Ihave used both chunking and mnemonic devices as learning techniquesin my childhood. Using the chunking approach, I would easily recallcomplex information strings in cases where the goal was to grasp thesubject details for a brief period. Often, I took long strings ofletters and numbers then classified them into smaller bits ofinformation to ensure that they were manageable (Petrie, 2012). Forexample, I utilized this in my mathematics classes to get preciseanswers and retain the method used. Besides, learning is a continuousprocess. Hence, I employed various mnemonic devices to boost mymemory capacity. Notably, I would use initials of items whenever sentfor various items then apply the same concept to differentassignments in class to ensure that I grasped various elements. Insuch a way, my memory would encode then recall significantinformation details quickly.
Thetechniques used were effective. I rarely forgot significant bits ofinformation and always had answers for both obvious and complexquestions. Moreover, I retained valuable insights for long and couldrelate various concepts when an assignment of similar nature wasgiven in the future. However, the methodologies would be effective,yet I would use them in a different way to enhance their appeal nowthat I am an adult. I prefer to use chunking as a way to minimize theoverall cognitive load by breaking similarities, identifying patternsin various tasks, and ensuring that the daily schedules are notoverloaded (Bailey & Pransky, 2014). I have also embraced themnemonics strategy in my adult life to present better in a way thatappeals to my listeners by memorizing key concepts to avoid readingword by word from a piece of paper.
Ideally,there are strategies I have used as an adult to help me inremembering various things. Notably, I have learned to convertdifferent words into pictures to boost my mental capabilities. Insuch a way, I can engage in the mental visualization of differentaspects as I associate some words with explicit pictures, meaningthat once I spot a particular image, I can relate it to anappropriate word. The same is related to stacking and the use ofmemory places. Mainly, these techniques have been essential in aidingmemory. There are no variations between the methods used to learn asan adult and those utilized during the childhood years as both aregeared towards the improvement of the cognitive abilities (Schneider,2015). However, complexity and the methodology used may differ, yetthey achieve the same objective.
Itis evident that both learning and knowing techniques can be utilizedfor successful learning in an organization. Notably, many companieshave regular seminars for their workers designed to boost the masteryof their internal processes. The chunking technique, use ofmnemonics, conversion of words into pictures, stacking, and use ofmemory spots are crucial as they can ensure that employees retaininformation for long. They are in line with both cognitive andmetacognitive strategies mainly utilized for efficient learningprocesses (Petrie, 2012). In such a way, workers can grasp contentsof the training workshops. They become more relevant to the overallmission of the organization. Besides, they can master the processesespecially in the event of updates on how to handle new tasks in linewith changes brought forth by new technologies.
Petrie,H. G. (2012). Waysof learning and knowing: The epistemology of education.Hayward, CA: Living Control Systems Publishers.
Bailey,F., & Pransky, K. (2014). Memoryat Work in the Classroom: Strategies to Help Underachieving Students.Alexandria, VA: ASCD Publishers.
Schneider,W. (2015). Memorydevelopment from early childhood through emerging adulthood.Cham,CH: Springer Publishers. Bottomof Form