The Way of the Learner Memory System | Benjamin Rosemont | Skillshare

The Way of the Learner Memory System

Benjamin Rosemont, Streamlining life and learning

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7 Lessons (44m)
    • 1. How Memory Works

      4:36
    • 2. The Four Memory Techniques

      4:50
    • 3. Technique #1: Chunking

      9:13
    • 4. Technique #2: Teaching

      6:17
    • 5. Technique #3: Mnemonics

      6:39
    • 6. Five Resources for Generating Mnemonics

      7:48
    • 7. Technique #4: Imagination

      4:54

About This Class

Discover the Way of the Learner Memory System, an easy-to-learn, step-by-step approach to developing a powerful memory.

Transcripts

1. How Memory Works: memory and learning are not the same thing, But memories certainly is at the foundation of learning. And so to become a better learner, you need to become a better memorize er. But before we dive into improving your memory skills is probably a good idea to understand how memory works now. Don't worry. I'm not going to get into the technical details of the neuroscience about how the brain creates stores and retrieves memories. Okay, that's fascinating information for someone else to teach. What we're interested in is how memory works from the user's perspective. We want to know that so we can understand how we can use that information to improve our memories. And thankfully, from that perspective, it really isn't that complicated. All memory techniques and all learning strategies in the world boiled down to one fundamental law. In order to learn something new, you have to associate it with something you already know, and the more associations you make, the stronger your learning will be. Whenever you expose yourself to new information, your brain, whether consciously or unconsciously, will connect that new information to things it already knows. It could be a fact that it connects with other fax or a picture that it connects with certain emotions or any other combinations of connections. When I think about how memory works, I think about Jell O. Now I like Jell O. I mean, who doesn't like that jiggly sweet deliciousness? Now, to make Jell O, you have to dissolve the gelatin powder into water, and then you refrigerate the liquid until it congeals into the gel. Now let's say that I'm craving Jell O. And so I combined the ingredients together and I put the liquid into the refrigerator. But being impatient, I pull it out early and attempt to dish up some Jell O. Now, what's wrong with this picture? Well, three things first, the Jell O isn't ready. Okay? I mean, I want Jell O not juice, and second, because it's still a liquid. It's gonna take a lot of effort to transfer it from one bowl to the other without making a mess. And I'm just a little leery of doing this around all my electron ICS. Eric, I'm using a small spoon. Imagine how maney spoonfuls it will take to fill this ball. So what does this have to do with memory? well, think of the bowl as being your memory database. The liquid is the information, and this spoon is the techniques he used to retrieve information from your memory when you taken information without really thinking about it, and without really giving it any meaning. It's like you're just playing around with a liquid, a liquid that has no purpose. And just as it was difficult to transfer liquid from one bowl to another in the same way, it's very difficult to retrieve, meaning less information from memory. And when you're using the wrong techniques, such as a teaspoon as a serving spoon, then it becomes even more difficult. The ideal scenario is to cause the liquid to congeal and to use a large serving spoon. Well, not as easy as I thought, but better than using the little spirit. So there are two aspects to memory. Making information memorable and using the right tools to retrieve the information from memory. So memorizing and remembering are two different acts. The techniques I'll teach you in this course will cause you to excel at both 2. The Four Memory Techniques: As I stated in the previous lecture, the law of learning is to make associations between new information and things you already know. And to make those associations, you have to think so. Basically, the more you think about information that easier it will be to remember. So that's it. That's all it takes to improve your memory. Think more to learn more. Oh, yeah, Problems all. Okay, that was kind of vague. You probably want a little more information than that, since, after all, there's so many different ways to think you probably need a little bit more structure. In that case, here are four ways you can think about information. Four techniques you can use to improve your memory skills. In this lecture, I'll just give you an overview, and then I'll go into much more detail in the following lectures. The first technique is Chungking, but what's Chungking? Well, the formal definition is chunking is the process of connecting small chunks of information into larger, more meaningful chunks base. Great. You're just looking to see how all the pieces fit together to make a whole. The second technique is teaching, and by teaching, I mean communicating the information in your own words, and the better you can do that, the better you're learning will be. The third technique is pneumonic now. It's a demonic well, technically, had no Monica's anything used to assist memory. But when most people use the term demonic, they're referring to an expression like Please excuse my dear Aunt Sally, which is something they used to help them. Remember the order of operations and map. But we'll look at other types of no Monix as well. The fourth technique is imagination. This is one of the most popular memory techniques. In fact, it's what mental athletes use in their memory championships. And as the name implies, you basically try to find ways to imagine the information. So those are the four fundamental memory technique. Now this is very important, so pay attention. It's not a matter of which techniques of the best or which ones are your favorites. You really want to use all the techniques as much as possible because each technique has its strengths and weaknesses. Each one focuses on a different aspect of memory, and I find it helpful to move through the techniques in the order I just presented them to you. So you start with Chungking, then move on to teaching. No, Monix. And finally, imagination. Think of a puzzle. Now I don't know what your puzzle making system is, but when I'm making a puzzle, the first thing I do is to separate all the pieces into groups. So this group here has thes shore on it. This one is the ocean pile, and these are the horizon pieces. And then these pieces over here are for the edges of the puzzle. So, in other words, I'm chunking the puzzle chunky and helps to create a frame to which you can attach details . The next thing I do is assemble each group, and as the pieces come together, the picture begins to appear and that's what teaching does. Teaching connects new information with your experiences so that it becomes meaningful. It's no longer a bunch of random fax. Teaching develops your understanding, and it makes you sound like you know what you're talking about. Once I've assembled the other groups, the next step is to connect the groups together, thereby completing the puzzle in the same way. The monarchs are a little tool used to connect large chunks of information. Now, having put all that time into assembling the puzzle, I want to protect it and possibly even to frame it. And that's what imagination does. It helps to seal everything together. Many studies have been conducted that demonstrate the power of your visual memory. I mean, just think about how much of a movie you can replay in your mind, even when you seen it only once. I can't even remember images I created in my mind from books I read a decade ago. Imagination is powerful now to tie everything together. Here's a demonic that will help you to remember the four memory technique. Curious teachers memorize information. Remember that sentence and you remember the names and the order of the techniques Chungking to chain No Monix and Imagination. 3. Technique #1: Chunking: If I were to recite a list of 12 random objects and then asked you to repeat those items to me from memory, you probably wouldn't do very well. But if I took those same 12 items and arrange them into four groups of three related items , you would remember Ah, lot more. In fact, you might even be able to repeat the entire list. And the reason for that is your brain loves structure. It doesn't handle randomness well at all. Think of the most boring and difficult books you've read Now. There are probably a number of reasons why they were so frustrating. But I'll bet that one of those reasons was because they were very poorly organized, making them very difficult to understand and to remember. Basically, if you want to remember information, you need to understand how that information is structured. And as I stated in the previous lecture, the technique we used to do that is Chungking. All right, I'm going to get a little abstract for a moment, so bear with me information is expressed through language in the same way that a picture from a puzzle is expressed through its pieces. It's not the picture that you piece together. It's the pieces you connect together and the picture is played on those pieces without the pieces. There's no picture. Similarly, it's not the information that you memorize, but the language that you memorize. And the information is contained in the language. Without language, there's no information, and language is very structured. Basically, the better you understand the structure of the language used to communicate the information that easier. It will be to remember that information. So when we use the technique of chunking, were chunking the language, not the information and languages, at least the English language are made up of many different sizes of chunks. All right, so there are words that make up phrases and clauses. Phrases and clauses. Makeup, sentences, sentences, makeup paragraphs. So how do we apply Chungking to memorizing a text by looking for a Zeman e similarities and differences as we can? Okay, probably the best way to explain this is to just start chunking something. Here's a quote by my favorite author. C. S. Lewis is a quote that I want to memorize. Whenever I want to memorize something, I start with Chungking. So what? I'm gonna do is I'm going to look at this quote and try to spot as many similarities and differences as I can and the more confined the better. Right off the bat, I noticed that there are certain words that are repeated, such as truth and comfort. I see the order is truth and comfort, comfort, comfort and then truth. So it's almost like a sandwich, very thick in the middle, with comfort and then sandwiched on either end with truth. I also try to look for patterns, so notice the clause. If you look for in the first part, it says if you look for truth and then in another part, it says if you look for comfort so we have to I d identical clauses here, the only difference being the last words, truth and comfort so I can keep that pattern in my mind. I then noticed that the overall structure of this passage is cause and effect. So there's a century to causes described here, and a total of three effects. There's the first cause and effect, right, looking for truth, maybe finding comfort. And then the second cause is if you look for comfort, then there's essentially two effects. There's what you won't get and there's what you will get and notice the probability of these outcomes in the first cause and effect. It's if you do this, you may find this, but in the second cause and effect statements, it's certain you will not get and you will get also noticed the use of the phrase in the end. In the first instance, what is it you get in the end? Comfort, whereas in the second instance, what do you get in the end, despair. So noticed the contrast between that comfort and despair in the end. Another thing I might look for is, how would I have stated this differently if I were the one making this quote and a great example of this is the statement. You will not get either comfort or truth. Now I understand what C. S Lewis means by that, but that's not how I would have put it myself. That's not how I talk. If this were my quote, I would have stated it like you will get neither comfort or truth. Why'd I pointed out? Won't I just get the two confused? Not really. See if I didn't point that out. I probably wouldn't have paid any attention to it, and so I would have memorized it incorrectly. And later on, when I would go to recite this quote, I'd probably default two stating it the way I would have stated it and not the way C. S. Lewis actually said it. Now that I pointed that out, I am consciously aware of it, and I will be thinking about that when I go to remember the quote in the future. So it's good to notice those differences between how someone else states something and how I would have stated it. It's also good to pay attention to certain words. Now, in this case, I look at the words soft soap. That's not an expression I'm accustomed to hearing, so that stands out to me now. I can think about that, and I imagine that soft soap would be pretty difficult to use very slippery, hard to hold onto. Not very practical, kind of like wishful thinking, which tends to not be based in any kind of reality. So just now I've made this connection between soft soap and wishful thinking, which will make it easier to remember those words. We could continue chunking the quote, but I think that's enough for you to get the idea. Right now, there are four points I want to make before moving on to the next lecture. First, chunking is very individual. The way you would have chunked the quote is probably very different than how I chunked it. And that's fine because you and I think differently. Second noticed that I didn't follow any particular order when looking for similarities and differences. I didn't start with the big picture and work my way down to individual words. Nor did I start with words and work my way up to the big picture. I just pointed things out as I saw them, and I recommend you do the same. The goal is to find as many as you can. Third, you might be wondering. Okay, Ben, but what if I don't need to remember the information word for word? What if I just need to be able to paraphrase it? While the principle is still the same, even if you don't have to remember it? Word for word, there are probably still some key words you need to remember and you need to be able to use words that are similar enough to the original text that you accurately convey the information. The only difference between a quote and a paraphrases that quotes are exact, whereas paraphrases are more or less accurate. The closer the paraphrase matches the original text, the more accurate the paraphrase is. So Chungking applies to both quotes and paraphrases. It's just that paraphrasing doesn't require as much effort and forth. You might be thinking, Wow, that's a lot of work, but why don't you take a moment to test yourself after this? Lectures over, See how much of the quote you can remember and keep in mind, this is just one of four techniques you're off to a fantastic start. 4. Technique #2: Teaching: have you ever had this experience? You were reading a book and someone interrupted you, but during that interruption you had the opportunity to talk about some of the things you had read. Then later, after you had studied some more, you tried to remember the things that you had read. Now odds are the things you could remember best were probably the things you have talked about. And that's because talking helps to organize information in your brain, making it easier to remember. So talking is a good memory strategy, but teaching is even better now. What's the difference between talking and teaching while talkers present information while teachers personalized information, skilled teachers find ways to make information relevant to their students and in the same way you as an independent learner or shall I say self teacher should try to find ways to make information relevant to your own life, and you do that by finding examples, analogies and applications for the information. Now let's take a closer look at each of those. First of all, what's the difference between an example and an analogy? Well, examples compare things that are similar, whereas analogies compare things that are different of oval to 40 is an example of a type of vehicle, but Vogel to forties have a nickname they're sometimes referred to as the Swedish brick. Now, bricks and vocals are two different things. But using the analogy of a brick helps to describe what of oval is like. It's a rather heavy and rectangular car. Now. Why should you go through the effort of finding examples and analogies? Because doing so strengthens and critiques your understanding. Basically, the better you can teach information, the better you understand it, and if you can teach it at all, then you don't understand it at all. It's a simple that the other way to make information relevant is to find applications. For now. I'm an avid tea drinker. I love tea, and there was a time when I set out to learn how to make the best cup of green tea. And in my studies I learned that there are two important compounds to the T. Leave their the natural sugars, which make the tea sweet. And there are the poly Faneuil's that make the tea bidder, and it turns out that the natural sugars dissolve at 140 degrees, whereas the poly Faneuil's dissolved at 180 degrees. In other words, the hotter the temperature of the water, the more bitter the tea. And so in light of that information, I now use a thermometer to monitor the temperature so that I get a sweet cup with just a hint of bitterness. Now, you may not be a tea drinker, but here's the point. If I didn't have an application for the information, do you really think I would have remembered at which temperatures thedc pounds of the tea plant dissolved? Probably not. But what if you don't have any application? What if you have to study something that you have no interest in? You just have to pass the test and be done with it. Well, in that case, pretend you're in a situation in which you need that information. Let's say you're studying human resource management and you have no interest in the subject . We'll pretend you're the HR manager at a company and your in charge of writing company policies. So in light of the information you are now studying, how would you write those policy? See, the rule is if you want to learn something, then develop a need for it, even if only in your imagination. Now let's apply this information to memorizing that. C. S. Lewis quote. What are some examples, Analogies or applications for this quote? Well, the way I see it, the point of learning is to find truth. I mean, I don't study science to learn falsehoods about how the universe functions, and if I act upon falsehoods, I could suffer some serious consequences. One analogy would be a map. Now a map is not reality itself, but a representation of reality is a tool you use to navigate from one point of reality to another, such as North America to Europe. If your map is inaccurate or not true, you could be stranded or lost or even die. Now having truth doesn't necessarily mean you gain comfort any more than owning a map will get you from one continent to another. You still have to know how to sail the ship or fly the plane in the same way. It's what you do with truth that makes the difference. So a true map makes it possible for me to reach my destination while a false map is guaranteed to lead me astray. I think there are many applications we could come up with for this quote, but one of them could be marriage. If I don't know the truth about things like love, honor or communication, then I'm likely tohave a terrible marriage, one that leads to despair. But if I have the truth about those things, I could very well have a happy marriage or, in other words, find comfort in my merit. Now you might be thinking, I don't have time to think that much about everything I have to learn, and that's fine. Don't worry about it. You don't have to come up with lots of examples for everything you're studying. Even one example is helpful. If all you need to do is memorize the information, then don't bother with teaching. But if you need to make that information meaningful and relevant, that's when you need to teach it 5. Technique #3: Mnemonics: one of the most popular memory techniques of all time is no Monix, and there's good reason for its popularity. But here's the thing. Although the Monix are very effective at what they do, they're meant to do only one thing to stimulate recall. Beyond that, they don't do anything to the information. They don't make it any more meaningful or relevant or useful. When I was studying high school biology, I used the demonic dreams higher be to remember the 11 functions of the cell, and to this day I remember those 11 functions. But if you were to ask me to explain those 11 functions, you would probably be less than impressed with my memory. Remarks are like plates. Now this plate has only one purpose to hold food, and the plate is only as good as the food that is on it, at least from a man's perspective. But you have to prepare the food before you condition up in the same way you use Chungking and teaching to prepare information before you use No Monix to help you retrieve it. Using the Monix without Chungking and teaching is like distributing raw ingredients across many plates. Here are five types of no Monix. You can years component, rhyme illustration, expression and song. You can use the demonic cries C r i e s as in crying to remember them Component No, Monix are associations. You make using certain components of the information. For example, if you want to remember the difference between latitude and longitude, you could notice that latte rhymes with flat latitude being flatlines and the word longitude has the letter n in it and that end can stand for north, So longitude runs north to south. So we just use some components from the words latitude and longitude to remember the differences between them. Component mnemonics are great for remembering little details. In what year did Columbus discovered the New World? That's right. In 14 92 Columbus sailed the ocean blue. Or perhaps you learned the spelling rule I before e except after C or been sounding like a in neighbor and weigh rhymes are a powerful way to remember facts illustration, demonic SAR pictures, diagrams, graphs, doodles pretty much anything used to illustrate information. These happy to remember relationships, expression, nimocks use words, phrases or sentences such as Roy Hebib, which stands for the colors of the rainbow. Or please excuse my dear Aunt Sally to remember the order of operations in math. These new Monix are helpful for remembering lists. Imagine you had to memorize the entire periodic table of elements. I don't know. Maybe some of you have had to do that. But that's a list of ah, 118 difficult words. Juliam and beryllium Main Guinea's How on earth did you go about memorizing that? I mean, just remembering how to pronounce the words would be challenging enough, let alone memorizing an entire list of them. When it comes to memorizing the really difficult material, nothing beats putting it to music. When I was in high school, I put some of my biology terms to Tchaikovsky, and to this day I remember them. The organ knows who were in proteins and lipids are store, and then Ma defied to who suit the needs of the cell. The only problem with that is Tchaikovsky has never been quite the same sense. So keep that in mind. If you decide to use this technique now, here are five principles to help you make your own. No, Monix. First, you're no Monix are for you and not for anyone else, So feel free to make him as wacky as you like. Second, you're no Monix don't have to be perfect. There is no standard of excellence other than your ability to remember them. One time I needed to remember a list of five words, and in order to do so, I used the pneumonic myself. Now, if you do the math, you'll realize that myself has six letters, not five. In this case, the letter why had no meaning so clearly? It's not the best pneumonic, but so long as I can remember it. It's good enough for me. Third, the number of ways you can use Nimocks is limited only by your creativity, so feel free to think outside the box. Fourth, you can use as many know Monix as you like for any given memory tasks. Let's take our demonic cries as an example. Now what does crying have to do with demonic ex? What if you're trying to remember the five types of no Monix, but you can't remember which pneumonic you used to remember. The five types of no Monix. Well, if you want to make it a little more memorable. You could come up with a sentence like the student cries whenever he forgets the five. No, Monix. And that pneumonic will help you to remember that the pneumonic cries is about the five types of No Monix. Beth, you're no Monix don't need to mean anything. I mean, dreams higher, be dreams employing the letter B that doesn't even make sense. But I remember it. And as a result, I can remember the 11 functions of the cell. You could even come up with words that don't mean anything. They just sound cool like prime vermin, master con. All that matters is that you remember it. You're probably feeling a little overwhelmed right now, but in the next lecture, I'll show you some resource is that can help you make Monix quickly and easily. 6. Five Resources for Generating Mnemonics: coming up with no Monix can seem pretty daunting at first. But with the right tools in some practice, it'll become second nature to you in this lecture. I'll show you five websites I used to help me think of rhymes and expression. No Monix, the first website will look at is reimer dot com. Now rhymes are fantastic way to remember facts, the only promise they can be pretty challenging to come up with. And most of that effort is spent and just trying to think of words that rhyme well, that's where Reimer comes into the picture. All you have to do is type in a word, and Reimer will produce a list of every word that rhymes with it. Now notice. There are six types of rhymes you can search for, and if you scroll down, you can learn more about each of them. Now I'll go ahead and do a search on the term pneumonic, and as you can see, there are a lot of words that rhyme with pneumonic. One of the things that distinguishes a rhyme from regular sentences is rhymes have a rhythm and tempo to them, just like songs and in order to maintain the right beat. Sometimes you need to find a word that has a specific number of syllables. And so Reimer categorizes the words by the number of syllable. So here we have one syllable rhymes, two syllable three and four. And now, if you want, you can continue to search through the different types of rhymes, such as double rhymes or triple rhymes. Anything you like. The second site is win every game dot com What I'm trying to come up with an expression demonic. The first thing I look for is whether I could make a single word out of the list I need to memorize with this website. All I have to do is typing the letters and see what comes up. This is actually how I came up with the demonic cries I just typed in the first letter of each demonic so song expression component illustration rhyme and got the following results , and there's cries right at the top. Now, often times you won't be able to get all the letters into a single word. For example, to remember the five principles of No Monix, I use the words personal and perfect. Limit less numerous and meaningless. Now, when I do a search on that, I can see that there's no word that uses all five of those letters at most. Four are used, so if you look at the first result here limp, it has all the letters. Except for N. In this case, I could either change out some of the words so that I get a different combination of letters. Or I could try to find some other creative way to link limp with the leftover, and I could simply come up with limping, limp apostrophe. And it may not be fancy, but it works for me. The third site is jog lab dot com ford slash word Finder. Now this site helps you come up with pneumonic sentences. So let's say I'm not very fond of the word limp in, and so I want to come up with a demonic sentence. I can type in the letters here and noticed that it displays lists of words for each letter . Now there are a lot of things I can do at this point, but I will start by clicking this link up here called Giago, and that will bring up a random list of words. Now, clearly, this sentence here is going to need some work. Largely insult medicine. Publicly news doesn't make any sense at all. So the first thing I'll do is I'm going to change the word medicine to know Monix and that will help me to remember that this pneumonic is about no Monix. I can then rearrange the order of the words so that pneumonic is the subject of the sentence now to change award. I can either type it indirectly as I did with demonic orchid. Click from the list up here. Now here's a really handy feature about jog lap you can filter by the different parts of speech. For example, if I want to change the word in salt, I can go over here where it's listed and click this gear icon and I can select which parts of speech I want. Now I want verbs, and so I cook the V here and will bring up a list of verbs. So now I can look through this list and try to find one that's relevant to what I'm looking for. Must do improve. No, Monix largely improve. And now we can look through for a different P word. Let's go with an adjective. If you're not finding a good word from this list, you can click this dictionary icon and it will bring up a much more expansive list. Let's go with the word pitiful No Monix. And let's change that to know Monix largely improved pitiful news. And if we want to, we could change news to some other word that be a little more appropriate. But you get the idea. So Jog Lab is a very helpful tool for stimulating ideas like Jog Lab. Pneumonic generator dot com helps you come up with pneumonic sentences, but it doesn't give you any control over the results. You just type in the words and click generate, so we'll type in our words here, and you can keep pressing. Generate to keep getting more sentences. Now, even if you don't use any of the no Monix, it suggests the generator can at least give you some ideas to work with. And finally, I use the SARS dot com when I need to find a word that has a specific meaning and begins with a specific letter. Let's say I want to find an alternative for the word numerous so that I can create a single five letter word for the five principles of no Monix. Now, looking at the list here, I could go with Big and make it blimp. But big isn't really an appropriate word for what we're looking for. So we can continue to scroll through the lists here. A vowel would probably be best. How about abundant? That should work. So now we can go back over to win every game dot com and we can substitute a for end and do another search. And now we have two words that we could use Milpa or Lim Pa Now, although milpa and limp a used all five letters, I still prefer limping. So there you have it. Five websites to help you come up with rhyme or expression. No, Monix. 7. Technique #4: Imagination: at last we come to one of the oldest and most famous memory techniques imagination. This is the technique mental athletes used to memorize an entire deck of cards and only 30 seconds, and they'll even memorize thousands of digits of numbers in a matter of minutes and thousands of years before them. The ancient Greek orators use this technique to memorize hours of speeches. The rule is, if the information can be imagined, it could be memorized. Now there are two scenarios. You either imagine the information or you make the information imaginative. Now, the first scenario is pretty straightforward. If you've applied Chungking teaching and no Monix than by this point, you probably have everything you need to imagine. All you have to do is think through the various associations you've made and experience them vividly in your mind. For example, when we applied teaching to that C. S. Lewis quote, we came up with the analogy of a map. Now imagine you're the captain of a ship that's being tossed about in a great tempest, and you've been following your map dutifully, and yet you find yourself navigating through treacherous and undocumented shoals. You feel the terror of being lost and losing your life. Or how about our pneumonic? The student cries whenever he forgets the five types of no Monix. Imagine a student who has spent hours studying the mocks, and still, no matter how hard he tries, he can't remember them. And so he cries in despair. Now, hopefully not all your stores will be quite that depressing. But the point is, by engaging your imagination, you encase your memories with emotion and intrigue, which is the surest protection against forgetfulness. But what if you need to memorize information that isn't imaginative, such as the person's name? Well, here are four steps first come up with no Monix to represent the information. Second, we've been the mocks together into a story third. Imagine the story and forth. Tell the story. Let's say you just met me and you want to memorize my name. Well, the word Benjamin is pretty abstract. So unless you know someone who also has the name Benjamin that you can compare me to, you'll probably have a difficult time remembering my name so you can use the four steps first. No, Monix, the word Benjamin sounds like been jam. And in So now would you have to do is create a story in which I, Benjamin, somehow creatively interact with those. No Monix. Imagine me diving into a garbage bin to retrieve a giant jar of jam. But to my discussed, the jam is molded. And so I angrily checked the jar against the wall, the nearby in, causing glass to shatter everywhere having come up with that story. Now go go back through the story in your head, imagining it as vividly as possible and finally tell the story. Talking about your stories helps you to focus on the important details. Otherwise, you might forget which details represents the information you were trying to memorize in the first place. Now we all have the ability to generate images in our minds. But not all those images are of the same quality. And in order for this technique to be effective, you need to have an optimal imagination. So here are five guidelines you can use clear. See your stories as vividly as if they were really life crazy. The more bizarre stories, the easier they will be to remember. If you make your stories too realistic, then they'll just blend in with all your other memories. So include lots of action. Colossal make your image is larger than life. Don't just picture a little jar of jam, but picture a giant jar that explodes like a gooey grenade. Concise. Avoid adding irrelevant details. If you have too many subplots in between, your No Monix, then you'll probably get confused and lose track of the information that you were trying to remember. And finally concrete make your images as tangibles They would be if you were really there. Integrators many of your senses and emotions as you possibly can, and you should have no difficulty remembering your stories.