Memory Enhancement Techniques For Adult Learners

Adult Memory Paper [name of assignment]

Abstract [p. 298; sec. 5.16]

Current literature revealing memory enhancement techniques for adult learners is investigated. Effects on cognitive learning, particularly in the area of recall, provide four primary techniques considered to be useful tools for developing strategies for memory. These techniques, including activating the mind, invoking enthusiasm, using association, and conducting mental reviews, reveal that adult learning styles enhance memory ability. [pp. 12-15; sec. 1.07]

Memory Enhancement Techniques for Adult Learners [p. 298; sec. 5.17]

Stressed, overworked, and sleep deprived, many Americans feel as if remembering information is a difficult task. In fact, it is common for people to fail tests in which they are required to recall what they have just done minutes earlier. According to Dr. Barry Gordon, Department Chair of the Memory Institute, the human brain was built for a much simpler life. "Sure, people have been experiencing stress throughout history," he observes, "but in the past, nobody had to remember passwords for home and office computers, e-mail addresses, fax machines, and an ever-expanding list of long distance dialing codes" (2000, p. 34). [pp. 120-121; sec. 3.39] As individuals are required to recall increasing amounts of information, it is important to strengthen strategies for developing memory skills to successfully meet the challenges of today. Memory improvement can take place, contends Ronald Armstrong (2001), by mastering four simple techniques, which include activating the mind, invoking enthusiasm, using association, and conducting a mental review (pp. 131-136). [p. 110; sec. 3.28]

One important technique for enhancing memory skills is to activate the mind. According to Daly, Gaulding, Barrett, Hanson, and Pulakos (2004), [p. 208; sec. 3.95] when adult learners take an active role in their "learning by asking questions, responding creatively, and processing new information in other ways, you are automatically storing the information in a richer, more elaborate form, connecting it with other data" (p. 110). Often adults rely on previous learning techniques, which are ineffective. Instead, a more active, self-engaging mode of "learning will result in increased recall ability" (Daly et al., p. 138). [p. 208; sec. 3.95] [p. 208; sec. 3.94] According to Mike Chambers, the Executive Director of Memory Training (personal communication, April 18, 2005), individuals are capable of recalling vast amounts of information if the subject is meaningful and stimulates the mind.

A second strategy for sharpening memory is to invoke personal enthusiasm for that which is being learned. According to Nabbs, one's individual passion is more likely to influence memory recall than any other factor (2002, pp. 287-289). Gene Malcolm and Paul Trumann of the Center for Advanced Learning (CAL) [p. 104; sec. 3.21] note that people who view learning as an exciting opportunity and see new intellectual activity as an adventure are three [p. 125; sec. 3.43;-a] times more likely to retain that which is being learned. However, passive learners often are unable to recall new information after a 24 [pp. 122-125; sec. 3.42] hour period (2002, p. 32). The CAL [p. 104; 3.21] findings indicated that by simply becoming excited about learning itself, one can improve memory. Harrison and Schmiechen confirm this claim that stimulating opportunities are more likely to be retained if the learning environment is interactive (2003). [p. 266; sec. 4.16; #65]

Using association is another memory enhancement technique, which makes a connection between facts by utilizing creative, sequential, and exaggerated images. Tony Buzan (as cited in Williams, 2002) [p. 247; sec. 4.16; #22] provides key theorems for making a connection between feelings, thoughts, and ideas in one's mind or imagination (p. 118). By making these associations, the learner is more likely to remember the new information because it is being related to something already established. He also notes that keeping the association simple is important (i.e., the least number of details) [p. 106; sec. 3.24]. If the connection is too complex, the link becomes confusing and indirect, thereby less effective. Furthermore, by "developing connections with mnemonic strategies, one is able to retain information for extended periods of times" (Memory Loss, n.d., 19). [p. 210; sec. 3.97] [p. 273; sec. 4.16; #75] [p. 120; sec. 3.39] To associate real-world experiences are a critical part of memory because many times the generalizations made from memory recall with regard to daily application enhances association made between previous and new experiences. Lemar Borman and Maria Lopez contend,

Our brains evolved to code and interpret complex stimuli - images, colors, structures, sounds, smells, tastes, touch, positions, emotions, and language. We use these to make sophisticated models of the world we live in. Our memories store all of these very effectively. Unfortunately, information we have to remember is almost always presented in only one way - as words printed on a page. While it [language] is one of the most important aspects of human evolution, it is only one of the many skills and resources available to our minds. (2003, p. 278) [p.