Memory Retention Quotes

I am an omnivorous reader with a strangely retentive memory for trifles.

If any one faculty of our nature may be called more wonderful than the rest, I do think it is memory. There seems something more speakingly incomprehensible in the powers, the failures, the inequalities of memory, than in any other of our intelligences. The memory is sometimes so retentive, so serviceable, so obedient; at others, so bewildered and so weak; and at others again, so tyrannic, so beyond control! We are, to be sure, a miracle every way; but our powers of recollecting and of forgetting do seem peculiarly past finding out.

A retentive memory may be a good thing, but the ability to forget is the true token of greatness.

Part of the function of memory is to forget; the omni-retentive mind will break down and produce at best an idiot savant who can recite a telephone book, and at worst a person to whom every grudge and slight is as yesterday's.

Creator of all things, true source of light and wisdom, origin of all being, graciously let a ray of your light penetrate the darkness of my understanding. Take from me the double darkness in which I have been born, an obscurity of sin and ignorance. Give me a keen understanding, a retentive memory, and the ability to grasp things correctly and fundamentally. Grant me the talent of being exact in my explanations and the ability to express myself with thoroughness and charm. Point out the beginning, direct the progress, and help in the completion.

Studies show that the IQ range of most creative people is surprisingly narrow, around 120 to 130. Higher IQs can perform certain kinds of tasks better--logic, feats of memory, and so on. But if the IQ is much higher or lower than that, the window of creativity closes. Nonetheless, for some reason we believe more is better, so people yearn for tip-top IQs, and that calls for bigger memories. A fast, retentive memory is handy, but no skeleton key for survival.

Monks understand that routine frees your mind, but the biggest threat to that freedom is monotony. People complain about their poor memories, but I’ve heard it said that we don’t have a retention problem, we have an attention problem.

Learn to practise peace because if you have no attention you have no retention.

If any one faculty of our nature may be called more wonderful than the rest, I do think it is memory. There seems something more speakingly incomprehensible in the powers, the failures, the inequalities of memory, than in any other of our intelligences. The memory is sometimes so retentive, so serviceable, so obedient - at others, so bewildered and so weak - and at others again, so tyrannic, so beyond controul! - We are to be sure a miracle every way - but our powers of recollecting and of forgetting, do seem peculiarly past finding out.

In life, the visible surface of the Sperm Whale is not the least among the many marvels he presents. Almost invariably it is all over obliquely crossed and re-crossed with numberless straight marks in thick array, something like those in the finest Italian line engravings. But these marks do not seem to be impressed upon the isinglass substance above mentioned, but seem to be seen through it, as if they were engraved upon the body itself. Nor is this all. In some instances, to the quick, observant eye, those linear marks, as in a veritable engraving, but afford the ground for far other delineations. These are hieroglyphical; that is, if you call those mysterious cyphers on the walls of pyramids hieroglyphics, then that is the proper word to use in the present connexion. By my retentive memory of the hieroglyphics upon one Sperm Whale in particular, I was much struck with a plate representing the old Indian characters chiselled on the famous hieroglyphic palisades on the banks of the Upper Mississippi. Like those mystic rocks, too, the mystic-marked whale remains undecipherable.

In the Ebbinghaus curve, or forgetting curve, R stands for memory retention, s is the relative strength of memory and t is time. The power of a memory can be built through repetition, but it is the memory we are recalling when we speak, not the event. And stories are annealed in the telling, edited by turns each time they are recalled...People remember what they can live with more often than how they lived.

Our mind is nothing but accumulated thoughts-good or evil recorded from the day the child is born. For memory or thought to work, a brain is needed. Software cannot work without a hardware. When a computer is damaged can we believe that its software is still somewhere in the sky? How can memory or thinking faculty exist outside brain? The neurotransmitters are responsible for the thought process and memory retention and retrival. All are elecrochemical impulses which cannot travel to sky. Our personality, individuality etc. are result of the accumulated thoughts in our brain. It is quality and nature of accumulated thoughts which decides if one is to become a scientist,poet or a terrorist. A guitar in the hands of a layman does not make any sense. If it is in the hands of a musician melodious tunes can come out. A child in the hands of lovable and intelligent parents go to heights.

But human memories change each time they are recalled, Jon. This is known as memory reconsolidation. It’s part of a natural updating mechanism that imbues even old memories with current information as you recall them. Thus, human memory does not so much record the past as hold knowledge likely to be useful in the future. That’s why forgetting is a human’s default state. By contrast, remembering requires a complex cascade of chemistry. Were I to increase the concentration of protein kinase C at your synapses, your memory retention would double.

How wonderful, how very wonderful the operations of time, and the changes of the human mind! If any one faculty of our nature may be called more wonderful than the rest, I do think it is memory. There seems something more speakingly incomprehensible in the powers, the failures, the inequalities of memory, than in any other of our intelligences. The memory is sometimes so retentive, so serviceable, so obedient -- at others, so bewildered and so weak -- and at others again, so tyrannic, so beyond controul! We are to be sure a miracle every way -- but our powers of recollecting and of forgetting, do seem peculiarly past finding out.

My point in setting these two descriptions up in this way is simply this: the nature of creative activity itself – what the brain does, and the social and psychic conditions needed for its nurture – has remained essentially the same between Thomas’s time and our own. Human beings did not suddenly acquire imagination and intuition with Coleridge, having previously been poor clods. The difference is that whereas now geniuses are said to have creative imagination which they express in intricate reasoning and original discovery, in earlier times they were said to have richly retentive memories, which they expressed in intricate reasoning and original discovery.

Learning with a purpose increases your attention, comprehension, retention, and organizes your thoughts.

The brain is like a muscle,” he said, and memory training is a form of mental workout. Over time, like any form of exercise, it’ll make the brain fitter, quicker, and more nimble. It’s an idea that dates back to the very origins of memory training. Roman orators argued that the art of memory—the proper retention and ordering of knowledge—was a vital instrument for the invention of new ideas.

Memories must somehow be represented physically in the brain. Brain chemistry and structure is altered by experience and the stability of these physicochemical changes presumably corresponds to the retention duration of memory.

Some of the test subjects were given cards that had both words printed in full, like this: Hot: Cold Others used cards that showed only the first letter of the second word, like this: Hot: C The people who used the cards with the missing letters performed much better in a subsequent test measuring how well they remembered the word pairs. Simply forcing their minds to fill in a blank, to act rather than observe, led to stronger retention of information.

Sigils are the means of guiding and uniting the partially free belief[27] with an organic desire, its carriage and retention till its purpose served in the sub-conscious self, and its means of reincarnation in the Ego. All thought can be expressed by form in true relation. Sigils are monograms of thought, for the government of energy (all heraldry, crests, monograms, are Sigils and the Karmas they govern), relating to Karma; a mathematical means of symbolising desire and giving it form that has the virtue of preventing any thought and association on that particular desire (at the magical time), escaping the detection of the Ego, so that it does not restrain or attach such desire to its own transitory images, memories and worries, but allows it free passage to the sub-consciousness.

The world never slows down so that we can better grasp the story, so that we can form study groups and drill each other on the recent past until we have total retention. We have exactly one second to carve a memory of that second, to sort and file and prioritize in some attempt at preservation. But then the next second has arrived, the next breeze to distract us, the next plane slicing through the sky, the next funny skip from the next funny toddler, the next squirrel fracas, and the next falling leaf. Our imaginations are busy enough capturing now that it is easy to lose just then.

Cooperative learning is most powerful after the students have acquired sufficient surface knowledge to then be involved in discussion and learning with their peers – usually in some structured manner. It is then most useful for learning concepts, verbal problem-solving, categorizing, spatial problem-solving, retention and memory, and guessing

When practice conditions are varied or retrieval is interleaved with the practice of other material, we increase our abilities of discrimination and induction and the versatility with which we can apply the learning in new settings at a later date. Interleaving and variation build new connections, expanding and more firmly entrenching knowledge in memory and increasing the number of cues for retrieval. Trying to come up with an answer rather than having it presented to you, or trying to solve a problem before being shown the solution, leads to better learning and longer retention of the correct answer or solution, even when your attempted response is wrong, so long as corrective feedback is provided.

Chang-bo took to his bed, or rather to the quilts on the floor that was all they had left. His legs swelled up like balloons with what Mrs. Song had come to recognize as edema — fluid retention brought on by starvation. He talked incessantly about food. He spoke of the tofu soups his mother made him as a child and an unusually delicious meal of steamed crab with ginger that Mrs. Song had cooked for him when they were newlyweds. He had an uncanny ability to remember details of dishes she had cooked decades earlier. He was sweetly sentimental, even romantic, when he spoke about their meals together. He would take her hand in his own, his eyes wet and cloudy with the mist of his memories. “Come, darling. Let’s go to a good restaurant and order a nice bottle of wine,” he told his wife one morning when they were stirring on the blankets. They hadn’t eaten in three days. Mrs. Song looked at her husband with alarm, worried that he was hallucinating. She ran out the door to the market, moving fast and forgetting all about the pain in her back. She was determined to steal, beg — whatever it took — to get some food for her husband. She spotted her older sister selling noodles. Her sister wasn’t faring well — her skin was flaked just like Chang-bo’s from malnutrition — so Mrs. Song had resisted asking her for help, but now she was desperate, and of course, her sister couldn’t refuse. “I’ll pay you back,” Mrs. Song promised as she ran back home, the adrenaline pumping her legs. Chang-bo was curled up on his side under the blanket. Mrs. Song called his name. When he didn’t respond, she went to turn him over — it wasn’t diffcult now that he had lost so much weight, but his legs and arms were stiff and got in the way. Mrs. Song pounded and pounded on his chest, screaming for help even as she knew it was too late.

Initially taking up À la recherche du temps perdu on the basis of aesthetic inquiry, Czapski soon recognized its value as a practical template for survival. The lectures offered a viable counterpoint to the repeated interrogations the men were forced to endure. His lectures were an act of resistance, stimulating the recovery and retention of personal memories that could protect and defend his colleagues from the attempt to deprive each of them of a sense of self.

Monotony collapses time; novelty unfolds it. You can exercise daily and eat healthily and live a long life, while experiencing a short one. If you spend your life sitting in a cubicle and passing papers, one day is bound to blend unmemorably into the next—and disappear. That’s why it’s important to change routines regularly, and take vacations to exotic locales, and have as many new experiences as possible that can serve to anchor our memories. Creating new memories stretches out psychological time, and lengthens our perception of our lives. William James first wrote about the curious warping and foreshortening of psychological time in his Principles of Psychology in 1890: “In youth we may have an absolutely new experience, subjective or objective, every hour of the day. Apprehension is vivid, retentiveness strong, and our recollections of that time, like those of a time spent in rapid and interesting travel, are of something intricate, multitudinous and long-drawn-out,” he wrote. “But as each passing year converts some of this experience into automatic routine which we hardly note at all, the days and the weeks smooth themselves out in recollection to contentless units, and the years grow hollow and collapse.” Life seems to speed up as we get older because life gets less memorable as we get older. “If to remember is to be human, then remembering more means being more human,” said Ed.

Nash’s genius was of that mysterious variety more often associated with music and art than with the oldest of all sciences. It wasn’t merely that his mind worked faster, that his memory was more retentive, or that his power of concentration was greater. The flashes of intuition were non-rational. Like other great mathematical intuitionists — Georg Friedrich Bernhard Riemann, Jules Henri Poincaré, Srinivasa Ramanujan — Nash saw the vision first, constructing the laborious proofs long afterward.

This brings us in another fashion to the subject of the last chapter, and to another reason for the great memories of genius. The more significant a man is, the more different personalities he unites in himself, the more interests that are contained in him, the more wide his memory must be. All men have practically the same opportunities of perception, but the vast majority of men apprehend only an infinitesimal part of what they have perceived. The ideal genius is one in whom perception and apprehension are identical in their field. Of course no such being actually exists. On the other hand, there is no man who has apprehended nothing that he has perceived. In this way we may take it that all degrees of genius (not talent) exist; no male is quite without a trace of genius. Complete genius is an ideal; no man is absolutely without the quality, and no man possesses it completely. Apprehension or absorption, and memory or retention, vary together in their extent and their permanence. There is an uninterrupted gradation from the man whose mentality is unconnected from moment to moment, and to whom no incidents can signify anything because there is within him nothing to compare them with (such an extreme, of course, does not exist) to the fully developed minds for which everything is unforgettable, because of the firm impressions made and the sureness with which they are absorbed. The extreme genius also does not exist, because even the greatest genius is not wholly a genius at every moment of his life.

If any one faculty of our nature may be called more wonderful than the rest, I do think it is memory. There seems something more speakingly incomprehensible in the powers, the failures, the inequalities of memory, than in any other of our intelligences. The memory is sometimes so retentive, so serviceable, so obedient—at others, so bewildered and so weak—and at others again, so tyrannic, so beyond controul!—We are to be sure a miracle every way—but our powers of recollecting and of forgetting, do seem peculiarly past finding out.

If any one faculty of our nature may be called more wonderful than the rest, I do think it is memory. There seems something more speakingly incomprehensible in the powers, the failures, the inequalities of memory, than in any other of our intelligences. The memory is sometimes so retentive, so serviceable, so obedient; at others, so bewildered and so weak; and at others again, so tyrannic, so beyond control! We are, to be sure, a miracle every way; but our powers of recollecting and of forgetting do seem peculiarly past finding out.

If any one faculty of our nature may be called more wonderful than the rest, I do think it is memory. There seems something more speakingly incomprehensible in the powers, the failures, the inequalities of memory, than in any other of our intelligences. The memory is sometimes so retentive, so serviceable, so obedient; at others, so bewildered and so weak; and at others again, so tyrannic, so beyond control! We are, to be sure, a miracle every way; but our powers of recollecting and of forgetting do seem peculiarly past finding out.

If any one faculty of our nature may be called more wonderful than the rest, I do think it is memory. There seems something more speakingly incomprehensible in the powers, the failures, the inequalities of memory, than in any other of our intelligences. The memory is sometimes so retentive, so serviceable, so obedient - at others, so bewildered and so weak - and at others again, so tyrannic, so beyond control! - We are to be sure a miracle every way - but our powers of recollecting and of forgetting, do seem peculiarly past finding out.

It is true that the success of the individual in his every-day business, profession, trade or other occupation depends very materially upon the possession of a good memory. His value in any walk in life depends to a great extent upon the degree of memory he may have developed. His memory of faces, names, facts, events, circumstances and other things concerning his every-day work is the measure of his ability to accomplish his task. And in the social intercourse of men and women, the possession of a retentive memory, well stocked with available facts, renders its possessor a desirable member of society.

This is what the art of memory was ultimately most useful for. It was not merely a tool for recording but also a tool of invention and composition. “The realization that composing depended on a well-furnished and securely available memory formed the basis of rhetorical education in antiquity,” writes Mary Carruthers. Brains were as organized as modern filing cabinets, with important facts, quotations, and ideas stuffed into neat mnemonic cubbyholes, where they would never go missing, and where they could be recombined and strung together on the fly. The goal of training one’s memory was to develop the capacity to leap from topic to topic and make new connections between old ideas. “As an art, memory was most importantly associated in the Middle Ages with composition, not simply with retention,” argues Carruthers. “Those who practiced the crafts of memory used them—as all crafts are used—to make new things: prayers, meditations, sermons, pictures, hymns, stories, and poems.

Fourth, within the session, the learning should be spaced out. It is well known that massed training is much less effective than spaced training in creating enduring memories,74 including implicit memories of extinction.75 The explanation at the molecular level involves CREB, the transcription factor that initiates gene expression and protein synthesis in the conversion of short-term to long-term memory.76 Massed training depletes CREB, and once used up about sixty minutes of recovery is needed to replenish the supply, so additional training within that period only interferes with the resupply process.77 It has been shown that CREB-dependent protein synthesis in the PFCVM78 and amygdala79 is required for the long-term retention of extinction. So if one is going to do twenty-five exposures, they should be done in blocks of five, with breaks between, rather than all twenty-five at once. Temporal spacing, in short, could make the effects of extinction and exposure more persistent.

Whatever a student hears in class or reads in a book travels these pathways as he masters yet another iota of understanding. Indeed, everything that happens to us in life, all the details that we will remember, depend on the hippocampus to stay with us. The continual retention of memories demands a frenzy of neuronal activity. In fact, the vast majority of neurogenesis—the brain’s production of new neurons and laying down of connections to others—takes place in the hippocampus. The hippocampus is especially vulnerable to ongoing emotional distress, because of the damaging effects of cortisol. Under prolonged stress, cortisol attacks the neurons of the hippocampus, slowing the rate at which neurons are added or even reducing the total number, with a disastrous impact on learning. The actual killing off of hippocampal neurons occurs during sustained cortisol floods induced, for example, by severe depression or intense trauma. (However, with recovery, the hippocampus regains neurons and enlarges again.)20 Even when the stress is less extreme, extended periods of high cortisol seem to hamper these same neurons.

The present still holds on to the immediate past without positing it as an object, and since the immediate past similarly holds its immediate predecessor, past time is wholly collected up and grasped in the present. The same is true of the imminent future which will also have its horizon of imminence. But with my immediate past I have also the horizon of futurity which surrounded it, and thus I have my actual present seen as the future of that past. With the imminent future, I have the horizon of the past which will surround it, and therefore my actual present as the past of that future. Thus, through the double horizon of retention and protention, my present may cease to be a factual present quickly carried away and abolished by the flow of duration, and become a fixed and identifiable point in objective time. But, once more, my human gaze never posits more than one facet of the object, even though by means of horizons it is directed towards all the others. It can never come up against previous appearances or those presented to other people otherwise than through the intermediary of time and language. If I conceive in the image of my own gaze those others which, converging from all directions, explore every corner of the house and define it, I have still only a harmonious and indefinite set of views of the object, but not the object in its plenitude. In the same way, although my present draws into itself time past and time to come, it possesses them only in intention, and even if, for example, the consciousness of my past which I now have seems to me to cover exactly the past as it was, the past which I claim to recapture is not the real past, but my past as I now see it, perhaps after altering it. Similarly in the future I may have a mistaken idea about the present which I now experience. Thus the synthesis of horizons is no more than a presumptive synthesis, operating with certainty and precision only in the immediate vicinity of the object. The remoter surrounding is no longer within my grasp; it is no longer composed of still discernible objects or memories; it is an anonymous horizon now incapable of bringing any precise testimony, and leaving the object as incomplete and open as it is indeed, in perceptual experience. Through this opening, indeed, the substantiality of the object slips away.

To wit, researchers recruited a large group of college students for a seven-day study. The participants were assigned to one of three experimental conditions. On day 1, all the participants learned a novel, artificial grammar, rather like learning a new computer coding language or a new form of algebra. It was just the type of memory task that REM sleep is known to promote. Everyone learned the new material to a high degree of proficiency on that first day—around 90 percent accuracy. Then, a week later, the participants were tested to see how much of that information had been solidified by the six nights of intervening sleep. What distinguished the three groups was the type of sleep they had. In the first group—the control condition—participants were allowed to sleep naturally and fully for all intervening nights. In the second group, the experimenters got the students a little drunk just before bed on the first night after daytime learning. They loaded up the participants with two to three shots of vodka mixed with orange juice, standardizing the specific blood alcohol amount on the basis of gender and body weight. In the third group, they allowed the participants to sleep naturally on the first and even the second night after learning, and then got them similarly drunk before bed on night 3. Note that all three groups learned the material on day 1 while sober, and were tested while sober on day 7. This way, any difference in memory among the three groups could not be explained by the direct effects of alcohol on memory formation or later recall, but must be due to the disruption of the memory facilitation that occurred in between. On day 7, participants in the control condition remembered everything they had originally learned, even showing an enhancement of abstraction and retention of knowledge relative to initial levels of learning, just as we’d expect from good sleep. In contrast, those who had their sleep laced with alcohol on the first night after learning suffered what can conservatively be described as partial amnesia seven days later, forgetting more than 50 percent of all that original knowledge. This fits well with evidence we discussed earlier: that of the brain’s non-negotiable requirement for sleep the first night after learning for the purposes of memory processing. The real surprise came in the results of the third group of participants. Despite getting two full nights of natural sleep after initial learning, having their sleep doused with alcohol on the third night still resulted in almost the same degree of amnesia—40 percent of the knowledge they had worked so hard to establish on day 1 was forgotten.

no attention you have no retention.

He was careful to instruct him in such an affable, kind, and gentle way, that he easily prevailed with him to consider studying, not so much as a duty of obedience to his superiors, but as the way to purchase for himself a most delightsom and invaluable good. In effect, he soon created in Philaretus so strong a passion to acquire knowledge, that what time he could spare from a scholar's task, which his retentive memory made him not find uneasy, he would usually employ so greedily in reading, that his master would sometimes be necessitated to force him out to play, on which, and upon study, he looked, as if their natures were inverted.

Also, if we think of human memory as akin to the memory in a manmade device of some kind, we are unlikely to appreciate the extent to which retrieving information from our memory increases the subsequent accessibility of that information and reduces the accessibility of competing information. Retrieving information from a compact disc or computer memory leaves the status of that information and related information unperturbed. More globally, we may fail to appreciate the volatility that characterizes access to information from our memories as conditions change, events intervene, and new learning happens. Recent findings (Koriat, Bjork, Sheffer, & Bar, 2004; Kornell & Bjork, 2009) suggest that learners are susceptible to what Kornell and Bjork have termed a stability bias—a tendency to think that access to information in memory will remain stable across a retention interval or additional study opportunities.

11 Benefits of Asking Questions “The important thing is not to stop questioning. Curiosity has its own reason for existing.” – Albert Einstein 1. Builds rapport. 2. Nurtures creativity. 3. Grows your knowledge and awareness. 4. Exercises critical thinking and problem-solving skills. 5. Makes the other person feel valued. 6. Helps you make thoughtful decisions. 7. The better our questions, the better our answers. 8. Keeps you agile and open to new ideas. 9. Improves your memory and retention. 10. Helps you stay informed and relevant. 11. Enables you to discover a new world of possibilities you would not have known otherwise.

The palest ink is better than the most retentive memory” (Confucius).

Learning with a purpose increases your attention, comprehension, retention, and organizes your thoughts. The more specific the purpose, the more information you will get.

Teaching is not just about dissemination of knowledge, but drilling three major skills in children - personalized study strategy, time management and memory retention. This means teaching course material is not enough, teaching how to learn is equally important.

You Have Discovered A Skill! Lessons of the Past (Rare), Level 1 Capture Memories from the Mana of your foes! All Memories are retained perfectly for 30 days, after which retention is increased by Skill level. Chance of capturing a Memory increases with Skill level. Chance of learning Skills from retained Memories increases with Skill level.

The hippocampus is central to verbal learning, and the retention of memory. If the hippocampus is damaged, you can lose your ability to learn new things or to store new memories.

When you empty the brain, you also empty the toxins of memory. With an exhalation and retention, you let go of resentment, anger, envy, and rancor. Exhalation is a sacred act of surrender, of self-abandonment. At the same time we abandon all those stored up impurities that cling to the self- our resentments, angers, regrets, desires, envies, frustrations, and feelings of superiority and inadequacy and also the negativity that causes the obstacles to adhere to consciousness. When ego falls away, they all fall away with it.

I am an omnivorous reader with a strangely retentive memory for trifles. —“The Adventure of the Lion’s Mane

Man has not the clearness of perception, the retentiveness of memory, or the power of presentation, to enable him (without supernatural aid) to give a trustworthy account of a discourse once heard, a few years or even months after its delivery. And that this should be done over and over from month to month for thousands of years, is an impossibility. If to this be added the difficulty in the way of this oral transmission, arising from the blindness of men to the things of the Spirit, which prevents their understanding what they hear, and from the disposition to pervert and misrepresent the truth to suit their own prejudices and purposes, it must be acknowledged that tradition cannot be a reliable source of knowledge of religious truth. This is universally acknowledged and acted upon, except by Romanists. No one pretends to determine what Luther and Calvin, Latimer and Cranmer, taught, except from contemporaneous written records. Much less will any sane man pretend to know what Moses and the prophets taught except from their own writings. Romanists admit the force of this objection. They admit that tradition would not be a trustworthy informant of what Christ and the Apostles taught, without the supernatural intervention of God. Tradition is to be trusted not because it comes down through the hands of fallible men, but because it comes through an infallibly guided Church. This, however, is giving up the question. It is merging the authority of tradition into the authority of the Church. There is no need of the former, if the latter be admitted.

Memory principles, such as the Working Memory Capacity Principle and Long-Term Memory Retrieval, inform transformative teaching strategies by acknowledging the limitations of working memory and promoting techniques like chunking and retrieval practice to enhance long-term retention of information.

I'd sit in that chair without complexity, without any sense of consciousness even, that there I was, sitting in it. It was just a chair; not notable to be registered as tormenting to the psyche. I'd lower myself in, then, when done, I'd higher myself out of it. All normal. Not now, daughter. Now, there's a searing mental pain anytime I have doings with the chair because slightly my rear brushes the armrest of one side as I'm lowering myself in or highering myself out of it, or else my rear brushes similarly the armrest of the other side. These armrests aren't capable of articulation," she stressed. "They're stuck fast to the body because it's a one-piece chair and of course the chair itself can't have gotten smaller which means my rear's gotten bigger but it's gotten bigger without the concomitant modification to a new way of negotiating furniture and instead is still acting from the retention of the memory of how smaller in the olden days it used to be." I opened my mouth, not sure, to say something - or maybe just to have it hang open. "But understand, daughter," went on ma, "I'm not saying my rear cannot now fit in the chair because the chair's become too tight for it. It can still fit in. It's just that now it encompasses a certain amount of extra inches or fractions of inches to which it has never acclimatised and which in the old days didn't used to be.

Carol I must not be confused with his nephew’s son, Carol II. Whereas the latter was undisciplined and sensual, the former was an anal-retentive Prussian of the family of Hohenzollern-Sigmaringen, who, in the course of a forty-eight-year rule (1866–1914), essentially built modern Romania, complete with nascent institutions, from an assemblage of regions and two weak principalities. Following 1989, he had become the default symbol of legitimacy for the Romanian state. Whereas Carol I signified realism and stability, the liberal National Peasant Party leader Iuliu Maniu, a Greek Catholic by upbringing, stood for universal values. As a mid-twentieth-century local politician in extraordinarily horrifying circumstances, Maniu had agitated against the assault on the Jews and in favor of getting Antonescu to switch sides against the Nazis; soon after, during the earliest days of the Cold War, he agitated against the Soviets and their local puppets. Nazi foreign minister Joachim von Ribbentrop once demanded Maniu’s execution. As it turned out, the Communist Gheorghiu-Dej regime later convicted Maniu in a show trial in 1947. Defying his accusers, he spoke up in court for free elections, political liberties, and fundamental human rights.16 He died in prison in 1953 and his body was dumped in a common grave. Maniu’s emaciated treelike statue with quotations from the Psalms is, by itself, supremely moving. But there is a complete lack of harmony between it and the massive, adjacent spear pointing to the sky, honoring the victims of the 1989 revolution. The memorial slabs beside the spear are already chipped and cracked. Piaţa Revoluţiei in 1981 was dark, empty, and fear-inducing. Now it was cluttered with memorials, oppressed by traffic, and in general looked like an amateurish work in progress. But though it lacked any

Skehan also reviews some case studies of exceptional language learners, and concludes: ‘To be exceptionally good at second or foreign language learning seems to require possession of unusual memory abilities, particularly the retention of verbal material. Exceptional L2 ability does not seem to rest upon unusual talent with rule-based aspects of the language, but rather on a capacity to absorb very large quantities of verbal material, in such a way that they become available for actual language use’ (1998: 221).

The greater the duration, intensity, multimodality, novelty, and personal relevance, the greater the retention in memory.

A Student’s Prayer (By St. Thomas Aquinas)   CREATOR of all things, true source of light and wisdom, origin of all being, graciously let a ray of your light penetrate the darkness of my understanding.   Take from me the double darkness in which I have been born, an obscurity of sin and of ignorance.   Give me a keen understanding, a retentive memory, and the ability to grasp things correctly and fundamentally.   Grant me the talent of being exact in my explanations and the ability to express myself with thoroughness and charm.   Point out the beginning, direct the progress, and help the completion. I ask this through Jesus Christ our Lord. Amen.

This tea is most commonly used to alleviate anxiety and insomnia. However, it also plays a role in your memory by helping you to get adequate sleep.

Emile Coue pointed out that, “When the imagination and the will are in conflict, the imagination always wins.” If you ‘will’ yourself to remember, and your imagination is not on the task, you will have zero retention and recall. Your imagination is the place of all your memory power.

By your practice of active listening, everyone involved benefits because you . . . • are more engaged and engaging; • demonstrate that you are interested in others and what they have to say; • make others feel important, respected, understood, and appreciated; • improve your memory and retention; • affirm to others that you are an authentic, caring, and compassionate person; make a great first and last impression

Stories which have failed either to become popular folk lore or to be embalmed in old newspaper files are in great danger of oblivion. If they are saved, often it is by the merest chance. And that chance may well depend upon one individual with a treasure-story bent and a retentive memory.

Estriol—Estriol is the weakest of the three estrogens and has a protective role in breast tissue. It is believed to protect vaginal tissue too. Estriol helps to reduce hot flashes in women, protects the urinary tract, and plays a role in retention of bone density. It can help increase “good” HDL and decrease “bad” LDL cholesterol. One compelling study showed that taking estriol can reverse brain lesions in women with multiple sclerosis. Estrogen is particularly needed in women to make serotonin function at its best in the brain. Serotonin is one of the brain’s feel-good hormones. With no estrogen, your mood can change to anxious and depressed. Cognitive functions, such as critical thinking and short-term memory, are also eroded with the loss of estrogen production. Below is a list of symptoms related to low and high estrogen levels:

and he took up his abode with one of his sons, enjoying, perhaps, as serene and happy an old age as ever fell to the lot of mortals. His conversation often gathered charmed listeners around him, for he had a very retentive memory, and his mind was crowded with the incidents of his romantic career. It is said that at this period of his life an irritable expression never escaped his lips. His grand-children vied with each other in affectionate attentions to one whom they ardently loved, and of whose celebrity they were justly proud. Colonel

English children’s vocabulary increases rapidly during the early school years. Anglin (1993, 62) estimated that first grade English children know approximately 10,000 words, third grade pupils know 19,000 words, and fifth grade pupils know 39,000 words. The annual increase in vocabulary is estimated to be 3,000 words from the first to third grade and 10,000 words from the fourth to the fifth grade. Nagy & Anderson (1984, 20) uphold that there is “the ability to utilize morphological relatedness among words (which) puts a student at a distinct advantage in dealing with unfamiliar words”. In a later work, Nagy (1988, 46) acknowledges that: “there is no doubt that skilled word learners use context and their knowledge of prefixes, roots, and suffixes to deal effectively with new words”. In short, in addition to context, there is awareness of word-formation devices which accounts for such rapid increase in early school age English children’s vocabulary. Such high vocabulary growth would certainly be of great interest in L2 acquisition. Nakayama, N. (2008) tested the role that explicit teaching of affixes (prefixes) plays in vocabulary learning to pre- and upper-intermediate L2 learners. The participants received instructions over the contribution prefixes played in the meaning of the complex word during an academic year. L2 learners’ vocabulary was measured in the beginning and in the end of the academic year. Assisted by the instructions, L2 learners learned easier the new derived words, but, in the end of the academic year they had forgotten the derived words whose meaning they acquired through instructions over the contribution prefixes played in the meaning of the complex word (2008, 70). In the end, Nakayama, N. (2008, 68) concludes that systematic teaching of prefixes does lead to better retention of the derived word, but only with regard to short-term memory. On the other hand, it has been estimated that the only the most advanced L2 learners can acquire 3000 words a year (Bauer, L. & Nation, P. 1993); a figure comparable to that of early school age native children acquiring their L1. Hence, word-formation knowledge leads to high vocabulary growth to L2 learners, but solely to the most advanced L2 learners. We may uphold that word formation devices have to be acquired rather than learned through explixit instructions.

On day 7, participants in the control condition remembered everything they had originally learned, even showing an enhancement of abstraction and retention of knowledge relative to initial levels of learning, just as we’d expect from good sleep. In contrast, those who had their sleep laced with alcohol on the first night after learning suffered what can conservatively be described as partial amnesia seven days later, forgetting more than 50 percent of all that original knowledge. This fits well with evidence we discussed earlier: that of the brain’s non-negotiable requirement for sleep the first night after learning for the purposes of memory processing.

Mnemonic devices are a powerful tool in the rapid learning arsenal, aiding memory retention by associating new information with easily recallable elements.

Bilingualism stimulates your brain, improving memory retention and overall cognitive function, which can contribute to a healthier mind.

People complain about their poor memories, but I’ve heard it said that we don’t have a retention problem, we have an attention problem.

With passions under complete control, intelligent, possessing a retentive memory, the practiser of all virtues, the conqueror of his six passions of powerful mind, surpassing all, and fully acquainted with the science of morality and political science, the father had ruled over these subjects for

Research has found that blueberries are linked to improved memory retention, sharper thinking, and faster learning.

Creator of all things, true source of light and wisdom, lofty origin of all being, graciously let a ray of your brilliance penetrate into the darkness of my understanding and take from me the double darkness in which I have been born, an obscurity of both sin and ignorance. Give me a sharp sense of understanding, a retentive memory, and the ability to grasp things correctly and fundamentally. Grant me the talent of being exact in my explanations, and the ability to express myself with thoroughness and charm. Point out the beginning, direct the progress, and help in completion; through Christ our Lord, amen. —Thomas Aquinas, “A Prayer for Students

Memories are like that. They live between synapses and between the people who hold them. Memories, even epic ones, are perishable from their very formation even in people who don’t soak their brains in mood-altering chemicals. There is only so much space on any one person’s hard drive, and old memories are prone to replacement by newer ones. There’s even a formula for the phenomena: In the Ebbinghaus curve, or forgetting curve, R stands for memory retention, s is the relative strength of memory, and t is time. The power of a memory can be built through repetition, but it is the memory we are recalling when we speak, not the event.

From his earliest days in school, Lincoln’s comrades remarked upon his phenomenal memory, “the best,” the most “marvelously retentive,” they had ever encountered. His mind seemed “a wonder,” a friend told him, “impressions were easily made upon it and never effaced.” Lincoln told his friend he was mistaken. What appeared a gift, he argued, was, in his case, a developed talent. “I am slow to learn,” he explained, “and slow to forget what I have learned. My mind is like a piece of steel—very hard to scratch anything on it, and almost impossible after you get it there to rub it out.

Learning with a purpose increases your attention, comprehension, and retention; it also helps organize your thoughts.

Most of the time, when we fail to remember something, the issue isn’t retention but rather attention. If you’re serious about boosting your memory, condition yourself to be truly present in any situation where you want to remember something.

Remember, most of your memory is not a retention issue; it’s an attention issue. Practice remembering the names of everyone you meet today by using the association technique. If you forget someone’s name, write down if it was your motivation, observation, or the method that led you to forget that name. Then try again with another person.

His comprehension is vast, his memory capacious and retentive, his discourse is methodical, and his expression clear.

As the librarian of the Buck Memorial Library, Geraldine Spooner, pointed out, the legend ignored many conflicting facts. Colonel Buck was described in the Bangor Historical Magazine as being a man of strong mind, retentive memory, and steadfast purpose. For instance, the Colonel was only a Justice of the Peace, not a Judge! He didn’t have the legal authority to pronounce the death sentence on anyone, much less his mistress. He was considered a righteous man of exemplary piety, who was respected by all. After all, in 1779 the Colonel had organized his own troops and, leading them, stormed the British garrison at Castine. This attack was repelled by the British, but Colonel Buck became a legend. The early history of Buckstown never had a bad thing to say about their Colonel. In March of 1795, the Colonel died and was laid to rest in the small village cemetery close to the tidal water, under a headstone that was inscribed to read “In Memory of the Hon. Jonathan Buck, Esq. who died March 18, 1795 in the 77 year of his age.

People complain about their poor memories, but I’ve heard it said that we don’t have a retention problem, we have an attention problem. By searching for the new, you are reminding your brain to pay attention and rewiring it to recognize that there’s something to learn in everything. Life isn’t as certain as we assume.

This idea of “elements”—not only elements of nature, but elements of our life...apply this idea to the new analysis of subjectivity: immense mistake to consider it as flux of Erlebnisse. Subjectivity is first of all a field, and even its temporality has this structure. Absurdity to conceive it as a punctual present and the indefinite series of punctual-individual Erlebnisse which would be the past.For example, these sculptures remind me of beautiful rocks—one day when someone was showing me, with a sort of fervor which surprised me, some rocks, and gave me some of them, not without some hesitation. I don’t specify the memory or the place and it remains in doubt: it seems to me...Now this 'memory' is not an individual Erlebnis joined back through retention of retention in its singularity. Nor by 'association.' It is: 1. a category, an existential [connected], it is truly deposited in this sculpture that I am seeing, as a certain call is deposited in the three trees of Martinville. 2. An element therefore in the sense of water, of air, etc., that is, not an object or an individual, but a mode of sensing. The memory as a reference to a Zeitpunkt is to be understood as a limit case of these matrixes. There is no Zeitpunkt, no more than there is a spatial point. There are only spots, temporal as well as spatial, i.e., beings of transcendence. And the one who understands these beings of transcendence is a field and not 'representation' at all.

If you don’t know what you want, how are you going to know when you get it? Learning with a purpose increases your attention, comprehension, and retention; it also helps organize your thoughts.

Learn to practice peace, because if you have no attention you have no retention.

Which sleep period would confer a greater memory savings benefit—that filled with deep NREM, or that packed with abundant REM sleep? For fact-based, textbook-like memory, the result was clear. It was early-night sleep, rich in deep NREM, that won out in terms of providing superior memory retention savings relative to late-night, REM-rich sleep.

increases your attention, comprehension, and retention; it also helps organize your thoughts.

Endometriosis, or painful periods? (Endometriosis is when pieces of the uterine lining grow outside of the uterine cavity, such as on the ovaries or bowel, and cause painful periods.) Mood swings, PMS, depression, or just irritability? Weepiness, sometimes over the most ridiculous things? Mini breakdowns? Anxiety? Migraines or other headaches? Insomnia? Brain fog? A red flush on your face (or a diagnosis of rosacea)? Gallbladder problems (or removal)? — PART E — Poor memory (you walk into a room to do something, then wonder what it was, or draw a blank midsentence)? Emotional fragility, especially compared with how you felt ten years ago? Depression, perhaps with anxiety or lethargy (or, more commonly, dysthymia: low-grade depression that lasts more than two weeks)? Wrinkles (your favorite skin cream no longer works miracles)? Night sweats or hot flashes? Trouble sleeping, waking up in the middle of the night? A leaky or overactive bladder? Bladder infections? Droopy breasts, or breasts lessening in volume? Sun damage more obvious, even glaring, on your chest, face, and shoulders? Achy joints (you feel positively geriatric at times)? Recent injuries, particularly to wrists, shoulders, lower back, or knees? Loss of interest in exercise? Bone loss? Vaginal dryness, irritation, or loss of feeling (as if there were layers of blankets between you and the now-elusive toe-curling orgasm)? Lack of juiciness elsewhere (dry eyes, dry skin, dry clitoris)? Low libido (it’s been dwindling for a while, and now you realize it’s half or less than what it used to be)? Painful sex? — PART F — Excess hair on your face, chest, or arms? Acne? Greasy skin and/or hair? Thinning head hair (which makes you question the justice of it all if you’re also experiencing excess hair growth elsewhere)? Discoloration of your armpits (darker and thicker than your normal skin)? Skin tags, especially on your neck and upper torso? (Skin tags are small, flesh-colored growths on the skin surface, usually a few millimeters in size, and smooth. They are usually noncancerous and develop from friction, such as around bra straps. They do not change or grow over time.) Hyperglycemia or hypoglycemia and/or unstable blood sugar? Reactivity and/or irritability, or excessively aggressive or authoritarian episodes (also known as ’roid rage)? Depression? Anxiety? Menstrual cycles occurring more than every thirty-five days? Ovarian cysts? Midcycle pain? Infertility? Or subfertility? Polycystic ovary syndrome? — PART G — Hair loss, including of the outer third of your eyebrows and/or eyelashes? Dry skin? Dry, strawlike hair that tangles easily? Thin, brittle fingernails? Fluid retention or swollen ankles? An additional few pounds, or 20, that you just can’t lose? High cholesterol? Bowel movements less often than once a day, or you feel you don’t completely evacuate? Recurrent headaches? Decreased sweating? Muscle or joint aches or poor muscle tone (you became an old lady overnight)? Tingling in your hands or feet? Cold hands and feet? Cold intolerance? Heat intolerance? A sensitivity to cold (you shiver more easily than others and are always wearing layers)? Slow speech, perhaps with a hoarse or halting voice? A slow heart rate, or bradycardia (fewer than 60 beats per minute, and not because you’re an elite athlete)? Lethargy (you feel like you’re moving through molasses)? Fatigue, particularly in the morning? Slow brain, slow thoughts? Difficulty concentrating? Sluggish reflexes, diminished reaction time, even a bit of apathy? Low sex drive, and you’re not sure why? Depression or moodiness (the world is not as rosy as it used to be)? A prescription for the latest antidepressant but you’re still not feeling like yourself? Heavy periods or other menstrual problems? Infertility or miscarriage? Preterm birth? An enlarged thyroid/goiter? Difficulty swallowing? Enlarged tongue? A family history of thyroid problems?

Every man's memory is his private literature.”- Aldous Huxley

If you tell the truth, you don't have to remember anything.

The advantage of a bad memory is that one enjoys several times the same good things for the first time.