An Experiment in Memory

Memory Series: Making Connections

Let’s do an experiment together. On a piece paper, jot down everything that comes to mind when you think of “Hannibal”. After that is completed, write down everything that comes to mind with the word “dog”. I’m guessing that you have a much longer list with “dog”. Why? Because, your brain has probably made more connections, through the years, with dogs than with Hannibal. The more connections that our brain can make with a subject, the greater the memory retention.

Creating connections is the major reason for chunking material. In teaching the history of almost any part of the world, I would introduce the unit dressed in a costume that reflected that part of the world. This peaked their interest. Yes, I would give my class the basis of material covered in the text. But, I would also provide relics (if possible), or photos from the area. I would often chunk on a historical novel to give them more insight. When available, I would show videos or movies that would chunk on more. I would create questions for discussion groups to consider the information, separating fact from fiction if novels and movies were part of the experience. Music, art, games/recreation, and even fashion were incorporated when relevant. Students were given writing opportunities, sometimes prose and sometimes poetry to express impressions that they had of the study. By chunking on material and engaging students in the history, literature, music and the arts, long-term memory was created.

Multiple brain connections, created through chunking material, create a greater depth of understanding and interest. Interest, relevance, VAK (visual, auditory, and kinestic) opportunities, color, and authenticity are all memory kickers that are utilized in such a study. A student will obviously not retain every detail of information, but the overall study with experiences, will last.