Articles

I have spoken before, here on the website and in my books, about the importance of setting specific goals and articulating your specific needs. Improving your memory is not a single task, because memory is not a single thing. And as I have discussed when talking about the benefits of ‘brain games’ and ‘brain training’, which are so popular now, there is only a little evidence that we can achieve general across-the-board improvement in our cognitive abilities.

Our society gives a lot of weight to intelligence. Academics may have been arguing for a hundred years over what, exactly, intelligence is, but ‘everyone knows’ what it means to be smart, and who is smart and who is not — right?

Of course, it’s not that simple, and the ins and outs of academic research have much to teach us about the nature of intelligence and its importance, even if they still haven’t got it all totally sorted yet. Today I want to talk about one particular aspect: how important intelligence is in academic success.

Subliminal learning achieved notoriety back in 1957, when James Vicary claimed moviegoers could be induced to buy popcorn and Coca-Cola through the use of messages that flashed on the screen too quickly to be seen. The claim was later shown to be false, but though the idea that people can be brainwashed by the use of such techniques has been disproven (there was quite a bit of hysteria about the notion at the time), that doesn’t mean the idea of subliminal learning is crazy.

In my article on using cognates to help you learn vocabulary in another language, I gave the example of trying to learn the German word for important, ‘wichtig’, and how there’s no hook there to help you remember it (which is why so many of us fall back on rote repetition to try to hammer vocabulary into our heads).

Short-term vs long-term memory

Working memory is a relatively recent term, a refinement of an older concept - that of short-term memory. Short-term memory was called thus to distinguish it from "long-term memory" - your memory store.

Keyword mnemonic

The one mnemonic strategy that has been investigated quite extensively by researchers is the keyword mnemonic. This has been used successfully in a variety of learning areas, but its chief use has been in the area of learning vocabulary.

Visual Language, a term introduced by Robert Horn, refers to "language based on tight integration of words and visual elements". The visual elements include shapes, as well as images (e.g., icons, clip art).

What does this have to do with memory? Well, partly of course, because the appropriate use of images usually makes information more memorable, but visual language has considerably more to offer than that. To appreciate what it is, Horn has examples at http://web.stanford.edu/~rhorn/

Two large-scale international studies have become established to compare countries' performance in the core subjects of literacy, mathematics and science.

TIMSS: Trends in International Mathematics and Science Study

TIMSS is an international study involving 50 countries that assesses math and science achievement at four year intervals. It has been running since 1995. Students are assessed in the 4th and 8th years of school, and in their final year. The next assessment round will be in 2007.

A new book, Moonwalking with Einstein: The Art and Science of Remembering Everything, has been creating some buzz recently.

In October I reported on a study that found older adults did better than younger adults on a decision-making task that reflected real-world situations more closely than most tasks used in such studies. It was concluded that, while (as previous research has shown) younger adults may do better on simple decision-making tasks, older adults have the edge when it comes to more complex scenarios. Unsurprisingly, this is where experience tells.