Novel Stimuli May Help Memory

In a study on the neurochemical effects of novel stimuli during learning, a group at University College of London found that the brain’s reward-system neurons respond better to novel stimuli than to ordinary stimuli. That is, novel stimuli can have rewarding properties, and thus make us pay more attention to them. In the purely behavioral aspects of their study, subjects viewing a succession of visual images were able to remember more of them if an occasional new image was presented. For a fuller exploration of the implications, go to my posting on this piece of research.

But be careful. Novel stimuli can also be a distraction and have marked interference effects on consolidation. Learn about consolidation and interference in my book.

Sleep loss impairs memory BEFORE learning

I just came back from the annual meeting of the Society for Neuroscience. One of the papers presented there reported experiments showing that depriving college students of sleep impaired their ability to remember what they learn the following day. I have the details at my Web site.

Earlier posts at my Web site explain research that sleep loss impairs memory of events that occurred during that same day. Now, this research shows "proactive" impairment. We professors always knew that pulling "all nighters" where students stay up all night to study for an exam made them do dumb things on an exam. Now we know that this sleep loss impairs not only what they learned the day before but also what they are supposed to learn the next day. When will students learn that?

Book of essays on working memory

I just ran across a book by Nelson Cowan on working memory, published in 2005 by Psychology Press. It is available from Amazon for $44.95. It is probably scholarly and not intended for a general audience. I ordered a copy and will let you know what I think about it.

Bill Klemm
"Memory Medic"

Menopause impairs memory

A new study just reported from McGill University in Montreal confirms that female sex hormone is necessary for optimal memory function in women. In this study, the researchers measured memory before and after menopause in25 women. The women, average age of 36 yrs, had tumors of the uterus and their ovary function was deliberately suppressed to the point of menopause by drugs to control the cancer. Significant decreases in memory scores were produced. The women were still mentally functioning at an acceptable level, but the memory decline "was noticeable and documentable."

By the way, this study confirms (without acknowledging) one of the first experiments I ever did on memory, published in 1968. In that study I removed the ovaries from rats and found that they performed poorly in one-trial learning tests, compared to intact rats. Reference: Communications in Behavior Biology, Vol. 1 (1968), p. 109-114.

Humor Makes It Memorable

Ever wonder why so many radio and TV commercials are humorous? It is because psychologists have found that humor makes things more memorable. Steven Schmidt at MIddle Tenessee State U. conducted a study with 38 undergraduates. He had them read sentences such as "There are three ways a man can wear his hair: parted, unparted, and departed." He also had them read two versions of the same point that were not humorus. Students remembered the funny sentences better than the straight ones.

Ron Berk, a psychologist at Johns Hopkins, has even written a book for teachers, entitled "Humor as an Instructional Defibrillator." He cites many examples of how teachers can be more effective if what they teach is presented with humor.

Don't Forget vs. Do Remember

Emotions and attitude make a huge difference in how well you learn and remember things. I present the evidence for and explain this in my book.

Here is a simple example you can apply again and again. How often do you say to yourself or others, "Don't forget to ___________ (you fill in the blank)?" But ths way of saying things creates a negative emotion. The simple preventive is to state the instructions in a positive way: "Remember to ___________."

Disease theory for bad behavior

Scientists and physicians like to attribute bad behaviors to a brain disorder, which they label a disease. Alcoholism was among the first such "diseases." Now, all manner of inappropriate behaviors are labeled as diseases. The latest labelings include "Intermittent explosive disorder," which in less politically correct times referred to people who did not control their temper. Another "disease" recently identified is over eating, although a disease name has not yet been assigned.

Implicit in this labeling approach is that these people have a brain disorder. If you have a disease, you have all the excuse you need for your problem. You are a victim. It is not your fault. How convenient.

Hardly, if ever, do scientists or physicians consider the possibility that the faulty brain wiring that underlies such conditions might have been created by past experience. Often that past experience was under the control of the "victim," who made bad choices in behavior that reinforced the learning of bad behavior. Indeed, there is a school of science that holds that all addictions are learned. I discuss some of this research in my book on improving memory, Thank You Brain for All You Remember. What You Forgot Was My Fault.

Regardless of the degree of complicity that victims have in creating their disorders, the point still remains that people have choices. They can choose new behaviors. They can choose behaviors that will erase old learning and create new learning experiences that will create behaviors that serve them better. No more excuses, please.

School days - will your kids learn?

Back to school time reminds me to remind you:

If you have kids or grandkids going back to school, find out what they are doing to show kids HOW to learn - as opposed to WHAT to learn. I bet they aren't doing much to show kids how to remember things. If not, tell them about my book. I also give workshops to teachers. See my web site.