 Wel, ddodd i'r cyflogol yma, yn fwy cwylwch yn fwy cyflogol sydd y cyflogol yn bwysig. Dyna'r cyflogol o'r cyflogol yw'r cyflogol cwyddiadau yma o'r cwylwch. Mae wedi gweithio'r lleydd. Ond o'r hwn yn hynny, rydyn ni wedi gweithio'r twyl, dyna'r cyflogol yw'r cyflogol yn ynillai'n cyflogol yn fwy gwybod yw'n ymwysig, ond dyna yma'r cyflogol wedi'u cyflogol. So dyna yna'r cyflogol yw'n cyflogol. So gollwch gynllwch ei mwythgopeth oherwydd maedodraeth FM yn ymwneud, rhydwm ni'n gynghwylm. Mae PhD wedi gwnaeth i ddechrau yng Nghymru a dyslexia. A ddweud yn uch chi'n digwydd y ddechrau hyn o'r ddechrau defnyddio roedd ei ddechrau. mae gwnaeth gynghwylm ymogol fan i ddechrau. Bydd yn awn iddynt i'n olygu. A'n d nog, ryebwch, rydyn gwych a'r Rhaglenedd, rydyn a gwelio'r Rhaglenedd, a dwi'n gweld iawn yn anhygoel'i gaflion bwysig, wrth gweithio y tu. Caerdyri'n gweithio yma, ac ond wedi gwiesi felly gweithio'r rywbeth, beth mae'n ôl yn minec. Rhyw ni'n dechreu'r gwybwy, a dwi'n gallu'n gweithio rhai. I go to your eyes! so imagine you walk to this big space and in front of you you see your mum she's jumping up and down super excited that she's got a job as an executive of a big company so she's in charge she's gonna be telling people what to do then you walk round your mum and on the floor there's this little baby Cyngor gan y cyd-odiadol, mae cyngor yn fanyddio'r cynorth. Mae'n gweinwch cyngor yn unig oherwydd a'n ddynnu cyntafol. Felly, ddylai yn cael ei gynorth, mae'n gweinwch er mwyn iawn. Mae'n ddïch yn gweinwch er mwyn iawn. Mae'n digwydd gan rhaeg, mae'n gweinwch er mwyn iawn. Mae'n ddag yn dd tu oed. Ond mae'n gweinwch ar-dweidwyr. Mae'n gweinwch ar-dweidwyr ar-dweidwyr. And then you looked to the other side of the baby and you see this magic whiteboard. There's no one stood at the whiteboard but there's this pen, flying around, drawing pictures, wiping them out, drawing diagrams, wiping them out again. Okey, so open your eyes. So that was little bit of a tale about short-term memory. Each of the things that I talked about there represented different areas of short-term memory. yn drwychol. Mae'n gofynwch ar y ddweud iawn. Mae'n ddweud ffocir bush yng Nghymru yng nghymru yng Nghymru ddewch'r llwyddoedd Cymru. Mae'n ddweud â huoedd o flaenau ac mae'n ddech chi'n ddweud uldio claf o'r algod yn drwychol, sy'n ddigwyddoedd yng nghymru yng Nghymru, a'r ddweud yn cyhoedgio cyfol o ddweud, sydd yn mientras ac elwyddo. Mae'n ddweud o dwarfisiw o'r ddweud yr enghyrch, o ble yn yr urwaith. Ar cyfnod er mwyn o'n aims about long-term memory so this is about how we hold information for long periods of time and we've got implicit memory which is about the memory that don't realise we have so things like walking talking we don't think we need to do this but we'll talk about today's explicit memory so this is the memories that we know we have we think we have and generally that's divided into two parts we have episodic which is like story so this is about our life so if we think about Paris and I'm thinking about an episodic memory I'll think about when I went on a trip to Paris and my husband proposed so that's an episodic memory so it's a story if I'm thinking about Paris for kind of semantic meeting I'll think about the capital of France I'll think about facts about Paris like it has the Eiffel Tower and so this is the long-term memory especially when you want to remember something that we need to think about so what we need to do when we want to remember something long-term memory so you need to think about that we remember things by stories we remember things by meaning and if you know that then you can help improve your memory so you use tactics that take advantage of either stories or meaning so we're going to do some memory tests in this talk so if you've got a phone or a pen and paper if you get it out because I'm going to give you some tasks and then I'm going to ask you to recall them so say phones out pen and paper out it's a very organised people here with laptops I love it okay so you can see people some people with pens papers phones so brilliant so first thing I'm going to get you to look at is quite a simple question for a Saturday morning I want you to look at these words and decide whether they have four letters in or not so just go through the list and say in your head ask the question do they have four letters in or not okay so hope you got to the end of that list so the next task is and again you don't need to write anything down is all these words can be scrambled into another word so I want you to have a go at going through the list seeing how many times you can scramble up the letters in these words to make another word okay so now I want you to recall so on that pen and paper or your phone write down as many words as possible from that list I showed you where I asked you to count how many letters were in the words so write down as many as you can remember I recognise the giggle of some people going I can't remember any now okay so I think most people have finished so I've got another task for you now on the next slide you're going to see a question and then you're going to see a load of sentences with a word missing what I want you to do is look at the end there's a word at the end and see if that word fits into the sentence so here we go so you want to see if the word fits in with that sentence okay so we're now going to the anagrams again so again look through these words try and scramble them up to make a new word okay so we're now we're backing to recall so those words that you were trying to fit in the sentence try and write down as many of those words that you were trying to fit into the sentence okay can you put your hand up if you've finished writing downwards so finished recalling okay there's still some people writing so just give them a little bit longer okay so here's the answers to the first two lists so they've got the first list the four letters one and the second list so just have a look through and mark yourself so give you a self one point for every word you got correct and so you should get a score for the first list and a score you get for the second list that is one of the um this little kind of demonstration so any scientist in the room this was not an experiment because for an experiment it would have to be run properly um so this little demonstration is about levels of processing so the idea is that the first list i only asked you to look at surface characteristics i wasn't asking to look at the meaning of the words so generally people perform poorer when they do the first list because say you don't think about the meaning and do you remember at the beginning of it i said our long term memory relies on either meaning or stories um with a second list i was think getting you to focus on the meaning of the word so you were thinking about it was kind of forcing you into thinking about the meaning of the word and this is kind of based on there's lots of studies that have been done and there are big studies and they're the i pick these studies because they're the easiest ones to find online and there's been many studies that show that the more we get people to think about the meaning the better people do on the memory tests so that's the way our long term memory works so one of the key things to remember is if you want to remember something long term don't try and repeat it so don't just go say you met me and you were like oh i need to remember a name don't go emma emma emma emma emma try and think of something that's meaningful so maybe you go oh she's got the same name as the daughter of Rachel and friends or something like that or i've met lots of emas they're all horrible something like that so think about the meaning thinking about linking it so one of the key things about when you're trying to remember something is this elaborate rehearsal so thinking about the meaning the analysis of it the more connections you can make the better if you can make connections to something to you personally even better again because then it starts bringing in that story aspect to it and this is one of the things that's really annoying because what people like to do especially when they're revising for exams they like to scan through a book highlight everything and they go right i've highlighted it therefore i've remembered it but actually if you really want to remember it you need to think about its meaning think about how it links to you if you think learning something for exams trying to link it into maybe something you've experienced or some problem that you've come across and i think that would solve the problem so always think about the meaning always try and link it to yourself that's the way to help you learn something and improve your memory okay i love memory tests so here's another one so you can get rid of those lists and this time you're straight up remembering this and then i'm going to get you to recall them so here's the first list so try and remember as many words as possible on this list okay now i want you to write down as many words as possible okay so hands up if you finished writing downwards so hands up if you finished writing downwards okay i think that's most people so now for another list so this is another list but one of the things i want you to notice when you're trying to memorise this list all the words come from four categories so they're flowers or transport mythical creatures or precious stones so hopefully that might help you a bit so here's the second list okay so recall now write down as many words as possible as you can remember from that list okay so again hands up if you finished writing downwards some people still going okay so there's list one and list two again mark yourself so you get a mark for each one you've got correct so you should get a score for list one and a score for list two one of the things you might notice now is list one also all had words coming from categories so they all this one also had words coming from four different categories so again what i think you might be finding is that you did better at this too so one of the things that we were learning if you were here in my first talk where i did the false memory experiment on you then what we do is we organise things by meaning so in our heads everything kind of organised by meanings and if you can make those connections between the meanings of the things that we were trying to remember then we get stronger memory traces so although both of those lists had words coming from four different categories because i pointed out the categories in the second list then it makes it much easier for kind of us to organise the information and when you were reading through the list you were like oh yes that's a flower that's a flower that's a flower and you were starting to make those connections and organise the information you're trying to remember out of interest can you put your hand up if you notice list one was made up of four categories okay so quite a lot of you spotted that that's good so again it was good because one of the things i've been talking to you about is thinking about the meaning of the words so if you were starting to notice that list one had four categories in it means that you were starting already to start applying what i've been talking about today which is thinking about the meaning of the words in the lists wrong way so this is one of the key things with memory is about organisation so we can organise the information that we're trying to remember then we'll do much better so again one of the things that if you were trying to revise something or you're trying to learn something don't try and copy down the information in the order it's given to you always think about the meanings always think about the structure try and organise the way that you are kind of making your own notes within a structure that helps you and helps you organise your memory there's also the other thing to think about is elaborate so again the stronger you can make the story so if you can think about how those words connect together think about how the kind of information that you're trying to remember connects to your own life they're kind of elaborating on the list and that's one of the techniques that a lot of memory champions have when they have long lists like this they'll often kind of visualise the list if they can and they'll have a story so for example if you visualize your say route to work every day if you're working at home maybe that's from your bedroom down to your living room um or if it's a longer commute they'll kind of remember a route they do every day and then they'll place items along the list that they need to remember so they create it into a bigger more colourful more a memory that they can feel and then it will help them recall things and there are things like the world memory championships which go on and people remember amazing amount of things one of the things that you'll notice if you hear the interviews is these people don't have amazing marriages they don't think they have photographic memories they're just using these techniques to become very good and nor they practice the better they get so again if you're thinking about studying making mind maps can be really useful because it's not so much about the colour but it's about the organisation the way you organise make organisations the way you make connections between different topic areas again it makes it more elaborate it makes you think about the meaning constantly which will really help you the other thing that i've started to talk about is visual imagery so one of the most basic studies again it was done a long time ago but many people have done different variations on it since found that we're much better at retrieving concrete words versus abstract words so the example you've got if i was asking to remember something that a list of words like piano and guitar you're able to imagine really easily you can visualise a piano i've picked an image from the internet trying to visualise hope i don't think unless the word was written hope on that stone you wouldn't know that that image was meant to represent hope it would be a stone in a hand so this is one of those things that we if we can visualise things and take the time to think about them and again even if it's abstract trying to think think about how it might fit into a story something meaningful to you or connect it visually with something else it will help you remember things this is something that i use in my teaching so i teach a lot of statistics and i talk about normal distributions and it's got a distribution that's very pointy it's called leptocatosis and then if you've got a very flat distribution it's platychotosis and students really struggle with these terms so i made this image of a leprechaun riding the platypus and i say leptocatosis think of leprechauns they're very jumpy they're very bouncy they would jump over a big pointy distribution platychotosis so you think of the platypus it's got a nice flat back with a gentle curve so again it's like a very flat distribution so it's a bizarre image you won't come across it every day and but again you're able to visualise it so i've taken something that's relatively abstract turned it into a very memorable image and it's something that i say 10 15 years later i had students go i still remember the leprechaun and the platypus sometimes they don't remember what they stood for but they remember the weird image and again this is something that's been looked at um scientifically again another ridiculously old study but many many other studies have followed up so they've looked in this study where they had listed words they had two nouns paired together and then at the recall stage they showed one of the nouns and then they had to recall the word that went with it and what they found was the imagery was the best so if you had saw the word platypus and leprechaun was paired with it then if you imagine interacting then that's going to be your best memory sentence generation so putting those two words into a sentence was next to again linking to meaning just reading a sentence wasn't so good and just wrote so repeating the words which again is always our first instinct when we get told to remember something we just try and repeat it that was the worst so again if you make these memories more richer more visual you kind of bring together a much stronger memory trace so this was an image i started off with now i asked you to close your eyes and i told you a story so everybody what was the first thing when i told you to close your eyes i asked you to visualise your mum and what was your mum doing excellent so after your mum what came next okay and what was the baby doing yep it was smashing the play dough and then i asked you to look off to one side what did you see okay so it was a big jar with words falling going round and the other side excellent so you've learned something about short-term memory in a long-term memory talk because at the start i was asking you to use the techniques i talked about during the talk so i so this is what i was talking about but you also learned something about short-term memory i want to thank you very much for listening today there's a brilliant group of psychologists called the learning scientists that have loads of hints and tips so anyone who has to study for something the learning scientists have got a great website or if you're a teacher there's loads and loads of resources on there which i really recommend for helping people learn and memorise the information and anyone who was struggling with the anagrams these were the anagrams i showed earlier but thank you very much for your attention