Derren Brown: Archive
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From: sublunarangel
Date: Mon Apr 14, 2003 12:45am
Subject: Re: memory from my od site....regards terry
Thanks for posting all that info terry! a very interesting read!
:)
~*alex*~
--- In a previous message, ganetauk wrote:
> oh, here we go...here is the "L" missing from the word "old" in my
> last post... :o) "od" and "old" are two different things :o)...i
> believe.
>
> Regards Terry
>
> http://www.phatabbott.clara.net/
>
> http://www.cotech.camarades.com
> (Thursdays 8pm ...COTECH Chat)....you may email from this site too,
> if you wanted.
>
>
> --- In a previous message, ganetauk
wrote:
> > from my od site....regards terry
> >
> >
> > CONTENTS
> >
> > Introduction to mnemonics
> > Association, Imagination and Location
> > Using Mnemonics to Learn More Effectively
> > Hints On Memory Techniques
> > The Link Method
> > The Number/Rhyme System
> > The Number/Shape System
> > The Alphabet Technique
> > The Journey System
> > The Roman Room Mnemonic
> > The Major System
> > Learning Foreign Languages
> > The 100 basic words
> > Remembering Names
> > Remembering Lists of Information
> > Remembering Words, Lines and Speeches
> > Remembering Numbers
> > Remembering Telephone Numbers
> > Remembering Dates
> > Remembering Playing Cards
> > __________________________________________________________
> >
> > Introduction to mnemonics back to top
> >
> > Mnemonics are methods for remembering information that is
otherwise
> > quite difficult to recall. A very simple example of a mnemonic is
> > the '30 days hath September' rhyme.
> >
> > The basic principle of mnemonics, is to use as many of the best
> > functions of the human brain as possible to code information.
> >
> > The human brain evolved to code and interpret complex stimuli -
> > images, colour, structure, sounds, smells, tastes, touch, spatial
> > awareness, emotion, and language - using them to make
sophisticated
> > interpretations of the environment. Human memory is made up of
all
> > these features.
> >
> > Mnemonics seek to use all of these resources. By coding language
> and
> > numbers in sophisticated, striking images which flow into other
> > strong images, we can accurately and reliably code both
information
> > and the structure of information to be easily recalled later.
> >
> > This section seeks to show you the techniques that enable you to
> use
> > all of your mind to remember information.
> >
> > back to top
> >
> > __________________________________________________________
> >
> > Association, Imagination and Location back to top
> >
> > The three fundamental principles underlying the use of mnemonics
> are:
> >
> > Association
> > Imagination
> > Location
> > Working together, these principles can be used to generate
powerful
> > mnemonic systems.
> >
> > Association
> >
> > Association is the method by which you link a thing to be
> remembered
> > to a method of remembering it. Although we can and will suggest
> > associations to you, your own associations are much better as
they
> > reflect the way in which your mind works.
> >
> > Things can be associated by:
> >
> > being placed on top of the associated object
> > crashing or penetrating into each other
> > mergeing together
> > wrapping around each other
> > rotating around each other or dancing together
> > being the same colour, smell, shape, or feeling
> > etc.
> > Whatever can be used to link the thing being remembered with the
> > image used to recall it is the association image.
> >
> > As an example: Linking the number 1 with a goldfish might be done
> by
> > visualising a 1-shaped spear being used to spear a goldfish to
feed
> a
> > starving family.
> >
> > Imagination
> >
> > Imagination is used to create the links and associations needed
to
> > create effective memory techniques - put simple, imagination is
the
> > way in which you use your mind to create the links that have the
> most
> > meaning for you. Images that I create will have less power and
> impact
> > for you, because they reflect the way in which we think.
> >
> > The more strongly you imagine and visualise a situation, the more
> > effectively it will stick in your mind for later recall. Mnemonic
> > imagination can be as violent, vivid, or sensual as you like, as
> long
> > as it helps you to remember what needs to be remembered.
> >
> > Location
> >
> > Location provides you with two things: a coherent context into
> which
> > information can be placed so that it hangs together, and a way of
> > separating one mnemonic from another: e.g. by setting one
mnemonic
> in
> > one village, I can separate it from a similar mnemonic located in
> > another place.
> >
> > Location provides context and texture to your mnemonics, and
> prevents
> > them from being confused with similar mnemonics. For example, by
> > setting one mnemonic with visualisations in the town of Horsham
in
> > the UK and another similar mnemonic with images of Manhattan
allows
> > us to separate them with no danger of confusion.
> >
> > So using the three fundamentals of Association, Imagination and
> > Location you can design images that strongly link things with the
> > links between themselves and other things, in a context that
allows
> > you to recall those images in a way that does not conflict with
> other
> > images and associations.
> >
> > Memory works by making links between information, fitting facts
> into
> > mental structures and frameworks. The more you are actively
> > remembering, the more facts and frameworks you hold, the more
> > additional facts and ideas will slot easily into long term
memory.
> >
> > The way in which people learn affects the sort of mnemonics they
> > should consider using to store information.
> >
> > The three main learning styles are:
> >
> > visual
> > auditory
> > kinaesthetic
> > No-one uses one of the styles exclusively, and there is usually
> > significant overlap in learning styles.
> >
> > Visual Learners
> >
> > Visual learners relate most effectively to written information,
> > notes, diagrams and pictures. Typically they will be unhappy with
a
> > presentation where they are unable to take detailed notes - to an
> > extent information does not exist for a visual learner unless it
> has
> > been seen written down. This is why some visual learners will
take
> > notes even when they have printed course notes on the desk in
front
> > of them. Visual learners will tend to be most effective in
written
> > communication, symbol manipulation etc.
> >
> > Visual learners make up around 65% of the population.
> >
> > Auditory Learners
> >
> > Auditory learners relate most effectively to the spoken word.
They
> > will tend to listen to a lecture, and then take notes afterwards,
> or
> > rely on printed notes. Often information written down will have
> > little meaning until it has been heard - it may help auditory
> > learners to read written information out loud. Auditory learners
> may
> > be sophisticated speakers, and may specialise effectively in
> subjects
> > like law or politics.
> >
> > Auditory learners make up about 30% of the population.
> >
> > Kinaesthetic Learners
> >
> > Kinaesthetic Learners learn effectively through touch and
movement
> > and space, and learn skills by imitation and practice.
> Predominantly
> > kinaesthetic learners can appear slow, in that information is
> > normally not presented in a style that suits their learning
> methods.
> > Kinaesthetic learners make up around 5% of the population.
> >
> > Most literature on mnemonics assumes the visual approach to
> learning
> > styles - mnemonics are recommended to be as visually appealing
and
> > memorable as possible. If you are an auditory or kinaesthetic
> learner
> > you may find that this emphasis on imagery leads to ineffective
> > recall. In this case, try adjusting the mnemonics to suit your
> > learning style: if you are an auditory learner, use auditory cues
> to
> > create your mnemonics. If you are a kinaesthetic learner, imagine
> > performing actions or using tools as the basis of memory
> techniques.
> > If you are an auditory or kinaesthetic learner, adjust these
> > techniques appropriately to suit your personal approach to
> learning.
> >
> > back to top
> >
> > __________________________________________________________
> >
> > Using Mnemonics to Learn More Effectively back to top
> >
> > When you are creating a mnemonic, e.g. an image or story to
> remember
> > a telephone number, the following things can be used to make the
> > mnemonic more memorable:
> >
> > Use positive, pleasant images. The brain often blocks out
> unpleasant
> > ones.
> > Exaggerate the size of important parts of the image
> > Use humour (perhaps linked with point 2)! Funny or peculiar
things
> > are easier to remember than normal ones.
> > Similarly rude or sexual rhymes are very difficult to forget!
> > Symbols (e.g. red traffic lights, pointing fingers, etc.) can be
> used
> > in mnemonics.
> > Vivid, colourful images are easier to remember than drab ones.
> > Use all the senses to code information or dress up an image.
> Remember
> > that your mnemonic can contain sounds, smells, tastes, touch,
> > movements and feelings as well as pictures.
> > Bringing three dimensions and movement to an image makes it more
> > vivid. Movement can be used either to maintain the flow of
> > association, or can help to remember actions.
> > Locate similar mnemonics in different places with backgrounds of
> > those places. This will help to keep similar images distinct and
> > unconfused.
> > The important thing is that the mnemonic should clearly relate to
> the
> > thing being remembered, and that it should be vivid enough to be
> > clearly remembered whenever you think about it.
> >
> > back to top
> >
> > __________________________________________________________
> >
> > Hints On Memory Techniques back to top
> >
> > This section covers a few general hints on the use of memory
> systems:
> >
> > 1. One-Way or Two-Way links
> >
> > Bear in mind that in some cases you may want the link to work
both
> > ways - for example if you are using a peg system (e.g.
> number/rhyme)
> > to link 2 to Henry VIII, you may not want to always link Henry
VIII
> > with the number 2 (i.e. the opposite way across the link).
> >
> > If, however, you are linking the word the French word 'chien'
with
> > the English word 'dog', you will want to ensure that the link
runs
> in
> > the opposite direction - i.e. that the English word 'dog' links
> with
> > the French word 'chien'.
> >
> > 2. Remember to use location to separate similar mnemonics
> >
> > By setting an application of a memory system in one location and
> > clearly using that location as a background, you can easily
> separate
> > it from a different application of the same memory system set in
a
> > different place.
> >
> > 3. Why mnemonics might fail
> >
> > Typically you may forget things that you have coded with
mnemonics
> if
> > the images are not vivid enough, or if the images you are using
do
> > not have enough meaning or strength for you to feel comfortable
> with.
> >
> > Try changing the images used to more potent ones, and read the
> > section on Using Mnemonics more Effectively.
> >
> > 4. Retrieving lost information
> >
> > You may find that you need to remember information that has
either
> > been lost because part of a mnemonic was not properly coded, or
> that
> > simply was not placed into a mnemonic. To try to recall the
> > information, try the following approaches:
> >
> > In your mind run through the period when you coded the
information,
> > carried out the action, or viewed the thing to be remembered.
> > Reconstructing events like this might trigger associations that
> help
> > you to retrieve the information.
> > If the lost information was part of a list, review the other
items
> in
> > the list. These may be linked in some way to the forgotten item,
or
> > even if unlinked their positions in the list may offer a
different
> > cue to retrieve the information.
> > If you have any information such as general shape or purpose, try
> to
> > reconstruct the information from this.
> > If all the above have failed, take your mind off the subject and
> > concentrate on something else completely. Often the answer will
> > just 'pop into your mind', as your subconscious has worked away
on
> > retrieving the information, or something you have been working on
> > sparks an association.
> >
> > The memory systems explained in this section are used for
different
> > purposes, require different investments of time to learn and
effort
> > to use, and have different levels of effectiveness.
> >
> > back to top
> >
> > __________________________________________________________
> >
> > The Link Method back to top
> >
> > The Link Method is one of the easiest mnemonic techniques
> available,
> > but is still quite powerful. It is not quite as reliable as a peg
> > technique, as images are not tied to specific, inviolable
> sequences.
> >
> > It functions quite simply by making associations between things
in
> a
> > list, often as a story. The flow of the story and the strength of
> the
> > visualisations of the images provide the cues for retrieval.
> >
> > Ease of Use - Very simple
> >
> > Effectiveness - Moderate
> >
> > Power - Low
> >
> > Learning investment - Very low
> >
> > Who should use - Anyone
> >
> > How to use
> >
> > Taking the first image, imagine associations between items in a
> list.
> > Although it is possible to remember lists of words where each
word
> is
> > just associated with the next, it is often best to fit the
> > associations into a story: otherwise by forgetting just one
> > association, the whole of the rest of the list can be lost.
> >
> > As an example, you may want to remember a list of counties in the
> > South of England:
> >
> > Avon, Dorset, Somerset, Cornwall, Wiltshire, Devon,
> Gloucestershire,
> > Hampshire, Surrey
> >
> > This could be done with two approaches, the pure link method, and
> the
> > story method:
> >
> > The Link Method
> >
> > This would rely on a series of images coding information:
> >
> > An AVON (Avon) lady knocking on a heavy oak DOoR (Dorset).
> > The DOoR opens to show a beautiful SuMmER landscape with a
SETting
> > sun (Somerset).
> > The setting sun shines down onto a field of CORN (Cornwall).
> > The CORN is so dry it is beginning to WILT (Wiltshire).
> > The WILTing stalks slowly fall onto the tail of the sleeping
DEVil
> > (Devon).
> > On the DEVil's horn a woman has impailed a GLOSsy
(Gloucestershire)
> > HAM (Hampshire) when she hit him over the head with it.
> > Now the Devil feels SoRRY (Surrey) he bothered her.
> > Note that there need not be any reason or underlying plot to the
> > sequence of images: all that is important are the images and the
> > links between images.
> >
> > The Story Method
> >
> > Alternatively this information may be coded by vividly imaging
the
> > following scene:
> >
> > An AVON lady is walking up a path towards a strange house. She is
> hot
> > and sweating slightly in the heat of high SUMMER (Somerset).
Beside
> > the path someone has planted giant CORN in a WALL (Cornwall), but
> > it's beginning to WILT (Wiltshire) in the heat. She knocks on the
> > DOoR (Dorset), which is opened by the DEVil (Devon). In the
> > background she can see a kitchen in which a servant is smearing
> honey
> > on a HAM (Hampshire), making in GLOSsy (Gloucestershire) and
gleam
> in
> > bright sunlight streaming in through a window. Panicked by seeing
> the
> > Devil, the Avon lady panics, screams 'SoRRY' (Surrey), and dashes
> > back down the path.
> >
> > Given the fluid structure of this mnemonic, it is important that
> the
> > images stored in your mind are as vivid as possible, and that
> > significant, coding images are much stronger that ones that
merely
> > support the flow of the story. See the section on using mnemonics
> > more effectively for further information on making images as
strong
> > as possible.
> >
> > This technique is expanded by adding images to the story. After a
> > number of images, however, the system may start to break down.
> >
> > Summary
> >
> > The Link Method is probably the most basic memory technique, and
is
> > very easy to understand and use. It is, however, one of the most
> > unreliable systems, given that it relies on the user remembering
> the
> > sequences of events in a story, or a sequence of images.
> >
> > It is not always immediately obvious if an image is missing from
> the
> > sequence, and if an element is forgotten, then all following
images
> > may be lost as well.
> >
> > back to top
> >
> > __________________________________________________________
> >
> > The Number/Rhyme System back to top
> >
> > The Number/Rhyme technique is a very simple way of remembering
> lists
> > of items in a specific order. It is an example of a peg system -
> i.e.
> > a system whereby facts are 'pegged' to known sequences of cues
> (here
> > the numbers 1 - 10). This ensures that no facts are forgotten
> > (because gaps in information are immediately obvious), and that
the
> > starting images of the mnemonic visualisations are well know.
> >
> > At a simple level it can be used to remember things such as a
list
> of
> > English Kings or of American Presidents in their precise order.
At
> a
> > more advanced level it can be used to code lists of experiments
to
> be
> > recalled in a science exam.
> >
> > Ease of Use - very easy
> >
> > Effectiveness - effective
> >
> > Power - only codes 1-10 items without use of enhancement
> >
> > Learning investment - low
> >
> > Who should use - everyone
> >
> > How to use the Number/Rhyme Technique
> >
> > This technique works by helping you to build up pictures in your
> > mind, in which the numbers are represented by things that rhyme
> with
> > the number, and are linked to images that represent the things to
> be
> > remembered.
> >
> > The usual rhyming scheme is shown below:
> >
> > 1 - Bun
> >
> > 2 - Shoe
> >
> > 3 - Tree
> >
> > 4 - Door
> >
> > 5 - Hive
> >
> > 6 - Bricks
> >
> > 7 - Heaven
> >
> > 8 - Skate
> >
> > 9 - Line
> >
> > 10 - Hen
> >
> > If you find that these images do not attract you or stick in your
> > mind, then change them for something more meaningful to you.
> >
> > These images should be linked to images representing the things
to
> be
> > remembered, for example a list of ten Greek philosophers could be
> > remembered as:
> >
> > 1 - Parmenides - a BUN topped with melting yellow PARMEsan cheese
> >
> > 2 - Heraclitus - a SHOE worn by HERACLes (Greek Hercules) glowing
> > with a bright LIghT
> >
> > 3 - Empedocles - A TREE from which the M-shaped McDonalds arches
> hang
> > hooking up a bicycle PEDal
> >
> > 4 - Democritus - think of going through a DOOR to vote in a
> > DEMOCRaTic election.
> >
> > 5 - Protagoras - A bee HIVE being positively punched through
> (GORed?)
> > by an atomic PROTon
> >
> > 6 - Socrates - BRICKS falling onto a SOCk (with a foot inside!)
> from
> > a CRATe.
> >
> > 7 - Plato - A plate with angel's wings flapping around a white
cloud
> >
> > 8 - Aristotle - a friend called hARRY clutching a bOTtLE of wine
> > possessively slipping on a SKATE (sorry Harry!)
> >
> > 9 - Zeno - A LINE of ZEN buddhists meditating
> >
> > 10 - Epicurus - a HEN's egg being mixed into an EPIleptics's CURe.
> >
> > Try either visualising these images as suggested, or if you do
not
> > like them, come up with images of your own.
> >
> > Once you have done this, try writing down the names of the
> > philosophers on a piece of paper. You should be able to do this
by
> > thinking of the number, then the part of the image associated
with
> > the number, then the whole image, and finally then decode the
image
> > to give you the name of the philosopher. If the mnemonic has
> worked,
> > you should not only recall the names of all the philosophers in
the
> > correct order, but should also be able to spot where you have
left
> > philosophers out of the sequence. Try it - it's easier than it
> > sounds.
> >
> > Applying the Number/Rhyme Technique
> >
> > You can use a peg system like this as a basis for knowledge in an
> > entire area: the example above could be a basis for a knowledge
of
> > ancient philosophy, as images representing the projects, systems
> and
> > theories of each philosopher can now be associated with the
images
> > representing the philosophers names.
> >
> > Summary
> >
> > The Number/Rhyme technique is a very effective method of
> remembering
> > lists. By driving the associations with numbers you can ensure
> > complete recall of all items on a list as you will know if some
> have
> > been missed (because there will be holes in the number sequence).
> >
> > back to top
> >
> > __________________________________________________________
> >
> > The Number/Shape System back to top
> >
> > The Number/Shape system is very similar to the Number/Rhyme
system.
> > As with the Number/Rhyme system it is a very simple and effective
> way
> > of remembering lists of items in a specific order. It is another
> > example of a peg system.
> >
> > Ease of Use - very easy
> >
> > Effectiveness - effective
> >
> > Power - only codes 1-10 items without use of enhancement
> >
> > Learning investment - low
> >
> > Who should use - everyone
> >
> > How to use the Number/Shape Technique
> >
> > This technique works by helping you to build up pictures in your
> > mind, in which the numbers are represented by images shaped like
> the
> > number, and are part of a compound image that also codes the
thing
> to
> > be remembered.
> >
> > One image scheme is shown below:
> >
> > 1 - Candle, spear, stick
> >
> > 2 - Swan (beak, curved neck, body)
> >
> > 3 - (rotate shape though 90 degrees!)
> >
> > 4 - Sail of a yacht
> >
> > 5 - A meat hook, a sea-horse facing right
> >
> > 6 - A golf club
> >
> > 7 - A cliff edge
> >
> > 8 - An egg timer
> >
> > 9 - A balloon with a string attached, flying freely
> >
> > 0 - A hole
> >
> > If you find that these images do not attract you or stick in your
> > mind, then change them for something more meaningful to you.
> >
> > As with the Number/Rhyme scheme, these images should be linked to
> > images representing the things to be remembered. We will use a
list
> > of more modern thinkers to illustrate the number/shape system:
> >
> > 1 - Spinoza - a large CANDLE wrapped around with someone's SPINe.
> >
> > 2 - Locke - a SWAN trying to pick a LOCK with its wings
> >
> > 3 - Hume - A HUMan child BREAST feeding.
> >
> > 4 - Berkeley - A SAIL on top of a large hooked and spiked BURR in
> the
> >
> > LEE of a cliff
> >
> > 5 - Kant - a CAN of spam hanging from a meat HOOK.
> >
> > 6 - Rousseau - a kangaROO SEWing with a GOLF CLUB
> >
> > 7 - Hegel - a crooked trader about to be pushed over a CLIFF,
> >
> > HaGgLing to try to avoid being hurt.
> >
> > 8 - Kierkegaard - a large EGG TIMER containing captain KIRK and a
> >
> > GuARD from the starship enterprise, as time runs out.
> >
> > 9 - Darwin - a BALLOON floating upwards, being blown fAR by the
> >
> > WINd.
> >
> > 10 - Marx - a HOLE with white chalk MARks around it's edge
> >
> > Try either visualising these images as suggested, or if you do
not
> > like them, come up with images of your own.
> >
> > In some cases these images may be more vivid than those in the
> > number/rhyme scheme, and in other cases you may find the
> number/rhyme
> > scheme more memorable. There is no reason why you could not mix
the
> > most vivid images of each scheme together into your own compound
> > scheme.
> >
> > Summary
> >
> > The Number/Shape technique is a very effective method of
> remembering
> > lists. Used in conjunction with the Number/Rhyme system it can be
> > used to generate potent images that can help to make well-coded
> > mnemonics extremely effective.
> >
> > back to top
> >
> > __________________________________________________________
> >
> > The Alphabet Technique back to top
> >
> > The Alphabet system is a peg memory technique similar to, but
more
> > sophisticated than, the Number/Rhyme system. At its most basic
> level
> > (i.e. without the use of mnemonic multipliers) it is a good
method
> > for remembering long lists of items in a specific order in such a
> way
> > that missing items can be detected. It is slightly more difficult
> to
> > learn than the Number based techniques.
> >
> > Ease of Use - moderate
> >
> > Effectiveness - quite good
> >
> > Power - moderate - codes 1- 26 items without use of enhancement
> >
> > Learning investment - moderate
> >
> > Who should use - brighter individuals
> >
> > How to use the Alphabet Technique
> >
> > This technique works by associating images representing and cued
by
> > letters of the alphabet with images representing the items to be
> > remembered.
> >
> > The selection of images representing letters is not based on the
> > starting character of the letter name. Images are selected
> > phonetically - i.e. so that the sound of the first syllablle of
the
> > image word is the name of the letter, eg. we would represent the
> > letter 'k' with the word 'cake'.
> >
> > I suggest using a system of using the first pictorially vivid
image
> > suggested by taking the letter name root, and then coming up with
> > words based by advancing the next consonant in alphabetic order
> (e.g.
> > for the letter 'S' - root 'Es', we would first see if any strong
> > images presented themselves when we tried to create a word
starting
> > with 'EsA', 'EsB', 'EsC', 'EsD', 'EsE', etc.) This has the
> advantage
> > of producing a mnemonic image that can be reconstructed if
> forgotten,
> > however you may judge that it is an unnecessary complication of a
> > relatively simple system, and that it is best to select the
> strongest
> > image that comes to mind and stick with it.
> >
> > One image scheme is shown below:
> >
> > A - Ace of spades
> >
> > B - Bee
> >
> > C - Sea
> >
> > D - Diesel engine
> >
> > E - Eagle
> >
> > F - Effluent
> >
> > G - Jeans
> >
> > H - H-Bomb
> >
> > I - Eye
> >
> > J - Jade
> >
> > K - Cake
> >
> > L - Elbow
> >
> > M - Empty
> >
> > N - Entrance
> >
> > O - Oboe
> >
> > P - Pea
> >
> > Q - Queue
> >
> > R - Ark
> >
> > S - Eskimo
> >
> > T - Tea pot
> >
> > U - Unicycle
> >
> > V - Vehicle
> >
> > W - WC
> >
> > X - XRay
> >
> > Y - Wire
> >
> > Z - Zulu
> >
> > If you find that these images do not attract you or stick in your
> > mind, then change them for something more meaningful to you.
> >
> > Once firmly visualised and linked to their root letters, these
> images
> > can then be linked to the things to be remembered. Continuing our
> > mnemonic example of the names of philosophers, we will use the
> > example of remembering a list of contemporary thinkers:
> >
> > A - Ace - Freud - a crisp ACE being pulled out of a FRying pan
> (FRiED)
> >
> > B - Bee - Chomsky - a BEE stinging a CHiMp and flying off into
the
> SKY
> >
> > C - Sea - Genette - a GENerator being lifted in a NET out of the
SEA
> >
> > D - Diesel - Derrida - a DaRing RIDer surfing on top of a DIESEL
> train
> >
> > E - Eagle - Foucault - bruce lee fighting off an attacking EAGLE
> with
> >
> > kung FU
> >
> > F - Effluent- Joyce - environmentalists JOYfully finding a plant
by
> an
> >
> > EFFLUENT pipe
> >
> > G - Jeans - Nietzche - a holey pair of JEANS with a kNEe showing
> >
> > through
> >
> > H - H-Bomb - Kafka - a grey civil service CAFe being blown up by
an
> H-
> >
> > Bomb
> >
> > etc.
> >
> > Try either visualising these images as suggested, or if you do
not
> > like them, come up with images of your own. Although the images
are
> > quite laboured, they are good enough to give the cues for the
names
> > being coded.
> >
> > Summary
> >
> > The Alphabet System is the most complex and difficult of the peg
> > systems, requires a longer preparation period and is more
difficult
> > to code than either the Number/Rhyme System or the Number/Shape
> > system. It is, however, more powerful in that it allows you to
code
> > and remember a list of up to 26 items before you have to start
> using
> > Mnemonic Multipliers. You may, however, judge that it is more
> > effective to use a simpler peg system with multipliers than to
use
> > the Alphabet System without them: this is your choice.
> >
> > back to top
> >
> > __________________________________________________________
> >
> > The Journey System back to top
> >
> > The journey method is a powerful, flexible and effective mnemonic
> > based around the idea of remembering landmarks on a well-known
> > journey. In many ways it combines the narrative flow of the Link
> > Method and the structure and order of the Peg Systems into one
> highly
> > effective mnemonic.
> >
> > Because the journey method uses routes that you know well, you
can
> > code information to be remembered to a large number of easily
> > visualised or remembered landmarks along the routes. Because you
> know
> > what these landmarks look like, you need not work out
> visualisations
> > for them!
> >
> > Ease of Use - moderate
> >
> > Effectiveness - good
> >
> > Power - powerful
> >
> > Learning investment - moderate
> >
> > Who should use - everyone
> >
> > How to Use the Journey Method
> >
> > The journey method is based on using landmarks on a journey that
> you
> > know well.
> >
> > This journey could, for example, be your journey to work in the
> > morning, the route you use to get to the front door when you get
up
> > in the morning, the route to visit your parents, or a tour around
a
> > holiday destination. It could even be a journey around the levels
> of
> > a computer game. Once you are familiar with the technique you may
> be
> > able to create imaginary journeys that fix in your mind, and
apply
> > these.
> >
> > Preparing the Route
> >
> > To use this technique most effectively, it is often best to
prepare
> > the journey beforehand so that the landmarks are clear in your
mind
> > before you try to commit information to them. One way of doing
this
> > is to write down all the landmarks that you can recall in order
on
> a
> > piece of paper. This allows you to fix these landmarks as the
> > significant ones to be used in your mnemonic, separating them
from
> > others that you may notice as you get to know the route even
> better.
> >
> > You can consider these landmarks as stops on the route. To
remember
> a
> > list of items, whether these are people, experiments, events or
> > objects, all you need do is associate these things or
> representations
> > of these things with the stops on your journey.
> >
> > Example
> >
> > For example, I may want to remember something mundane like a
> shopping
> > list:
> >
> > Coffee, salad, vegetables, bread, kitchen paper, fish, chicken
> > breasts, pork chops, soup, fruit, bath cleaner.
> >
> > I may choose to associate this with my journey to the
supermarket.
> My
> > mnemonic images therefore appear as:
> >
> > 1. Front door: spilt coffee grains on the doormat
> >
> > 2. Rose bush in front garden: growing lettuce leaves and tomatoes
> >
> > around the roses.
> >
> > 3. Car: with potatoes, onions and cauliflower on the driver's
seat.
> >
> > 4. End of the road: an arch of French bread over the road
> >
> > 5. Past garage: with sign wrapped in kitchen roll
> >
> > 6. Under railway bridge: from which haddock and cod are dangling
by
> >
> > their tails.
> >
> > 7. Traffic lights: chickens squawking and flapping on top of
lights
> >
> > 8. Past church: in front of which a pig is doing karate, breaking
> > boards.
> >
> > 9. Under office block: with a soup slick underneath: my car tyres
> > send up
> >
> > jets of tomato soup as I drive through it.
> >
> > 10. Past car park: with apples and oranges tumbling from the top
> > level.
> >
> > 11. Supermarket car park: a filthy bath is parked in the space
next
> > to my
> >
> > car!
> >
> > Extending the Technique
> >
> > This is an extremely effective method of remembering long lists
of
> > information: with a sufficiently long journey you could, for
> example,
> > remember elements on the periodic table, lists of Kings and
> > Presidents, geographical information, or the order of cards in a
> > shuffled pack of cards.
> >
> > The system is extremely flexible also: all you need do to
remember
> > many items is to remember a longer journey with more landmarks.
To
> > remember a short list, only use part of the route!
> >
> > Long and Short Term Memory
> >
> > You can use the journey technique to remember information both in
> the
> > short term memory and long term memory. Where you need to use
> > information only for a short time, keep a specific route (or
> routes)
> > in your mind specifically for this purpose. When you use the
route,
> > overwrite the previous images with the new images that you want
to
> > remember. To symbolise that the list is complete, imagine that
the
> > route is blocked with cones, a 'road closed/road out' sign, or
some
> > such.
> >
> > To retain information in long term memory, reserve a journey for
> that
> > specific information only. Occasionally travel don it in your
mind,
> > refreshing the images of the items on it.
> >
> > One advantage of this technique is that you can use it to work
both
> > backwards and forwards, and start anywhere within the route to
> > retrieve information.
> >
> > Using the Journey System with other Mnemonics
> >
> > This technique can be used in conjunction with other mnemonics,
> > either by building complex coding images at the stops on a
journey,
> > linking to other mnemonics at the stops, moving onto other
journeys
> > where they may cross over. Alternatively, you may use a peg
system
> to
> > organise lists of journeys, etc.
> >
> > Summary
> >
> > The journey method is a powerful, effective method of remembering
> > lists of information, whether short or long, by imagining images
> and
> > events at stops on a journey.
> >
> > As the journeys used are distinct in location and form, one list
> > remembered using this technique is easy to distinguish from other
> > lists.
> >
> > Some investment in preparing journeys clearly in your mind is
> needed
> > to use this technique. This investment is, however, paid off many
> > times over by the application of the technique.
> >
> > back to top
> >
> > __________________________________________________________
> >
> > The Roman Room Mnemonic back to top
> >
> > The Roman Room technique is an ancient and effective way of
> > remembering unstructured information where the relationship of
> items
> > of information to other items of information is not important. It
> > functions by imagining a room (e.g. your sitting room or
bedroom).
> > Within that room are objects. The technique works by associating
> > images with those objects. To recall information, simply take a
> tour
> > around the room in your mind, visualising the known objects and
> their
> > associated images.
> >
> > Ease of Use - easy
> >
> > Effectiveness - effective
> >
> > Power - quite powerful
> >
> > Learning investment - moderate
> >
> > Who should use - people needing to store unstructured information
> >
> > on a topic.
> >
> > How to use the Roman Room System
> >
> > Imagine a room that you know well: perhaps this is your sitting
> room,
> > a bedroom, an office, or a classroom. Within this room there are
> > features and objects in known positions. The basis of the Roman
> Room
> > system is that things to be remembered are associated with these
> > objects, so that by recalling the objects within the room all the
> > associated objects can also be remembered.
> >
> > For example, I can imagine my sitting room as a basis for the
> > technique. In my sitting room I can visualise the following
> objects:
> >
> > table, lamp, sofa, large bookcase, small bookcase, CD rack, tape
> > racks, stereo system, telephone, television, video, chair,
mirror,
> > black & white photographs, etc.
> >
> > I may want to remember a list of World War I war poets:
> >
> > Rupert Brooke, G.K. Chesterton, Walter de la Mare, Robert Graves,
> > Rudyard Kipling, Wilfred Owen, Siegfried Sassoon, W.B. Yates
> >
> > I could visualise walking through my front door, which has a
> picture
> > on it of a scene from the Battle of the Somme, with an image of a
> man
> > sitting in a trench writing in a dirty exercise book.
> >
> > I walk into the sitting room, and look at the table. On the top
is
> > RUPERT the Bear sitting in a small BROOK (we do not need to worry
> > about where the water goes in our imagination!) This codes for
> Rupert
> > Brooke.
> >
> > Someone seems to have done some moving: a CHEST has been left on
> the
> > sofa. Some jeans (Alphabet System: G=Jeans) are hanging out of
one
> > draw, and some cake has been left on the top (K=Cake). This codes
> for
> > G K Chesterton.
> >
> > The lamp has a small statuette of a brick WALl over which a
female
> > horse (MARE) is about to jumping. This codes for Walter de la
Mare.
> >
> > etc.
> >
> > Expanding the Roman Room System
> >
> > The technique can be expanded in one way, by going into more
> detail,
> > and keying images to smaller objects. Alternatively you can open
> > doors from the room you are using into other rooms, and use their
> > objects to expand the volume of information stored. When you have
> > more experience you may find that you can build extensions to
your
> > rooms in your imagination, and populate them with objects that
> would
> > logically be there.
> >
> > Other rooms can be used to store other categories of information.
> >
> > Moreover, there is no need to restrict this information to rooms:
> you
> > could use a view or a town you know well, and populate it with
> memory
> > images.
> >
> > Summary
> >
> > The Roman Room technique is similar to the Journey method, in
that
> it
> > works by pegging images coding for information to known images,
in
> > this case to objects in a room or several rooms.
> >
> > The Roman Room technique is most effective for storing lists of
> > unlinked information, whereas the journey method is most
effective
> > for storing lists of related items.
> >
> > back to top
> >
> > __________________________________________________________
> >
> > The Major System back to top
> >
> > The Major Memory System is one of the two most powerful memory
> > systems currently available. It requires a significant investment
> of
> > time to learn and master, however once it is learned it is
> extremely
> > powerful. It is the application of mainly this system that forms
> the
> > basis of some of the extraordinary, almost magical, memory feats
> > performed by magicians and memory technicians.
> >
> > Ease of Use - Difficult
> >
> > Effectiveness - Very Effective
> >
> > Power - Very Powerful
> >
> > Learning investment - Significant
> >
> > Who should use - People prepared to invest significant time in
> >
> > learning the system.
> >
> > How to use
> >
> > The system works by converting number sequences into nouns, nouns
> > into images, and linking images into sequences. These sequences
can
> > be very complex and detailed.
> >
> > The building blocks of the system are the association of the
> numbers
> > below with the following consonant sounds:
> >
> > 0 - s, z, soft-c - remember as 'z is first letter of zero'
> >
> > 1 - d, t, th - remember as letters with 1 downstroke
> >
> > 2 - n - remember as having 2 downstrokes
> >
> > 3 - m - has three downstrokes
> >
> > 4 - r - imagine a 4 and an R glued together back-to-back
> >
> > 5 - L - imagine the 5 propped up against a book end (L)
> >
> > 6 - j, sh, soft-ch, dg, soft-g - g is 6 rotated 180 degrees.
> >
> > 7 - k, hard-ch, hard-c, hard-g, ng - imagine K as two 7s rotated
> and
> > glued
> >
> > together
> >
> > 8 - f, v - imagine the bottom loop of the 8 as an eFfluent pipe
> > discharging
> >
> > waste
> >
> > (letter image of F in alphabet system)
> >
> > 9 - p, b - b as 9 rotated 180 degrees.
> >
> > These associations really must be learned before proceeding.
> >
> > The system operates on a number of levels, depending on the
amount
> of
> > time a user is prepared to devote to learning the system. The
first
> > level, the coding of single digit numbers into consonants and
small
> > words, functions almost as a poor relation of the number/rhyme
> > system. It is at higher levels that the power of the system is
> > unleashed, however this level must be assimilated first.
> >
> > The trick with the conversion into words is to use only the
> > consonants that code information within the word, while using
> vowels
> > to pad the consonants out with meaning. By choosing letters for
> your
> > word in the preferential order AEIOU you stand a better chance of
> > being able to reconstruct the image word if you forget it.
> >
> > If consonants have to be used to make a word, use only those that
> are
> > not already used - i.e. h, q, w, x, and y
> >
> > 1. Single number words:
> >
> > The first level codes single numbers into a short noun made up of
> the
> > number consonant sound and some vowels. On a sheet of paper,
write
> > the numbers 1 to 9, and apply these rules to create your own
memory
> > words. An example is shown below:
> >
> > 1 - toe
> >
> > 2 - neigh
> >
> > 3 - ma
> >
> > 4 - ray
> >
> > 5 - law
> >
> > 6 - jaw
> >
> > 7 - key
> >
> > 8 - fee
> >
> > 9 - pay
> >
> > These words can be used in association much like the other peg
> > technique memory words.
> >
> > 2. Double number words:
> >
> > Similar rules apply to creating a standard word from two numbers.
> It
> > is best not to try to use single number word as a root, as this
can
> > confuse the image.
> >
> > Add to your list of numbers 1 to 9 the numbers 10 to 99, and
apply
> > the rules to create memory words for yourself. A few examples are
> > shown below:
> >
> > 17 - t, ch - tech
> >
> > 23 - n, m - name
> >
> > 36 - m, sh - mesh
> >
> > 41 - r,s - rose
> >
> > 52 - l, n - line
> >
> > 64 - ch, r - chair
> >
> > 75 - k, l - keel
> >
> > 89 - f, p - fop
> >
> > 98 - b, f - beef
> >
> > 3. Triple number words
> >
> > Just using double number words may be enough to make this a
> > sufficiently powerful mnemonic for you. Alternatively you may
> decide
> > to use triple number words, using the same construction rules as
> > double number words.
> >
> > Examples are:
> >
> > 182 - d, v, n - Devon
> >
> > 304 - m, s, r - miser
> >
> > 400 - r, c, s - races
> >
> > 651 - j, l, d - jailed
> >
> > 801 - f, z, d - fazed
> >
> > Even though words can be constructed from first principles it may
> be
> > worth writing them down at this level of complexity, and running
> > through them many times to strengthen the link in your mind
between
> > the numbers and the associated words. This will enable you to
> recall
> > the number word faster.
> >
> > Applying these images
> >
> > Once you have devised words and images to link to your numbers,
you
> > can start to apply the technique to remember long numbers, etc.
At
> as
> > simple level you might decide just to remember a long telephone
> > number. To do this you might just associate a few images together
> > using the link or story technique. Alternatively, to remember a
> > really long number, you might associate words made up of the
> > components of these numbers with stops on a journey (see the
> journey
> > technique).
> >
> > Summary
> >
> > The major memory system works by linking numbers to consonant
sound
> > groups, and then by linking these into words. By using the images
> > these words create, and linking them together with another memory
> > system, large amounts of information can be accurately memorised
if
> > properly coded.
> >
> > back to top
> >
> > __________________________________________________________
> >
> > Learning Foreign Languages back to top
> >
> > Foreign languages are the ideal subject area for the use of
memory
> > techniques: the process of learning words is essentially a matter
> of
> > association - associating what is initially a meaningless
> collection
> > of syllables with a word in a language that we understand.
> >
> > Traditionally this association has been carried out by
repetition -
> > saying the word in ones own language and the foreign language
time
> > and time and time and time again.
> >
> > Systems Needed
> >
> > Before we explain how to remember vocabulary, you will need to
> > understand the principles of:
> >
> > 1. The Roman Room memory system
> >
> > 2. The link memory method
> >
> > Explanation of Language Mnemonics
> >
> > 1. The LinkWord Technique
> >
> > The LinkWord technique uses an image to link a word in one
language
> > with a word in another language. The following are examples of
use
> of
> > the LinkWord technique:
> >
> > English:French vocabulary
> >
> > rug/carpet - tapis - image of an ornate oriental carpet with a
tap
> as
> > the
> >
> > central design woven in chrome thread
> >
> > grumpy - grognon - a grumpy man groaning with irritation
> >
> > to tease - taquiner - a wife teasing her husband as she takes in
> the
> >
> > washing.
> >
> > The technique was formalised by Dr. Michael Gruneborg. LinkWord
> > language books have been produced in many language pairs to help
> > students acquire the basic vocabulary needed to get by in a
> language
> > (usually about 1000 words). It is claimed that using this
technique
> > this basic vocabulary can be acquired in just 10 hours.
> >
> > 2. The Town Language Mnemonic (Editor's Choice)
> >
> > This is a very elegant, effective mnemonic designed by Dominic
> > O'Brien that fuses a sophisticated variant of the Roman Room
system
> > with the LinkWord system described above.
> >
> > The fundamental principle rests on the fact that the basic
> vocabulary
> > of a language relates to everyday things: things that are
typically
> > found in a small town, city, or village. The basis of the
technique
> > is that the student should choose a town that he or she is very
> > familiar with, and should use objects within that place as the
cues
> > to recall the images that link to foreign words.
> >
> > Nouns in the town
> >
> > Nouns should be associated to the most relevant locations: the
> image
> > coding the foreign word for book should be associated with a book
> on
> > a shelf in the library. The word for bread should be associated
> with
> > an image of a loaf in a baker's shop. Words for vegetables should
> be
> > associated with parts of a display outside a greengrocer's shop.
> > Perhaps there is a farm just outside the town that allows all the
> > animal name associations to be made.
> >
> > Adjectives in the park
> >
> > Adjectives should be associated with a garden or park within the
> > town: words such as green, smelly, bright, small, cold, etc. can
be
> > easily related to objects in a park. Perhaps there is a pond
there,
> a
> > small wood, perhaps people with different characteristics are
> walking
> > around.
> >
> > Verbs in the sports centre
> >
> > Verbs can most easily be associated with a sports centre or
playing
> > field. This allows us all the associations of lifting, running,
> > walking, hitting, eating, swimming, driving, etc.
> >
> > Remembering Genders
> >
> > In a language where gender is important, a very elegant method of
> > remembering this is to divide your town into two main zones where
> the
> > gender is only masculine and feminine, or three where there is a
> > neutral gender. This division can be by busy roads, rivers, etc.
To
> > fix the gender of a noun, simply associate its image with a place
> in
> > the correct part of town. This makes remembering genders so easy!
> >
> > Many Languages, many towns
> >
> > Another elegant spin-off of the technique comes when learning
> several
> > languages: normally this can cause confusion. With the town
> mnemonic,
> > all you need do is choose a different city, town or village for
> each
> > language to be learned. Ideally this might be in the relevant
> > country, however practically it might just be a local town with a
> > slight flavour of the relevant country, or twinned with it.
> >
> > 3. The hundred most common words
> >
> > Tony Buzan, in his book 'Using your Memory', points out that just
> 100
> > words comprise 50% of all words used in conversation in a
language.
> > Learning this core 100 words gets you a long way towards learning
> to
> > speak in that language, albeit at a basic level.
> >
> > Click here to see the 100 basic words.
> >
> > Summary
> >
> > The three approaches to learning language shown here can be
> extremely
> > effective in helping to learn a foreign language, in terms of
> > pointing out the most important words to learn, showing how to
link
> > words in your own language to words in a foreign language, and
> > showing how to structure recall of the language through use of
the
> > town mnemonic.
> >
> > back to top
> >
> > __________________________________________________________
> >
> > The 100 basic words back to top
> >
> > The 100 basic words used in conversation are shown below. These
> > typically comprise around 50% of all words used:
> >
> > 1. a, an 2. after 3. again 4. all 5. almost
> >
> > 6. also 7. always 8. and 9. because 10. before
> >
> > 11. big 12. but 13. (I) can 14. (I) come 15. either/or
> >
> > 16. (I) find 17. first 18. for 19. friend 20. from
> >
> > 21. (I) go 22. good 23. goodbye 24. happy 25. (I) have
> >
> > 26. he 27. hello 28. here 29. how 30. I
> >
> > 31. (I) am 32. if 33. in 34. (I) know 35. last
> >
> > 36. (I) like 37. little 38. (I) love 39. (I) make 40. many
> >
> > 41. one 42. more 43. most 44. much 45. my
> >
> > 46. new 47. no 48. not 49. now 50. of
> >
> > 51. often 52. on 53. one 54. only 55. or
> >
> > 56. other 57. our 58. out 59. over 60. people
> >
> > 61. place 62. please 63. same 64. (I) see 65. she
> >
> > 66. so 67. some 68. sometimes 69. still 70. such
> >
> > 71. (I) tell 72. thank you 73. that 74. the 75. their
> >
> > 76. them 77. then 78. there is 79. they 80. thing
> >
> > 81. (I) think 82. this 83. time 84. to 85. under
> >
> > 86. up 87. us 88. (I) use 89. very 90. we
> >
> > 91. what 92. when 93. where 94. which 95. who
> >
> > 96. why 97. with 98. yes 99. you 100. your
> >
> > back to top
> >
> > __________________________________________________________
> >
> > Remembering Names back to top
> >
> > Remembering names requires a slightly different approach to all
the
> > others explained so far in this section, however is relatively
> simple
> > when approached in a positive frame of mind.
> >
> > The following techniques can be used:
> >
> > 1. Face association
> >
> > Examine a person's face discretely when you are introduced. Try
to
> > find an unusual feature, whether ears, hairline, forehead,
> eyebrows,
> > eyes, nose, mouth, chin, complexion, etc.
> >
> > Create an association between that characteristic, the face, and
> the
> > name in your mind. The association may be to associate the person
> > with someone you know with the same name, or may be to associate
a
> > rhyme or image from the name with the person's face or defining
> > feature.
> >
> > 2. Repetition
> >
> > When you are introduced, ask for the name to be repeated. Use the
> > name yourself as often as possible (without overdoing it!). If it
> is
> > unusual, ask how it is spelled, or where it is comes from, and if
> > appropriate, exchange cards - the more often you hear and see the
> > name, the more likely it is to sink in.
> >
> > Also, after you have left that person's company, review the name
in
> > your mind several times. If you are particularly keen you might
> > decide to make notes.
> >
> > Summary
> >
> > The methods suggested for remembering names are fairly simple and
> > obvious, but are quite powerful. Association either with images
of
> a
> > name or with other people can really help recall of names.
> Repetition
> > and review help it to sink in.
> >
> > An important thing to stress is practice, patience, and
progressive
> > improvement in remembering names.
> >
> > back to top
> >
> > __________________________________________________________
> >
> > Remembering Lists of Information back to top
> >
> > Remembering lists of information are what many of the mnemonics
> > described in this section are all about. Almost any information
can
> > be coded into these mnemonic lists - all that is needed is the
> > imagination to come up with the relevant associations.
> >
> > The following section explains the best techniques that can be
used
> > to remember particular lists:
> >
> > Short Lists:
> >
> > The Link Method
> > The Number/Rhyme System
> > The Number/Shape Method
> > Intermediate Lists
> >
> > Simple Journey Method
> > The Number/Rhyme Method
> > Extended Number/Shape Method
> > Alphabet System
> > Longer Lists
> >
> > Journey Method
> > Extended Number/Rhyme Method
> > Extended Number/Shape Method
> > Extended Alphabet System
> > back to top
> >
> > __________________________________________________________
> >
> > Remembering Words, Lines and Speeches back to top
> >
> > There are two main techniques for remember quotations and lines:
> >
> > 1. Repetition
> >
> > Professional actors are said to learn lines most effectively by
> > rereading a play or parts in a play many times over a short
period.
> > As an example, they may read something to be remembered 5 to 10
> times
> > a day over 4 days.
> >
> > 2. Keyword/Journey System
> >
> > An alternative approach using mnemonics is to use the journey
> system,
> > with a stop for each line.
> >
> > At each stop you can either code the key images or words, or can
> > adopt a technique where you associate each word in the line.
> >
> > back to top
> >
> > __________________________________________________________
> >
> > Remembering Numbers back to top
> >
> > Using mnemonic systems, remembering numbers becomes extremely
> simple.
> >
> > There are a number of approaches, depending on the types of
numbers
> > being remembered:
> >
> > 1. Short numbers
> >
> > These can be stored in a number of ways:
> >
> > The easiest, but least reliable, is to use simple Number/Rhyme
> images
> > associated in a story.
> >
> > A simple peg system can be used, associating numbers from e.g.
the
> > Number/Rhyme System, organised with, eg. the Alphabet system.
> >
> > More accurately, they can be remembered as one or a few images
> using
> > the Major system
> >
> > 2. Long numbers (e.g. Pi)
> >
> > This can be remembered using the Journey System. At a simple
level,
> > numbers can be stored at each stop on the journey using e.g. the
> > Number/Shape system. The amount of digits stored at each stop can
> be
> > increased initially by using the Major System, and enhanced still
> > further by using simple techniques to Expand Memory Systems.
> >
> > Using all the simple techniques in concert, there is no reason
why
> > you should not be able to store a 100 digit number with
relatively
> > little effort. Using the more powerful systems, holding it to
1000
> > digits might not be too much of a challenge.
> >
> > back to top
> >
> > __________________________________________________________
> >
> > Remembering Telephone Numbers back to top
> >
> > These can be remembered simply by associating numbers from e.g.
the
> > Number/Rhyme system with positions in a peg system such as the
> > Alphabet System, or the Journey System, and by further
associating
> > these with the face or name of the person whose number is being
> > remembered.
> >
> > For example, to remember that Kathryn's phone number is 735345, I
> can
> > imagine myself travelling to her flat: with my destination firmly
> in
> > mind, I envisage the following stops on my journey:
> >
> > Front door: the door has sprouted angels wings, and is flying up
to
> > heaven! (7)
> >
> > Rose bush: a small sapling (tree, 3) is growing its way through
the
> > middle of the bush.
> >
> > Car: some bees have started to build a hive (5) under the wheel
of
> my
> > car. I have to move it very carefully to avoid damaging it.
> >
> > End of road: a tree (3) has fallen into the road. I have to drive
> > around it.
> >
> > Past garage: Someone has nailed a door (4) to the sign. Strange!
> >
> > Under railway bridge: the bees are building another hive (5)
> between
> > the girders here!
> >
> > back to top
> >
> > __________________________________________________________
> >
> > Remembering Dates back to top
> >
> > Dates can be remembered as short number sequences as described in
> the
> > article on Remembering Numbers, associated with the event to
which
> > they relate. The number of the millennium is often not needed.
> >
> > back to top
> >
> > __________________________________________________________
> >
> > Remembering Playing Cards back to top
> >
> > Once you are familiar with the Journey system, remembering the
> order
> > of a pack of playing cards becomes relatively simple.
> >
> > Before you try to do this, you should prepare a journey in your
> mind
> > that has 54 stops. Ensure that the stops are fresh and firm in
your
> > mind.
> >
> > The next step is fairly simple - what you need to do is have an
> image
> > in your mind representing each of the cards. Counting an ace as
1,
> > and the 10 as zero, you can create a picture in your mind of an
> image
> > from the Number/Shape system for the numbers Ace - 10. For the
> jack,
> > queen and king, the images on the playing card are ready-made
> > mnemonic images. The suits similarly can be represented by the
suit
> > symbols.
> >
> > For example, the two of hearts can be represented by a white swan
> > with a red heart painted on its side. The ten of spades could be
a
> > hole with the handle of a spade sticking out.
> >
> > It is a good idea to prepare all the images to be used
beforehand,
> as
> > remembering cards during a card game will have to be done quite
> > rapidly.
> >
> > As cards come up, associate the card images with the stops on
your
> > journey.
| Replies | Author | Yahoo! ID | Date | Size |
| 4516: Re: memory from my od site....regards terry | novembertuesday | novembertuesday | Mon 14/04/2003 | 3 KB |
| 4517: Re: memory from my od site....regards terry | ganetauk | ganetauk | Tue 15/04/2003 | 3 KB |
| 4531: Re: memory from my od site....regards terry | novembertuesday | novembertuesday | Tue 15/04/2003 | 2 KB |
