Many children with long-term memory difficulties are reluctant to under take any studying outside of school because they feel they are not really learning well. Often this relates to the fact that they have had so much trouble in the past remembering material they were supposed to master. Parents can help a kids consolidate what they are studying and in this way can improve the subsequent recalls. Along with this they can try the natural long-term memory enhancers listed here.
NATURAL LONG-TERM MEMORY ENHANCERSalmonds rich in zinc for enlarged prostate
While foods like almonds, walnuts, berries and ginkgo are considered Natural Long-Term memory enhancers, there are different techniques that can also be used at home and in school to improve the long term memory of a child.
BERRIES AS BRAIN BOOSTERS
Strawberries, raspberries and blue berries to strengthen long term memory
Berries are brain boosters. Raspberries and blueberries contain anthocyanin compounds that protect brain neurons linked to memory. Strawberries’ fisetin compounds build long-term memory strength. A British study found that eating about a cup of blueberries a day can markedly improve memory in just a few months.
GINKGO AS A MEMORY ENHANCERginkgo for memory enhancement
Ginkgo is known as a memory enhancer, and that’s reason enough to include it in your medicine cabinet. But it also improves circulation, which can bring many health benefits. Keep it for the long term as a tincture or capsules.
ENHANCE SHORT-TERM MEMORY FIRST
Material will not consolidate in long-term memory if it was not initially registered in short-term memory with sufficient depth. Therefore, the kinds of techniques recommended for enhancing short-term memory pertain to the improvement of long-term memory as well. In addition, the more successfully a child consolidates,classifies,and elaborates on information in long-term memory,the more likely he or she will be able to recall it when necessary.
USE ELABORATION TECHNIQUE
Parents can help their children by getting them to elaborate on what they are studying. Elaboration enables a child to store new knowledge in multiple pre-existing memory categories. A parent can ask critical questions like: “What things that you already know does this remind you of ?”
ROTE DRILL AND GAMIFICATION TO ENHANCE LONG-TERM MEMORY
Paired association is best consolidated through rote drill in many cases. Making up games and entertaining scoring systems can make it easier for a child with consolidation weaknesses to learn spelling words, definitions, and mathematical facts.
DIAGRAMS TO AID THE CONSOLIDATION OF SERIAL CHAINS OR PROCEDURES
Serial chains or procedures can be well consolidated by making diagrams with arrows pointing from step to step. Children should be helped to “talk through” serial steps in a procedure (such as reducing a fraction or forming letters) or a chain of events (such as United States involvement in World War ll).
INVOLVE MULTIPLE SENSORY PATHWAYS
In general, all consolidation is improved when multiple sensory pathways are recruited for the effort. Thus, if children are learning visual material, it is helpful to verbally elaborate what they are seeing. If they are trying to consolidate verbal material (as in a history text), the process is strengthened by making diagrams on cards that can be studied visually. Moreover, if children have a particular format or mode of expression that works best (e.g., if they are good at art), this asset should be used as often as possible to enhance consolidation.
READING BEFORE GOING TO SLEEP
Studies show that knowledge is best consolidated right before going to sleep. Children should get into the habit of reading, practicing or reviewing material just before dozing off. They should not watch television, listen to music, or conduct telephone conversations right after studying.
LONG-TERM MEMORY SELF TESTING
Long-term memory self-testing skills need to be developed in all children. To ensure consolidation, this should be done the morning after studying, even for a brief period of five or ten minutes before school if this is feasible in a busy household.
ASK THE TEACHERS TO GRANT AFFECTED STUDENTS MORE TIME
Affected students need more time to remember when taking tests, when called upon in class, or when solving a problem. Appropriate “private” accommodations need to be made. These tactics might include more time on tests and advanced warnings about questions to be asked. Parents should communicate these accommodations to the teachers in schools to help their children cope with the long-term memory problems at school.
ASK RIGHT QUESTION, RECOGNITION MEMORY IS EASIER THAN RETRIEVAL MEMORY
For many of these children, recognition memory is easier than retrieval. A question to them might be; “Isn’t it right that _ _ _?” or “It has been said……..what do you think of that?” Such questions enable a child with memory problems to participate in class discussions without having to rely heavily on the rapid, precise recall of large portions of material from long-term memory.
ASK OPEN-ENDED QUESTIONS
Open ended questions that have more than one possible correct answer are often preferable for these students.
PROJECT AND REPORTS INSTEAD OF TESTS
Whenever it is practical, they need opportunities to demonstrate their understanding of concepts and procedures without heavy reliance on memory. Writing a report or completing a project instead of taking a test are ways of accomplishing this.
ENCOURAGE COLLABORATIVE LEARNING
Collaborative learning experiences can be reassuring for students with long-term memory weaknesses. These children should be teamed with one or more students who are good at recall. They should study together,even take team tests,and collaborate on protects in which children with memory weaknesses can show their strengths in understanding, problem solving, or thinking; up original ideas.
INVEST TIME TO IDENTIFY PER SUBJECT MEMORY NEEDS
In every subject area teachers should take some time to identify the kinds of memory children will need in order to learn that subject well. Then they should discuss different techniques that can be used to make those forms of memory work. Children should share their own ideas and experiences connected with long-term memory use for school. Such discussions can enhance metamemory or an awareness of how memory is supposed to work in each content domain.
KEEP THE CHILDREN MOTIVATED
Every effort should be made to sustain a child’s motivation, academic progress, and enjoyment of a subject area in the presence of long-term memory weaknesses. Take home tests, devices (such as a calculator in math), and open-book quizzes may allow a child to continue to learn without experiencing a discouraging memory overload.
ASK THE TEACHERS TO BE SELECTIVE
Teachers should be selective in what they expect students to remember. While this applies to all students, it is especially true for those with long-term memory weaknesses who easily may lose motivation if there is too much to remember. Excessive amounts of material to be memorized is particularly needless in an age when the technology of information access is so rapidly advancing that we can now afford to stress deep understanding over memory.
Problems with long-term memory can be among the most humiliating conditions for students to bear. To understand something and then not remember it is exceedingly frustrating. Teachers need to be sensitive to the plight of such children. The suggestions listed here can offer a humane approach to children who have difficulty using long-term memory in school.