Did you know there is a competition called the U.S. Memory Championship (which of course, leads to the World Memory Championships)? Yes, an event where people compete to see who has the best memory. If you haven't found your sport yet, this might be for you!
Science writer Joshua Foer heard about this event and wondered how people prepared. An initial look into the event led him to study memory and memory techniques in a broader sense. After spending a year in study, he even entered the competition!
Running time: 20:19
note: be sure to follow the instructions at the beginning!
Points to Ponder:
- Foer says technological advances seem to be taking the place of memory/memorizing: books, photographs, an Excel spreadsheet with a grand matrix of all of our passwords. What do you think about that? Are these essential things we should be storing in memory? Could future technology include a USB port into our brains for external storage?
- Do you actively practice memory techniques? What is your current method for committing something to memory?
- Foer says we remember best when deeply engaged and when we can make a connection (Baker, baker). What types of techniques do you use with students to both engage them with content and to help them make connections to what's going on in your course?
- What stood out in this talk? What didn't make sense or work for you?
This is great! I bought Ron Whites “Memory in a Month” several years ago in preparation for taking Command of a Battalion. I knew I would have to do many speeches and I wanted to improve my ability to speak in public without notes. It is much easier to speak from PowerPoint slides but I would not have that luxury most of the time. I have been able to present for over an hour without written notes. It is amazing I often get the “How do you do that” type comments. It is an ego boost but once you learn how it is done it really is not that big of a deal. I am sure you would all agree I do not have any special mental ability. I agree with Mr. Foer memorizing stuff is fun (using these techniques) I find myself using it on a regular basis sometimes just because I am stuck someplace with nothing else meaningful to do.
ReplyDeleteYes, amazing! I've heard of the Memory Palace before (I teach classical rhetoric--my students read Cicero), but I need to actually TRY it!
ReplyDeleteI used to be better at memorizing than I am now. I have heard that it gets harder as you get older. This guy never talked about that.
Mostly I tend to outsource my memory. I carry around a little notebook to keep track of what I'm doing that day, I keep a Google calendar, I take printed out notes to my classes, etc.
I wonder if the Memory Palace could be used to keep track of daily schedules, etc. It might work. I wonder if it would work for a class with discussion--or if it works best for "speeches."
My mom was a reference librarian, and she always said "I may not know the answer, but I know where to find it!" That's kind of the way I am. But there might be some time when I really do need to memorize something--and I'm glad to know that the Memory Palace works!
I keep scratch paper at hand at all times to act as my short term memory. I have a terrible memory (or a terribly untrained memory according to Foer).
ReplyDeleteI have found that engaging with a piece of information makes it easier to remember. If I think of something right before bed, I write it down. It doesn't matter if I lose the note right after I write it. The act of finding pencil and paper and then composing the thought into words makes me twice as likely to remember it in the morning.
I have one question from this video. How long do these memory competitors retain what they have memorized? Can a competitor recall every card in their shuffled deck a week after the competition?
It is really more of a filing system. The same files can be used again and again. If the information is useful or important or you want to retain it you can keep it forever or you can dump it it is up to you.
DeleteI enjoyed this TED presentation. He shows that there is a great deal that we can develop in our brain and remember by simple learning some techniques(Tricks or shortcuts as he called them) to assist in connecting information to words.
ReplyDeleteI feel that I try, as an instructor, to do this with my students. Through listening to this talk, I hope I can further engage my students in recall (if I can remember to to it this coming semester!)
I definitely think we can train our brain & Foer shows us it is possible by winning the competition
I am "accused" of having a good memory. I do not visualize things at all well so a Memory Palace probably would not work for me. I think the more you understand, rather than regurgitate, something; the more likely you are to remember it.
ReplyDeleteWhen I'm teaching, I read extensively, make a PowerPoint presentation with notes and then rarely look at the notes. By this time I have become invested in the subject matter. I may not present it the same way twice, but I do remember to discuss the points I wish the audience to learn.
I found this talk very interesting.
I vividly remember Deb Wood, who was Lou Stark's predecessor here many years ago, boasting at one year's opening conference about how she could speak for 20 minutes without notes. I wasn't particularly impressed, to say the least. Foer is at least talking about something most of his audience can't immediately do. But I still have the same reservation: Given that he has this ability, is it good? I think I'm better off directing my energy at other pursuits.
ReplyDeleteThe flip side is that I think this might be a wonderful talk to put before students. They don't often already realize how much they can absorb just by trying hard enough, and that it's not some genetically rare capacity. Hm.
I like Jon's idea of trying this in class....
ReplyDeleteI have definitely let my memory go. I cannot remember anything at all. I frequently find myself staring into the fridge, not remembering what I am looking for. For me, the best way to forget something is to try and remember it.
Indian brahmins had an interesting way of memorizing the Vedas: they would memorize them several times: memorize a single line forwards, then memorize it in other patterns, by putting the syllables of each line in different orders. Bodily techniques were also important: moving your body in a particular way, or giving yourself a physical cue, at particular times in memorization. These turned into quite effective techniques, and allowed them to retain their oral texts with (apparently) an insignificant amount of change.
I think this was a very interesting talk. I remember learning at some point to create a visual picture in my mind of what I was trying to learn. I think that the most important thing to consider is that we all need to remember different things in different ways. For instance, I need my son to remember my phone number in case he ever gets lost or needs to call. However, I have only a few phone numbers memorized because I trust my cell phone to do the work for me. The key is, we need to know how to find the information if we can't hold it in our brains.
ReplyDeleteOn the other hand, I am great at remembering faces and names. This was important when I taught high school and invaluable with my work in the alumni office. This allows me to recognize people when they step onto campus at Homecoming. They feel welcome and like they matter. That is pretty important when you work in my field.
It is interesting to think that all of this can be trained. Remembering people is important to me, so I do well at it. Knowing people's phone numbers isn't as critical to me, so I don't spend the time or energy to do so. It makes me wonder what we could learn if we cared enough to. :-)
I believe that we should not be outsourcing our memory to other devices and tools. However, with ever increasing competition on our mind and attention, these tools have allowed us to be more productive and focused. On a similar note, I resisted using a navigation system for years because I didn’t want to lose my ability to read and use maps. I’m afraid that without my help, my sixteen month old daughter will never have to learn how to read a map. I also worry about us tampering too much with our bodies so any transferring of memory is scary to me.
ReplyDeleteMy only real method to committing things to memory is to try to be as engaged as possible. In order to do that, I have to remember to be engaged if it’s not a topic I’m really interested in. Of course, I often forget to remember to be engaged.
I use Kolb’s Experiential Education model to help students understand, become engaged, and therefore remember. I still remember the experiments done on the Mr. Wizard show growing up because it used this technique.
This is the second time I’ve heard/seen Foer talk about this experience and I’m intrigued by the fact that I can develop my memory like he did. I just may try it someday.
A few years ago, I went to a NITLE sponsored workshop on G.I.S. (Geographic Information Systems) and the big buzz was on developing and fostering "spatial literacy". In this crowd, spatial literacy was trumping the other buzzing literacy of the day - information literacy. What struck me, and what applies to your 16-month old daughter's future abilities at map reading, was the focus was not on using a tool (reading a map, programming a navigation system, plotting a longitudinal point), but of developing a sense of place in ones surroundings. The tools will change (your daughter may not be able to pick up the non-refolding road map at an Interstate rest-stop by the time she can drive), but it will be important for her to be able to orient herself to land and sky, and to understand points of reference as listed on the navigational tools of choice at the time.
DeleteAs a person utterly dependent upon someone telling me 'drive three blocks, then turn right when you see a giant purple house' I haven't figured out how to sharpen my spatial literacy, yet.
I'm repeating a lot of what's been said already, but these exercises make me wonder what their purpose is? On the other hand, as I get older, details that used to stick in my head slip away at inconvenient times (running into people I know, being interviewed on radio, e.g.). If I knew ahead of time what I was going to forget I'd remember it, probably by writing it down like Sara P. suggests. In the meantime, I'm bringing notes to my lectures and other public talks.
ReplyDeleteI found this fascinating as well. And as a member of a generation of "memory replacers" I think I am guilty. I find myself having the worst memory. Not so much with speeches, but just in ever day life. I forget names, what a room looked like, etc. as soon as they walk away, unless they made some sort of lasting impression on me. That is something I need to work on, and the biggest part of what I took away from this talk. I need to engage myself in everyday events so that I can remember them. I need to allow them to make a lasting impact on me. I have to LOOK around me and notice things. I do find myself doing that on vacations, and during events that I know I don't want to forget. There are sometimes that I don't bring my camera, because I don't want to be distracted by taking a good photo that I miss what is actually happening around me. But everyday life is often worth remembering, and I need to be better about being present in it.
ReplyDeleteAlso, I'm going to remember that image of cookie monster probably forever. I guess his tactics work!
Interesting video. Context helps us remember. I am pretty bad about learning and remembering names, unless there is something special that creates an image (like that of Cookie Monster). I learn the names of students faster when they stand out for reason. (But of course standing out might or might not be a good thing.)
ReplyDeleteI attended a presentation by Collin Adams, who is recognized nationally as being an excellent math teacher, where he talked about how to help students learn and remember new concepts. He suggested that by creating outlandish and unexpected contexts and images, students would remember the image and then associate that with the concept being taught. For those of you who have studied calculus: Adams had a trick for demonstrating limits by sticking his finger into a spinning fan -of course is was a trick, but the image of a mangled finger he created, provided a visual context that wouldn't be quickly forgotten.
A very interesting talk. I believe him saying that most of us can develope techniques to help us remember but didn't hear him address people with dementia or brain damage and how they could be taught memory techniques. That would be wonderful. I understand how association and meaning are helpful in keeping something in your memeory. I think that is how most students learn faster. One reason why we try to make some aspects of what we are trying to teach a game.
ReplyDeleteBut how is it that there are some things we truly want to forget and can't. I certainly will strive to be a person who remembers to remember..