Twelve lines of text ought to be easy to learn
– you’d think. But the first twelve lines of Ephesians chapter 3 – equating to
the first seven verses – have proved very hard for my memory to retain.
Considering this, however, I remembered that
when I was memorizing music more frequently, in the last couple of years,
twelve bars of a fugue by J S Bach took me infinitely longer to get to grips
with than twelve bars of a jazz-style piece by Christopher Norton. The Bach was
much more complex, making it the equivalent of an abstract text, whereas the
jazz piece, while enjoyable to learn, was more straightforward musically.
Last part of a Bach Fugue |
Anyway, hacking away at the task of memorizing
yesterday I gave myself some additional images to remember for the first three
or four lines, since these were the ones that were particularly
obstinate in terms of staying with me.
Then I managed to recite the lines backwards line by line. This made my
brain claim it was going into overload, but I assured it that it wasn’t.
I still felt I needed something extra to hang
onto.
In our kitchen, where I do most of my memorizing in the mornings, there’s
a large clock that was given to my mother many years ago. It has no numbers; instead
it has pictures of cats – twelve different ones. Originally, on the hour, a cat
would meow, but we all got fed up with the awful sound and switched it off.
A cat clock similar to ours |
Yesterday, I recited the twelve lines while
working from the cat equivalent of one to twelve. And when I could do that, I
went backwards, from twelve to one. The cats aren’t distinguishable enough for
my brain to say something like: on the Persian
sitting at four, I recite line four, or on the Manx sitting at nine I recite line nine. I just have to think in my
head that I’m looking at a cat picture that represents the number four or nine
and hopefully line four or nine is there, ready to be recited.
If this seems over the top, it isn’t. When it
comes to memory, the brain prefers
difficult to easy. Things learned easily tend to be forgotten far sooner than
things that are learned with considerable effort.
The authors of the book Make it Stick talk about
how a test was done on two groups of baseball players. One group was thrown the
same kind of ball over and over – such as a curveball - and of course, they got
better at it as time went on. In fact these were already top players, so
getting better for them was a considerable achievement.
The second group was thrown a different kind
of ball every time, and initially they fumbled and missed, hitting some and not
others. But as time went on, even though they were thrown a different ball each
time, overall they improved more than
the other guys. With the first group, once their brains knew that they’d get a
certain ball they relaxed, and didn’t continue to be alert to changes. The
second group was continually alert
because they didn’t know what they’d get, and so they improved in regard to all the balls that were thrown.
There’s something about the brain that
delights in difficulty. If you want to memorise something, then make it harder
for the brain, not easier.
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