What makes something memorable?

meaning effort imagery space time distinctiveness value all of these factors can help us when we learn something new they can help us in the encoding process which is when we transform new information and new experiences into long-term memories everything that we can remember right now has at some point been encoded right we have had some new experience and that experience has been stored in our long-term memories and when we go to remember it again what we're doing is we're retrieving that memory from our long-term memory system now we can encode lots of different things we can encode or try to remember a fact like at the height of the Roman Empire Rome was importing a third of its food from Egypt we can encode or try to remember a concept exponential decay involves losing the stuff that you have at a decreasing rate according to a very specific mathematical relationship we can encode or try to remember a procedure add oil and salt to the broccoli mix thoroughly put in the oven at 450° take it out after 20 minutes the question that I am asking in this video is how do we encode effectively how how do we remember these facts these Concepts these procedures in a way that we do not forget them very easily research covers a lot of different encoding strategies but before we get to the encoding strategies we have to talk about a couple of issues first the first issue relates to the nature of research in this area a lot of the research on encoding involves the riveting task of remembering words from word list right so you give people an arbitrary list of words and you ask them to remember as many words as they can and then later on you test them and you see well how many words do you recognize or how many words can you recall or how many words do you remember in some way shape or form it is absolutely mindblowing to me how many different ways that you can ask people to do this researchers have been doing this for 50 years and they have not run out of new ways of asking people to remember words but it's reasonable to ask I think whether such a simplistic task like remembering words uses the same cognitive processes that we would want to use in more practical context you know when we're learning history or math or science or sports or something like that a good way of thinking about it I think is to compare psychology to physics psychologists use word lists for the same reason that we might send things down ramps to study mass and friction and gravity word lists help us to Target very specific memory processes and often but not necessarily always what you see happening with word lists applies to more complex materials and in more practical contexts as well and we're going to see some examples of that later on in this video the second preliminary issue has to do with the nature of encoding so we can split encoding processes into two parts as we go through our lives we are encoding stuff all the time that's just the nature of what it means to be alive and have some kind of memory we encode things we remember things at least some things without even trying this is a result of our automatic encoding processes automatic in the sense that we are not necessarily aware that we are using any kind of special encoding method or processes and that we are not necessarily in control of these processes but we can also employ specific encoding strategies to help us remember things more effectively now you may have heard of The Memory Palace technique also called the method of low sign that's one technique but there are all the others that we are going to talk about in this video momentarily so I have these automatic processes and then we have these strategic processes that we can choose to employ or not now we're going to start from the most basic ideas in encoding and we're going to build up to the more advanced ideas near the end of this video and as we add to our examples I'm going to keep a list of the themes that we're seeing from some of these research findings so these are the most important principles I would say of encoding so by the end we're going to have a summary over here of these most important principles okay let's look at our first encoding strategy so suppose you have a list of words that you want to remember and you have to pick one of the two following strategies for remembering these words okay strategy one is to count the number of vowels in in each word strategy two is to rate how much the word relates to the concept of economic so you might think of a word like poetry eh not very economic you might think of a word like demand oh that seems pretty economic okay so which strategy is going to lead to better memories neither strategy is amazing I would say but strategy 2 is definitely better than strategy g 1 why well the traditional explanation is that this kind of comparison involves what's called depth of processing so there is a shallow way of encoding or of processing the words while you're encoding something and there is a deeper way of processing the words or encoding those words and the deeper way of processing which is like our strategy 2 here results in better memories than the shallower way of processing I hope you notice by the way that what I just said involves a little bit of circular reasoning so all we've done so far is Define bad encoding methods as shallow processing and good encoding methods or better encoding methods as deeper processing but what does deep processing and shallow processing actually mean for the researchers who developed this idea shallow processing meant paying attention to the form of the information that we're trying to remember the form of the words that we are trying to remember consider the following strategies focus on the curves that the letters in the word make focus on the font and the nature of the font of the word focus on what other words rhyme with the word that you are learning these are all strategies that look to the form of the word and not the meaning of the word they look to the sound or the visual image of the word the strategy of rating how well the target word relates to the concept of economic it asks us to focus on the meaning of the word or at least part of the meaning this is deep processing now it doesn't matter what concept we're using to relate the word to we could use a strategy like rate how much each word relates to the concept of Freedom or think about where you would find this word word in your home or even just think about the meaning of the word right all of these instructions get people to focus on the meaning and not the form of the word and across many many different studies encoding based on the meaning of the word beats encoding based on the form of the word so I'm going to add meaning to our list of themes here and meaning beats form is an important idea that's going to come up later in this video let's look at a little twist on this meaning beats form idea and explore another strategy that researchers typically classify as a quote unquote good encoding strategy at least for remembering words from word lists imagine you have this word list again and you ask people to remember words and for some of the words you ask them to repeat the word to themselves over and over again this is called wrote rehearsal it's typically classified as a bad encoding method but for some of the other words you tell people to make a sentence out of the target word so you take the target word you make a sentence out of it now on average which of these sets of words are going to be more memorable well it's the words that you have people make a sentence out of note how making a sentence out of a word is a deeper processing kind of method right you have have to actually pay attention to the meaning of the word in order to make a sentence that makes any sense to you if you make a sentence out of multiple words simultaneously you're also relating those words that you want to remember to each other which is another idea that's going to come up later in this video let's move on to the next big idea in encoding generation suppose again that you give people two equivalent word lists with the following exception one list of words presents the words like normal looking like this you just read the words the other list of words substitutes a blank for one of the letters in the word now on average which of these two lists will be more memorable turns out it's the list that has words with blanks in them this is called the generation effect because we are asking people to generate part of the thing that they are trying to remember researchers have replicated this basic effect in a huge variety of different ways you can use antonyms to generate the words that people are trying to remember you can use Rhymes to generate the words that people are trying to remember you can have people generate numbers in mathematical equations and they'll remember the generated numbers better than the presented numbers you can embed words with blanks in them in sentences and people will remember the content of those sentences more effectively now the generation effect is an example of what we were talking about earlier with these automatic encoding processes no one is explicitly using any kind of encoding strategy it's just that we're asking people to perform a slightly different kind of task there's something about us having to generate the thing that that we're trying to remember that makes it more memorable so what is the theme here now we could call it generation I am going to call it cognitive effort because I think that also applies to some of the other strategies that we're going to be looking at something about the extra cognitive work that we do when we generate the word makes it more memorable here's another example of this theme suppose you give people two kinds of sentences to remember you give people normal sentences like the one you see here and you give people scrambled sentences where they have to rearrange the words to figure out the sentence that they are supposed to remember which sentences are people going to remember better well it's The Scrambled sentences on average this is a little bit different than the generation we looked at earlier in a sense we aren't generating anything right the the words are already there and there's no blanks in them we don't have to come up with new words but in a more fundamental way we are generating something because we are generating the sentence that we are supposed to remember right The Scrambled sentence is not a sentence at all and that's not the thing that we're we're supposed to remember and by rearranging the words of a sentence we also have to pay at least some attention to the meaning of those words and the meaning of the sentence as a whole so this rearranging a sentence task touches on a couple of our existing encoding themes now so far we've been talking about generation as an automatic encoding process what about creating an encoding strategy is there some way for us to use generation strategically to remember more let's ask this question suppose you are reading a story which do you think you're going to have a better memory for the facts that are directly stated in the story or the inferences that you made while you were reading the story so these might be things that were indirectly implied or things that maybe you came up with as you were reading the story this is just the generation idea again in a more practical setting and you can imagine creating a reading strategy that takes advantage of this idea by asking readers or asking yourself if you're the reader to generate more inferences as you read and generating inferences when you're reading is usually a major part of what we might call active reading which is more kind of deeper more effective way of reading things okay so the generation effect is about generating the thing that we are trying to remember what about taking the thing we're trying to remember and going Beyond it generating something more than what we are trying to remember okay suppose we gave people two word lists again and one of these word lists has more concrete words like tree window and banana but the other word list has more abstract words like freedom debt or synthesis which of these kinds of words do you think is more memorable well you might not be surprised that it's the concrete words that people tend to remember better now the reason relates to our next big idea in encoding which is imagery concrete words are easier to imagine and so the idea is that when people read concrete words they naturally tend to imagine them more often than when they read abstract words again this is an encoding effect that happens probably beneath our level of awareness so this is kind of an automatic process that's going on it's just easier to imagine these concrete words we're not telling anyone to use any particular strategy here what happens when we tell people to imagine the things that they are trying to remember well as you might imagine it helps a lot imagery is an extraordinarily powerful technique not just because it helps us to remember things but because it also applies to a wide variety of situations it helps with our memory for facts so students who engage in imagery when they read a story end up remembering more from that story than students who do not engage in imagery it helps with our memory for procedures so having students imagine shooting a basketball improves their memory for the movements that make up that shot it helps our memory for Concepts having students imagine how our lungs take in oxygen and release carbon dioxide while they're reading a scientific text describing what is happening improves their memory and understanding for that concept now compare that to one of our earlier techniques the make a sentence out of it technique now that make a sentence out of it technique is really only applicable when you're dealing with word lists and I don't know how to make a sentence out of how the lungs work like what am I making a sentence out of now when I say the word imagery you might think of creating a visualization in your mind but that's not the boundary of what we mean by imagery you can imagine sounds you can imagine smells you can imagine the feel of something any Sensation that we have we can in principle imagine and that would help our memory for what we're trying to remember when we imagine something it's like our brain is going through a simulation of the real thing so when you imagine taking a free throw you activate a lot of the parts of your brain that you would be activating when you're actually taking a free throw furthermore there's a fair amount of research that shows that people can be taught to use imagery to improve their encoding for material lots of research studies that train kids and athletes to use imagery see improved learning outcomes and there's lots of ongoing research right now on what kinds of imagery is most helpful for which kinds of tasks you can see how imagery involves cognitive effort and it also usually involves paying attention to the meaning of what we are trying to remember but imagery is so fundamental and important I'm going to put it in its own category here as as a theme a couple of pneumonic techniques take imagery to the next level you may have heard of The Memory Palace technique where people mentally Place images into some location that they know really well so it could be a neighborhood or a house or a park for the sake of consistency let's say we are working with a word list again so you imagine walking through this place in a certain path and you place images of the words you want to remember along this path and then when you want to remember this list of words again all you do is walk back through the path and as you walk back you want to call to mind the images that you placed in the path in the first place clearly this involves a lot of imagery one of our encoding themes but there's something else important going on here too something about arranging things in space makes things memorable but you also need a palace that is you need a place where you're going to put all the stuff that you're trying to remember inside another encoding strategy might help us flesh out what is unique and special about the Memory Palace technique so suppose instead of arranging things in space we arranged things in time we'll call this the time Palace technique even though I think that label is kind of using the wrong adjective and the noun because the palace is the space and anyhow imagine your life from the early EST moments that you can remember until now just like with the Memory Palace now you have a timeline where you can put images of the things you want to remember all along that timeline or you could imagine the steps that it takes to make a really great sandwich and you could put items at each step in that process now there isn't as much research on this time style of Memory Palace but from what I've read this is just as effective as a traditional Memory Palace something about sequences in time is particularly memorable for us what's common in both of these techniques is that we are using an existing framework to help us remember something new either it's a place we know well or it's a sequence of events that we know very well in other words we are taking something that we already understand fairly deeply and using that to help us remember something new so let's add Frameworks to this list of encoding themes now the imagery and the Memory Palace techniques those are about things that are going on in our head right things that we're imagining what happens when we actually do something physical to help us remember something now we could imagine a picture or we could actually draw one let's go back to our trusty word lists and compare these two conditions suppose that in one condition for every word that people saw they had 30 seconds to write the word that they were trying to remember but in the other condition people had 30 seconds to draw the word that they were trying to remember which set of words will be more memorable here well as you might imagine it's the drawing condition we're in the section of the video where we're talking about how amazing drawing is for encoding okay but but what if we pit imagery against drawing what if we ask one group of people to imagine the words that they're trying to remember and we ask another group of people to draw those words instead well now what which set of words are are going to be more memorable well drawing still wins what if we don't give people enough time to draw I mean 30 seconds that's a really long time to try to remember just one word what if they only have four seconds to remember the word so you either have four seconds to write the word down or you have 4 seconds to draw the word before you see another word drawing still wins dramatically in a series of experiments two researchers tried all of these comparisons out plus a lot more and drawing just kept coming out on top what's the mechanism behind the drawing effect why is this working well to explain why or at least partly explain why we have to talk about memory traces as we encode information we potentially create different kinds of memory traces in our mind and I think you'll understand what I mean by this term memory Trace if we just look at some examples if you just hear a word that you are trying to remember we might say that you have recorded a sound trace in your mind but say you hear that word and you imagine what that word looks like well now we've created two kinds of memory traces we've created the sound trace and we've created what we might call the picture Trace right it's a picture in our mind that we created and if you move your body by say drawing a picture of an object well that creates another kind of memory Trace that creates a movement Trace in your mind let's not stop at drawing I'm not any good at drawing I'm much better at acting things out what happens if we act things out well something very similar to the imagery and the drawing examples happens acting out phrases like throw the ball or eat the cookie makes these phrases much more memor able than simply reading or writing these phrases out when you're drawing the movement Trace is very small and subtle but when you are acting something out the movement Trace is very big and important in our minds so we have another principle to incorporate into our themes and so I'm going to change the imagery theme and make it say something like create a variety of memory traces we're going to say more about that later but that seems to be what's happening with imagery a little bit that seems to be what's happening with drawing that seems to be what's happening with acting things out okay let's move on to another idea now many aspects of encoding seem to work because they make some information more distinctive than other information now say I gave you another word list again but I highlight and bold three words in the word list well those words now appear to be more distinctive and on average those words are going to be more memorable than the other words in the list suppose I give you a word list with both high frequency words that is words that we see and use very very often and low frequency words that is words that you know but words that we don't see that often or that we don't hear that often it's the low frequency words that tend to appear more distinct because the high frequency words are kind of the background words of our life and the low frequency words come up rarely so they seem more distinctive and people tend to remember them better all else being equal distinctiveness could also potentially explain some of the earlier findings that we talked about so if we go back to this idea of shallow processing and deep processing we can ask this question again of why does deep processing work imagine using our shallow processing strategy so we're counting the vowels in each word that means that a lot of the words are going to have three vowels or two vowels or maybe four vowels it doesn't make the words terribly distinctive but the deeper processing technique raing a word on how economic it is is probably likelier to make the words seem more distinctive so the difference between three and four doesn't seem like that much but the difference between poetry and demand and seems rather large at least that's one argument that you could make that people have made consider a slightly different case so suppose you have your word list again only this time you are going to say five of the words out loud on this word list and the rest of the words you are going to read silently which words do you think are going to be more memorable right you might have guessed that on average you'll have a better memory for the words that you said out loud how should we explain this result now you might think oh maybe it's cognitive effort because it seems like we're doing something extra like in the generation or in the imagery kind of scenario so maybe it's the fact that we're doing something extra we're saying these words out loud that's helping us to remember them sometimes this is called the production effect another argument you might make is that it's related to having a variety of memory traces right for the words that you read silently maybe you were only paying attention to the letters and for the words that you said aloud you get to hear the sound of the word actually you're probably hearing hearing the sound of the word in your mind when you're reading so that's probably not that strong of an argument but to help us figure out what's going on we can compare the case that we just talked about where we read five words aloud with some other cases so what happens if you compare that case to the case where you read all the words aloud and the case where you don't read any of the words aloud if reading the words aloud is having an important effect then when you read all the words aloud you should have a better memory for the list than when you just read them silently but it turns out that that doesn't happen this is actually another variety of distinctiveness again reading those five words aloud made the words more distinct in your mind you did something different with them but when you read all the words alow it's all background again none of the words are distinct anymore and you can see some limits of this idea of cognitive effort right saying the words out loud involves extra effort but apparently it's not the kind of effort that actually helps you to remember something more effectively still with me there's one aspect to encoding that doesn't really fit into the themes that we've talked about so far it's not about meaning or cognitive effort or imagery doesn't involve Frameworks like with the Memory Palace technique let me explain it by describing a research study again on word lists suppose you gave people points for every word that they remembered when you went to test them later on and suppose that people cared in some way about getting points maybe you rewarded them financially or maybe they got to do something fun and then also suppose that different words have different point Point values associated with them so some words are worth a lot some words are not worth much at all what happens when you ask people to remember a word list like this where you don't give them any kind of explicit encoding strategy you just have some words that are worth more in terms of points than other words well you might not be shocked to hear that the high value words are remembered better than the low value words so people want to rack up those points so they try to remember those high value words now the interesting part is why we have to return again to the distinction between automatic encoding processes and deliberate or strategic encoding processes so one explanation is that people use better encoding methods on the high value words so when you come across a high value word you might use imagery or you might create a sentence out of it or you might do something that is generally considered to be a better encoding strategy and when you come across the low value words you don't really do anything special you just kind of read it and skip it now there's some evidence for this explanation because when you tell people to use better encoding methods on the list as a whole so you instruct people to use imagery or to make sentences out of the words then the value effect the the effect of those high value words tends to go away people remember both kinds of words about equally and that suggests that people at the Baseline just aren't exerting the effort that they otherwise could exert to remember these low value words another explanation is that high value words trigger a biochemical reward in the brain kind of automatically and that reward system helps people to encode the word more effectively there's some evidence that this is going on too so researchers they presented these words to people and they might present a high value word and then immediately after people see the high Val value word before they can imagine it or before they can make it into a sentence they tell the people to forget the high value word so people see the high value word but they don't have time to use a more strategic or highlevel encoding method so the researchers are using this technique to try to block people from using a higher value encoding method what happens is that they actually test people on the words that they told them earlier to forget and you see that people still tend to remember the high value words a little bit better than the low value words so all of this suggests that there is this motivation angle coming into encoding as well at least through this one reward pathway but I'm imagining it's more complex than that by now we have talked about a lot of encoding strategies but there are still still a couple of aspects to encoding that become particularly important when we move away from trying to memorize word lists and toward learning actual complex procedures or complex Concepts when we are trying to remember and understand a concept deeply or when we are trying to understand a procedure and use that procedure effectively in the future we have to bring together a lot of little bits about the thing that we're trying to remember and integrate them into a coherent whole let's say you're learning a new problem solving technique in math and I'm going to make this relatively simple for us here but you come across a worked example like this one what's our ideal encoding strategy here are we going to create a Memory Palace are we going to draw something out are we going to act something out well to me none of these seem quite appropriate for the task at hand a very powerful way of encoding material like this is to use what's called self-explanations this is when we ask ourselves questions about what we're trying to learn and we answer those questions or try to answer those questions in this case we would ask questions like why did they do this here at this moment in time and not that in that moment of time what does step three help us to accomplish or what are the cues in the problem itself or in the question that would lead us to use this particular strategy or how does this step help us to get closer to our goal or maybe even what is our goal in the first place again we're seeing themes of meaning come up because a lot of these questions are about the meaning of particular steps or the implication of something in the question so you're seeing that a deeper processing approach is likelier to be more beneficial than say a superficial processing approach where we just memorize the sequence of the steps right in this case creating a self-explanation is what is going to help a student bring the various parts of this thing together it's about matching the aspects of the problem with the steps themselves and matching each step to other steps so that when you walk away from this you have a more coherent idea you can think of the procedure as a whole or even the kind of problem matched with the strategy as a whole now you you also see themes of integration in some of the techniques that we already talked about so I mentioned this earlier with the make a sentence out of it method for remembering words from word lists if you use multiple words in a single sentence you're integrating these words together structurally semantically by meaning but integration is even more important when we think about the effect of drawing on encoding earlier we talked about the drawing effect as being fundamentally about creating a variety of memory traces but it's not just about creating a variety of memory traces it's that they all are integrated together so the movement of someone's hands while they're drawing is creating the image that they imagined before they drew it or or maybe that they imagined as they were drawing it and of course what they are seeing with their eyes is something maybe close to what they imagine and all that has to do with the meaning of the word that they are trying to remember and so it's not just the variety of memory traces it's really that all of these are integrated together into a coherent whole which improves our memory for this thing it's it's not just about integrating the bits of the thing that we're trying to remember with themselves it's also about integrating our prior knowledge what we already know what we already have with the new thing that we are trying to encode or the new thing that we are trying to learn many research experiments give students the exact same learning experiences but they just sequence these experiences in a different way one group of students might play a video game that is meant to introduce students to the idea of different kinds of statistical distributions and then those students will read a passage on different kinds of statistical distributions and their properties but the other group will read the passage first and then they'll play the video game it turns out that these groups are not necessarily equivalent in terms of what they learned from the passage and the video game in several cases the students who play the video game first and then read the passage get more out of the passage than someone who just reads the passage and then plays the video game what presumably happens in these studies is that the experience of playing the video game enables the students to more deeply encode the material in the reading passage but the reverse isn't true the reading passage doesn't help students get more out of the video game in part because there's more informational content in in the reading passage again you see this distinction between deep processing and shallow processing but in this case the reason has to do with what students experienced beforehand or what what prior knowledge they enter into the learning experience with okay we're almost there this is the last big idea that we're going to go over right now I've spent all this time in this video talking about effective encoding strategies but I haven't talked about what happens when we remember what we had encoded in the first place right this is a really significant oversight I've essentially been talking about half of the remembering process maybe even less than half honestly what happens when I ask you to remember all those words from all the word lists that we saw again when we try to remember something that we had encoded before we have to search our mind for that memory again it's a little bit like walking in the woods to find something that you're looking for one way of thinking about encoding is that good encoding techniques make the search path make that walk through the woods a lot easier so good encoding methods are kind of like the blazes on the trails or the signposts that tell you which way to go to find the information that you're looking for you can see this especially with the Memory Palace technique so we put all these images along in this little path and then to get those images back again we have to walk mentally through that path again retrieving those memories is easy when we walk through that path but if we walk some other path or if we try to access those memories in some other way the Memory Palace is not as helpful to us the whole premise of this video is that there are good encoding methods and that there are bad encoding methods but in a way it doesn't quite make sense to speak that way unless you've defined how you are going to remember this memory in the future I'm pretty sure I am not being very clear so let's go back to one of our earlier examples meaning beats form deep processing is superior to shallow processing this doesn't always hold true you can create situations where shallow processing beats deep processing okay let's go back to the task of remembering words but it's going to be a little bit more complicated now we're still going to ask people to remember specific words but we're going to encourage them to encode these words in a specific way for one set of words we include the word in a sentence so it's going to work like this we're going to give them the sentence that says the blank has a silver engine and then we're going to tell them the word is train so we want them to remember train we've embedded it in a sentence for the other set of words we are going to encourage rhyme encoding so a shallower form of encoding so we're going to say something like this word rhymes with legal the word is Eagle so we want them to remember eagle and we've given them this extra information that it rhymes with legal so in one set of words we have this deeper meaning based encoding and in the other set of words we have a shallower rhyme based encoding method now you should be able to predict exactly what happens here after all the these word lists that we've talked about if we give people a standard recognition test so where we just just display the word and we ask like was this on the word list or not people remember the meaning based set of words better those words that were embedded in a sentence what if you give them a different kind of test what if you give them a test that says this word rhymes with Regal what was the word this word rhymes with pain what was the word under this kind of test which set of words are more memorable well it's the words that were encoded in the way that we're asking people to retrieve them it's the words that were encoded through rhyme that are easier to retrieve to remember through rhyme again an encoding method does better when there is a match between the encoding that we're asking people to do and the kind of remembering that we're asking people to do the technical word for this is transfer appropriate processing all it means is that all El being equal the encoding method that best matches the remembering situation is the one that will be more effective you might think back on how this idea applies to some of the situations that we already looked at think about the drawing and enacting effects right we talked about how they're multiple memory traces we talked about how these memory traces integrate with each other but another important aspect of this is that you've expanded the number of applicable remembering situation of matching remembering situations so say you encoded through drawing you might be tested on the meaning of the word well you drew an image that is the meaning of the word so that that's an appropriate situation you might be tested on an image of the word well that's an appropriate situation you might be tested on say uh remembering it through the movement of your hand well that's an appropriate situation and so encoding methods that expand the number of appropriate situations seem to be particularly effective why does explaining the steps of this worked example helps students more than just memorizing the order of the steps well again you might appeal to this idea that explaining those steps makes the encoding more broadly applicable to other situations if you're looking for cues in the problem as to when you might apply this procedure well that's going to help you in the next problem if you see those cues you should apply this procedure the argument here is that encoding methods aren't necessarily inherently good or bad in and of themselves rather they expand the range of possible matching situations so encoding with a rhyme is only going to help you if you're going to try to remember that thing through rhyme again it's very narrow but encoding through meaning is going to help you in a wider variety of situations so here is our complete list of themes for encoding some of them work in conjunction with one another some of them are explanations for others but I think all of them are interesting in their own right if you're still here and you like this kind of content um launching a membership site with more content like this been working hard on it it should be a ailable in the near future if you're interested in learning more about that there will be a link in a pinned comment below thanks for watching I'll see you next time

Channel: Benjamin Keep, PhD, JD

Views: 25,489

Keywords: psychology, science of learning, encoding study method, encoding storage and retrieval of memory, encoding justin sung, encoding psychology, memory psychology, encoding memory, encoding techniques, encoding techniques learning, encoding and retrieval

Id: UW4EMIucmHs

Length: 44min 10sec (2650 seconds)

Published: Wed May 29 2024