Articles

Coding mnemonic

Coding mnemonics are used for encoding numbers. Because words are much easier for most of us to remember, a system that transforms numbers into letters is one of the best ways for remembering numbers — as seen in the modern innovation of encoding phone numbers into letters (0800-ANSETT).

A coding system is very useful for remembering numbers, but it must be said that few people have sufficient need to memorize long numbers to make the initial cost of learning the code acceptable.

In a recent news report, I talked about how walking through doorways creates event boundaries, requiring us to update our awareness of current events and making information about the previous location less available. I commented that we should be aware of the consequences of event boundaries for our memory, and how these contextual factors are important elements of our filing system. I want to talk a bit more about that.

Common everyday memory strategies

The most frequently used everyday memory strategies are:

Speed-reading techniques

Like many memory improvement courses, speed-reading programs tend to make inflated claims. Also like memory programs, most speed-reading programs proffer the same advice. In essence, speed-reading techniques involve the following components:

Stimulating activities

A 5-year study¹ involving 488 people age 75 to 85 found that, for the 101 people who developed dementia, the greater the number of stimulating activities (reading, writing, doing crossword puzzles, playing board or card games, having group discussions, and playing music) they engaged in, the longer rapid memory loss was delayed. Similarly, a study² involving 1321 randomly selected people aged 70 to 89, of whom 197 had mild cognitive impairment, has found that reading books, playing games, participating in compute

While parents and teachers have always strongly supported small class sizes, their belief has not always been supported by evidence. Part of the problem lies in that word “small” — what constitutes a small class? Different interventions have looked at reducing class sizes from 40 to 30, or 30 to 25. It may well be that such reductions are not sufficient to show clear benefits.

Most mnemonic strategies use visual images. But as I say in The myth of imagery, while there is no doubt that imagery can be an effective tool, there is nothing particularly special about it. The advantage of imagery is that it provides an easy way of connecting information that is not otherwise readily connected. However, providing verbal links can be equally effective.

Except in the cases of stroke or traumatic brain injury, loss of cognitive function is not something that happens all at once. Cognitive impairment that comes with age may be thought of as belonging on a continuum, with one end being no cognitive impairment and the other end being dementia, of which Alzheimer's is the most common type.

I’ve discussed on a number of occasions the effects that stereotypes can have on our cognitive performance. Women, when subtly reminded that females are supposedly worse at math, do more poorly on math tests; African-Americans, when subtly reminded of racial stereotypes, perform more poorly on academic tests. And beliefs about the effect of aging similarly affect memory and cognition in older adults.

I don’t often talk about motor or skill memory — that is, the memory we use when we type or drive a car or play the piano. It’s one of the more mysterious domains of memory. We all know, of course, that this is a particularly durable kind of memory. It’s like riding a bicycle, we say — meaning that it’s something we’re not likely to have forgotten, something that will come back to us very readily, even if it’s been a very long time since we last used the skill.