m to memory.

Contrast this with the casual procedure of most of us on being
introduced to a person. Perhaps we scarcely notice the name, and make
no effort to attach the name to the personality. To have a good memory
for names, one needs to give attention and practice to this specific
matter. It is the same with memory for errands; it can be specifically
trained. Perhaps the best general hint here is to connect the errand
beforehand in your mind with the {363} place where you should think,
during the day, to do the errand.

Often some little _mnemonic system_ will help in remembering
disconnected facts, but such devices have only a limited field of
application and do not in the least improve the general power of
memory. Some speakers, in planning out a speech, locate each
successive "point" in a corner of the hall, or in a room of their own
house; and when they have finished one point, look into the next
corner, or think of the next room, and find the following point there.
It would seem that a well-ordered discourse should supply its own
logical cues so that such artificial aids would be unnecessary.

In training the memory for the significant facts that constitute the
individual's knowledge of his business in life, the best rule is to
systematize and interrelate the facts into a coherent whole. Thus, a
bigger and stronger stimulus is provided for the recall of any item.
This, along with the principles of "economy" in memorizing, is the
best suggestion that psychology has to make towards memory
improvement.

{364}

EXERCISES

1. In outlining the chapter, regroup the material so as to separate
the practical applications from the description of memory
processes. This gives you two main heads: A. Memory processes, and
B. The training and management of memory. Each of these main heads
should be divided into four sub-heads: Memorizing, retention, etc.,
and the information contained in the chapter grouped under these
sub-heads.

2. Disorders of memory can be classified under the four heads of
disorders of learning, of retention, of recall and of recognition.
Where would you place each of the following?

(a) Aphasia, where, through brain injury, the subject's
vocabulary is very much reduced.

(b) The condition of the very old person, who cannot remember
what has happened during the day, though he still remembers
experiences of his youth.

(c) The "feeling of havi