Page 217 - Keys to College Success

Uranus, and Neptune), they might learn this sentence: My very elegant mother just
served us nectarines.

Songs and rhymes
Some of the classic mnemonic devices are rhyming poems that stick in your mind. One
you may have heard is the rule about the order of “i” and “e” in spelling:
I before E, except after C, or when sounded like “A” as in “neighbor” and
“weigh.” Four exceptions if you please: either, neither, seizure, seize.
Music can be an exceptional memory tool. For example, a whole generation of
children grew up in the 1970s knowing the Preamble to the Constitution because of the
1 7 Schoolhouse Rock Preamble Song (look it up on YouTube and see if it doesn’t stick in
CHAPTER CHAPTER your head). Make up your own poems or songs, linking familiar tunes or rhymes with
information you want to remember.
Improving your memory requires energy, time, and work. It also helps to master
the SQ3R textbook study technique. By going through the steps in SQ3R and using the
specific memory techniques described in this chapter, you will be able to learn more in
less time—and remember what you learn long after exams are over.

HOW CAN YOU REMEMBER
what you study?

Whatever you study—textbooks, course materials, notes, primary sources—your
goal is to anchor important information in long-term memory so that you can use it,
for both short-term goals like tests and long-term goals like being an information tech-
nology specialist. Take a productive risk and try out a variety of strategies to see which
reward you with the most retention. Journalists’ questions provide a way to organize
strategies according to how they help.

1. When, where, and who: Determine the times, places, and company (or none)
that suit you.
2. What and why: Choose what is important to study, and set the rest aside.
3. How: Find the specific tips and techniques that work best for you.

Choose When, Where, and (with) Whom to Study
Figuring out the when, where, and who of studying is all about self-management.

When
The first part of when is how much. Having the right amount of time for the job is
crucial. Remember the formula: For every hour you spend in the classroom each
week, spend at least two to three hours preparing for the class. Check your syllabus
for the dates reading assignments are due, and give yourself enough time to com-
plete them.
The second part of when is what time. If two students go over their biology notes
from 8 to 9 a.m., but one is a morning person who went to bed at 11 p.m. and one is
a night owl who hit the sack around 2 a.m., you can guess who has more of a chance
of remembering the information. First, determine what time is available to you in
between classes, work, and other commitments. Then, thinking about when you func-
tion best, choose your study times carefully. You may not always have the luxury of
being free during your peak energy times, but do the best you can.

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