Remembering 1 Thing over Many (Communication | Memory | Context)
- What do we need to know and why? Memory
- The right information at the right time. Value
- Clusters in Context. (Maps and Links) Relationships
STRATEGIES FOR REMEMBERING (http://www.psychologytoday.com/blog/happiness-in-world/200911/how-remember-things)
- Become interested in what you’re learning. We’re all better remembering what interests us. Few people, for example, have a difficult time remembering the names of people they find attractive. If you’re not intrinsically interested in what you’re learning or trying to remember, you must find a way to become so. I have to admit I wasn’t so good at this in medical school. The Krebs cycle (I provided the link only to prove how immensely boring it is) just didn’t excite me or relate to anything I found even remotely exciting (though I made myself learn it anyway).
- Find a way to leverage your visual memory. You’ll be astounded by how much more this will enable you to remember. For example, imagine you’re at a party and are introduced to five people in quick succession. How can you quickly memorize their names? Pick out a single defining visual characteristic of each person and connect it to a visual representation of their name, preferably through an action of some kind. For example, you can remember Mike who has large ears by creating a mental picture of a microphone (a “mike”) clearing those big ears of wax (gross, I know—sorry—but all the more effective because of it). It requires mental effort to do this, but if you practice you’ll be surprised how quickly you can come up with creative ways to create these images. Here’s another example: how often do you forget where you left your keys, your sunglasses, or your wallet? The next time you put something down somewhere, pause a moment to notice where you’ve placed it, and then in your mind blow it up. If you visualize the explosion in enough detail, you won’t forget where you put it. Remember: memory is predominantly visual (unfortunately, I can’t think of a good image to help you remember this fact right at this moment).
- Create a mental memory tree. If you’re trying to memorize a large number of facts, find a way to relate them in your mind visually with a memory tree. Construct big branches first, then leaves. Branches and leaves should carry labels that are personally meaningful to you in some way, and the organization of the facts (“leaves”) should be logical. It’s been well recognized since the 1950’s we remember “bits” of information better if we chunk them. For example, it’s easier to remember 467890 as “467” and “890” than as six individual digits.
- Associate what you’re trying to learn with what you already know. It seems the more mental connections we have to a piece of information, the more successful we’ll be in remembering it. This is why using mnemonics actually improves recall.
- Write out items to be memorized over and over and over. Among other things, this is how I learned the names of bacteria, what infections they cause, and what antibiotics treat them. Writing out facts in lists improves recall if you make yourself learn the lists actively instead of passively. In other words, don’t just copy the list of facts you’re trying to learn but actively recall each item you wish to learn and then write it down again and again and again. In doing this, you are, in effect, teaching yourself what you’re trying to learn (and as all teachers know, the best way to ensure you know something is to have to teach it). This method has the added benefit of immediately showing you exactly which facts haven’t made it into your long-term memory so you can focus more attention on learning them rather than wasting time reinforcing facts you already know.
- When reading for retention, summarize each paragraph in the margin. This requires you to think about what you’re reading, recycle it, and teach it to yourself again. Even take the concepts you’re learning and reason forward with them; apply them to imagined novel situations, which creates more neural connections to reinforce the memory.
- Do most of your studying in the afternoon. Though you may identify yourself as a “morning person” or “evening person” at least one study suggests your ability to memorize isn’t influenced as much by what time of day you perceive yourself to be most alert but by the time of day you actually study—afternoon appearing to be the best.
- Get adequate sleep to consolidate and retain memories. Not just at night after you’ve studied but the day before you study as well. Far better to do this than stay up cramming all night for an exam.
Mental Tree MindMaps and Remember Once.. And Knowledge Journey
There are differences in transferring long-term and short-term knowledge. Today people are more likely to know less because of technology. This means that the requirements to retain information and manage it have changed over time. What a knowledge receiver needs to know is the location of the information and the context of that information as applied once they discover or reference it. Once they identify what they are looking for they also need the ability to understand and codify the information for it to be useful.
Method of Loci
The method of loci is a method of memorizing information by placing each item to be remembered at a point along an imaginary journey. The information can then be recalled in a specific order by retracing the same route through the imaginary journey. Loci is the plural for of the Latin word,locus, meaning place or location. The method of loci is also called the Journey Method by Dominic O’Brien, and the imaginary journeys are often referred to as Memory Palaces or Memory Journeys. See also Mind Palace, the term used in the TV show, Sherlock. (http://mnemotechnics.org/wiki/Method_of_Loci)
Rapid KT.. A Mind Map is a ROAD MAP of associations..
The map is a visual representation of the interlinkages of nodes (objects or concepts) and their relationships. To transfer knowledge rapidly (the secret sauce) is for a—> mentor or SME (Subject Matter Expert) to take the knowledge receiver on a trip through the map.
It all started..(element of time and location) (HERE at this place) and this turned into the (X), where X = an outcome and (X) is related to (A,B,C) —> It is objects and concepts in story on a map that can account for time and events. As a result of an event on (this date or timeframe) the object or concept of (x) turned to (X1). All of this contained in an explicit map.
The key is that you don’t have to remember to “Bake” or “Bake In Oven” individually, you need to remember the map as a whole. (Even though this map is simple) The person that is transferring knowledge creates the map or walks the map with the person receiving knowledge. The story comes with the map.. the story is that TACIT information … “When I first started here and I was learning how to bake a cake, I didn’t know to pre-heat the oven to 350 degrees for 30 minutes.” The knowledge receiver can adopt the concept / mind / knowledge map and put their own notes or stories. It is their investment, it is personal to them. There are things the receiver may already know and not need. The image or map is the cluster of relative and relevant knowledge. In the process of KT, it can be tied to one event. There are elements of Personal knowledge, Team knowledge and Enterprise knowledge here. The lower the fidelity of information the higher the knowledge resides. The map shown above can be linked to in an enterprise repository to team or personal maps. During the process of knowledge transfer all of the maps and information associated is identified as one clustered object. The knowledge receiver learns about the process, methods, tools and any links to people who may have existed in the past and exist today.
When I was a young man working on a car with my father, he said “Righty tighty, lefty loosy” and in the same instance “Never force anything, you’ll break it.” He only told me one time and I have remembered and applied this my whole life. These two concepts were shared in one event, the relationship of the information is tied to my father, a Dodge Scamp Silver, any given Sunday and working on cars at the top of an open air garage in Coop City. That is how we remember things.. When looking to transfer knowledge, we have to address the environment, condition, time, sentiment and ability to cluster information and create relationships with the data for purposeful recall.
How do I create a “clustered package” for KT?
Please be clear that I am not inventing something new. This is a simple outline for steps you would take on a high level.
- Identify who, what when, where and why.
- How- This will be the process and the methods.
- What is important to know today? How much of this information is still relevant? Can I throw some of this away or do it better?
- What is the business case for this information and what historical measures have been used?
- What are the stories that are tied to the information?
- What can we automate (where it makes sense)?
- What changes should be made moving forward?
- What is the risk? (From the SME’s perspective)
- What is value? (From the SME’s perspective)
- How is any of this tied to assessment criteria? (if not, why not?)
These are some of the steps and questions that we may ask. We must understand (WHY) and we must seek to keep all of the information and content tied through the understanding of relationships. My good friend and mentor Ron Batdorf will say that this is all tied to Enterprise Architecture. It is an explicit expression of a moment in time relative to what is important (NOW). Effectively a best effort to get the right information at the right time.
Advanced Map of Context
Alzheimer’s Map <—PDF larger view
What do you think?
Memory Forum –>http://mnemotechnics.org/