Ooblog722

The following assumptions were made to calculate the number of images per card:
MP = 1,000,000 pixels
1MB = 1,000,000 bytes, 1GB = 1,000MB
TIFF image has 24 bit color depth, one of 16,777,216 colors per pixel
JPEG 100% Quality = Visually lossless JPEG compression with 1:10 ratio of RAW image

• Memory Pictures Quotes
• Memory Pictures For Kids
• Memory Pictures Game

Memory Pictures supports JPEG, PNG, Canon RAW (CR2 and CR3), DNG, FujiFilm RAW, Nikon RAW, Olympus RAW, Panasonic RAW and Pentax RAW photos. One of Memory Pictures goal is to allow you to accurately add or modify that GPS Coordinates with ease. This make use of the OpenStreet Maps to provide a visual map and the address query features. Memory Pictures for the Windows platform uses OpenStreet Maps integration to present the street maps and reverse geocoding features and as such would require an active internet connection for that to work. See how just this, which is very easy to remember if you’ve had some practice with memory palaces, would get you five out of seven questions correct. If you had extra time after a quick go-through like this, you could remember more detailed facts about the picture, especially using number mnemonics and other more advanced techniques. When you open a Memory, you can scroll down to see the people included in the memory, a map showing where the photos and videos were taken, and a list of related Memories. To create Memories, Photos uses machine learning to analyze your library on your device. Your data isn't sent to Apple, so your memories stay private and only you can see them.

Photos - Compressed (JPEG 100% quality) Images per card.
NOTE: JPEG is the most common file format for consumer cameras.

Photos - Uncompressed RAW (24 bits per pixel) Images per card

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Memory Experiments

Here are some experiments andgames to test your memory. Also, don't forget that there are some memorytricks and techniques at the end of this section!

On-line Short Term Memory Games

Grades K-12

Think you have a good memory? Then take this little Short Term Memory Test. Also, test your memory forpictures with this Short Term Memory PictureGame

On-line 'Simon Says' Memory Games

Grades K-12

Simon says, 'Play These Games!' to test your memory. Both SIMON games require that your browser is 'JAVA-enabled.'

Try Game 1 with and without sound. Do you do better with the sound on or with the sound off?

Face Memory Test

Grades K-12

How good is your memory for faces? Find out with the Face Memory Test.

There are two versions of the test:

Now You See It, Now You Don't

Grades K-6

Let's test short term memory. Get a tray or a largeplate. (The kind of trays from the cafeteria work well). Put 10 to 20objects on the tray, then cover them with a towel or cloth. Tell yoursubjects that you have a number of objects on the tray and that you wantthem to remember as many items as possible. Also tell them that they willhave only one minute to view them. Then take off the cover from the trayand start timing one minute. After one minute, cover up the tray. Haveyour subjects write down all the items that they can remember. Could theyremember all of the items? Are there any items that were forgotten by allthe subjects? Teach your subjects some of the memory techniques (seebelow) and repeat the experiment.

Materials:

• Tray or plate
• 10-20 small items (like an eraser, pencil, coin, marble, etc.)
• Cloth or towel to cover the tray
• Paper and pencils for your subjects to write down what they remember

What's Missing

Grades K-6

This experiment is a variation of the previous experiment to test short term memory. Get your tray and items and cloth ready again. This time have you subjects view the items for 1 minute. Then cover the tray again. Without the subjects seeing, REMOVE 1 item from the tray. Show the tray and remaining items to your subjects again. Ask them, 'What is missing?'. Can they guess what you removed?

• Try it again giving the subjects more time to view all the items.
• Try it with less time.
• Try it with more objects on the tray.
• Try it with fewer objects, but have your subject identify the missingobject feeling the remaining objects without seeing them.
• Try it again, but this time remove 3-4 objects.

Materials:

• Tray or plate
• 10-20 small items (like an eraser, pencil, coin, marble, etc.)
• Cloth or towel to cover the tray

Who's Missing

Grades K-6

Think you know your classmates? Let's see how good your memory for themreally is. Have one student leave the room. While this student is out ofthe room, have another student hide. Then bring the first student backinto the room. Can this student name the student who is missing?

Materials:

• None

Classroom Mix-up

Grades K-6

This game is a bit like 'Who's Missing'. This time a few students or thewhole class can test their memory at the same time. Tell everyone to takea good look around the classroom. Ask them to remember where objects arelocated in the room. Then send a few students out of the room while youchange the location of various objects in the class. You could also dothis while the students are at recess or lunch. When the students comeback into the classroom, ask them to write down all of the things thathave changed. Make sure you keep a list of all thethings that you have changed!

Materials:

• None

Everyday Memory

Grades 3-12

Go to the Exploratorium to see if you remember what this common everyday object really looks like. What can it be? What can it be?

This experiment is based on a study by Nickerson, R.S. and Adams, M.J. titled 'Long-term memory for a common object,' Cognitive Psychology, 11:297-307, 1979.

Eyewitness Game

Grades 3-12

Have you ever been an eyewitness to a crime? Is your memory of the crimethe same as other people's recollection? Here is a way to exploreeyewitness memory. Plan to have someone (a teacher or a student) comeinto your class. Let's call this person, 'X'. X should plan on doingseveral things in class such as:

• Change the time on the clock
• Take a book and put it in a bag
• Erase the chalkboard
• Close a window
• Talk to someone

Before X comes into the room, have all of the students working orreading at their desks. When X comes into the room, most of the studentswill be curious about what he or she is doing. After X leaves the room,have the students write down all the things that happened. (You can dothis immediately after X leaves or sometime later). Once everyone hasfinished writing, find out what everyone remembers and what theydid not.

What details do they recall? What did X wear? How long was X in theroom? What book did X take? Who did X talk to? What did X say? You mayeven ask some leading questions to influence memory. For example, if Xwas not wearing a hat, ask, 'What color hat was X wearing?'. Compare how everyone's memory was the same and different.

Materials:

• None

False Memories

Grades 3-12

Sometimes your brain makes up its own memories. Try to 'implant' amemory by asking people to remember the words on list 1. Wait about fiveminutes, then probe their memory by asking them which words on list 2 theyremember.

List 1: read, pages, letters, school, study, reading, stories, sheets, cover, pen, pencil, magazine, paper, words

List 2: house, pencil, apple, shoe, book, flag, rock, train, ocean, hill, music, water, glass, school

Did they say that 'book' was on list 1? Only pencil and school were on list 1.

Try these words:

List 1: sheets, pillow, mattress, blanket, comfortable, room, dream, lay, chair, rest, tired, night, dark, time

List 2: door, tree, eye, song, pillow, juice, orange, radio, rain, car, sleep, cat, dream, eat

Did they say that 'sleep' was on list 1? Only pillow and dream were on list 1.

Make up your own lists and see if you can create a false memory.

Materials:

• None

Concentration

Grades K-12

Have you played the 'game of concentration?' Get a deck of playing cards (cards with pictures work well too). Get 15 matched pairs of cards...so a total of 30 cards. Mix up the 30 cards and then arrange them FACE DOWN in a 6 by 5 grid. Play starts by having one player turn over 2 cards. If the number or picture of the 2 cards is the same, the player picks up these 2 cards and turns over 2 more. If the 2 cards are not the same, the cards are turned back face down in the same place they were and it is the next player's turn. The object of the game is to remember where similar cards are located and to pick up as many pairs as possible. The winner of the game is the one who has the most cards at the end of the game. To make the game more difficult, use the whole deck of cards (26 matched pairs).

Materials:

• Deck of playing cards

On-line Brain Concentration Game and Sensory Concentration Game

Grades K-12

Test your memory with this on-line concentration game by locating thematching brains of different animals and matching the senses. These games require that your browser is 'JAVA-enabled.'

The Memory Game

Grades 3-12

How good is your memory? I will present you with a table of 25 different objects. Look at them for 30 seconds, then close the object window to return to this page. Then write down all the objects that you can remember.

Here are the 25 objects.

How did you do? How many did you remember? Try some of the memory techniques (see below) and see if you do better.

Materials:

• Pencil (or pen) and paper
• Stopwatch

There's a Chunk

Grades 3-12

Does this chunking really work? Find out. Get a partner. Tell yourpartner that you are going to read some numbers and you want him or her toremember as many as possible. Don't tell your partner how many numbers orwhat range they will be in. Read these numbers in the following order at arate of about 1 every second:

9 1 5 11 2 4 6 15 10 3 7 13 12 8 14

Immediately ask your partner to write down the numbers he or sheremembers. Now tell your partner that you will read another set ofnumbers and you want him or her to remember them. Read these numbers inthe following order at a rate of about 1 every second:

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Immediately ask your partner to write down the numbers he or sheremembers. Was the second time easier? Did your partner remember morenumbers the second time? Both sets of numbers are exactly the same...itis just that the second one can really be 'chunked' into 1...one series ofnumbers that is easy to remember.

More memory tricksand mnemonics from 'Mind Tools'

A Trip to Memory Market

Grades K-6

Write a story about a trip to the grocery store. In the story includemany food items (10-20 items) that you bought. Read your story to theclass and see how many items they can remember. Use the memory tricks andtips (see below) to increase the number of items that can beremembered.

Materials:

• None

Phone It!

Grades K-6

Look up a random phone number in the phone book. Take about one minute to memorize the phone number. Can you remember it 5 minutes later? 1 hour later? 6 hours later? The next day?

Materials:

• Phone book

Grocery Store

Grades K-6

Here is another grocery store game, called 'Grocery Store' how original).

Get everyone together. The first player starts the grocery list bysaying 'I went to the grocery story and bought some ____.' The playershould fill in the blank with an item from the grocery store. Forexample, the player could say 'I went to the grocery story and bought someapples.' The next player must repeat the list and add a second item. Forexample, the second player can say, 'I went to the grocery store andbought some apples and a bag of potato chips.' The third player mustcreate a list using apples, bag of chips and add a third item. The gamecontinues until someone forgets one of the items.

Materials:

• None

Now or Later - The 'Recency/Primary' Effect

Grades 6-12

Here is a memory experiment that requires a group of subjects to test.Get 5 or more friends to serve as your experimental subjects. Tell themthat you will read a list of 20 words and that their job is to remember asmany of the words as possible. Read the following list of 20 words at arate of 1 word every second. Ask your subjects to write down the wordsthat they can remember immediately after you finish reading the list.

Here is the list of words:

cat apple ball tree square head house door box car king hammer milkfish book tape arrow flower key shoe

Now analyze the results ofyour memory study. You can collect the lists of words that your subjectswrote or you can just ask them which words that they remembered.

• Find out if there was better recall of any particular words on yourlist.
• Was there better recall of words that were read first or last?

To do this assign a 'position' to each word that you read. So, 'cat' was word #1, apple was word #2, ball was word #3,....,shoe was word #20.Calculate the percent of recall for each word. For example, if you had 10subjects and 7 of them remembered the word 'cat', then 'cat' (word #1) hada percent recall of 70%. Calculate the percent of recall for each of the20 words.

Now plot your results: the X-axis will be word position and the Y-axiswill be % recall. Do you see a pattern? Does is look anything at alllike this figure?:

The results of this kind of experiment usually result in a graphsimilar to this one. This kind of graph is called a 'serial-positioncurve.' Words read first and words read last are remembered better thanwords read in the middle of a list.

This type of experiment provides evidence that there are 2 types ofmemory processes. It is thought that memory is good for the words readlast because they are still in short term memory - this is the recencyeffect. Memory is good for the words read first because they made it intolong term memory - this is the primacy effect.

It is also possible that some words in the list were very easy torecall for other reasons. For example, if your teacher just dropped ahammer on his or her toe, then everyone may find that the word 'hammer'was easy to remember. Or perhaps, the last name of someone in the groupof subjects is 'King', then everyone would remember the word 'king'.

You can try this experiment again with a slight twist. Ask a new setof subjects to remember the same set of words. However, immediately afteryou finish reading the list, DISTRACT your subjects by having them countbackwards from 100 by threes (100, 97, 94, 91, etc) for about 15-30seconds. Plot your serial position curve again. Do you see any changes? Usually, distraction causes people to forget the words at the end of thelist. Did it happen to your subjects?

A Head for Numbers

Grades 1-12

Can you remember a long string of numbers? Try this game with a groupof people. The first person says a one digit number; the next person saysthis first number and adds another number; the third person says the firstand second numbers and adds a third number; the fourth person repeats the first three numbers and adds a fourth number. The game continues until someone forgets one of the numbers in the string. Of course, one person needs to be the recorder who keeps track of the numbers and stops the game when a number is forgotten.

Concrete Words, Abstract Words and Just Plain Nonsense

Grades 6-12

The ability to recall a word depends on how meaningful the word is to aperson. Along with the meaningfulness of a word, the 'concreteness' of aword is important for memory. Concreteness refers the ability of a wordto form a mental image. A word with high concreteness is easy to 'see'; aword with low concreteness (an 'abstract' word) is difficult tovisualize.

Here are three lists of words: concrete words, abstract words andnonsense words. See which list is easier to memorize. You could alsoread these lists to other people to see how many words from each list theyremember.

Concrete Words

alligator - apple - arrow - baby - bird - book - butterfly - car - corn- flower - hammer - house - money - microscope - ocean - pencil - rock -shoes - table - window

Abstract Words

anger - belief - boredom - chance - concept - effort - fate - freedom - glory - happiness - honor - hope - idea - interest - knowledge - mercy - mood - moral - theory - truth

Nonsense Words

ator - botam - crov - difim - firap - glimoc - ricul- hilnim - jolib - kepwin - leptav - lumal - mib - natpem - peyrim - rispaw - stiwin - tubiv - vopec - yapib

The concrete words and abstract words were scored ashaving high and low concreteness, respectively, in a paper by A. Paivio,J.C. Yuille and S.A. Madigan, Concreteness, imagery, and meaningfulnessvalues for 925 nouns, Journal of Experimental Psychology, MonographSuppl., vol. 76, no.1, part 2, pages 1-25, 1968.

Memory Methods and Techniques

After you learn some of these methods, try to memorize a list of words. See if you can remember the list the next day. How many can you rememberthe next week!

Technique 1: Visualize It! - Visualization

When you have an item to remember, 'see' it in your mind. The more absurd you make the image the more likely you are to remember it. For example, if you go to the mall and park the car on the level C in space #5, you might imagine that there are 5 Cats waiting in your car for your return. The Cats is for the level 'C'; the 5 of course is for the space #5.

Technique 2: Chain It! - Chaining

Chaining is a form of visualizing, but now you might have to rememberseveral items in order. This time you must link the items together bythinking of images that connect them. While a grocery list does notnecessarily have to be remembered in order (although it sometimes helps tofind things faster), let's use it as an example: milk, bread, eggs,cheese, orange juice. Now, chain them with images:

• A carton of milk pouring onto bread.
• A sandwich (the bread) with raw eggs on it.
• Eggs stuck in the holes of a Swiss cheese.
• Pieces of cheese hanging from an orange tree.

TRY IT!

Here is a longer list of words to try:

shoe - piano - tree - pencil - bird - bus - book - dog - pizza - flower - basketball - door - TV - rabbit - spoon - eye - chair - house - computer - rock

You may find that bizarre and wild associations are easy to remember.Here is an example of chaining for the first three words (shoe - piano -tree) of this list.

Technique 3: Place It! - The Method of Loci

Location, Location, Location. Devised during the Roman Empire, the method of loci uses the chaining method with a twist. Now all the items to-be-remembered are linked to specific places in the order you would visit them. For example, you might think of the route you take to school:

• Your room (you wake up)
• Your kitchen (you have breakfast)
• Front door of your house
• Bus stop
• Bus seat
• Friend's house that you see from the bus
• Gas Station that you see from the bus
• Market that you see from the bus
• School

Memory Pictures Quotes

Now you must link the items that you want remembered to each of these places. You have to remember the places first, of course, but this should be easy. Then chain each item to the places...remember, the more wild your idea the better. Using the grocery store example again: milk pouring on you in your room, bread that you can't get out of the toaster (kitchen), eggs splattered on your front door, etc.

Technique 4: Chunk It! - Chunking

Ever wonder why phone numbers are really one 3 digit number and one 4 digit number and NOT one 7 digit number. It's 999-9999, not 9999999. Or what about those social security numbers. It's 999-99-9999, not 999999999. They are a lot easy to remember in small chunks. Remembering things is easier when they are in pieces.

Technique 5: Acrostic It! - Those Catchy Phrases

An acrostic is a phrase that uses the first letter of a word to remember it. In neuroanatomy, one of the most familiar ones is:

On Old Olympus Towering Top A Famous Vocal German Viewed Some Hops.

'What does this mean', you ask. Well, the first letters of each ofthese words in this little phrase stand for the first letters of each ofthe cranial nerves, in order:

Olfactory nerve (I), Optic nerve (II), Oculomotor nerve (III),Trochlear nerve (IV), Trigeminal nerve (V), Abducens nerve (VI), Facialnerve (VII), Vestibulocochlear (VIII), Glossopharyngeal nerve (IX), Vagusnerve (X), Spinal accessory nerve (XI), Hypoglossal nerve (XII).

Here's another one:

My Very Early Morning Jam Sandwich Usually Nauseates People

OR

My Very Excellent Mom Just Served Us Nine Pizzas

These two phrases represent the order of planets from the Sun:

Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune,Pluto

One last one...do you know the order of colors in a rainbow? Justremember this person's name: Roy G. Biv

R=red; O=orange Y=yellow G=green B=blue; I=indigo V=violet

Learning

Memory Pictures For Kids

Simply 'A-maze-ing'

Grades K-6

Let's see if we can demonstrate some fast learning.

Print out (or download) any of these mazes:

(Click on the maze, then 'save' the big maze or just print it out). Getat least 3 copies of each maze. When you have the maze, have a friendkeep track of the amount of time it takes you to complete the maze...gofrom 'START' to 'FINISH' on the maze. Record the amount of time it takesyou. Then, do the SAME maze over again on a new copy of thesame maze. Record the amount of time it takes you tocomplete it. Then do it a third time and even a fourth time if you want. Does it take you less time to complete the maze on the second, third andfourth time? I hope so...you are learning!! By the way, you could dothis same experiment with a jigsaw puzzle.

Materials:

• A stopwatch or clock with a second hand
• Pencil and paper to record times

The Space Place

Grades 3-12

This experiment involves BOTH memory and learning. Get a small objectlike a ball, book, block or even a crumpled up piece of paper. Put ablindfold on your subject. Place the small object on the floor about 10feet away from your subject, but don't tell your subject where it is. Tell your subject that he or she must find the object on the floor whenyou say 'GO'. When you do say 'GO', start a stopwatch and measure theamount of time it takes your subject to find the object. Don't let yoursubject get too far away from the object and don't let your subject bumpinto anything dangerous, but let your subject find the object without toomuch help. Once your subject has found the object, stop the stopwatch andrecord the amount of time it took to find the object.

Repeat your experiment with the same subject. Bring your subject backto the exact same spot where you started and place the object in the exactsame spot as it was the first time. Say, 'GO' and start your stopwatchagain. Did your subject take less time to find the object? You may wantto repeat the test several more times and plot the amount of time it tookto find the object for the different times you ran the test. Do you see adecrease in the amount of time to find the object in later tests? Whatwould happen if you tested the same subject the next day?

Materials:

• Small object (such as a ball or book)
• A stopwatch or clock with a second hand
• Pencil and paper to record times

Concentration Game - Learning

Grades 3-12

Have one person (the 'setter') set up matched pairs of playing cardlike in the concentration game. Have this person 'map' where each of thecards was located at the start of the game. Have another person (theplayer) play the concentration game as fast as he can. Time how long ittakes the player to finish the game. Record the time. Have the setter,use the map and place the cards back in their original positions. So thecards will be in exactly the same locations for the second game. Have theplayer match the cards again and record the time. Reset the cards andplay again. Play a few more times...does the time it takes to finish thegame get shorter?

Materials:

• Deck of playing cards
• Stopwatch

Shape Up!

Grades 3-12

Have you ever wondered how they train animals to do tricks in thecircus or on TV? One way that trainers teach animals to learn new thingsis through a method called shaping. Thistechnique involves reinforcing each behavior that looks like the final actyou want. In other words, the trainer gives the animal a treat each timethe animal does something that looks like the final behavior.

Now it's your turn to shape a friend. First, get a collection of'treats'...these could be little candies or pennies or buttons. Withouttelling your friend the exact behavior you would like to see, just saythat you will give him or her a treat when they do the right thing. TheFINAL right thing may be to turn off a light or pick up a pencil or open abook.

Let's say the final behavior you are looking for is to have your friendturn off a light. Start giving treats when your friend gets up. Giveanother when your friend starts to walk. Give another one when yourfriend gets close to the light. Give another when your friend touchesthe light. Give another when your friend turns off the light. Do notgive treats for behaviors that are not related to turning off thelight.

You can shape almost any behavior as long as your friend is interestedin getting the treat.

Motor Learning

Grades 3-12

Use this easy-to-build device to test motor learning. It's like theold 'operation' game. Follow the diagram below to build the wire maze. Your wire maze must be a material that is electrically conductive. A coathanger works as long as it does not have any paint on it. Attach a loopof a hanger to a wire, then attach the wire to the battery. Attach thebattery (9 volt) to the buzzer (or light) using wire. Attach the buzzer tothe wire maze using more wire.

Thread the loop of the metal hanger through the wire maze. Measure thetime it takes to get from one end of the maze to the other. Also count thenumber of errors (buzzes) during each trial. Go through the maze severaltimes and plot the amount of time and number of errors vs. the trialnumber on a graph.

Materials:

Memory Pictures Game

• 9 Volt battery
• Buzzer or small DC powered light
• Hanger (for the maze and the loop)
• Wire (to create an electrical circuit)
• Wood Holder (or other material to hold the maze)
• Stopwatch

More Resources

• Memory: A five-day unit lesson plan for high school psychology teachers from the Teachers of Psychology in Secondary Schools (American Psychological Association, 2013).

Copyright © 1996-2017, Eric H. Chudler All Rights Reserved.

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