| Improving information retention provides us | | | | or to transfer what they hear on their notes. |
| many benefits. One is the ability to remember | | | | They are also able to listen to information |
| daily lessons better. Another is being able | | | | that is relatively unnoticeable to normal |
| to effectively apply these lessons into tasks | | | | people. Auditory learners are not special |
| and success. For students, there is no better | | | | though; they are just capable of learning |
| time to have good memory than during exams | | | | better through their ears. |
| since most exams are based on what students | | | | |
| have remembered during the review than what | | | | Visual learners - Visual learners posses the |
| you have learned in classes. For other | | | | ability to remember vividly what they have |
| professionals, memory becomes very useful in | | | | seen. They can easily identify signs, |
| performing their job right. | | | | symbols, images, directions, and written |
| | | | information. Visual learners make up roughly |
| Memory, therefore, is important in daily | | | | 65% of the population. |
| life. | | | | |
| | | | Having said these, here are the useful |
| But no matter how we put it, there are people | | | | techniques to improve either your auditory |
| who still lack the ability to retain | | | | and visual senses: |
| necessary information. The fact is, these | | | | |
| people do not necessary lack the "ability". | | | | Image-Name Technique - Is helpful in |
| They only lack the necessary technique on how | | | | remembering names. This technique is used |
| to retain information better. | | | | basically to remember names with physical |
| | | | characteristic of a person. For example, |
| The question now would be, "what are those | | | | KATIE HOLMES for "Her kitty (for Katie) is |
| techniques that would improve memory?" | | | | left alone in their home (for Holmes)". |
| | | | |
| First of all, memory techniques are not | | | | Acrostic - Is taking the first letter of each |
| theories on how to improve memory; rather | | | | word and inventing sentence out of it. For |
| they are practical and proven methods. | | | | example, to remember the G-clef notes on the |
| | | | sheet music (E, G, B, D, F), we can use EVERY |
| There are two major ways to learn and | | | | GOOD BOY DOES FINE. |
| remember: through vision and hearing. | | | | |
| | | | Acronym - Is the opposite of acrostic. The |
| Auditory learners - People who are inclined | | | | first letter of each word of a series is |
| to remember better through their ears have | | | | taken out to form another word. For example, |
| the tendency to intently listen to | | | | the colors of the rainbow are Red, Orange, |
| instructions and intently retain what they | | | | Yellow, Green, Blue, Indigo, and Violet, |
| hear. These people are most likely to relay | | | | thus, ROY G. BIV. |
| auditory information to other people better | | | | |