Memory technique Forum: May 2008

The three fundamental principles underlying the use of mnemonics are:
Association
Imagination
Location
Working together, these principles can be used to generate powerful mnemonic systems. This Mind Tools presentation will show illustrations of many memory techniques and examples of areas where their application will yield serious advantage. Hopefully once you have absorbed and applied these techniques you will understand how to design and apply these principles to your field to design your own powerful, sophisticated recall systems.
These principles are explained below:
Association
Association is the method by which you link a thing to be remembered to a method of remembering it. Although we can and will suggest associations to you, your own associations are much better as they reflect the way in which your mind works.
Things can be associated by:
being placed on top of the associated object
crashing or penetrating into each other
mergeing together
wrapping around each other
rotating around each other or dancing together
being the same colour, smell, shape, or feeling
etc.
Whatever can be used to link the thing being remembered with the image used to recall it is the association image.
As an example: Linking the number 1 with a goldfish might be done by visualising a 1-shaped spear being used to spear a goldfish to feed a starving family.
Imagination
Imagination is used to create the links and associations needed to create effective memory techniques - put simple, imagination is the way in which you use your mind to create the links that have the most meaning for you. Images that I create will have less power and impact for you, because they reflect the way in which we think.
The more strongly you imagine and visualise a situation, the more effectively it will stick in your mind for later recall. Mnemonic imagination can be as violent, vivid, or sensual as you like, as long as it helps you to remember what needs to be remembered.
Location
Location provides you with two things: a coherent context into which information can be placed so that it hangs together, and a way of separating one mnemonic from another: e.g. by setting one mnemonic in one village, I can separate it from a similar mnemonic located in another place.
Location provides context and texture to your mnemonics, and prevents them from being confused with similar mnemonics. For example, by setting one mnemonic with visualisations in the town of Horsham in the UK and another similar mnemonic with images of Manhattan allows us to separate them with no danger of confusion.
So using the three fundamentals of Association, Imagination and Location you can design images that strongly link things with the links between themselves and other things, in a context that allows you to recall those images in a way that does not conflict with other images and असोसिएशन.

Most people believe that their memories get worse as they get older.
This is true only for people who do not use their memories properly: memory is like a muscle - the more it is used, the better it gets. The more it is neglected, the worse it gets.
While in education most people have to use their memories intensively - simply to remember facts and pass exams. When people leave full time education, they tend to cease to use their memory as actively, and so it starts to get flaccid.

How Memory Works
Memory works by making links between information, fitting facts into mental structures and frameworks. The more you are actively remembering, the more facts and frameworks you hold, the more additional facts and ideas will slot easily into long term memory.
Why Memory Doesn't Work!
Another reason for memory getting apparently worse is that outside academia information tends not to be as clearly structured as it is in education. The clear presentation and organisation of a good lesson or training course provides a structure that is almost a mnemonic in its own right. Where information drifts in as isolated facts, it will normally be forgotten simply because it is not actively fitted into a mnemonic.
Again, as people grow up they are trained out of spontaneous, imaginative behaviour: most peoples' jobs depend on them being predictable and reliable far more than on them being imaginative. An important feature of memory, though, is the imagination that allows you to construct the strong mnemonic links between things to be remembered and the cues for their recall. Of course be reliable, but keep your imagination fresh at the same time!
So memory in most people does get worse with age, but only because it is allowed to. By continuing your education throughout your life, by cultivating your mind and keeping it open to new experience, by actively fitting facts into clear and flexible frameworks, and by keeping your imagination working, your memory can get better and better as you get older.
Doing this not only gives you a better memory: think how many times you have heard this message in connection with other self-improvement methods! An important thing to realise is that different people learn in different ways। The way in which people learn is often a factor determining the subjects they choose to study, instructors they relate to, and careers chosen in life.

How Your Learning Style Affects Your Use of Mnemonics
The way in which people learn affects the sort of mnemonics they should consider using to store information.
The three main learning styles are:
visual
auditory
kinaesthetic
No-one uses one of the styles exclusively, and there is usually significant overlap in learning styles. To discover your learning style, click here (links to psychometric test)
Visual Learners
Visual learners relate most effectively to written information, notes, diagrams and pictures. Typically they will be unhappy with a presentation where they are unable to take detailed notes - to an extent information does not exist for a visual learner unless it has been seen written down. This is why some visual learners will take notes even when they have printed course notes on the desk in front of them. Visual learners will tend to be most effective in written communication, symbol manipulation etc.
Visual learners make up around 65% of the population.
Auditory Learners
Auditory learners relate most effectively to the spoken word. They will tend to listen to a lecture, and then take notes afterwards, or rely on printed notes. Often information written down will have little meaning until it has been heard - it may help auditory learners to read written information out loud. Auditory learners may be sophisticated speakers, and may specialise effectively in subjects like law or politics.
Auditory learners make up about 30% of the population.
Kinaesthetic Learners
Kinaesthetic Learners learn effectively through touch and movement and space, and learn skills by imitation and practice. Predominantly kinaesthetic learners can appear slow, in that information is normally not presented in a style that suits their learning methods. Kinaesthetic learners make up around 5% of the पोपुलेशन.

Memory Implications of Learning Styles
Most literature on mnemonics assumes the visual approach to learning styles - mnemonics are recommended to be as visually appealing and memorable as possible. If you are an auditory or kinaesthetic learner you may find that this emphasis on imagery leads to ineffective recall. In this case, try adjusting the mnemonics to suit your learning style: if you are an auditory learner, use auditory cues to create your mnemonics. If you are a kinaesthetic learner, imagine performing actions or using tools as the basis of memory techniques.
From here onwards Mind Tools will assume a visual approach to mnemonics. If you are an auditory or kinaesthetic learner, adjust these techniques appropriately to suit your personal approach to लीर्निंग।

Using Mnemonics to Learn More Effectively
When you are creating a mnemonic, e.g. an image or story to remember a telephone number, the following things can be used to make the mnemonic more memorable:
Use positive, pleasant images. The brain often blocks out unpleasant ones.
Exaggerate the size of important parts of the image
Use humour (perhaps linked with point 2)! Funny or peculiar things are easier to remember than normal ones.
Similarly rude or sexual rhymes are very difficult to forget!
Symbols (e.g. red traffic lights, pointing fingers, etc.) can be used in mnemonics.
Vivid, colourful images are easier to remember than drab ones.
Use all the senses to code information or dress up an image. Remember that your mnemonic can contain sounds, smells, tastes, touch, movements and feelings as well as pictures.
Bringing three dimensions and movement to an image makes it more vivid. Movement can be used either to maintain the flow of association, or can help to remember actions.
Locate similar mnemonics in different places with backgrounds of those places. This will help to keep similar images distinct and unconfused.
The important thing is that the mnemonic should clearly relate to the thing being remembered, and that it should be vivid enough to be clearly remembered whenever you think about it

Expanding Memory Systems
Once you have mastered simple memory systems such as the number/shape system, you can use mnemonic enhancers to expand the range of the systems.
As an example, you might use the convention that encasing a mnemonic image in ice adds ten to a simple number/shape image: i.e. if you have previously linked the number 2 to the word 'wine' by using an image of a drunken swan guzzling a bottle of wine, then you can change it to link wine to 12 by imagining the swan frozen in ice.
First Stage Expansion
Tony Buzan, in his book 'Use Your Memory', suggests the following scheme. Modify it to reflect the way that your mind works so that the images created are as vivid as possible: Mnemonic Enhancers applied to:
Simple Peg System e.g. Major System
Normal Range
0 - 9 00 - 99
Imagine image:
1. Frozen in ice: 10-19 100 - 199
2. Covered in thick oil 20-29 200 - 299
3. In flames 30-39 300 - 399
4. Pulsating Violently 40-49 400 - 499
5. Made of Velvet 50-59 500 - 599
6. Completely transparent 60-69 600 - 699
7. Smelling good 70-79 700 - 799
8. In a busy road 80-89 800 - 899
9. Floating on a cloud 90-99 900 - 999
As another example, you could link 'compact disk' to the number 38 by imagining an egg timer (8) with its middle going through the centre of a CD, engulfed in flames (30-39). Perhaps you could strengthen the image by imagining the play of the light of the flames off the grooves of the CD.
This list of images can be remembered in correct order by using a simple peg system.
Expanding this approach again
Once you understand this technique, you can expand it again and again. For example you could take it to the next level by associating the images produced with a strong and vivid colour, for example:
Mnemonic Enhancers applied to:
Simple Peg System e.g. Major System
Initial Range
0 - 9 00 - 99
First Level Expanded Range
00-99 000 - 999
Imagine image coloured:
1. Red 100-199 1000 - 1999
2. Orange 200-299 2000 - 2999
3. Yellow 300-399 3000 - 3999
etc.
The expansion here might be red - 1, orange - 2, yellow - 3, green - 4, blue - 5, indigo - 6, violet - 7, white - 8, grey - 9, and black - 0. If you prefer to use colours in a different way, then do so!
Keep on expanding the method
You might to decide to expand this system to additional level by associating sounds to the images (e.g. a soprano singing, wind chimes, etc.); by associating smells; linking friends to images; etc.
Summary
So by using these techniques to expand mnemonics, you can significantly enhance the power of simple systems and the volumes of information that can be held.
At a particular complexity of image you may find that mnemonic enhancers become too complex or unwieldy - maybe after using three or four enhancers together you find that the system breaks down। This will be individual to you, and is for you to decide. This is perhaps the stage to start investigating some of the more powerful memory systems.

Hints On Memory Techniques
This section covers a few general hints on the use of memory systems:
1. One-Way or Two-Way links
Bear in mind that in some cases you may want the link to work both ways - for example if you are using a peg system (e.g. number/rhyme) to link 2 to Henry VIII, you may not want to always link Henry VIII with the number 2 (i.e. the opposite way across the link).
If, however, you are linking the word the French word 'chien' with the English word 'dog', you will want to ensure that the link runs in the opposite direction - i.e. that the English word 'dog' links with the French word 'chien'.
2. Remember to use location to separate similar mnemonics
By setting an application of a memory system in one location and clearly using that location as a background, you can easily separate it from a different application of the same memory system set in a different place.
3. Why mnemonics might fail
Typically you may forget things that you have coded with mnemonics if the images are not vivid enough, or if the images you are using do not have enough meaning or strength for you to feel comfortable with. Try changing the images used to more potent ones, and read the section on using mnemonics more effectively.
4. Retrieving lost information
You may find that you need to remember information that has either been lost because part of a mnemonic was not properly coded, or that simply was not placed into a mnemonic. To try to recall the information, try the following approaches:
In your mind run through the period when you coded the information, carried out the action, or viewed the thing to be remembered. Reconstructing events like this might trigger associations that help you to retrieve the information.
If the lost information was part of a list, review the other items in the list. These may be linked in some way to the forgotten item, or even if unlinked their positions in the list may offer a different cue to retrieve the information.
If you have any information such as general shape or purpose, try to reconstruct the information from this.
If all the above have failed, take your mind off the subject and concentrate on something else completely। Often the answer will just 'pop into your mind', as your subconscious has worked away on retrieving the information, or something you have been working on sparks an association.

Mind Tools Memory System Grades
The memory systems explained in this section are used for different purposes, require different investments of time to learn and effort to use, and have different levels of effectiveness.
To help you through the systems and put them into context, we have graded them under the following categories:
Ease of Use - how easily and quickly can the method be applied?
Effectiveness - how good is it for retaining information?
Power - how much information can be reliably coded?
Learning investment - i.e. how much effort does it take to learn the
system before it can be used?
Who should use - some of the more sophisticated systems are only
worth learning if you are really interested in
memory techniques. Others should be useful for
everyone
Please note that this grading is necessarily subjective - as stated earlier, different people have different learning styles, different approaches to subjects, different brains and different life experiences. You may find that what we find to be difficult you find easy, or vice versa. Consider these grades to be general गुइदेस

The Link Method
The Link Method is one of the easiest mnemonic techniques available, but is still quite powerful. It is not quite as reliable as a peg technique, as images are not tied to specific, inviolable sequences.
It functions quite simply by making associations between things in a list, often as a story. The flow of the story and the strength of the visualisations of the images provide the cues for retrieval.
Mind Tools Mnemonic Grades: Ease of Use - Very simple
Effectiveness - Moderate
Power - Low
Learning investment - Very low
Who should use - Anyone
How to use
Taking the first image, imagine associations between items in a list. Although it is possible to remember lists of words where each word is just associated with the next, it is often best to fit the associations into a story: otherwise by forgetting just one association, the whole of the rest of the list can be lost.
As an example, you may want to remember a list of counties in the South of England:
Avon, Dorset, Somerset, Cornwall, Wiltshire, Devon, Gloucestershire, Hampshire, Surrey
This could be done with two approaches, the pure link method, and the story method:
The Link Method
This would rely on a series of images coding information:
An AVON (Avon) lady knocking on a heavy oak DOoR (Dorset).
The DOoR opens to show a beautiful SuMmER landscape with a SETting sun (Somerset).
The setting sun shines down onto a field of CORN (Cornwall).
The CORN is so dry it is beginning to WILT (Wiltshire).
The WILTing stalks slowly fall onto the tail of the sleeping DEVil (Devon).
On the DEVil's horn a woman has impailed a GLOSsy (Gloucestershire) HAM (Hampshire) when she hit him over the head with it.
Now the Devil feels SoRRY (Surrey) he bothered her.
Note that there need not be any reason or underlying plot to the sequence of images: all that is important are the images and the links between इमागेस.

The Story Method
Alternatively this information may be coded by vividly imaging the following scene:
An AVON lady is walking up a path towards a strange house. She is hot and sweating slightly in the heat of high SUMMER (Somerset). Beside the path someone has planted giant CORN in a WALL (Cornwall), but it's beginning to WILT (Wiltshire) in the heat. She knocks on the DOoR (Dorset), which is opened by the DEVil (Devon). In the background she can see a kitchen in which a servant is smearing honey on a HAM (Hampshire), making in GLOSsy (Gloucestershire) and gleam in bright sunlight streaming in through a window. Panicked by seeing the Devil, the Avon lady panics, screams 'SoRRY' (Surrey), and dashes back down the path.
Given the fluid structure of this mnemonic, it is important that the images stored in your mind are as vivid as possible, and that significant, coding images are much stronger that ones that merely support the flow of the story. See the section on using mnemonics more effectively for further information on making images as strong as possible.
This technique is expanded by adding images to the story. After a number of images, however, the system may start to break down.
Summary
The Link Method is probably the most basic memory technique, and is very easy to understand and use. It is, however, one of the most unreliable systems, given that it relies on the user remembering the sequences of events in a story, or a sequence of images.
It is not always immediately obvious if an image is missing from the sequence, and if an element is forgotten, then all following images may be lost as well।

The Number/Rhyme Technique
The Number/Rhyme technique is a very simple way of remembering lists of items in a specific order. It is an example of a peg system - i.e. a system whereby facts are 'pegged' to known sequences of cues (here the numbers 1 - 10). This ensures that no facts are forgotten (because gaps in information are immediately obvious), and that the starting images of the mnemonic visualisations are well know.
At a simple level it can be used to remember things such as a list of English Kings or of American Presidents in their precise order. At a more advanced level it can be used to code lists of experiments to be recalled in a science exam.
Mind Tools Mnemonic Grades:
Ease of Use - very easy
Effectiveness - effective
Power - only codes 1-10 items without use of enhancement
Learning investment - low
Who should use - everyone
How to use the Number/Rhyme Technique
This technique works by helping you to build up pictures in your mind, in which the numbers are represented by things that rhyme with the number, and are linked to images that represent the things to be remembered.
The usual rhyming scheme is shown below: 1 - Bun
2 - Shoe
3 - Tree
4 - Door
5 - Hive
6 - Bricks
7 - Heaven
8 - Skate
9 - Line
10 - Hen
If you find that these images do not attract you or stick in your mind, then change them for something more meaningful to you.
These images should be linked to images representing the things to be remembered, for example a list of ten Greek philosophers could be remembered as:
1 - Parmenides - a BUN topped with melting yellow PARMEsan cheese
2 - Heraclitus - a SHOE worn by HERACLes (Greek Hercules) glowing
with a bright LIghT
3 - Empedocles - A TREE from which the M-shaped McDonalds arches
hang hooking up a bicycle PEDal
4 - Democritus - think of going through a DOOR to vote in a
DEMOCRaTic election.
5 - Protagoras - A bee HIVE being positively punched through
(GORed?) by an atomic PROTon
6 - Socrates - BRICKS falling onto a SOCk (with a foot inside!) from a
CRATe.
7 - Plato - A plate with angel's wings flapping around a white cloud
8 - Aristotle - a friend called hARRY clutching a bOTtLE of wine
possessively slipping on a SKATE (sorry Harry!)
9 - Zeno - A LINE of ZEN buddhists meditating
10 - Epicurus - a HEN's egg being mixed into an EPIleptics's CURe.
Try either visualising these images as suggested, or if you do not like them, come up with images of your own.
Once you have done this, try writing down the names of the philosophers on a piece of paper। You should be able to do this by thinking of the number, then the part of the image associated with the number, then the whole image, and finally then decode the image to give you the name of the philosopher. If the mnemonic has worked, you should not only recall the names of all the philosophers in the correct order, but should also be able to spot where you have left philosophers out of the sequence. Try it - it's easier than it sounds.

Applying the Number/Rhyme Technique
You can use a peg system like this as a basis for knowledge in an entire area: the example above could be a basis for a knowledge of ancient philosophy, as images representing the projects, systems and theories of each philosopher can now be associated with the images representing the philosophers names.
The sillier the image, the more effectively you will remember it - see the article on Using Mnemonics More Effectively to see how you can dress up the picture to help it stay clearly in your mind.
Once you have mastered this technique you can multiply the it using the images described in the article on Expanding Memory Systems.
Summary
The Number/Rhyme technique is a very effective method of remembering lists। By driving the associations with numbers you can ensure complete recall of all items on a list as you will know if some have been missed (because there will be holes in the number sequence).

The Number/Shape System
The Number/Shape system is very similar to the Number/Rhyme system. As with the Number/Rhyme system it is a very simple and effective way of remembering lists of items in a specific order. It is another example of a peg system.
Mind Tools Mnemonic Grades:
Ease of Use - very easy
Effectiveness - effective
Power - only codes 1-10 items without use of enhancement
Learning investment - low
Who should use - everyone
How to use the Number/Shape Technique
This technique works by helping you to build up pictures in your mind, in which the numbers are represented by images shaped like the number, and are part of a compound image that also codes the thing to be remembered.
One image scheme is shown below:
1 - Candle, spear, stick
2 - Swan (beak, curved neck, body)
3 - (rotate shape though 90 degrees!)
4 - Sail of a yacht
5 - A meat hook, a sea-horse facing right
6 - A golf club
7 - A cliff edge
8 - An egg timer
9 - A balloon with a string attached, flying freely
0 - A hole
If you find that these images do not attract you or stick in your mind, then change them for something more meaningful to you.
As with the Number/Rhyme scheme, these images should be linked to images representing the things to be remembered. We will use a list of more modern thinkers to illustrate the number/shape system:
1 - Spinoza - a large CANDLE wrapped around with someone's SPINe.
2 - Locke - a SWAN trying to pick a LOCK with its wings
3 - Hume - A HUMan child BREAST feeding.
4 - Berkeley - A SAIL on top of a large hooked and spiked BURR in the
LEE of a cliff
5 - Kant - a CAN of spam hanging from a meat HOOK.
6 - Rousseau - a kangaROO SEWing with a GOLF CLUB
7 - Hegel - a crooked trader about to be pushed over a CLIFF,
HaGgLing to try to avoid being hurt.
8 - Kierkegaard - a large EGG TIMER containing captain KIRK and a
GuARD from the starship enterprise, as time runs out.
9 - Darwin - a BALLOON floating upwards, being blown fAR by the
WINd.
10 - Marx - a HOLE with white chalk MARks around it's edge
Try either visualising these images as suggested, or if you do not like them, come up with images of your own.
In some cases these images may be more vivid than those in the number/rhyme scheme, and in other cases you may find the number/rhyme scheme more memorable. There is no reason why you could not mix the most vivid images of each scheme together into your own compound scheme.
See the article on Using Mnemonics More Effectively to see how you can dress up these pictures to help them stay clearly in your mind.
Once you have mastered this technique you can multiply the it using the images described in the article on Expanding Memory Systems.
Summary
The Number/Shape technique is a very effective method of remembering lists। Used in conjunction with the Number/Rhyme system it can be used to generate potent images that can help to make well-coded mnemonics extremely effective.

The Alphabet System
The Alphabet system is a peg memory technique similar to, but more sophisticated than, the Number/Rhyme system. At its most basic level (i.e. without the use of mnemonic multipliers) it is a good method for remembering long lists of items in a specific order in such a way that missing items can be detected. It is slightly more difficult to learn than the Number based techniques.
Mind Tools Mnemonic Grades: Ease of Use - moderate
Effectiveness - quite good
Power - moderate - codes 1- 26 items without use of
enhancement
Learning investment - moderate
Who should use - brighter individuals
How to use the Alphabet Technique
This technique works by associating images representing and cued by letters of the alphabet with images representing the items to be remembered.
The selection of images representing letters is not based on the starting character of the letter name. Images are selected phonetically - i.e. so that the sound of the first syllablle of the image word is the name of the letter, eg. we would represent the letter 'k' with the word 'cake'.
Tony Buzan in his book 'Using Your Memory' suggests using a system of using the first pictorially vivid image suggested by taking the letter name root, and then coming up with words based by advancing the next consonant in alphabetic order (e.g. for the letter 'S' - root 'Es', we would first see if any strong images presented themselves when we tried to create a word starting with 'EsA', 'EsB', 'EsC', 'EsD', 'EsE', etc.) This has the advantage of producing a mnemonic image that can be reconstructed if forgotten, however you may judge that it is an unnecessary complication of a relatively simple system, and that it is best to select the strongest image that comes to mind and stick with it.
One image scheme is shown below:
A - Ace of spades
B - Bee
C - Sea
D - Diesel engine
E - Eagle
F - Effluent
G - Jeans
H - H-Bomb
I - Eye
J - Jade
K - Cake
L - Elbow
M - Empty
N - Entrance
O - Oboe
P - Pea
Q - Queue
R - Ark
S - Eskimo
T - Tea pot
U - Unicycle
V - Vehicle
W - WC
X - XRay
Y - Wire
Z - Zulu
If you find that these images do not attract you or stick in your mind, then change them for something more meaningful to you.
Once firmly visualised and linked to their root letters, these images can then be linked to the things to be remembered. Continuing our mnemonic example of the names of philosophers, we will use the example of remembering a list of contemporary thinkers:
A - Ace - Freud - a crisp ACE being pulled out of a FRying pan (FRiED)
B - Bee - Chomsky - a BEE stinging a CHiMp and flying off into the SKY
C - Sea - Genette - a GENerator being lifted in a NET out of the SEA
D - Diesel - Derrida - a DaRing RIDer surfing on top of a DIESEL train
E - Eagle - Foucault - bruce lee fighting off an attacking EAGLE with
kung FU
F - Effluent- Joyce - environmentalists JOYfully finding a plant by an
EFFLUENT pipe
G - Jeans - Nietzche - a holey pair of JEANS with a kNEe showing
through
H - H-Bomb - Kafka - a grey civil service CAFe being blown up by an H-
Bomb
etc.
Try either visualising these images as suggested, or if you do not like them, come up with images of your own. Although the images are quite laboured, they are good enough to give the cues for the names being coded.
See the article on Using Mnemonics More Effectively to see how you can improve these pictures to help them stay clearly in your mind.
Once you have mastered this technique you can multiply the it using the images described in the article on Expanding Memory Systems.
The Alphabet System is the most complex and difficult of the peg systems, requires a longer preparation period and is more difficult to code than either the Number/Rhyme System or the Number/Shape system। It is, however, more powerful in that it allows you to code and remember a list of up to 26 items before you have to start using Mnemonic Multipliers. You may, however, judge that it is more effective to use a simpler peg system with multipliers than to use the Alphabet System without them: this is your choice.

Using Mnemonics for Exams
A very effective way of structuring information for revision is to draw up a full, colour coded of the subject. This will enable you to see the overall structure of the topic, and make associations between information. A good colour coded Mind Map can be an effective way of remembering information in its own right.
Using Mnemonics
The problem with this is that you can forget the label on a line on a Mind Map. A more reliable method is to take your Mind Map of a subject, and break it down into a list of important points and facts on a large sheet of paper. This list can be ordered into general subject areas. This list should be numbered. Beside all the important facts you can note down associated and supporting information.
Coding exam subjects into Mnemonics
By associating items on a list with a peg such as a number, we can check that we have retrieved all items held by a mnemonic. This numbered list can be remembered using some of the mnemonic techniques explained in Mind Tools:
For simple, short lists, use a simple peg system, such as:
The Number/Rhyme Technique
The Number/Shape Technique
The Alphabet Technique
For longer lists we can use The Journey System, remembering key facts at each stop in the journey. Supporting facts can be associated into images or sub-mnemonics triggered at these stops in the journey system, or can be loosely associated in general memory to be retrieved by the cues of the main facts.
Using Mnemonics in Exams
By using mnemonics, retrieving all the facts necessary to answer an exam essay question becomes as simple as running through the mnemonic in your mind, jotting down the retrieved facts that are relevant to the question। Once you have written these down, you can apply any sub-mnemonics you have coded, or jot down any associated facts and connections that occur to you. This should ensure that you have all possible information available to you, and should go a long way towards producing an essay plan.

Remembering Peoples' Names
Remembering names requires a slightly different approach to all the others explained so far in this section, however is relatively simple when approached in a positive frame of mind.
The following techniques can be used:
1. Face association
Examine a person's face discretely when you are introduced. Try to find an unusual feature, whether ears, hairline, forehead, eyebrows, eyes, nose, mouth, chin, complexion, etc.
Create an association between that characteristic, the face, and the name in your mind. The association may be to associate the person with someone you know with the same name, or may be to associate a rhyme or image from the name with the person's face or defining feature.
2. Repetition
When you are introduced, ask for the name to be repeated. Use the name yourself as often as possible (without overdoing it!). If it is unusual, ask how it is spelled, or where it is comes from, and if appropriate, exchange cards - the more often you hear and see the name, the more likely it is to sink in.
Also, after you have left that person's company, review the name in your mind several times. If you are particularly keen you might decide to make notes.
Summary
The methods suggested for remembering names are fairly simple and obvious, but are quite powerful. Association either with images of a name or with other people can really help recall of names. Repetition and review help it to sink in.
An important thing to stress is practice, patience, and progressive improvement in remembering names.

The Journey Method
The journey method is a powerful, flexible and effective mnemonic based around the idea of remembering landmarks on a well-known journey. In many ways it combines the narrative flow of the Link Method and the structure and order of the Peg Systems into one highly effective mnemonic.
Because the journey method uses routes that you know well, you can code information to be remembered to a large number of easily visualised or remembered landmarks along the routes. Because you know what these landmarks look like, you need not work out visualisations for them!
Mind Tools Mnemonic Grades: Ease of Use - moderate
Effectiveness - good
Power - powerful
Learning investment - moderate
Who should use - everyone
How to Use the Journey Method
The journey method is based on using landmarks on a journey that you know well.
This journey could, for example, be your journey to work in the morning, the route you use to get to the front door when you get up in the morning, the route to visit your parents, or a tour around a holiday destination. It could even be a journey around the levels of a computer game. Once you are familiar with the technique you may be able to create imaginary journeys that fix in your mind, and apply these.
Preparing the Route
To use this technique most effectively, it is often best to prepare the journey beforehand so that the landmarks are clear in your mind before you try to commit information to them. One way of doing this is to write down all the landmarks that you can recall in order on a piece of paper. This allows you to fix these landmarks as the significant ones to be used in your mnemonic, separating them from others that you may notice as you get to know the route even better.
You can consider these landmarks as stops on the route. To remember a list of items, whether these are people, experiments, events or objects, all you need do is associate these things or representations of these things with the stops on your journey.
Example
For example, I may want to remember something mundane like a shopping list:
Coffee, salad, vegetables, bread, kitchen paper, fish, chicken breasts, pork chops, soup, fruit, bath cleaner.
I may choose to associate this with my journey to the supermarket. My mnemonic images therefore appear as:
1. Front door: spilt coffee grains on the doormat
2. Rose bush in front garden: growing lettuce leaves and tomatoes
around the roses.
3. Car: with potatoes, onions and cauliflower on the driver's seat.
4. End of the road: an arch of French bread over the road
5. Past garage: with sign wrapped in kitchen roll
6. Under railway bridge: from which haddock and cod are dangling by
their tails.
7. Traffic lights: chickens squawking and flapping on top of lights
8. Past church: in front of which a pig is doing karate, breaking boards.
9. Under office block: with a soup slick underneath: my car tyres send up
jets of tomato soup as I drive through it.
10. Past car park: with apples and oranges tumbling from the top level.
11. Supermarket car park: a filthy bath is parked in the space next to my
car!
Extending the Technique
This is an extremely effective method of remembering long lists of information: with a sufficiently long journey you could, for example, remember elements on the periodic table, lists of Kings and Presidents, geographical information, or the order of cards in a shuffled pack of cards.
The system is extremely flexible also: all you need do to remember many items is to remember a longer journey with more landmarks. To remember a short list, only use part of the route!
Long and Short Term Memory
You can use the journey technique to remember information both in the short term memory and long term memory. Where you need to use information only for a short time, keep a specific route (or routes) in your mind specifically for this purpose. When you use the route, overwrite the previous images with the new images that you want to remember. To symbolise that the list is complete, imagine that the route is blocked with cones, a 'road closed/road out' sign, or some such.
To retain information in long term memory, reserve a journey for that specific information only. Occasionally travel don it in your mind, refreshing the images of the items on it.
One advantage of this technique is that you can use it to work both backwards and forwards, and start anywhere within the route to retrieve information.
Using the Journey System with other Mnemonics
This technique can be used in conjunction with other mnemonics, either by building complex coding images at the stops on a journey, linking to other mnemonics at the stops, moving onto other journeys where they may cross over. Alternatively, you may use a peg system to organise lists of journeys, etc.
To enhance the images used for this technique, see the article on Using mnemonics more effectively.
Summary
The journey method is a powerful, effective method of remembering lists of information, whether short or long, by imagining images and events at stops on a journey.
As the journeys used are distinct in location and form, one list remembered using this technique is easy to distinguish from other lists.
Some investment in preparing journeys clearly in your mind is needed to use this technique. This investment is, however, paid off many times over by the application of the technique.

Using Mnemonics to Learn More Effectively
When you are creating a mnemonic, e.g. an image or story to remember a telephone number, the following things can be used to make the mnemonic more memorable:
Use positive, pleasant images. The brain often blocks out unpleasant ones.
Exaggerate the size of important parts of the image
Use humour (perhaps linked with point 2)! Funny or peculiar things are easier to remember than normal ones.
Similarly rude or sexual rhymes are very difficult to forget!
Symbols (e.g. red traffic lights, pointing fingers, etc.) can be used in mnemonics.
Vivid, colourful images are easier to remember than drab ones.
Use all the senses to code information or dress up an image. Remember that your mnemonic can contain sounds, smells, tastes, touch, movements and feelings as well as pictures.
Bringing three dimensions and movement to an image makes it more vivid. Movement can be used either to maintain the flow of association, or can help to remember actions.
Locate similar mnemonics in different places with backgrounds of those places. This will help to keep similar images distinct and unconfused.
The important thing is that the mnemonic should clearly relate to the thing being remembered, and that it should be vivid enough to be clearly remembered whenever you think about it

Expanding Memory Systems
Once you have mastered simple memory systems such as the number/shape system, you can use mnemonic enhancers to expand the range of the systems.
As an example, you might use the convention that encasing a mnemonic image in ice adds ten to a simple number/shape image: i.e. if you have previously linked the number 2 to the word 'wine' by using an image of a drunken swan guzzling a bottle of wine, then you can change it to link wine to 12 by imagining the swan frozen in ice.
First Stage Expansion
Tony Buzan, in his book 'Use Your Memory', suggests the following scheme. Modify it to reflect the way that your mind works so that the images created are as vivid as possible: Mnemonic Enhancers applied to:
Simple Peg System e.g. Major System
Normal Range
0 - 9 00 - 99
Imagine image:
1. Frozen in ice: 10-19 100 - 199
2. Covered in thick oil 20-29 200 - 299
3. In flames 30-39 300 - 399
4. Pulsating Violently 40-49 400 - 499
5. Made of Velvet 50-59 500 - 599
6. Completely transparent 60-69 600 - 699
7. Smelling good 70-79 700 - 799
8. In a busy road 80-89 800 - 899
9. Floating on a cloud 90-99 900 - 999
As another example, you could link 'compact disk' to the number 38 by imagining an egg timer (8) with its middle going through the centre of a CD, engulfed in flames (30-39). Perhaps you could strengthen the image by imagining the play of the light of the flames off the grooves of the CD.
This list of images can be remembered in correct order by using a simple peg system.
Expanding this approach again
Once you understand this technique, you can expand it again and again. For example you could take it to the next level by associating the images produced with a strong and vivid colour, for example:
Mnemonic Enhancers applied to:
Simple Peg System e.g. Major System
Initial Range
0 - 9 00 - 99
First Level Expanded Range
00-99 000 - 999
Imagine image coloured:
1. Red 100-199 1000 - 1999
2. Orange 200-299 2000 - 2999
3. Yellow 300-399 3000 - 3999
etc.
The expansion here might be red - 1, orange - 2, yellow - 3, green - 4, blue - 5, indigo - 6, violet - 7, white - 8, grey - 9, and black - 0. If you prefer to use colours in a different way, then do so!
Keep on expanding the method
You might to decide to expand this system to additional level by associating sounds to the images (e.g. a soprano singing, wind chimes, etc.); by associating smells; linking friends to images; etc.
Summary
So by using these techniques to expand mnemonics, you can significantly enhance the power of simple systems and the volumes of information that can be held.
At a particular complexity of image you may find that mnemonic enhancers become too complex or unwieldy - maybe after using three or four enhancers together you find that the system breaks down. This will be individual to you, and is for you to decide. This is perhaps the stage to start investigating some of the more powerful memory systems.

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