2 comments about How to Remember Names and Faces.

1. This book was very easy to read and follow. I liked how it used known psychological concepts about memory to teach one how to remember names. The author writes from the point of view and taking the reader on a nice walk. It works very well. It is also a quick read. Anyone looking for a quick and easy technique to use when trying to remember names will really appreciate this book.



2. It was hard to understand references from the 1930's when this book was written. This book was a waste of money and time for me.

5 comments about Learn Faster & Remember More: The Developing Brain, the Maturing Years and the Experienced Mind.

1. With such a catchy title, one should expect a book filled with practical, detailed, perhaps even step-by-step, instructions (or even suggestions) on how one could achieve the goal of "Learning Faster and Remembering More". Instead, the book is more a digest or summary of the "latest" findings in cognitive/brain-physiology research. Each chapter (usually 5-10 pages) tries to address a specific aspect of mental function. Each chapter usually begins with a short exercise to illustrate the point that is about to be made in the body of the chapter. The body of each chapter then explains the topic at some length in layman's terms and ends with a biblio.

   Unfortunately, the book is badly in need of depth. Perhaps it is to be expected for a relatively small book with an ambitious breadth of topics. It is an entertaining and quick read, but cannot seriously claim to teach quicker learning or better memory. A more appropriate title might be "Interesting Tidbits about Our Brain". I suppose the main idea one comes away with upon completing the book would be this: your brain thrives on mental exercise, keep challenging it at every stage of your life.




2. When I bought the book I thought I would be doing practice after practice, making my mind stronger and my memory better. What I did not expect was 1/3 of the book to be written about the developement of a child's brain, and another 1/3 of the book to be about problems with the brain when people get older, much older. Being neither child nor elder, that only left 1/3 of the book pertaining to me. Unfortunately most of that part of the book talked about how the brain works. In the end feel dumber and more forgetfull... My final evaluation would be... what was I talking about?



3. This book is not what the title sugests. It does not contain how to's on learning faster and remembering more. It is a summary of other's scholarship on how the brain works. That's it.



4. Despite the misleading title, LEARN FASTER AND REMEMBER MORE is an educational and informative book about the human brain. The book is divided into three sections: 1. The Developing Years 2. The Maturing Years and 3. The Experienced Mind. The first section talks about the development of the brain from the third trimester all the way through high school. The main issues in the section usually center around what parents can do to help make their children brighter. The second part of the book deals with the brain from high school until around 55. This is probably the most applicable section in the book. The third section is about the mind in the golden years of life and focuses on Alzheimer's and dementia. The book is written with some of the latest research in neurology and other cognitive sciences to back up it's claims. There are a few games and brainteasers here and there, but the book is mainly a descriptive book explaining how the brain works and offering some suggestions on how to better improve intelligence. A few mneumonic devices are described, the importance of a good night's rest and balanced diet is discussed, and vitamins that actually improve intellectual performance are listed (for example, Vitamin E is just as important and perhaps more so than Vitamin B). The book is written for the lay person who doesn't keep up with the latest scientific findings. Overall, I enjoyed reading the book, though some of the information was repetitive and some of the discussions "old hat" to me.



5. The title should have been "Everything you ever wanted to know about memory, except how to improve it". A 1-star rating is too good for this book, but there wasn't a "no star" option to pick from.

5 comments about Committed to Memory: How We Remember and Why We Forget.

1. "Committed to Memory" is pop-science at its best: educational and entertaining. Not just some pseudo-scientific re-hash of ancient mnemonics like "Mega Memory" and so many other memory books out there; this book also preents the latest in legitimate scientific research on how memory works. Reading it provides one of those rare "a-ha" experiences; we are given explanations for facets of memory we all notice, but have seldom taken much time to ponder. Deserves to be a best seller.



2. May I briefly review a review? The Kirkus review rightly points out that some memory techniques are more work than they are worth. This is a shame because it discourages people from learning simple and effective memory methods which have benefited me greatly me all my life. Case in point. The Kirkus review mentions the clumsy phrase used to remember the names of the Seven Dwarfs. Agreed. A much easier way to remember them is with this phrase ("dopey* in this context means not fully aware, nodding off):
   
   Bash a Dopey Doctor and you'll make him Grumpy. Leave and he'll be Happy to fall aSleep if he can stop Sneezing. Make the silly picture in your head and you'll never forget the names of the 7D.
   
   To strengthen the memory,think of bad gas. Spelled this way,using the initials of the 7D in order as shown above: BaDD GHaSS
   
   To initiate the memory, think of Snow White hitting all the dwarves on the head with a cartoon mallet.



3. I had high hopes when I ordered this book. Some of the concepts and anecdotes were interesting but ultimately I felt the book was weighed down with too many physiological explanations behind memory. Ironically, I didn't take away very much from this book.



4. This book describes the physiological aspects of memory. However, it does it in a fairly scatterbrained way without continuity between chapters. Also, the information is fairly anecdotal and the science is "dumbed down" significantly. If you're interested in the physiological basis for memory, there are much better books than this. Also, if you're interested in ways to improve your memory (as I was), this is not the book for you.



5. I've never bothered to review a book on Amazon before, but I truly enjoyed this book and wanted to say so. Rupp's exploration of memory is delightful reading and thoroughly informative, and I loved the quotes she uses liberally throughout. Just a great book on a huge subject.

No comments about Mnemonic Devices.

5 comments about Super Brain Power: 6 Keys to Unlocking Your Hidden Genius.

1. Most people use only 10% of the power of their brain. Your thinking ability resides in six kinds of intelligence: verbal, visual, logical, creative, physical and emotional. Each one has a different function but, even setting aside the promises of the breathless title and subtitle, this book offers growth in each area with a simple and healthy collection of mental exercises. Author Jean Marie Stine states that you can develop your full intellectual capabilities as well as tap into that unused 90%. And, you probably want to, given her observation that people with highly developed skills in these areas are more likely to succeed than people without them. Therefore, she recommends that you read, look attentively at the world, learn to think in an orderly manner, be aware of body language and use all your abilities. Every chapter contains an inspiring yarn or two, and some beneficial exercises. So, we suggest, start reading and learn to think in a whole new way. Imagine what you could accomplish if you could harness 100% of your mental powers.



2. I bought this book new and I am going to throw it away because I would not even want to give it to anyone. I read it through and I can honestly say it has no redeeming value what-so-ever. It is all fluff and no real content. Don't waste your time or money reading this book. The author Ms. Jean Marie Stine should stick to reading books instead of writing them. This book is garbage.



3. Most people use only 10% of the power of their brain. Your thinking ability resides in six kinds of intelligence: verbal, visual, logical, creative, physical and emotional. Each one has a different function but, even setting aside the promises of the breathless title and subtitle, this book offers growth in each area with a simple and healthy collection of mental exercises. Author Jean Marie Stine states that you can develop your full intellectual capabilities as well as tap into that unused 90%. And, you probably want to, given her observation that people with highly developed skills in these areas are more likely to succeed than people without them. Therefore, she recommends that you read, look attentively at the world, learn to think in an orderly manner, be aware of body language and use all your abilities. Every chapter contains an inspiring yarn or two, and some beneficial exercises. So, we suggest, you start reading and learn to think in a whole new way. Imagine what you could accomplish if you could harness 100% of your mental powers.



4. I ordered quite a few books about IQ, brain power, etc. over the last few years, and I really can't recommend this book to anyone.
   
   Jean Marie Stine picks up some theory here and there, most probably taken from other self-help books (Anthony Robbins ahoy!) with "Science now says..." , "Scientists now know ..." added for effect.
   
   And don't get me started on those exercises! Gah! Putting the word "Power" in front of all your techniques does NOT make them more appealing. She seriously just called all her techniques for "improving" your various IQ's "POWER-something". Power Talking, Power Reading, Power Listening, Power Imagining, Power Shaving, Power Taking A Crap in the Bathroom, Power Drinking, Power Eating (You get the message).
   
   All these "Power"-things are simply techniques and exercises taken from other books and pasted into hers.
   
   Does it work? I'll be honest: I don't know. I'm halfway through the book and don't plan on ever even trying out her 21-day plan (or whatever it is) to improve my IQ.
   
   Do some maths, read some sophisticated literature - some classics and some scientific and more complex books, paint something, and your IQ will increase by itself. Don't waste your money on this book.
   
   Still, I guess, if you want to have it, go on and buy it! I'm not stopping you, am I?



5. The author of this book has rudimentary college math skills (Bonehead math) for in her chapter on Math Wizardry -- her mathematics was off by loon or 15 marks on pg 135. And her methodology for deciphering multiplication problems of 25 x 34 would be difficult for a loon when one thinks that recognizing groups as 34/4 (100/25) = 8R2 = 850. And then me thinketh how profound her lessons are for those who can't add or subtract in thine head...maybe its a lesson to be learned where teachers with calculators in elementary are as rudimentary as adults today. I've learned something from this book, I learned there are 6 ways to unlock your hidden mensa (espanol version)...

1 comments about Everyday Memory.

1. Everyday Memory edited by Svein Magnussen, Tore Helst (Psychology Press) During the academic year 2003-2004, an international group of cognitive psychologists was invited to the Centre of Advanced Study (CAS) at the Norwegian Academy of Science and Letters in Oslo. The editors of the present volume, whose proposal "Towards a comprehensive model of human memory" had been selected by CAS, organized the group. The groups may choose to proceed in terms of parallel individual projects, collaborate on a joint project, or a mixture of both. The memory group decided on the latter solution, and the present volume is the result of the joint effort.
   It soon turned out, as it often does in the course of a project in progress, that the focus of the project changed from a "comprehensive model" to "everyday memory". Representing a broad range of research portfolios, a joint interest of the members of the group was the application of basic research to memory in everyday contexts, and precisely because of the range of interests, we decided that a volume written by the group might cover topics that are not usually covered by books on human memory. The present vol¬ume was broadly conceived by the editors and planned in detail by the entire group in the initial workshops, during which the various chapters were assigned to author teams. In the final versions, a couple of the author teams recruited collaborators who originally were not associated with CAS (Chapters 2 and 7). Choices of themes, as well as chapter drafts, were dis¬cussed in joint sessions. Thus, the present volume should be considered a shared responsibility of the group.
   The book is written for the general reader of cognitive psych¬ology and memory, a reader interested in how memory works in everyday situations, familiar with the basics of current psychology of cognition but not necessarily familiar with the technical details of the research. Yet, the book does not abstain from going into details when required or introducing new ideas and viewpoints. As a textbook it might be useful for courses targeting everyday memory and those discussing limits and applications of current memory research.
   Excerpt: During the four decades that have passed since the "cognitive revolution" in psychology, research on human memory has grown extensively, and memory is by now one of the most intensively investigated areas in psychology, and perhaps in neuroscience in general. Cognitive psychology, joining forces with theoretically motivated patient studies of cognitive neuropsychology, and with the brain imaging of cognitive processes by PET and fMRI technology, has produced a wealth of knowledge about the organization of human mem¬ory and the brain mechanisms involved in the encoding, storage and retrieval processes. This research is covered by most textbooks on memory and cogni¬tive neuroscience, and will only be touched on in passing in the present volume. The focus of the present volume is on the more general aspects of memory that emanate from examinations of memory in everyday contexts. Thirty years ago, Neisser (1976, 1978) recommended that researchers focus on the relation between the theoretical and the practical questions in the cognitive explorations of memory. In the wake of Neisser's critique, there followed many efforts to examine issues of everyday memory scientifically. Examples of this line of research are studies of autobiographical memory, studies of the memory for past and prospective actions and events, and studies of the memory of witnesses to dramatic and mundane complex events. And grad¬ually, the study of memory in everyday contexts changed from studying the quantity of memory performance -- how much is remembered -- to studying the quality of the memory performance and the distortions and errors contained in the memory reports. These themes will pop up in several places in this volume.
   In planning the book, it soon became clear that the editors should not aim to cover all aspects of everyday memory, but rather to cover some aspects of everyday memory that are not covered by other texts, reflecting the research interests and expertise of this particular team of authors. We have selected memory domains where the members of the project group at the Centre of Advanced Study (CAS), at the Norwegian Academy of Science and Letters 2003-2004, have the research background required to match the questions of everyday memory with the corresponding laboratory research. The answers to a large-scale survey study, cited in Chapter 1, suggest a folk psychology of everyday memory. The chapters reviewing and discussing relevant everyday memory research demonstrate some overlap but also some disagreements between scientists and lay people. Where there is agreement, science may serve to explain why common sense is right; where there are disagreements, research may correct folk psychology.
   The ideas we have and the ways we think about memory will guide us, not only in scientific research, but also in the choices and decisions we make in everyday life about the possibilities and limitations of development and change, in ourselves and in others. We know something about how memory researchers think about memory, but we know little about the ideas and opinions that people have in general. There are two ways of finding this out: We can ask people what they believe about memory or we can examine how people talk about memory. Chapter 1 does both, analysing first the memory metaphors of daily language and of science, and second, discussing the results of a large-scale public opinion poll carried out during the planning stage of this book. In this study, a representative sample of 1000 adult Norwegians were asked some of the questions about memory that memory researchers are frequently asked privately in social settings, and by the media. The three chapters closing the volume follow up the themes introduced by the opening chapter. Chapter 11 discusses meta-cognitive aspects of memory, the plan-ning and monitoring of learning, and memory challenges, controlled by our own conceptions of cognitive capacities and limitations. Chapter 12 reports the results of a study of the relationship between beliefs about the capacity of own memory performance and the actual memory performance on relevant memory tasks, measured in the ageing population, and Chapter 13 concludes the volume by introducing a new memory metaphor, the concept of memory pathways. The metaphor is based on the observation that episodic memories sometimes simply pop out, at times against one's will and wishes, while at other times they can be surprisingly hard, or even impossible, to get at, even when one knows that these memories are not lost.
   Four chapters on types of memory and five chapters on individual and social factors in memory follow the opening chapter. Starting with some typical problems of cognition and memory in everyday life - reading assembly instructions supplied with flat-packs of furniture from a major Nordic furniture distributor - Chapter 2 discusses different ways of using visual information, examines different cognitive systems for processing such information, and looks specifically at visual aspects of memory and thinking. A similar approach is taken in Chapter 3, which, following a discussion of how people perceive and understand action events, goes on to examine research on memory for actions, in particular whether we remember actions in the same way that we remember visually or verbally presented information. Chapter 4 deals with an aspect of memory that has received little attention in cognitive psychology, olfactory memory, and discusses the possible usefulness of olfactory memory tests in forensic contexts, especially with children. The eyewitness angle is followed up in Chapter 5, which reviews research on the development of autobiographical memory and presents a new model of memory development.
   Everyday memory episodes may be recorded privately or under social conditions, and retrieved privately or under social conditions. Social context factors may thus affect memory encoding as well as retrieval, and social factors may or may not be reflected in the content, quality and accuracy of episodic memory. Chapter 6 on collaborative memory examines the theoretical and practical implications of research on the episodic memory performances by dyads and small groups, guided by the question of whether we remember better or worse when tested with fellow eyewitnesses. Chapter 7 discusses how memory illusions and false memories may arise in everyday contexts under the influence of social factors.
   It is a common observation that people like to reminisce about their common past, but there is little systematic research on the dynamics of this activity. Chapter 8 presents research based on a new questionnaire con¬structed to measure proneness to reminiscence. Chapter 9 takes a different approach to individual differences in memory, discussing various conceptions of memory skill and different types of memory expertise, with examples from several areas that are usually not covered in treatments of expertise, such as visual learning, orienteering and speech reading. And what happens when memory fails? This is the topic of Chapter 10, which discusses different types of compensatory mechanisms, used by special populations of people who for various reasons have memory problems.
   The authors of this volume come from six different countries; thus illus¬trations of everyday memories could be drawn from and checked against different sociocultural and linguistic backgrounds. The illustrations cited were chosen to be representative of everyday situations we all are familiar with, but there is, in many of the chapters, a distinct Scandinavian-European leaning in the choice of illustrative examples - examples that might be novel for the general reader. That should not be a disadvantage.

No comments about The Handbook of Emotion and Memory: Research and Theory.

5 comments about 30 Days to a More Powerful Vocabulary.

1. On the back cover there is the promise that the book will "make words your slaves". Well, not quite but with perseverance, you are destined to achieve at least 50% of the intended result. You need 30 days of persistent study and more days for reinforcement. A bonus is that by the end of the book you would probably be inspired to acquire a lifetime habit of increasing your vocabulary.

   Those who find this book useful should also consider the brilliant "Word Power Made Easy" by Norman Lewis, one of the co-authors of this book.




2. Ahh...the pleasure of words, how could a man deny himself this Empyrean delight! Asceticism, at least in the realm of vocabulary, is a mortal sin that a true logophile should not hesitate to denounce.

   The organization of the book is worth heaping praises upon. Chapters, each of which should be finished in a day, are ordered thematically (eg Power Verbs and Foreign Words), that I personally found myself actually reading the book at whichever interesting chapter depending upon my particular inclination for that day. However, my advice should be taken with caution as the authors seemingly intended the book to be read in a particular order of progress. Well, tastes and aptitude may vary.

   The book begins with an initial assessment of vocabulary and general language skills already possessed. Subsequent chapters are also supplemented with exercises (which are accompanied by helpful hints themselves), and the book ends with a final assessment of success.

   At times the authors seem to be sermonizing on the values of the "American" language (as the authors call it), at times to be touting the importance of national linguistic pride, at times busily engaged in an exercise in Oprahesque you-can-do-it ad nauseam. As some reviewer(s) noted, the book has not been expurgated of the prejudices particularly prevalent at the time it was first written.

   Despite the flaws which all books are guilty of in some degree or another, Dr Wilfred Funk and Norman Lewis have shown the path towards a greater experience of this esoteric enteprise. A path that is delightfully fun, rewarding and entertaining; it is definitely worth every penny!




3. Despite advertising hype - 30 Days To -, no ONE book will double your vocabulary, but reading several vocabulary-building books can double your vocabulary. Different vocabulary-building books have different words and different explanations. If you don't learn a word from one book, you can learn it from another book.

   Any vocabulary-building book will have many words, a fourth to half the book, that you already understand. You can always skip or skim the easy-to-you words.

   Varied, incomplete word selection is another reason for using several books. Some books just take words used on past-standardized tests, neglecting other words. Other books, limit their words to words based on word roots, neglecting others. Often authors have thrown in personal favorite words, even if others rarely use the words. If you see a word in two or three books, it's generally a need-to-know word.

   The main weakness of 30 Days To A More Powerful Vocabulary, and no book is perfect, is the word selection. As one other reviwer noted: some of the definitions are dated. But the price is right and if you read several vocabulary-building books, you will not have a problem identifying the few dated words.

   Other Books: Cartoon/Mnemonic vocabulary books have their fans who like the mnemonic memory aids, which are useful before tests. But with only one word and one cartoon per page, these books may only have a few hundred words and are expensive on a per word learned basis. Audio vocabulary books such as Elite Word Power, let you hearing each word pronounced correctly, helpful for improving speaking vocabulary.




4. My brother-in-law recommended this book--he used it before he took his GRE tests, and found it really helpful. I also found it to be a helpful vocabulary book.
   
   Each `day' introduces 10-20 words based on a specific theme or idea-sometimes, it is a group of words with similar roots (monologue, monogamy, etc.), sometimes it has words with opposite meanings, words are grouped by parts of speech.
   
   The chapters/days then spend a few pages reviewing those new words through various methods--the author's theory is that by forcing you to write down and select the words within a number of contexts, you will learn the words faster.
   
   Reviewers are correct that some words are used less often than they were in 1942, and one individual did not like the old practice of referring to generically to a doctor as "he" (by the way, all generic occupations/identifications were referred to as "he," including negative connotations such as thief, prisoner, and used-car salesperson).
   
   This book is not a miracle--cure--don't toss out your high school GED just yet. Although you will learn a few scores of new words know how one goes about incorporating more, there is a long way to go. Just think of this book as a good start.



5. I was assigned this book as a college freshman. The more I used it, the more I loved it. Now, I'm using it to teach vocabulary.
   Chapters are have brain-friendly titles. Definitions are worded clearly and simply.
   Visually, though, it needs updating. This book was first published before computerized typesetting and desperately needs visual modernization. If you're a confident reader, it's no big deal, but as a reluctant student of English, you might find the text-dense pages a bit mucky.

No comments about Cognitive Neuroscience of Memory: Encoding and Retrieval (Studies in Cognition).

2 comments about Remembering: A Study in Experimental and Social Psychology.

1. This is one of the classic texts of experimental psychology and a must-read for memory researchers. It introduces the concept of a "schema" and includes multiple landmark studies. It is easy to read, including many examples and illustrations. It should be on every psychologist's shelf next to James' Principles of Psychology and Ebbinghaus' Memory (which, interestingly, is the inspiration for Bartlett's title; Bartlett considered human memory dynamic, thus the verb form contrasting with Ebbignhaus' storehouse view). Don't ignore these and other classic texts in your study of modern experimental psychology!



2. That's a fact the pshycological tests don't use this kind of evaluation. However in the educational field there's some important factors to use this strategy. With this method we can reach some points of the development of writing in the youth.
   José Azevedo