Education

The Scientist, The Mnemonist and The Woman Who Changed Her Brain

This article was originally printed in Issue 413 (September/October 2014) of the Australian Mensa magazine, TableAus.

Our relationship with memory is paradoxical. On the one hand, it is utterly familiar – indeed, we would be lost without it. On the other hand, many details of its function remain rather elusive. Truly understanding the nature of human memory requires a multidisciplinary approach. In my capacity as a memory athlete I’ve had a chance to meet memory experts from a range of different backgrounds. Here I interview Ed Cooke, an expert in the Art of Memory, Henry Roediger, a professor of psychology from Washington University and Barbara Arrowsmith-Young, whose remarkable story is recorded in her book “The Woman Who Changed Her brain”.

Ed Cooke is a Grand Master of Memory; he is capable of memorizing the order of a shuffled deck of cards in less than two minutes, more than a thousand random digits in an hour and at least ten decks of cards in an hour. Additionally, he is the founder of Memrise, a free online educational platform that uses memory techniques to optimise learning. Ed has also spent time in Australia studying the philosophy of cricket at Macquarie University in Sydney.

Henry L. Roediger, III is the James S. McDonnell Distinguished University Professor at Washington University in St. Louis. Roediger’s research has centred on human learning and memory and he has published on many different topics within this area. He has published over 200 articles and chapters on various aspects of memory. He is also one of the world’s leading authorities on the scientific study of memory athletes and recently published a book called “Make It Stick: The Science of Successful Learning” which details practical applications of his research.

Barbara Arrowsmith-Young is the founder of the Arrowsmith Program, an assessment process and a suite of cognitive exercises designed to strengthen weak areas of cognitive function that underlie a number of learning disabilities. Ms. Arrowsmith-Young’s work, has been recognized as one of the first examples of the practical application of neuroplasticity – the ability of the brain to change and rewire itself over one’s lifetime. The genesis of the Arrowsmith Program of cognitive exercises lies in Barbara Arrowsmith-Young’s journey of discovery and innovation to overcome her own severe learning disabilities. This is documented in her internationally bestselling book, The Woman Who Changed Her Brain.

 

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Kilov: How did you develop your interest in memory? Why is memory important?

Roediger: My interest in memory began early, when I was 5 years old. My mother died, which was devastating, but I discovered I could mentally keep our experiences of being together alive by thinking about them again and again. So over the years, I naturally wondered how memory worked. Somewhat later in life, as a student, I discovered that many psychologists study memory using objective techniques. Cognitive psychology — the study of how the mind works — eventually became my field of study.

Cooke: I’ve always been fascinated by the mind- I love experiencing thoughts and colours- but my practical interest in memory grew from a chance spell in hospital. I got ill and wound up by misfortune as an 18 yr old in a ward of wittering octogenarians for three months. I’d always been quite fascinated with psychology and philosophy, and really out of boredom and a desire to impress the nurses I decided to train my memory. So I got some books, and set about learning all about these ancient arts. It quickly became a favourite pasttime.

I’m not so sure what it means for memory to be important. Or rather- as a general phenomenon it’s obviously at the heart of all human mental life. I guess the reason why its worthwhile training memory is to become better aware of it, and because it leads to learning more and enjoying the mind better.

 

Arrowsmith-Young: For me my interest was very personal beginning at an early age.  Having severe learning problems growing up that did not allow me to understand concepts, I relied on my memory to compensate for my lack of comprehension. I believe I took what was already a strong memory capacity – both auditory and visual – and supercharged it through a series of practices I developed starting in grade 1 to work around my other learning challenges. I built myself a visual photographic memory for text and a verbatim auditory memory for what I heard which allowed me to get through school.

As an adult, I have devoted my life to working with individuals from age 5 to those in their 80’s to improve cognitive functioning – various aspects of memory being some of those functions.  I see how devastating memory problems can be in people’s lives – academically, vocationally and socially.

Two quotes come to mind that illustrate the importance of memory to our lives:

“Memory is intricately tied to identity; we are a product of our own experiences. What we perceive is shaped by what we have perceived before; what we learn is bootstrapped on past learning. Amnesia seems to many so horrifying because it robs us of our own autobiography, and thus, it seems, ourselves. If on no other ground, most Americans are joined in our shared desire to improve the curious, elusive faculty we call ‘memory’.”

— Alexandra Horowitz, professor of psychology, Barnard College,

in her review in The New York Times of Joshua Foer’s Moonwalking with Einstein: The Art and Science of Remembering Everything

Dr. Eric Kandel, the author of In Search of Memory, underlines the critical role of remembering. “Memory,” he says “is the glue that binds our mental life together. It allows you to have continuity in your life.”

So I think memory is critical to our well-being.

 

Kilov: What do you consider to be the biggest myth or misconception about memory?

 

Roediger: One myth is that memory is passive: Experiences happen to us, they lay down memory traces, and then in remembering we just read off the contents of these traces in a more or less passive way. This view is not totally wrong — experiences do leave their mark in the brain/mind — but there is so much more to it than this simple account.

 

Remembering is an active process — we selectively encode some information (and not other information) from rich experiences. After encoding, our memories can be changed by later information that can serve to distort (or to affirm) our memories. The act of retrieval is also an active, constructive process. We usually remember events more or less like they happened — we could not exist if we did not usually get things right — but memories are malleable, too, and we can be highly confident in a memory only to have it turn out to be false. That is one of the topics I study, illusions of memory.

 

Cooke: Besides the existence of photographic memory, I think the most damaging misconception about memory is that it is inert, like a store-house. To state the same idea positively, the most interestingly fruitful way for most people to reconceive of their memory is as a power of action. Memory doesn’t just sit waiting to be accessed by some other part of the brain. It’s present in perception, in language and in thought. Memories change the shape of your experience from the inside.

 

To ask why memory is important to the mind is like asking why walls are important to a house, or streets important to a city- it’s basically their shape.

 

Arrowsmith-Young: As I wrote in my book, The Woman Who Changed Her Brain, “There is no one type of memory. There is a memory for faces, one for objects, one for written motor plans, one for steps in a process, one for phonemic pronunciation, one for spatial maps and patterns, one for body movements, and there is semantic memory for concepts, to name a few. Each type depends on the functioning of different cortical areas within its neural networks.  Anthony J. Greene, a professor of psychology at the University of Wisconsin-Milwaukee where he operates a learning and memory lab, contributed to a special report on memory in the July/August 2010 issue of Scientific American Mind. “Memory is dispersed,” he wrote, “forming in the regions of the brain responsible for language, vision, hearing, emotion and other functions.” “

 

 

Kilov: What advice would you offer to those interested in memory improvement?

 

Roediger: Many techniques exist for memory improvement. Some are formal mnemonic techniques that have been known since the time of the ancient Greeks. Others have been uncovered in more recent research. For example, one great strategy to learn a set of material (say from chapters in a textbook) is to test oneself on the material, to show that it can be actively brought to mind when needed. This is called retrieval practice, and a person should also provide feedback when he or she fails to retrieve correctly. Self-testing via retrieval practice is a much more effective study technique than repeatedly reading text material (e.g., highlighting and rereading), which is what students generally do.

I recently published a book with Peter Brown and Mark McDaniel called Make It Stick: The Science of Successful Learning that discusses many methods for improving learning and memory. We wrote it not just for educators, but for people in many walks of life — trainers in industry and sports, those in the military and in for others in many occupations. I would recommend it to anyone seeking to improve their learning no matter what their age. Teachers have found it especially rewarding, because some of the advice from the research literature is counterintuitive to the way people usually think about learning.

Cooke: Most of memory skill is learning to perceive and trust and exploit the peculiarities of your mind. A lot of the time, we sort of deny the associations we make, aim to bring them under control and normalise them. But really getting the most from your memory means learning to trust and delight in the random associations and meanderings of your attention. If you’re mental pathways are senseless or appalling from an outside perspective then that has no bearing on their utility internally. Great memory is always a very intimate and open internal dialogue, so to speak. One where you’re not just unembarrassed by the peculiarities of your mind, but you’ve no interest whatsoever in what it seems like from the outside.

Arrowsmith-Young: I would encourage people to work on improving memory through practice – it is possible – and current research is pointing to the importance of keeping our brains stimulated and active over our lifespan in order to reduce that cognitive decline that impacts memory as we age. We do not have to associate getting older with a poor memory. Neuroplasticity, the ability of the brain to change as a result of cognitive stimulation occurs across our lifespan – so memory exercises can keep our brain healthy.

 

Kilov: Is there anything else people really ought to know about memory?

Roediger: Yes! The topic is huge and fascinating. Consider topics like: Flashbulb memories — memories that are often emotional and seem (but are not) permanently etched into memory; or deja vu — when we seem to be re-experiencing or reliving a prior event, but we know we are not; or the tip-of-the-tongue phenomenon, when we can almost (but not quite) retrieve a bit of information from memory. Why? What stops us? Relatedly, there is a phenomenon called the feeling-of-knowing experience. You are asked a question (What is the capital of Croatia?). If you fail to answer it, I ask you to give a rating on a scale about the likelihood that you would get the answer right on a multiple choice test. People are generally quite good at doing this, at predicting how well they can answer the question. So even though they do not know the answer, their feeling-of-knowing judgments are generally highly correlated with their performance on the later multiple choice test. The puzzle is: How does one not know an answer, but then can still show how much he/she knows about the topic and be accurate?

 

Psychologists study these phenomena above and many more. You could read books (or at least chapters and papers) on all these topics. The field is rich and fascinating.

 

Cooke: Well, regarding memory training, people should know that here’s no magic bullet that will suddenly change your mind, but rather that there is a collection of reliable ways of attuning and focusing your attention and guiding your mind that together can make learning things robustly achievable – and pretty fun. ■

The Memory Systems of Mark Twain

TwainThis article was originally printed in Issue 411 (May/June 2014) of the Australian Mensa magazine, TableAus.

In 1883, Samuel Clemens, better known as Mark Twain, began work on a game designed to teach his children to remember the names of the English monarchs. The game involved using the garden path around his home to spatially represent the relative reigns of the kings and queens. As both a family activity and as a memory aid the game was a great success, and the idea began to take on new configurations in Twain’s mind. He began to reimagine and redesign the game and even stopped working on Huckleberry Finn so that he could devote more time to his new project. In 1885, he patented “Mark Twain’s Memory Builder: A Game for Acquiring and Retaining All Sorts of Facts and Dates.” Twain believed that all of human knowledge could be learnt through his game and his notebooks reveal plans to organize national clubs and competitions organised around his game, as well as an accompanying book and periodicals. The game, however, was a failure and Twain (fortunately) returned to writing, stating to a friend that “If you haven’t ever tried to invent an indoor historical game, don’t.”

Twain had a tortured relationship with his memory throughout his life. In “Old Times on the Missisippi”, Twain identified memory as the “one faculty which a pilot must incessantly cultivate until he has brought it to perfection” and regarded a well-developed memory as “the most wonderful thing in the world”. Twain’s own memory, however, was famously bad. Albert Paine, a well-known biographer of Twain’s, wrote that, even as a young man, Twain would lose his way in familiar neighbourhoods, or fail to recognize pictures that had been hanging in his own home for years. Clearly, Mark Twain, the writer-lecturer, was in serious need of an aide de memoire.

In 1887, Twain crossed paths with Professor Loisette a ‘memory doctor’ who made a living peddling a system of memory techniques bearing his name. Inductees into the “Loisette system” were sworn to secrecy, and charged the modern equivalent of five hundred dollars to learn the “natural laws of memory” which the doctor claimed to have discovered. Twain enrolled in a several-week-long course and at first was deeply impressed, even going so far as to publish a testimonial in favour of the Loisette system. He was soon to regret this; only one year later a book was published titled “Loisette” Exposed” which revealed him to have invented not only his academic degree but also his name. ‘Alphonse Loisette’ was born Marcus Dwight Larrowe and had no qualifications to speak of. His entire system, it turned out, had been either plagiarised from other sources or oversold as to its effectiveness.

Eventually, Twain discovered a system that worked for him. As he wrote, “It was now that the idea of pictures occurred to me; then my troubles passed away…The lecture vanished out of my head more than twenty years ago, but I could rewrite it from the pictures – for they remain.” In 1880 he shared his system of mental “hieroglyphics” with his friend William Dean Howells. After Twain’s death, Howells revealed the method which Twain used to memorize his speeches:

“It was his custom to think out his speeches, mentally working them out and then memorizing them by a peculiar system of mnemonics which he had invented. On the dinner-table, a certain succession of knife, spoon, salt-cellar, and butter plate symbolized a train of ideas, and on the billiard-table a ball, a cue and a piece of chalk served the same purpose.”

Essentially, the dinner table and billiard table served as loci to which his mental pictures were affixed. Although Howells believed that Twain had invented the system, Twain was actually drawing from a two thousand year old tradition of memory training known as the “Art of Memory” and employing one of its oldest techniques: The method of loci.

The invention of the Art of Memory is usually attributed to the Ancient Greek poet, Simonides, and although the art was mentioned in writings by Aristotle, the earliest known systematic account of the memory techniques come from the anonymously written Rhetorica Ad Herennium as well as works by Cicero and Quintillian, all of which were penned around four hundred years later. We know that these techniques were almost universally practiced by thinkers of the ancient world precisely because of the shallow way in which writers treat the subject. Just as a modern writer about, say, the various uses of the internet, wouldn’t bother to spend much time explaining what the internet is or, for instance, what Google is, writers of ancient memory treatises simply took knowledge of the Art of Memory for granted.

Although the Art was originally developed to help aspiring students of rhetoric to remember the content of their speeches, the techniques of the Art of memory, and in particular the method of loci, was widely influential and found expression in a surprising number of ways. During the Middle Ages the Art of Memory was incorporated into the ethics of Thomas Aquinas. Another persuasive hypothesis put forward by modern historians is that Dante’s Divine Comedy is properly understood as a memory system with its striking images organized along a series of loci.

During the Renaissance period, the influence of the Art of Memory was ubiquitous in art, religion, philosophy and science, and its practitioners included Francis Bacon, Rene Descartes, Gottfried Leibniz, Giordano Bruno and probably Shakespeare.

Mark Twain’s memory building game was an externalized version of the internal spatial mnemonic used in the Art of Memory. However, although he almost certainly didn’t know it, he was certainly not the first to do so.

In 1550, Italian thinker Giulio Camillo Delmino published an eighty-seven page book outlining plans for the construction of what he called a memory theatre.

The theatre was designed to act as a physical repository of memories and consisted of a small pulpit which opened onto an auditorium divided into seven sections. In each section, various images and messages would be inscribed, which Camillo claimed would allow the occupant of the pulpit to “be able to discourse on any subject no less fluently than Cicero”.

Although hailed as a genius during his lifetime, Camillo and his work fell into obscurity after his death. It wasn’t until historian Frances Yates published “The Art of Memory” in 1966 that Camillo’s work once again caught the public imagination. Yates identified Camillo’s ideas as being a continuation of a much older tradition of the the method of loci. This mental technique is often considered the crowning jewel of the art of memory, and, like Twain, Camillo believed his personal contributions towards the memory theatre were a giant leap forwards in mnemonic techniques and in learning. Just like Twain, Camillo was wrong. His memory theatre was not the revolution he had hoped for. Indeed, it was never constructed.

Unlike the mysterious and mystical memory theatre of Camillo, however, Twain’s memory techniques were remarkably simple and were designed so that they could even be adopted by children. Consider his advice to children for learning historic dates:

“Dates are difficult things to acquire… But they are very valuable” wrote Twain in his article How to make history dates stick. Dates are hard to remember, he lamented, because “they consist of figures; figures are monotonously unstriking in appearance”. To aid memory Twain advised that would-be historians create vivid mental pictures; “Pictures are the thing. Pictures can make dates stick. They can make nearly anything stick”

The ‘trick’ to Twain’s memory system was to create mental simulacra and then organize them in locations, as described above. The distance between these locations encoded the comparative length of their reigns. To remember the reign of William I, for instance, Twain recommended using the image of a whale; “We choose the whale for several reasons: its name and William’s begin with the same letter; it is the biggest fish that swims, and William is the most conspicuous figure in English history…” Henry II was to be remembered as a hen and Richard the Lion-heart as a lion.

The Art of Memory, Twain believed, also benefited his writing: “The effort of inventing such things will not only help your memory, but will develop originality in art. See what it has done for me.”

Twain’s memory game was a financial failure. His dream of transfiguring education never came to fruition and his writings on memory techniques weren’t published until after his death. Nonetheless, his techniques supported a successful lecturing career, helped him conquer his chronically poor memory, inspired his literature and transformed his children’s attitudes towards their own learning; in their biographies both Susan and Clara Clemens recall fondly the outdoor memory game. Although our own memories may not be as bad as Twain’s, we could probably all nonetheless benefit from some of his memory techniques.

Just train your brain – and remember to memorise

An edited version of this interview was recently published in The Daily Telegraph and online (here). I liked the original so much that I decided to post it here in full:

Memory champion and Brain Awareness Week Ambassador Daniel Kilov / Pic: Jeremy Piper

Memory champion and Brain Awareness Week Ambassador Daniel Kilov / Pic: Jeremy Piper

SARRAH LE MARQUAND

IT’S not often you meet a champion who insists they are nothing special, but Daniel Kilov – who came second in last year’s Australian Memory Championships – is at pains to prove just that.

Despite being capable of memorising a shuffled deck of cards in less than five minutes, and holding the Australian record for correctly recalling 115 abstract images in record speed, the 24-year- old insists his skills are unremarkable.

“It’s really crucial that people don’t think I have any special ability or talent in regards to memory,” he said. “I’ve never met anyone who can’t do what I do with just a small amount of training.”

After struggling throughout school due to his self-confessed terrible memory, Kilov stumbled upon a range of techniques known as the Art of Memory which rely on the use of colourful mental imagery to facilitate an eerily accurate ability to hastily memorise information.

“When you tell people how you do it the reaction you often get is ‘Oh, is that it?’ and that is it,” Kilov said. “But although it’s simple it’s incredibly powerful”.

With today marking the beginning of Brain Awareness Week the Macquarie University graduate is encouraging Australians to become more conscious of maintaining the health of that most important of organs: the brain.

He also believes the incorporation of memory techniques into the school curriculum could solve the criticisms most commonly levelled towards the education system, namely that teachers are overworked, schools stifle creatively and children learn by rote.

“Our schools cater and teach in a very limited methodology towards a specific school set so any students who don’t have those specific skill sets are going to struggle and memory is one of those pre-requisites that schools expect students to have,” said Kilov.

“We all have long memories the thing is that a lot of people – and certainly I would have originally included myself among that group – just don’t know how to use them.

“The techniques represent a potential revolution in education. And they don’t require fancy equipment. They were being done by the Ancient Greeks so they don’t require the latest computers or projectors.”

Despite his capacity to almost instantly recall large volumes of data, Kilov admits he prefers to delegate some of the more mundane memory tasks – such as collating shopping lists and storing phone numbers – to a more traditional method.

“Not all things are worth committing to memory. To my mind leave the trivial stuff to the iPhone and use the memory techniques to enliven and enrich your life and your perception of the world by learning all the stuff you ever wanted.

“Who wouldn’t want to learn a language if they knew they could pick it up in months instead of years?”

Daniel’s top five tips on how to improve your memory:

1. Practice mindfulness – remember to remember. Most failures of memory are actually just failures of attention.

2. Think visually. Construct visual mental movies of things you want to remember.

3. Be creative. Bring colour to your mental stories to transform the mundane into the memorable!

4. Organise your memories. How we organise information (or fail to do so) dictates how easily we can recall it later. Use mnemonics and acronyms.

5. Look after your body. Regular exercise and sleep are vital for cognitive function, as is proper nutrition. As a vegetarian, I take Swisse Plant Omega 3 with life’s DHA to give me an edge in competition.

ABC Radio Interview

ABC Radio Interview

Follow the link above to hear my interview with the ABC.

From the ABC website:

Daniel Kilov had a hopeless memory as a school kid. Nowadays, he’s a mental athlete and can lay claim to having the second-best memory in Australia (behind his own mentor, Tansel Ali). Daniel shared a handful of simple techniques with Louise Maher on 666 Drive, which can mould any scatter-brain into a memory and learning machine.

http://www.abc.net.au/local/stories/2012/08/30/3579374.htm