MEMORY - II

MEMORY - II 

Continuing from,        “Is age a serious constraint?”

It may not be so, provided the individual stays focused on to this desire. Always let us remember – “The mind is the master of any situation”. So long as the desire is intact, it will drive the urge to achieve and the impact will deliver the goods.

Approach:  The most fundamental requisite in this exercise is to clearly recognize that memory is always a product of understanding. This facet of the issue has to be thoroughly imbibed by any one who wishes to “cultivate” a good memory. Certainly, it is achievable through proper efforts. It is vital that we do not forget words whose meanings are clear to us, while we are unable hold the words that we fail to decipher. Let us steadfastly cling on to this idea as the cardinal principle of developing and enhancing the ability to remember. The dimension of memory as a phenomenon is astonishingly high. Sadly, we are just availing of a fraction of this mammoth ability in us. Definitely people would relish being rated high. By systematic approach, one can tone up the mind to be alert by exercises of recalling items and words and their meanings in contexts.

Procedure:    Daily life provides for a variety of occasions to learn from. Every moment we may find chances to learn. It may relate to forms of speech, words, presenting a problem to a public servant, streamlining fellow beings in a queue and so on. Just observe how others make use of the opportunity in a situation. We will notice different scopes of presentation as adopted by different persons. Always be an observer in any public gathering, keeping all your senses alert to receive. Avoid entering a conversation unless absolutely required. Direct participation in a conversation robs of the chance to receive from other sources.  

 Once some new expression in any language is noticed, try to get the correct meaning and mentally repeat the word and meaning 3 or 4 times and immediately consider how it can be suitably used for a definite occasion. The next day try to recall the precise meaning and the word and styles of usage. Let it happen for at least two days. Soon, you would notice that your ability to recall has improved. With every additional opportunity, it would also be clear that the recall time is coming down rapidly. That means all windows are ready to open at the slightest hint. Now, consider how some of your “good” teachers deliver ideas in classrooms in a systematic sequence. Try to pick up some of the nuances in arranging the thought. It is advisable to understand alternative meanings in a contextual usage; repeat the procedure of storing them in memory. Unless the meanings are understood, words are likely to evaporate. Proper repeat practices help a lot and some 10 minutes a day on these is a worthwhile investment. Memory comes to our rescue if we have earlier ‘helped’ our own memory with the right meaning. At best, it would be a small personal help done to self. Can’t we afford it considering the immense scope of enriching our own memory? Those who are shy of gathering the meanings from other sources will have to face greater shame, no matter how big an office they hold by designation. Mustering the correct usage is a step to mastering the requirement. Ironically people are ready to invest on every conceivable channel for “learning” without understanding the broad nuances of learning. Still, if you are not clear or convinced please consider this: Can we afford to memorize the working of mathematical problems without “understanding” the purpose of each step. Once the steps are clear, remembering is nearly automatic and simple.

 Most people seem to believe that by repeated recitation we can reproduce matter in the examination by the popular strategy known as “mugging up”. It is the worst habit in  ruining our capacity to learn, as it spoils the most important requirement- ‘the comprehension’. 

Without appropriate comprehension, nothing can be “achieved” except the ever-expanding fear in tackling situations. This is the reason behind all “tall scorers” faring poorly in competitive examinations where comprehension holds the key. Learning by rote and from notes may help “vomiting” in examinations but never in digesting the facts. Vomiting is a sign of indigestion and any sensible person should feel averse of it. Good memory is not in repeating the words. It is in understanding the concept –no matter how complex the concept is.          

Summarizing: Memory is a faculty given to every one to organize self. But, like every other biological function, use or disuse determines the efficacy of the faculty. It is for us to train our skills to recapitulate. Training does not mean “repeating” words and sentences as given in some source. It is actually how well we have understood the statements for their meaning. Unless the purpose of the statements is clear, it is bound to confuse the thought. Confused minds can not succeed. The apparent early success from memorized learning is not real, since, often these persons do not make it to the top as their learning is defective. Memory turns a sharp entity only if all fundamentals are clear and we are conceptually thorough. If we desire genuine progress, we have to cultivate “understanding” and memory is a product of clarity in understanding Memory is a faculty amenable to shaping, conditioning and retrieval. These help in organizing our skills for presentation in any forum. These facets are interrelated; so, efforts need to be in place.

Good Luck                                                          Prof. K. Raman