Using your memory

The levels of processing theory states that the deeper you process information, the stronger the memory trace will be. Structural and phonological processing both produce relatively weak memories, whereas semantically processing information is a form of deep processing, and will produce a strong, lasting memory.

Semantic processing involving engaging with the material and applying meaning to it so that it's processed in a meaningful, deep way. For example, a student may aim to organise and understand their revision material, rather than just memorising it; they may also think about how the information applies to their own life, and relate it to other concepts or examples already known.

Short-term memory capacity is limited (Miller, 1956) with the 'magic number' being 7 +/- 2. Chunking can be used to maximise the amount of information processed by the short-term memory.

Chunking is a process by which individual pieces of information are bound together into a meaningful whole (Neath & Suprenant, 2003). A chunk is defined as a familiar collection of more elementary units that have been inter-associated and stored in memory repeatedly, and act as a coherent, integrated group when retrieved (Tulving & Craik, 2000).

A mnemonic is a memory "trick" that connects information to existing memory strengths such as imagery or structure. Mnemonic devices act as a memory aid. Chunking is one example, other examples include acronyms, method of loci, and peg word system.

An acronym is a word formed from the first letters or groups of letters in a name or phrase. These can be used as mnemonic devices by taking the first letters of words or names that need to be remembered and developing them into an acronym.

The method of Loci is a mnemonic device that dates back to Ancient Greek times. The method involves imagining a place with which you're familiar with. The list of words or concepts that need to be memorised are systematically attached to each of these familiar locations.

The peg word system is a memory aid whereby words are linked with numbers. It is utilised by creating mental associations between items to be remembered and items that are already associated with numbers, typically because they rhyme (e.g two - shoe).

Encoding specificity principle (Thomson & Tulving): recall is most effective when the conditions at the time of encoding match the conditions at the time of retrieval. These conditions may refer to the context in which the information was encoded, the physical location or surroundings, as well as the mental or physical state of the individual at the time of encoding.

State-dependent cues: memory retrieval is more efficient when an individual is in the same state of consciousness as they were when the memory was formed. State-dependent memory applies to the individual's internal cues, for example, if an individual was always slightly caffeinated when studying, it will most likely be easiest to recall what they studied during the test if they're at a similar level of caffienation

Context-dependent cues: recall is improved when the context present at encoding is the same when attempting retrieval. Godden & Baddeley's (1975) underwater and dry land study gives evidence for this. Divers had better recall when the context (dry land or underwater) condition they learnt a word list in was reinstated during retrieval.

Studying can be done in massed or spaced practice.

Massed practice describes studying that is done less frequently, but for large periods of time. It can be related to 'cramming'. Information memorised this way is likely to be forgotten once the exam is over. It has been suggested that habituation can occur during massed learning, and so attention drops when studying this way.

Distributed/spaced practice describes a spaced-out method, or studying in intervals over time, sometimes with distractor activities used to fill intervals. Instead of studying all the material for hours the night before the exam, studying is spread out for one hour each day. Distributed learning is more likely to lead to memories being retained beyond the exam. Attention is increased due to the stimuli being changed (distractor activities).