Hello brains!
As promised this is the first in a three-part series on how our memory works
and how that applies to strategies on note-taking, studying, and test-taking.
You know, the fun stuff.
[music intro]
We often think that if we don't do well on tests it's because we have a terrible memory.
That's a common complaint for those of us with ADHD.
So I looked into what might help and here's what I found: there's nothing wrong
with our memory. Wait. What? How can that be true? Is it true? Well, yes and no.
What most of us are referring to when we use the term memory is long-term memory.
As in the test is in two weeks. Can I remember what I learned today?
No. Terrible memory!
But ADHD doesn't really affect our long-term memory. There's technically nothing
wrong with our brain's ability to store and retrieve information. That doesn't mean
we don' t have trouble remembering stuff. Trust me I do. What it does mean is that
our memory problems are typically working, or short-term, memory problems.
So why can't I remember things? Bare with me while I tried to explain an
intensely complicated process and a solution for hacking it in less than five minutes.
It might not be as entertaining as cat videos but it's so much more educational -
Oh what the heck. Let there be cats.
Working memory, which includes short-term memory, is like our mental plate. It's where we
keep information while we're using it. For example: remembering a teacher's
question while we think of the answer and then raise our hand to answer it.
Or remembering what the teacher said long enough to write it down. That's
working memory. It has a lot to do with paying attention and it's one of the
executive functions that's really impacted by our ADHD. Which is why
sometimes we know what to do but halfway through doing it, no.
Completely forgot.
Why is that a problem? Because working memory is what we used to transfer information
from short-term memory into long-term memory. This process is called encoding
and it's the first and critical step in the memory process. And, again, usually
where things go wrong. The process of encoding always involves
recoding which is basically taking the information from the format in which it
was delivered to us and translating it into something we can actually understand.
For example, a teacher could say that the first phone call was made in 1876
but those are just words until you picture the numbers 1876 next to a telephone
and imagine hearing the inventor, Alexander Graham Bell, say into the phone,
"Mr. Watson. Come here. I want to see you"
In school, class lectures are often when we begin encoding, or learning information,
and taking notes can really help with this process.
Taking notes helps keep students focused and engaged while the teacher is talking.
Super important because you can't remember what you weren't paying
attention to in the first place and it also gives something they can study later.
That's probably why many teachers actually require that their students take notes
Although they don't seem to bother to teach them how.
But for those of us with ADHD this is a double-edged sword. Taking notes can be
helpful, in some classes even essential, but it can also be overwhelming and
frustrating because it relies so heavily on our working memory. Think about what
taking notes requires: not only do we have to pay attention to and process what the
teacher is saying we have to decide what's important enough to write down
and hold it in our brains while we actually write it in a way that we can actually go
back and read it later all while the teacher's still talking!
No wonder the stress of taking notes has been compared to playing chess at a
competitive level. That's true for anyone but again it's especially challenging
for those of us with ADHD. Some students make it easier on their brains
by giving up on trying to understand the information and just copying down as
much as they can. And some give up on taking notes entirely and just try to
process and remember the information all in their head. The problem is, much like
Goldilocks and the three bears - ok cats - one of these solutions is too much
and the other is too little. Copying down everything the teachers says makes it so
we don't have time to actually process any of it now essentially differing the
learning and encoding til later. And even if we stay totally focused during the lecture
without notes we can review we're probably gonna forget what we've learned
in two weeks when the test rolls around. So what's a brain to do? Find a note taking
solution that's just right. One awesome, amazing, wonderful, teacher whose name I
totally forget taught me a note taking technique that I will never forget. It may
not be right for everyone but it's the one that worked best for me. Divide a piece of
notebook paper in three. During a lecture right only in the left third column and only what
you think you might need in order to remember what the heck the teacher was
talking about in class later. This could be: key words, dates, pictures, whatever you
think you'll need. Right after class if possible, later that evening if not, while
it's still fresh in your mind, use the rest of the page to write out the lecture in
your own words. Use your notes in the left column to queue your memory of the lecture.
This is helpful because it: a) encourages us to review our notes right away.
It's use it or lose it with this technique. That's not gonna make sense in a week or two.
b) Allows us to focus more on learning/encoding in class then if
we were just trying to write everything down right away. And c) helps us
effectively recode the information we're encoding. Since we're writing it out in our
own words and at our own pace it's easier to make sense of it in a way that we'll be
able to remember it later. Two final tips.
Final. Get it?
1) It's easier to encode information if it's not completely foreign to us.
So getting familiar with the material like reading the chapter that the teacher's
gonna be talking about the night before is actually really helpful. Our memory
depends on connections and the more we can make the better. 2) If you're worried
you'll miss something or won't be able to remember enough to write it out later
check with your school about accommodations. Many schools
will find a way to provide you with an extra set of notes from another student or
even the outline from the professor.
That's it for this week. For more on encoding and recoding check out the
links below and for part two click here!
Next week.
Bye brains!
I'd stay longer but I've got a lot of studying to do.
[music outro]