Tips to make it easier to remember anything

The following heuristic notions that can help with organic memory organisation. If you decide you really want to memorize something, then learn memory techniques, if you want to remember organically then this list might help.


Make it Meaningful
If whatever you are trying to store makes sense to you, then you will find it easier to recall. Organize it in such a way that it makes sense.

Rhyme it to find it
When you convert it into a ryhyme then when you recall you'll have an easier time.

Is it on familiar ground?
If you already know the topic then tie in the new information to stuff you already know.

Repeat it
Whatever you are trying to remember. Repeat it to yourself. Have a gap. Test yourself. Repeat it. Essentially utilizing Ebbinghaus's work.

Information Theory
Information theory informs us about redundant data, so if we identify patterns in the information then we can use the lessons from information theory to help us construct what we tried to remember from minimal data.
Essentially, look for patterns.

Decide you want to remember it
Give yourself a reason to remember it. Make sure you are interested in the thing and in the recalling of the thing. This simple act will help massively.

Associate it with the environment
Remember the tip of the memory strategy where you visualize where you learned something? Well make it easy to use that strategy by associating what you are learning with your current environment.

.

Studying Techniques for memory recall

Plenty of techniques exist to help you study quickly, and you can use them to help you recall what you study:

Review the territory
Survey the material. Skip through it all quickly. Read the summaries. Look at the images. Get a feel for the structure.
I imagine that when I do this I'm blocking out space in my brain to put all the information I'm going to learn. I have no idea if the brain works like this, but it gives me a simple model of justification that works for me.

Create Questions
Write down questions about what you think you are going to learn. Check that the material you have studied answered those questions.
This helps you identify 'why' you want to study and remember the information. It also helps you identify what you already know about the topic.

Read it
Yup, you have to read it. I usually read it a number of times. I read it fast. I read it slow. I read it backwards. I read it in chunks.

Make Notes and Review
Having read it, I make notes. Sometimes on a mind map, sometimes as unstructured text, sometimes as a visual adhoc map. Whatever helps me review it.
The notes are really there to help me review. I can review what I've written against what is in my head. I can review my notes against the text to see how complete my understanding of the top is. i.e my notes don't have to contain all the information, but do they trigger the recall of the information from my brain? That is their main purpose.

Repeat
Yes, repeat each of the steps, in various orders, until you are confident with the material.

It's on the tip of my tongue

That moment when you can almost recall something, it's there, you can feel it, you can almost see it, but it won't manifest.

"It's on the tip of my tongue"

People have put forward plenty of theories to explain it, but do we care about theories? No we do not.

Do we care how to avoid it? Well, we avoid it with effective storage strategies such that we can recall it.

Do we know who to trigger access to it, when we didn't store it effectively?

The alphabet strategy:

• Cycle through the letters of the alphabet and see if that triggers it. It might help you narrow down the range of values.

The context strategy:

• You could access the environment where you think you stored it. e.g. if you were told the fact, or name, or whatever is on the tip of your tongue by someone. Then imagine them telling you again. Visualise the place they told you in. Remember some of the background noises. All of that context can help your brain plot a route to the stored information and might recall the information.

And once you have the information?

Re-store it using a variety of meta data to help you retrieve it again. Or use whatever memory technique you normally apply.

Sometimes re-storing it with newly associated meta data can work as an organic memory technique. So if you forgot someones name, but bring it back through the alphabet strategy, then re-store it, but visualising their face, and associating the face with the name. Perhaps shout it loud in your head. Stamp it on their forehead. Make the first letter really big to allow you to use the Alphabet strategy. You decide.

But if you don't do something to re-store it and make new associations that allow you to search and retrieve the information then you will face the same recall difficulties as before.

Simple System for remembering PIN Numbers

Many of the memory systems seem over complicated for little things.

Particularly for PIN numbers, we don't need a formal number alphabet.

The great thing about numbers is that they are all different, at least in English:

• One
• Two
• Three
• Four
• Five
• Six
• Seven
• Eight
• Nine
• Zero

I know you don't need to have them listed, but look, none of them rhyme, none of them are particularly similar, which means if you have a short PIN e.g. 9843

You don't need a complicated system, just find words that rhyme with the numbers and use them in a phrase. You can add any other words into the phrase so long as they don't rhyme with one of the numbers.

e.g.

• Nine - mine, fine, line
• Eight - gate, fate, mate, rate
• Four - door, floor, bore
• Three - wee, tree, she, twee

I don't need to have a specific set of words, I can use whatever is appropriate for the phrase e.g.

• a Line at the Gate was For a Tree
• the Mine(rs) Fate? Pour the Tea

When I practice recalling the phrase I say it in English in my head and overdub the number on the word at the same time.

If it is a pin I have to physically enter in a keypad then I practice recalling the phrase as I move my fingers to the keys to build in some muscle association as well.

I practice the recall of the number, phrase and movement while holding the card or pass that the PIN is for, or visualize the keypad that I have to use.

This means I'm using a system based on rhyme. I practice it in multiple ways to build associations with the context the PIN will be used in. I use my imagination to build the phrase to make it novel and memorable. 

We can, and should, design our own systems to help us remember things. 

The most important graph in the World by Tony Buzan Book Review

Book Review of "The most important Graph in the world" ...and how it will change your life by Tony Buzan with Jennifer Goddard & Jorge Castaneda [ amazon.co.uk | amazon.com ]

This book has multi-coloured pages, presumably to help you remember and harness the Von Restorff effect, covered in the book. And it tries to put in various pictures etc. to help your Association and thereby allow you to recall better.

And the writers are all 'experts' in this area, so presumably this stuff works for people. Me, I want you to get to the point and I'll summarise the information in ways that I can remember it, I don't really need the author giving me the associations, because I need to create them. So I guess I have a slightly different learning theory than the authors.

So guess, what? Yep, I thought the book had a lot of padding. Which I found annoying because it has a lot of good information.

What's the title? "The most important Graph in the world" on what page does the book really start discussing the "most important graph in the world" page 35. You can get a feel for the kind of padding that they use on this promotional video by Jennifer Goddard. In this video you see the graph for about 3 seconds, and learn nothing about it.

So what is the graph? You can see it on the page promoting the book I assume the image is copyright Buzan so I haven't included it here. (shhh, but I don't think the graph image is really that important)

It collates the important principles covered by the book:

• Primacy Effect - we remember things covered early in the learning experience
• Recency Effect - we remember things covered late in the learning experience
• Von Restorff effect - we remember things that are different and unique
• Association Effect - we remember things by linking them to our own models
• Understanding and Misunderstanding Effect - we can remember stuff that didn't happen
• Interest Effect - you'll remember stuff you are interested in
• Meaning and Insight - we piece things together as a whole

The graph and executive summary are available from the official site as a pdf, this also covers Chapter one where the graph is explained.

The book then elaborates on these principles with 'handy' hints and tips.

Use the Primacy Effect by making sure you make a good first impression (sadly the book didn't do this for me), start presentations with a strong opening, plan out your week at the start.

Use the Recency Effect by create a good last impression, take breaks if you want to learn stuff (that way you have more starts, and ends), end presentations with a call to action.

etc. The book has a chapter or so about each of these principles.

Part 2 works better for me. Small, concise, practical chapters. Particularly chapter 13, which is mostly contained in Matrix Templates and Mind Map from the official site.

Chapter 14 presents an acronym to help us understand how we learn TEFCAS

• Trial - an experiment
• Event
• Feedback
• Check
• Adjust - based on the feedback
• Success - did we move closer to our goal or not?

This model is compared to the Scientific Method:

• Hypothesis
• Experimental Design
• The Experiment
• Results
• Conclusions
• Next Experiment - design what to do next after analysing the results

Chapter 17 provides some helpful hints on adapting your presentation style around these principles. And the later chapters provide various examples relating the principles to PR and how to use them for time management so that you learn effectively

I found the book a little slow but if you like lots of examples and 'real world' association then this book might  work well for you. Certainly all the principles on offer are very important, I just didn't like the presentation.

Useful Links:

• http://www.thinkbuzan.com/intl/products/books/mostimportantgraph
• http://www.mostimportantgraph.com/
• Matrix Templates and Mind Map 
• graph and executive summary and chapter 1 
• http://www.mostimportantgraph.com/resources/
• amazon.co.uk | amazon.com
• Other book reviews and summaries of this title
• http://staroversky.com/the-most-important-graph-in-the-world-book-summary/
• every other review I saw seemed to be from either promotional material or people who had been given a free copy to review. The reviews on amazon seem pretty positive.

Another Memory Blog

Recall it now is a memory improvement site.

With:

• Book Reviews of relevant memory books.
• Articles on memory improvement
• Techniques explained

Our mission - keep is simple, keep it practical, avoid fluff and theory.

Memory Improvement, Getting a better memory etc. is not hard. It just takes practice.

Another site on memory improvement?

Do you need another site on memory improvement. Or do you just need one that works? I'm writing this site to act as my single online resource. And most importantly, the most practical memory site around.

Of all the memory books I've read – I've extracted their essence and lessons and written it here for you.

I wrote this so that I could have one memory information source at my fingers and get rid of all of the other memory books and improvement tape and cd courses that I own.

I've also generalised my own models of memory - that's right, with no scientific training, I'm gonna spout stuff cause it works.

I used to host this site on sites.google.com but found it hard to manage so I've moved all the content over here on to blogger and it should make it simpler to keep up to date.

The Art of Memory by Frances A. Yates Book Review

Available at: 
amazon.co.uk | amazon.com

Most memory books deal with the 'how to improve' aspect. And if not that, then the 'science' behind memory. As a result, most memory books appear as fly by night acts, bursting on the scene with the same information as everyone else, then fading quickly into out or print status.

Frances A. Yates book, "The Art of Memory" has become a classic, and remained in print because it deals with the history of the use of memory.

With a title shared with Marius D'Assigny and his 1699 public speaking classic. This was never going to read like a thriller. And at times it does plod along. But it demonstrates that the simplest of memory techniques has aided people that we now look back on as geniuses.

• Artistotle
• Simonides Melicus
• Augustine
• Dante
• Giulio Camillo
• Giordano Bruno
• Robert Fludd

The underpinning technique gloriously presented as the Memory Theatre - a formal peg system.

And the book explores the relationship between this technique and the study of philosophy, magic, theatre, and ultimately into Science.

A wonderful book that deserves savouring and long may it remain in print.

Available at:
amazon.co.uk | amazon.com

Related Links:

• Google Books Listing
• Marius D'Assigny "The Art of Memory" 1699 public speaking classic at openlibrary.org

Your Memory by Kenneth L. Higbee Book Review

Available from:

amazon.co.uk | amazon.com

An odd mix of book styles this one. Not quite a textbook and not fully a techniques book, instead a crossover book, aimed at psychology students and laypeople alike.

Start by looking at and dispelling some myths, here are the first 7, of 10:

1. "Memory is a thing": no, think of it more as a system, a process of remembering. Not a specific location in the brain or a specific collection of cells.
2. "There is a secret to a good memory": no, many, often very old, techniques exist, no single technique applies to all commit/recall processes.
3. "There is an easy way to memorise": a skill takes time and practice to develop. You should consider 'Remembering' a skill and practice. When people look for an 'easy' way - we may discover that their inability to remember is related to their their inherent laziness around remembering.
4. "Some people as stuck with bad memories": barring a physiological condition, your ability to master the skills of memory will determine your ability to remember, more than any innate talent.
5. "Some people are blessed with photographic memories": The rarity of the "eidetic imagery" phenomenon, again means that your skills determine your, and most people's, ability to remember
6. "Some people are too old/young to improve their memories": children as young as 3 have learned techniques like the 'peg' system. Elderly people can learn and use memory techniques to improve their memory.
7. "Memory, like a muscle, benefits from exercise": Research evidence does not support this view. Your ability to use memory techniques, increases with practice.

The process of memory has 3 steps:

1. Aquisition
2. Storage
3. Recall

Mnemonics: "The 3 Rs of Remembering: Recording, Retaining, Retreiving". "The 3 Fs of not forgetting: Fixating, Filing, Finding"

Sometimes we cannot recall something because we did not 'record' it in the first place. Or we 'Filed' it in the wrong category. So 'How' we Aquire, and Store information determines successful Recall.

Memory processes have 2 main modes:

• Short Term Memory
• Long Term Memory

Short term memory seems limited to about 7-12 'chunks'.

One model of Long Term memory:

1. Procedural - how to do something
2. Semantic - factual info without a context (time, place)
3. Episodic - personal events e.g. where you were when something happened

To get something into Long Term memory it has to pass through Short term memory.

We then learn that memory measures relate to: Recall (aided, or free-recall), Recognition, Re-Learning. And have the implications of the "Tip of the tongue phenomenon".

So next an overview of how your memory might work? First we learn some theories as to why we might forget: Decay, Repression, Distortion, Interference, Cue dependency. There follows a general overview of visual (imagery process) and verbal process memory, eidetic imagery (the exemplar "S" in Luria's "Mind of a Mnemonist"), and sleep and subliminal learning .

Available from:

amazon.co.uk | amazon.com

Develop a Super-power Memory by Harry Lorayne Book Review

Available as:
2000 edition amazon.co.uk | amazon.com
1963 edition amazon.co.uk | amazon.com

I own the 1963 New English Library version of this classic memory book and Like all of the Harry Lorayne books that I have read, I describe it as punchy, conversational, and matter of fact. Harry Lorayne does not write theory, he just writes what to do.

After 40 pages or so of describing memory as a learned skill, comparing it to a muscle and to a habit, providing a few quick examples of association to demonstrate memory skill potency and showing the reader that they can improve their memory. Harry dives into the first Memory technique that people tend to learn - the Link System.

Harry suggests that the items in the link system should be:

1. Out of proportion - 'gigantic'
2. In action
3. Exaggerate the amount of items
4. Substitute items e.g. smoking a nail instead of a cigarette

Harry then follows the standard practice in memory books and moves on to the Peg system. Harry presents the peg system as a phonic letter system. Most books don't present this type of system so early in their presentation of memory techniques. Harry provides words for 0-100 throughout the book although I suggest you make up your own words to make them relevant to you.

Harry suggests that the link system is for remembering lists in sequence and the peg system for remembering things in and out of order. Phonic systems are very good for remembering numbers as you get an instant set of sounds to turn into a story (this is the technique Harry uses to remember long numbers in Chapter 11).

Suggestions for remembering speeches include:

• Take each 'thought' in the speech and find a Keyword which brings the whole 'thought' to mind.
• Use the link system to link the keywords

The principle that Association leads to effective memory gets stressed throughout the book.

The more intelligible a things is, the more easily it is retained in the memory, and contrariwise, the less intelligible it is, the more easily we forget it.      - Benedict Spinoza

To memorize the keypoints from a book? Use a peg system and associate the keyword for each page in the book with the peg word for that page.

Over the course of 4 chapters Harry has you memorise peg words up to 100.

To remember a pack of playing cards? Use a word where the first letter represents the Suite and the last letter represents the card. To remember Jack, King, Queen you use an exception to this rule. Jack - use the name of the suit. King and Queen use words that rhyme with King or Queen. Associate each card word, with a peg word for position.

Harry moves on to present more typical peg systems:

1. Rooms in a house
2. Locations on a well known Route
3. 'things' that resemble the numbers e.g. pencil for 1

I also use words that rhyme with the numbers e.g. 1 = gun, 2 = shoe, etc.

Harry pulls no punches and starts with the phonic peg system rather than the easier to use and remember: rooms, rhymes, similarity approaches.

Harry presents ways to 'know' what day each date maps on to, and how to remember dates, foreign language words.

To remember names?

1. Hear the name correctly
2. Ask about the spelling
3. Use their name during the conversation
4. Create a picture of the person associated with what their name 'sounds' like.
5. Associate the sound with a 'feature' of the person's appearance - hint: use a permanent feature rather than something potentially temporary like a beard.

The book then ends with various memory tricks and how to memorise schedules, and birthdays.

Although out of print, if you can find it. I recommend it. 

Available as:
2000 edition amazon.co.uk | amazon.com
1963 edition amazon.co.uk | amazon.com

Peg System

Attributed to: Stanislaus mink von Wennsshein 1648, Dr Richard Grey 1730

Associate a consonant sound for each digit: 0,1,2,3,4,5,6,7,8,9

• 1 = T or D (T has one downstroke)
• 2 = N (n has two downstrokes)
• 3 = M (m has 3 downstrokes)
• 4 = R (last letter of four)
• 5 = L (Roman numeral for 50 is L)
• 6 = J, ch, sh, soft g, etc (J turned round looks like a 6)
• 7 = K, hard c, hard g (you can use 7 for form a K by putting one rightside up, and the other upside down)
• 8 = F or V, (handwritten f has two loops)
• 9 = P or B (9 turned around looks like P)
• 0 = S or Z (first sound of the word zero)

above from Develop a super-power memory by harry Lorayne

TeN MoRe LoGiC FiBs (a mnemonic to remember the sounds in sequence from 1-0)

When you see a number, read it as the Sounds and turn it into a word.

e.g. 124 = TeNoR

Create a word for each number 1-0 so when you remember a list you associate each 'thing' you want to remember with your 'peg' number word e.g. if you word for 1 is Toy then you would associate the first thing on your list with a giant Toy.

Phonetic alphabet for each of the number 0-9

To remember a number just make a word, or word sequence, by stringing the phonetics together with whatever vowels you need in the middle

Extensions...

Create a word for each number:

1 = tie

2 = noah

3 = ma

4 = rye

5 = law

6 = shoe

7 = cow

8 = ivy

9 = bee

10 = toes

to remember things in order – associate them (ridiculously) with the word.

Peg words for 11 – 25

11 – tot, 12 – tin, 13 – tomb, 14 – tire, 15 – towel, 16 - dish, 17 – tack, 18 – dove, 19 – tub, 20 – nose, 21 – net, 22 – nun, 23 – name, 24 – nero, 25 – nail (from Develop a super-power memory by harry Lorayne)

peg words for 26 – 50

26 – notch, 27 – neck, 28 – knife, 29 – knob, 30 – mice, 31 – mat, 32 – moon, 33 – mummy, 34 – mower, 35 – mule, 36 – match, 37 – mug, 38 – movie, 39 – mop, 40 – rose, 41 – rod, 42 – rain, 43 – ram, 4 – rower, 45 – roll, 46 – roach, 47 – rock, 48 – roof, 49 rope, 50 - lace. (from Develop a super-power memory by harry Lorayne)

51 – lot, 52 – lion, 53 – loom, 54 – lure, 55 – lily, 56 – leech, 57 – log, 58 – lava, 59 – lip, 60 – cheese, 61 – sheet, 62 – chain, 63- chum, 64 – cheery, 65 – jail, 66 – choo choo, 67 – chalk, 68 – chef, 69 – ship, 70 – case, 71 – cot, 72 – coin, 73 – comb, 74 – car, 75 – coal (from Develop a super-power memory by harry Lorayne)

76 – cage, 77 – coke, 78 – cave, 79- cob, 80- fez, 81 – fit, 82 – phone, 83 – foam, 84 – fur, 85 – file, 86 – fish, 87 – fog, 88 -fife, 89 – fob, 90 – bus, 91- bat, 92 – bone, 9 3- bum, 94 – bear, 95 – bell, 96 – beach, 97 book, 98 – puff, 99 – pipe, 100 – thesis or disease (from Develop a super-power memory by harry Lorayne)

Use a rhyming scheme

e.g. To remember the number 4659 (door, sticks, hive, wine) – come to the front door(4), open it and see a pile of sticks (6) which I pick up and see a bee hive (5), so I run into the kitchen and see a glass of wine(9).

Link Method

Also known as: Link Method, Chain System

Given a list, link the first thing to the second thing using a ridiculous or exaggerated picture, see the pictures.

The link system involves learning a list by chaining together the items in the list through some sort of ridiculous or illogical association. 

The link system also involves visualising the items and the association. e.g. bottle, remote control, CD, book, car, photo

The links are between pairs and construct an association between each pair.

 i.e. in the list above, create a link between bottle and remote control, a separate image to link remote control and CD, another image to link CD to book, etc.

1. I might imagine a tiny bottle and I try 'in vain' to stuff a remote control in it. 
2. Then I might imagine the remote control that shoots out CD's when I press a button. 
3. When I pick up the CD I can imagine that I'm having to hold the edges of the CD while a big book is balanced on top of it and I have to hold the book steady as I walk across the room. etc. 

The hardest part of the link system is remembering the first item so try to associate it with the place you'll need the list, or the thing you'll use when you need the list.

I use the link system to remember my PIN numbers and associate each link association chain with the card I use it with.

Principles:

• Associate each item with the next.
• Make association exaggerated or ridiculous or illogical
• Learning loves novelty

Hints:

• out of proportion to each other
• “in action” moving or in use, a mini-story or scene
• increase the numbers “millions of x”
• substitute items for one another
• to recall the first one associate it with the place, time, person where you will need to trigger it

Recall Not Memory

It doesn't help us to say “I have a bad memory”. You probably have a perfectly fine memory, you just haven't learned any techniques for 'recall'.

Look at that word “re-call”. To call forth again. To bring back something which you put away. 

Most of my “memory” problems were down to:

• not putting something away in the first place, or
• not putting it away to allow me to get at it again.

Lack of technique was my problem, and a lack of practice with those techniques. As a result this site is as practical as you are ever going to get. I will not overload you with theory. Science is still studying our ability to remember things, and while they do that we already have centuries of techniques for helping us recall stuff that we can learn and use.

So let us keep this simple. Having a good memory means that you can store something away for later retrieval when you choose to. We do that through association with something we already have stored. That process is what we will set out to explore and learn.

And I guarantee you can do that.

One Minute Memory Improvement

Most memory books and sites start with a section like “OK, memorise these things. Pah, you were rubbish. You need this book. Here's how to improve.”

We are going to start by memorising a few things, and going – see you can do it. Let's get better.

We will do this by memorising the following 10 'things' , just your average shopping list:

• a pint of milk, a loaf of bread, some cheese, a chocolate bar, a newspaper, some apples, shampoo, a bottle of wine, a hair brush, and a new television

The untrained mnemonist (someone who remembers stuff), will read the list, repeat the list to themselves with the text in front of them, repeat the list without looking at the text, repeat the items the didn't recall, and continue until they have a full pass through the list. Then wait five minutes and fail to recall most of the list. Then they will start again, or give up assuming that they can't remember a list of 10 items.

We are going to do something different.

• Trigger
  
  • Build an image
  • Chain the image

Instead of starting with the list. Start with a trigger. I'm going to use the phrase “Welcome to Today's shopping list”. I'm going to imagine this said in the voice of a Gameshow introduction. “Weeeeelcome to Today's shopping list”. This will be shown on a tacky flashing sign and will have a rousing applause after it. The sign will also be on the outside of the shop where I do my shopping.

The first thing on the list is a pint of milk. So my camera will pan to the show's host. And today's guest host is a pint of milk so I can see a pint of milk holding a microphone welcoming me to the show. The pint of milk then starts introducing the contestants on the show.

The first contestant is a loaf of bread. A cartoon style loaf of bread who is dancing and excited to be on the show, and so excited that he falls over to the right, bumping into the next contestant, a wedge of cheese who gets a bit annoyed and glares at the next contestant who is laughing at these antics and turns out to be a bar of chocolate.

The bar of chocolate picks up a newspaper and comes to the front of the stage to start the first game in the show. Which in this case is using the newspaper to catch apples falling from the roof. As he is catching them, the cheese (still angry) squirts shampoo on the floor, causing the chocolate to slip.

The game ends and the milk bottle host presents the chocolate with a giant bottle of red wine as a prize and he staggers off screen.

The host then preens himself with a hair brush saying we'll be back after these adverts, and I see my hand switch off the television hosting the show.

To remember the list I turn each of the items into a memorable picture which flow to the next, and I put them in a context such that I can trigger them. So I really only have to trigger the 'recall' and the story unfolds with the memorable items being picked out as the story plays.

This uses a combination of techniques which we will learn as we go through the book.

If the story I used didn't work for you then create your own. Using the following principles:

• make the pictures outlandish and 'different'
• use sound, motion, humour in the story
• exaggerate the images and situations
• create a trigger/intro for the situation

Basic Principles of Recall

Association

Our brain makes associations. It connects things to each other. It is good at that. We have subconscious processes which observe and catalogue and associate. We call it learning. And we can learn to learn better. The natural subconscious process is one reason that we can learn quickly. It is also how we quickly develop phobias and can just as quickly remove them. It is how we get confused if we don't harness this ability.

We have the ability to build on what we already know and make it easy to learn stuff.

When we make the process of association a conscious act, that we start to take control of our 'memory' process.

Memory

Memory = Storage + Recall

Don't think of 'memory' as a thing. Think of it as a process or set of natural processes which we consciously harness.

Remember To Remember

The more we use our 'memory' processes, the better they get. The more we rely on our 'memory' processes the better 'memory' we will have.

Rather than approaching situations passively. We actively engage with them and will be able to recall more.