| MEMORY
QUESTIONS |
| 1. |
WHAT IS THE NEW APPROACH
TO MEMORY PERFORMANCE? |
| |
That we are not limited to our current
memory capabilities is clear. Certain brain trauma injuries can diminish
one's mental capabilities. We also know that rehabilitation following
brain injury typically includes some appropriate form of memory skill
building. Memory skills can indeed be improved. Another interesting
new fact is that different parts of the brain handle different types
of remembering tasks, such as recalling a phone number versus recognizing
someone's car. Also, people tend to remember things differently through
the use of preferential senses (seeing something versus hearing it).
The new approach also acknowledges that specific memory strategies
are appropriate for different memory tasks and that memory strategies
must be tailored to meet individual memory needs. Moreover, this approach
recognizes that the memory system is affected by many factors. Some
of the factors are cognitive, for example, knowledge about memory
strategies, and some of them non-cognitive, such as overall fitness,
mood, and health. All of these factors are taken into account in PMI's
Multi-Modal Memory™ philosophy. |
| 2. |
WHAT IS THE HOLISTIC
VIEW OF MEMORY? |
| |
The basis for the new approach to memory
skill building includes the concept of individual memory readiness™.
Memory readiness is affected by a variety of factors. PMI follows
a holistic or multi-modal™ approach to achieve optimal improvement
- one that takes into account these various internal and external
factors that affect memory. Research has shown scientists and health-care
professionals new ways that memory readiness can be improved. For
example, your attitude, physical condition, emotional state, conversational
skills, and the use of physical memory aids (external aids) can all
be factored into improving your practical memory performance. |
| 3. |
IS MEMORY ABILITY CONSTANT? |
| |
It may also come as a surprise that
new tests have shown our momentary memory abilities, or memory readiness
to perform a given memory task at any particular time, typically vary
over the course of the day and over the course of the week and month.
Research also indicates a person's actual memory abilities may be
different than he or she believes them to be. People may believe that
their memory skills are poorer than they actually are. |
| 4. |
CAN ADULTS REALLY IMPROVE
THEIR MEMORY SKILLS? |
| |
Memory does not necessarily deteriorate
rapidly as we age. Your memory is probably better than you think,
and you can make it better still, regardless of whether you're young,
old, brilliant, or average. The basic truth is that there is no single
magic pill or trick for all-purpose memory improvement. Instead, you
can learn how to assess the state of your various memory abilities
as they are now, and then address your specific memory needs one at
a time. The practical activities found in the Memory Works programs
have been designed to help you correct problems and generally improve
existing capabilities. All you need are the right tools—like
The Memory Works programs—and some practice. |
| 5. |
WHAT DOES NIH RESEARCH
TELL US ABOUT MEMORY TRAINING? |
| |
In recent years, research psychologists
have investigated the traditional methods of memory improvement to
clarify why traditional memory training was often unsuccessful. Research
revealed that a form of memory training was needed that provided privacy
while practicing the memory techniques being taught. Scientists realized
that a new form of memory training was needed, one that would provide
a means for people to gain sufficient practice in the techniques they
learn. The Memory Works programs are an outgrowth of such NIH-funded
research. |
| 6. |
WHY AREN'T MEMORY
SKILLS TAUGHT MORE OFTEN IN SCHOOL? |
| |
People feel embarrassed when they make
memory mistakes or have to show their weak performance in some areas
such as remembering names, especially when they are with other people
they don't know well. At the start of training, people, understandably,
make a lot of errors. Because they are in a course with others, they
are greatly embarrassed to make so many errors. A solution to the
embarrassment problem is simple: have people practice in privacy.
Once they become skillful with name/face procedures, they will rarely
make mistakes and seldom be embarrassed. In fact, once they become
skillful, they will make far fewer name/face errors and actually experience
an increase in self-esteem. |
| 7. |
WHO USES MEMORY
WORKS PROGRAMS? |
| |
The Memory Works Series is being used
by many different groups of people. Healthy persons of all ages use
it for personal memory skill building, psychology classes use it in
exercises to illustrate the potential of memory training, therapists
and other clinicians use it for memory rehabilitation of clients/patients,
and 4) researchers investigating the mental processes that improve
memory skills use it, too. |
| 8. |
I'VE ALWAYS HAD
A POOR MEMORY FOR NAMES. CAN I IMPROVE NOW? |
| |
Recent research shows that some people
believe a person's memory ability cannot be improved. It is argued
that memory is inherited, so nothing can be done to change that. Not
surprisingly, those who believe that memory cannot be changed do not
benefit from memory instruction. However, the genetic argument is
not realistic since it fails to acknowledge the effects of the environment
on genetic potential. For example, if a healthy person never learns
French, they will not be able to read the news in Le Monde. But, non-French
speaking people who wish to learn French, can and do partake in French
language training everyday. The same holds true for various memory
skills. Your memory skill level depends largely on the opportunities
you have had to acquire mental skills and knowledge. If you believe
that memory ability can be changed, and work to change it, you will
end up with a better memory. |
| 9. |
WHAT MAKES MEMORY
WORKS SO DIFFERENT? |
| |
One secret to successful memory training
is active involvement by the user. The new approach provided by the
Memory Works Series gives the user the opportunity to get involved
in the process by taking advantage of the interactivity and self-directed
pace of CD-ROM technology. Another secret is to learn by doing, using
realistic simulations to explain and then to practice what you need
to learn until it becomes habit. That's some of what makes it so different. |
| 10. |
WHY CAN I REMEMBER
SOME THINGS BUT NOT OTHERS? |
| |
It is important to have a realistic
knowledge of what memory tasks you do well versus those you do not.
If you think your memory is poor, you are being unfair to yourself.
Because you have several kinds of memory ability, you are not terrible
at all memory tasks. Your memory ability for some tasks may be poor
but for other tasks it very likely average and for a few tasks it
may be above average. Telling yourself that your "memory" is bad because
you don't know the best way for you to tackle a particular memory
task, such as remembering names for example, keeps you from improving
your performance for those memory tasks on which you can actually
do better. |
| 11. |
WHO CAN I TALK
TO ABOUT SERIOUS MEMORY PROBLEMS? |
| |
The best way to observe how your memory
operates is with the aid of a professional—usually a psychologist,
physician, neurologist, or a psychiatrist with special training and/or
experience in assessing memory. A complete medical examination for
memory loss may include gathering information about the person's medical
history, including use of prescription and over-the-counter medicines,
diet, past medical problems, and general health. A professional memory
evaluation requires you to attempt to perform a battery of memory
tasks, such as recalling current events, a list of digits, words,
word pairs, short stories and geometric patterns. Because the professional
has been trained in how to administer these tasks and usually has
tested many other people before you, he or she can give you a good
idea of how you compare to other people on the various memory tasks.
Consult your medical provider about serious concerns for yourself
or someone you care for. |
| 12. |
HOW CAN I FIND
OUT ABOUT MY CURRENT MEMORY SKILLS? |
| |
A good way to observe how your memory
operates is through self-evaluation in which you keep track of your
performance on a variety of tasks. When you need to keep something
in mind for a minute or so, do you do as well as you would like? Consider
how good your memory is for knowledge, for events in one's life, for
things one intended to do, and that allows you to execute a sequence
of mental or physical procedures. It is very helpful to keep a memory
diary over a two or four week period, recording when your memory lapses
in these various ways. Each Memory Works program offers a basic monitoring
module that can help you assess your memory readiness from day to
day. |
| 13. |
WHAT IS THE BEST
STRATEGY WHEN TAKING AN EXAM? |
| |
Because the memory traces are strongest
when repeated, it's a good idea to distribute your studying over several
occasions. Studying everything all at once, in the same study session,
leads to slower learning than does distributed studying. Also, a study
session of two hours usually leads to less learning than two one-hour
study sessions separated by a little time. Good luck! |
| 14. |
WHAT IS THE BEST
STRATEGY FOR REMEMBERING NUMBERS? |
| |
Good performance on a certain learning
task requires practice. If you desire a superior memory, you should
practice memory tasks over a period of time. You can no more expect
to improve memory skills by merely reading a book about it than you
would your tennis or golf game. For example, research has shown that
the normal maximum memory for a series of numbers—around seven—can
be increased by regular practice over several months until a person
may recall as many as 80 digits in a row, as sometimes seen on TV
(not very practical but it makes the point). The Memory Works for
Facts & Figures program includes a Number Cruncher tool which
can help you practice using new strategies for a better memory for
numerical information. |
| 15. |
WHY SHOULD I LEARN
NEW STRATEGIES NOW? |
| |
Simply knowing that there are strategies
to help you improve your memory skills is important. It will lead
to learning and, if done right, it will lead to practicing these new
techniques whenever the occasion arises in real life. Remember, good
performance of a certain remembering task requires practice. If you
know that a particular retrieval task will occur regularly, such as
seeing in the market familiar neighbors whose identities you are uncertain
of, a sure way to excel at this task is to practice the following
technique: You can practice from a list of everyone's name and address.Then
when you see each person, their names will be familiar, and you can
learn what you need to by engaging them in conversations. Once you
learn the best strategies for you, your confidence will increase and
you can use the strategy to your benefit. It's never too late to learn. |
| 16. |
MY MEMORY SEEMS
FINE. WHY SHOULD I BOTHER TO IMPROVE IT? |
| |
A good memory has many advantages.
A good memory improves your chances for career advancement. Your social
relationships may be more cordial and happier. You can successfully
meet professional and personal obligations. People will respect you
more, and so will you—you'll respect yourself more because of
increased professional, personal, and practical success. |
| 17. |
CAN DEPRESSION
AFFECT MY MEMORY? |
| |
Your emotional state has an important
role in memory performance. If you're in a cheerful, positive state
of mind, you will learn and remember more easily than when you are
pessimistic or depressed. A poor emotional state reduces a person's
power to focus their attention. Paying attention is key to remembering
anything. Efforts to change a negative emotional state can improve
your memory readiness. Emotional problems can be eased by supportive
friends and family, or by professional help from a doctor or counselor.
Consult a professional if the condition persists. |
| 18. |
CAN DIET AFFECT
MEMORY PERFORMANCE? |
| |
What you eat can affect your memory.
Many nutritionists have proposed that vitamins help memory, but there
is considerable debate about which vitamins are most important to
general memory, not to mention the variations among individuals as
to sensitivity or tolerance for such nutrients. NIH is currently funding
research into the effects of nutrients from various sources, including
herbs and plant extracts, on human memory and cognition. Published
results will be reported from time to time under Recent Findings in
the Resource area. The best advice is to eat a balanced diet and get
regular exercise. |
| 19. |
MY MEMORY SEEMS
TO BE WORSE LATELY. SHOULD I BE CONCERNED? |
| |
Many people think that memory failures
occur only because their brain isn't working right. Unfortunately,
a person often cannot remember something because he or she wasn't
able to see or hear it in the first place. If you have visual or auditory
problems, you may want to tell your family, friends, and others who
you must deal with regularly of your sensory problems. If you think
that one of your senses is failing, see a physician. You may discover
that all you really need is a loudness booster for your telephone
(or a professional ear cleaning) or a magnifying glass for reading
fine print (or a computer with software to zoom up the font size).
If it turns out that you need eyeglasses or a hearing aid, you'll
be glad when you get them and will perform far better at memory tasks. |
| 20. |
WHY DOES A COLD
OR FLU DIMINISH MY MEMORY READINESS? |
| |
Illness lessens our strength, introduces
the distractions of discomfort, and thereby interferes with our ability
to pay attention. When our ability to pay attention is lessened, we
don't register information and we miss cues that would allow us to
remember. Consequently, people who get sick frequently have significantly
more memory problems than people who stay in good health. For example,
a bad cold, the flu or an upset stomach can make one slow to remember
things. Even pregnancy has been known to produce temporary memory
problems. |
| 21. |
HOW DOES A HECTIC
LIFESTYLE AFFECT MEMORY READINESS? |
| |
Stress is Enemy Number 1 of memory.
People who report that they experience a lot of stress also report
many memory failures. Many who work in high stress jobs have more
memory lapses than those who work in jobs with less stress. However,
some stress is normal, even useful—if it is not distress. For
example, high anxiety before a test will distract you and hamper your
recall, but if you take the test too lightly, you may overlook important
clues to the right answers by not paying enough attention to the material.
A little anxiety will keep you alert, and ready to tackle memory tasks
as they arise. The trick is to manage your stress so that it doesn't
get too low or too high. Forgetfulness caused by stress usually is
temporary and goes away when the stressful condition fades. However,
if forgetfulness lasts for a long period of time, getting help from
a professional is important. |
| 22. |
WHY IS A MEMORY
ASSESSMENT IMPORTMANT? |
| |
The main purpose of a memory assessment
is to get you thinking about the factors in your life influencing
your memory readiness. Answer each question by comparing your situation
currently to a time when things are at their best. The program's on-screen
experts provide helpful hints with each specific question. |
| 23. |
WHAT IS MEMORY
READINESS? |
| |
On any given day, many factors influence
your ability to remember (e.g., your knowledge of effective memory
strategies). But other seemingly unrelated factors, such as your physical
health, your emotional state, and your motivation level, are equally
important. The memory assessment is designed to sample a broad array
of factors and help you understand why your memory readiness might
be low one day and high another. |
| 24. |
HOW CAN I IMPROVE
MY MEMORY READINESS? |
| |
There are several ways to improve your
memory readiness. Using the Memory Monitor's assessment questions
offers a variety of built-in hints. For example, if you lack a good
strategy for accomplishing a memory task, then take the time to learn
one of the strategies provided in the appropriate program. If your
health habits, such as amount of sleep, seem inadequate for good memory
readiness, then suggestions are given to help you seek to improve. |
| 25. |
ARE THERE "PEAK"
TIMES OF DAY FOR REMEMBERING? |
| |
Each of us has a so-called bio-rhythm,
a regular fluctuation in our system that leads to performance peaks
and valleys. This is true for memory readiness as well. In general,
most people's memory readiness is highest early in the morning and
in the middle of the evening. However, this differs for each person
and there is evidence that bio-rhythms may change as we age. |
| 26. |
WHAT IS THE EFFECT
OF AGING ON MEMORY? |
| |
It may take an older person longer
to store new information or to retrieve memories, but normal aging
probably does not impair memory. However, certain physical changes
associated with aging can have an effect. Hardening of the arteries,
for example, may reduce blood flow to the brain, which can impair
memory. You should know that senility is not an inevitable consequence
of aging. Senile dementia affects about 1 in 20 adults over 65, but
this is a disease process and not a characteristic of normal aging. |
| 27. |
DO MEMORY LAPSES
MEAN THE ONSET OF ALZHEIMER'S DISEASE? |
| |
The simple answer is "No." Everyone,
young and old alike, can experience memory lapses from time to time.
These may indicate that you are not using effective memory techniques
or that your life is complicated and you need to practice better organizational
skills. Often, memory lapses simply reflect inattention. However,
if memory lapses are seriously interfering with your daily life, speak
to your physician. |
| 28. |
DOES AMOUNT OF
SLEEP AFFECT MEMORY? |
| |
The amount of sleep you get is important
to effective memory performance. A good night's sleep will make you
alert for memory tasks. Late night studying for work or school ("pulling
an all-nighter") results in fatigue, interfering with learning and
remembering. Get sufficient sleep if you want to be on top of your
memory game. |
| 29. |
WHAT ARE EXTERNAL
MEMORY AIDS? |
| |
Many people think that remembering
is purely an internal mental capability. However, certain everyday
objects and devices can make your memory perform better and increase
your memory effectiveness. Objects and devices that optimize memory
processes are sometimes called external aids. Most everyone knows
about the proverbial string tied around a finger, but other external
aids include items such as alarm clocks and organizers with to do
lists. Understanding which work best to complement your strengths
and weaknesses can be an important element of improving your prospective
memory performance in everyday life. |
| 30. |
WHAT IS PROSPECTIVE
MEMORY? |
| |
When you are recalling something that
happened in the past it is said to be retrospective remembering. But
what about remembering something that hasn't yet happened? An example
is planning lunch with your best friend next Thursday. Another example
requiring prospective or intentional memory is: "Take two tablets
every four hours for eight days and call me if you aren't feeling
better by then." The Best Intentions® program will show you ways
to improve your prospective or intentional memory for such tasks as
feeding the parking meter before the meter maid arrives. |
| 31. |
WHAT CAN EXTERNAL
MEMORY AIDS DO FOR ME? |
| |
Knowing about external aids, and how
to make the best use of them, can be very helpful to assisting in
a person's practical memory performance. There are hundreds of products
that assist you with a variety of memory chores, including meeting
obligations, taking medications, carrying out routine chores, and
staying in touch with one's past. The Practical Memory Institute recommends
the use of such memory aids as a helpful way to improve prospective
memory performance. |
| 32. |
DOES GETTING OLDER
MEAN BECOMING FORGETFUL? |
| |
Many older people worry about becoming
more forgetful. Some think forgetfulness is always the first sign
of Alzheimer's disease. In the past, memory loss and confusion were
considered a normal part of aging. However, scientists now know that
most people remain both alert and able as they age, although it may
take them longer to remember things. |
| 33. |
IS FORGETFULNESS
A SIGN OF ALZHEIMER'S DISEASE? |
| |
A lot of people experience memory lapses.
Some memory problems are serious, and others are not. People who have
serious changes in their memory, personality, and behavior may suffer
from a form of brain disease called dementia. Dementia seriously affects
a person's ability to carry out daily activities. Alzheimer's disease
is one of many types of dementia. |
| 34. |
WHAT IS DEMENTIA? |
| |
The term dementia describes a group
of symptoms that are caused by changes in brain function. Dementia
symptoms may include asking the same questions repeatedly; becoming
lost in familiar places; being unable to follow directions; getting
disoriented about time, people, and places; and neglecting personal
safety, hygiene, and nutrition. People with dementia lose their abilities
at different rates. |
| 35. |
CAN DEMENTIA BE
CURED? |
| |
Dementia is caused by many conditions.
Some conditions that cause dementia can be reversed, and others cannot.
Further, many different medical conditions may cause symptoms that
seem like Alzheimer's disease, but are not. Some of these medical
conditions may be treatable. Reversible conditions can be caused by
a high fever, dehydration, vitamin deficiency and poor nutrition,
some forms of alcoholism, bad reactions to medicines, problems with
the thyroid gland, or a minor head injury. Medical conditions like
these can be serious and should be treated by a doctor as soon as
possible. |
| 36. |
WHAT IS ADHD? |
| |
ADHD (Attention Deficit and Hyperactivity
Disorder) is a diagnosis applied to children and adults who consistently
display certain characteristic behaviors over a period of time. The
most common behaviors fall into three categories: inattention, hyperactivity,
and impulsivity. People who are inattentive have a hard time keeping
their mind on any one thing and may get bored with a task after only
a few minutes. They may give effortless, automatic attention to activities
and things they enjoy. But focusing deliberate, conscious attention
to organizing and completing a task or learning something new is difficult. |
| 37. |
WHAT IS THE DECADE
OF THE BRAIN PROJECT? |
| |
President George Bush acted on a joint
resolution of Congress to proclaim 1990-99 the Decade of the Brain.
Neuroscientists have committed themselves to advancing their research
for our benefit. The National Institute of Mental Health (NIMH) of
the National Institutes of Health (NIH) and the Library of Congress
have combined forces to establish a decade-long lecture series to
introduce members of Congress, their staffs, and the public to exciting
breakthroughs in our understanding of brain function in health and
disease, development and aging. |
