Applying Memory Strategies

Application memory policy memory is an internal journal, a description of a previous environment, or experience experienced on a topic. The ability of a person to keep and preserve the impression or information held by the mind also defines memory. Information is not only recorded naturally in our brain, but the method of applying memory theory and forgetting theory helps to improve the method that the subject remembers. Memory is indispensable to our daily life. People must give up their identity, recognize others' faces, and remember how to operate and communicate.

The memory strategy for storing and retaining information consists of four groups: creating psychological connections, applying images and sounds, and modifying and adopting actions. These strategies help learners better remember what they have learned by putting them together in a logical order and retaining and retrieving them. They associate them with images and sounds and eliminate them if possible. Memory strategies are most commonly used to learn vocabulary in language learning and early childhood learner learning.

A memory strategy is defined as a learning strategy for storing, inputting and retrieving information. A memory strategy can help learners tie one L2 concept to another, but that is not complicated. In addition, the memory strategy can help learners learn and organize things in order; but through other strategies, language learners "sound, image, sound and image combination, body movement, mechanical Aslan, Oxford, 1990, which creates learning and search through "means or location"). Stevick (1982), McCathy (1990), Holden (1999), and Cohen (2002) refer to similar ways to easily remember vocabulary and structure of new vocabulary learners. "Memory strategy can greatly contribute to language learning" (Aslan, 2009)

Memory-related strategies help learners associate L2 projects or concepts with other projects or concepts, but necessarily coincide with a deep understanding of the various memory-related strategies that enable learners to order strings I will not. Other techniques produce learning and searching through sound (eg rhyme), images (eg psychological pictures or images of words themselves). Meaning of word, combination of sound and image (eg keyword method), body movement (eg overall physical reaction), mechanical means (eg flash card), or place (eg page or blackboard). Memory related strategies are not necessarily positively correlated with L2 proficiency. Indeed, the use of memory strategies in the context of tests has a significant negative correlation with the learner's test scores in grammar and vocabulary.