction

Vs.

Memory
refers to the various mental processes used to acquire, store, and later retrieve information
The two concepts are distinct but reliant on one another

Good memory skills are dependent on good concentration skills

The first step in improving your memory is developing good concentration habits!
Your ability to concentrate depends on:
Your commitment levels

The enthusiasm for the task and/or class

The difficulty of the task

Your emotional, psychological, and physical state

The environment
What are some of the things that cause
you
to lose focus while studying?
Causes of loss of concentration
Distraction
Boredom
Feeling overwhelmed
Feelings of self doubt
Lack of motivation
Unclear expectations
Difficult tasks
Strategies for Improving Concentration
Managing distractions

Stay active

Be prepared

Manage negative feelings

Stay motivated

Seek clarification

Be persistent
Managing Distractions
Stay Active
Stay away from conversations, noise, and activity
Instead choose a work environment in which you can best work

Turn off the TV, internet, and electronic devices
Instead set aside time for these things during scheduled breaks
Use them as an incentive. Allow yourself one episode of the Big Bang Theory after finishing a 15 page reading
Disable your internet while working on papers or in class. Pull the plug!

Put away your Phone and don't text
Instead turn it off while studying or in class
Search for information that can be useful to you (past year papers, attending a PASS session)
Anticipate possible exam questions
Focus on the end goal
Electives help you to become more well-rounded
Be Prepared
Break large tasks up into smaller, manageable parts
Track your progress
Have a study plan
Use your resources
Manage Negative Feelings
Discuss what you’re doing with others
Get feedback from people you trust
Know that you are not alone
Stay Motivated
Keep the big picture in mind
Reward progress
Schedule in “fun”
Just do 10 minutes!
Seek Clarification
Talk to your instructor
Talk with classmates
Ask questions in class
follow discussions made in class and online
Be Persistent
Keep trying! Don't give up!
Take time away
Ask for help
Create a mantra
Managing distractions

Stay active

Be prepared

Manage negative feelings

Stay motivated

Seek clarification

Be persistent
Memory has three stages:
Encoding
(Input)
Retrieval
(Output)
Storage
Sensory Register
Working or Short Term Memory
Long Term Memory
Quick Scan for Importance
Precoding
Coding
Rehearsal
Recoding
Process
Store
Recall
Memory Techniques
In university, you need to use your long-term memory for:

Short-term retrieval
Memorize and use within the next few days

Long-term retrieval
Remember and use in a month or throughout the term
Memorizing for Short Term Retrieval
Connect an image that relates to the concept and its meaning
Use the 1st letter of each word to create a prompt for yourself
Helpful for phrases or formulas
Association
Acronyms / Mnemonics
Order of the Planets
My Very Excited Mother Just Served Us Nine Pies
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Global Warming
Recall the specific way in which the information was presented to you
Visualization
Use flashcards with keywords to prompt more detailed information
Memory Tools
History of Aviation
Concept of Water Waste
Anatomy of a Dung Beetle
Memorizing for Long Term Retrieval
Go to class prepared
Do all the required readings
Be engaged and ask questions


Take detailed notes
Record the readings and lectures in your own words - it will be easier for you to remember
Make mind maps and associate drawings to concepts
Be Engaged
Spend time thinking and reflecting about what you're learning
Don't just go through the motions


Review!
Once a week, review your notes and make summaries
The Curve of Forgetting
Ebbinghaus, 1885
You have the potential to forget less PLUS remember more if you review immediately after class
Forgetting curve would actually start here as we typically remember only about 75% at the end of a lecture – so we have less to remember
Overcome the Curve of Forgetting
Immediately after class
24 hours later
1 week later (or sooner)
1 month later (or sooner)
Understanding Concentration vs Memory
Concentration
Strategies for improving concentration
Memory
Memory techniques
The curve of forgetting
WANT MORE HELP?
Sign up for a 1-on-1 study skills appointment at the LSS Help Desk on your way out!
WANT THE SLIDES?
Find them on our website at carleton.ca/lss.
COMPLETED 5 WORKSHOPS?
Add the "Skills for Academic Success Certificate" to your Co-Curricular Record.
Attendance Procedure
Please remain seated until your name is called.
Have your student card ready.




Have a great day!
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Twitter

@CarletonU_SASC

(Merriam-Webster online “Concentration”, n.d.)

(Merriam-Webster online “Memory”, n.d.)

(Brans, 2013)

(Brans, 2013)

(Schuette, 1997)

(McLeod, 2007)
(Cowan, 2008)
(The Peak Performance Center, n.d.)

(The Peak Performance Center, n.d.)

(Brans, 2013)
(Schuette, 1997)
References
Brans, P. (2013, Feb 19). The top ten challenges in time management. Retrieved from http://www.forbes.com/sites/patbrans/2013/02/19/the-top-ten-challenges-in-time-management/.

Concentration. (n.d.). In Merriam-Webster online. Retrieved from http://www.merriam-webster.com/dictionary/concentration.

Cowan, N. (2008). What are the differences between long-term, short-term, and working memory? Progress in Brain Research, 169, 323–338. http://doi.org/10.1016/S0079-6123(07)00020-9.

Ebbinghaus, H. (1913). Memory. A contribution to experimental psychology. New York, NY: Teachers College, Columbia University (Reprinted Bristol: Thoemmes Press, 1999).

McLeod, S. A. (2007). Stages of memory – encoding storage and retrieval. Retrieved from www.simplypsychology.org/memory.html.

Memory. (n.d.). In Merriam-Webster online. Retrieved from http://www.merriam-webster.com/dictionary/memory.

Michigan State University College of Osteopathic Medicine (2014). Study tips for improving long-term memory retention and recall [PDF document]. Retrieved from http://com.msu.edu/Students/Academic_Guidance/long_term_retention_recall.pdf

Peralta, F. (2011, September 18). The limit does not exist!!! Mean girls. [Video file]. Retrieved from www.youtube.com/watch?v=oDAKKQuBtDo

Poirot, K. (2014, June 10). Mentor me: GA=T+E – The forgetting curve. Retrieved from http://www.mentormegate.com/wordpress/2014/06/10/mentor-me-gate-the-forgetting-curve/.

Schuette, C. G. (1997). Improving your concentration. Retrieved from https://www.k-state.edu/counseling/topics/career/concentr.html.

The Peak Performance Center. (n.d.). Memory techniques. Retrieved from http://thepeakperformancecenter.com/educational-learning/learning/memory/memory-techniques/.



(Michigan State University College of Osteopathic Medicine, 2014)

(Poirot, 2014)
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