Description – this technique involves the awareness and knowledge of one’s own memory. When individuals are aware of the information they have mastered, they can use metamemory to remember and structure the learning process. As such, students can use the technique to assess whether they know all the terms learnt in a subject; based on this information, the can decide whether to continue studying or take a break.
Strategies – A key strategy that Keith would consider is elaboration; he would assign meaningful information to the concepts he is trying to remember. For instance, he would assign a key business concept such as “marketing mix” with coca cola; in this case, he would always associate the marketing mix that Coca Cola Company uses to promote its products with the concept of marketing mix.
Another strategy is rote rehearsal in which the student attempts to remember the information read over a short period of time. To remember the information, Keith will have to repeat a particular concept over again to master it. He will, thus, be required to practice earlier before the examination period.
Memory Technique 2 – Retrieval practice
Description – this technique entails testing oneself to improve memory and may range from classroom testing to classroom testing to improve the memory traces. Retrieval practice always helps in the learning of visual materials, knowledge facts, foreign language, and even middle-school science.
Strategies - Keith could adopt self-testing by coming up with questions on the business concepts she had learnt in class. If he can answer them successfully, then it is a sign that the concepts have been successfully mastered in the memory. However, if he fails in the test, he should consider revising the subjects.
A second strategy is to try to practice saying the concepts, and where he makes a mistake, he should reread the lines from the book. This should be done earlier and practice made severally in order to enhance mastery of the concepts.
Memory Technique 3 – Subjective organization
Description – In this technique, learners have the opportunity of reorganizing information in their own understanding to enhance mastery of the concepts. The learner engages in reading through content and later conceptualizes and visualizes the information which is then paraphrased into meaningful patters.
Strategies – Using the technique, Keith can consider technical mnemonics to improve his memory. First, he can use acronyms to list information that are not obviously linked together. The student takes first letters of specific words from a list and form acronyms that can easily be remembered. For instance, he may consider the acronym PESTLE analysis to refer to the political, economic, social, technological, legal, and ethical factors affecting businesses.
Another strategy is to consider acrostatics; these involve the use of first letters of concepts to form sentences with remembered visual images that enhance memorability of the reader.
