Memory Training Center

You can click the "E-mail" link below and email answers to me from these exercises. I will be happy to email them back to you with or without comments. Or, just use a notebook, typewriter, or word processor.

1- Memory Training Exercise
2- Memory Training--Game Time: 20 Questions
3- Re-Training Visual Memory--(for responsive and non-responsive types of people).                

                 Level 1: A Seeing & Naming Primer 

                 Level 2: A Reading Primer

4- Memory of Muscle Movements for Swallowing

5- Concentration

Memory Training Exercise: Tip--READ YOUR ANSWERS OUT LOUD. DO THIS WRITING EXERCISE OR JOURNALING DAILY!

Directions: Name as many of the following as you can, OUT LOUD first and then in WRITTEN form creating several lists of these names. If you have difficulty, send me an email (for ones I would know) or look them up on the Internet using Google as part of your exercise. Create your own. Have friends and family members help you add to your lists. Also play Trivial Pursuit type games, crossword puzzles, and Scrabble. Watch Jeopardy! Strengthening the naming center of your brain will strengthen it for your difficulties in this area. In the future, there will be tests created on this website in these areas.

NAME, WRITE, REVIEW OUT LOUD, REWRITE AND DEVELOP AREAS OF INTEREST ONLY

Presidential list: 1st ten, last ten, most famous, your favorites, etc. Then list home states, wars, events, acts of service, or noteworthy achievements related to your presidents next to their names.

Vice-Presidential list: Notable ones, ones who became President, candidates who tried but missed, any unusual candidates, female candidates, etc.

List of noteworthy Governors and Mayors of places you've lived or been interested in.

Lists of other political, heroic, and/or historic figures who have made a difference or impacted you. Start in your area. Name them from other countries as well as our own. (Europe, South America, Cuba, Soviet Union, Canada, etc.) Write a note about their impact or events of importance by their name.

Lists of names of well-known celebrities (present and past; and for some of them--put what they were famous for next to their names, only if relevant):
Sports
News and sports commentators
Famous Artists, Writers, Authors, Playwrights, and Poets around the world
Royalty around the world
Movie or television stars around the world
Famous character parts from Shakespeare, Dickens, and favorite movies and t.v.
Musicals and Broadway Plays - Names and characters
Favorite Singers (e.g. Musicals, Opera, Country) and Old Favorite Songs
Variety show emcees.
Musicians, (e.g. Big Band, Violinists, Drummers)
Band names and specific leaders and members if previously known
Dancers (Ballet, Ball Room, Modern)
Comedians (past and present)
Late night and day-time talk show hosts

Capitals of the 50 states and other important cities and famous places and streets in the U.S.A. Do a list of vacation spots and artsy little towns. Don't forget the many streets, churches, museums, zoos, and bridges that are well known in such places. Then add the famous restaurants and cafes you know of in the areas you recall.

Countries and their capitals (include island countries) and famous cities, streets, churches, museums, zoos, bridges, and restaurants and cafes around the world.

The people in your town, local area, or other places you have lived and frequent, like church or clubs. Include professionals you see regularly in your town; your doctor, dentist, lawyer, barber, etc.

Your close and extended family members and friends and the names of people you know and spend time with in your community now.

Unusual lists and facts helpful to naming and memory in general:

Name the planets and constellations you have known in the past

Name plants, bushes, and trees. There are many varieties. Use gardening books.

Name various dances from various places and times.

Name the different types of music and then name musical instruments associated with each (string brass, percussion, etc.)

Name types of art, literature, poetry if you have known these in the past

Name types of dogs, cats, fish, birds or other animals of interest to you.

Name anatomy and physiology of the human body (e.g. the brain, the skin, the systems) you would like to know or have known in the past.

Name vitamins and minerals (e.g. Ones of importance to human memory onp.248)

If you knew Morse Code or the alpha-zeta radio alphabet for flying, review them.

Pilots should recreate lists of the airplane as in preflight ground check days. Review mental checklists for preflight in the airplane prior to takeoff and landing.

Review lists of units of measure of use to you.

Practice quotations from William Bennet, poetry, or out of Proverbs

Practice and sing aloud words to songs you used to know. Write lines out as needed, especially difficult ones.

Make a list of what you must do before you leave town to go on a two-week trip. Make a list of what you would bring with you on such a trip. Pick a place you would go - like a cruise or Las Vegas . What would you need there? Find the names of various cruise ships or vacation packages and compare their trip plans and prices.

Write an autobiography paying close attention to names of everyone you've met along your life's journey. 

If you memorized foreign languages or legal work in the past go back to your books and review things you always knew well.

Rewrite things that seem most difficult to access. Refuse to let go of memory work and things you once worked to learn so well.

Try this version of 20 Questions that enhances power of concentration and focus. Linguistically, every object possesses characteristics, which describe and define them that we "language" about.

When a person's memory is receding, thought development is possible through activities that create complete, accurate full-bodied descriptions.

These include:
1- The label of an item (its name)
2- Major parts
3- Materials the item is derived from
4- Numerosity or quantity involved, like numbers for sizing it
5- Size                                                                                                          
6- Shape
7- Color
8- Texture
9- Type or Kind
10- Purpose
11- Examples of things the object goes with
12- What it can do
13- What noises it makes
14- Where you would see it                                                        15- The category of objects it belongs to

1- Think of the object and wait until the end to offer the name. We will start with the example of a "pencil"

2 & 3- First, a "pencil" has "major parts" and each one is made from a variety of "materials": the wood, the lead, the rubber eraser, and the metal encasing for the eraser. Other parts can also be described as the pencil tip or the point and the middle portion and the blunt eraser end.

4- There is "quantity" in regard to the pencil. We are speaking of "one" in this case. There is also a "quantity" of "major parts": 4 are listed above.

5- "Size" also elicits number concepts. A pencil is usually 6-8 inches long with under a 1/2 inch diameter. And size depends upon whether it has been sharpened. It can be a bit longer or a good bit shorter. It can become so short that one can hardly hold it any more or write with it.

6- There is a "shape" to a pencil--long, thin, cylindrical, easy to hold between the fingers, and pointed at the lead tip until it is broken. When the point is sharpened, it is described as such. Other times it can be dull. When it is broken, the broken part is jagged, and can be sharp enough to cause some pain or splintering.

7- Pencil's also have "color." The color is usually (but not always) yellow with charcoal or black lead embedded within, while the eraser is often pink, natural peach, tan, or beige. Colors can vary inside the casing as well, if the pencils are colored ones.

8- Next for "texture." The usual texture is smooth. The eraser itself creates friction when rubbed and usually feels dull to the touch with small pieces that will detach after friction has been applied.

9- Also there are "kinds" of pencils: Number-2 pencils, charcoal pencils, colored pencils, lead pencils, make-up pencils, which can also be fat pencils, and mechanical pencils among others.

10- The "purpose" of the pencil is for writing, but even more so, for things like calculations, mathematics, drawing, tracing, and doing any activity, which lends itself to the possibility of being erasable including make-up artistry.

11- Examples of things pencils are "used with" then include: The multiple testing score sheet, which requires #2 pencils. Some art projects. Make-up and cosmetics. Pencil drawings and sketches are primarily done with pencils. And, of course, arithmetic homework would be another.

12- "What pencils do": Pencils make thin lines when you write on the sharpened point, but broad lines for shading when you use them on the edge of the point. When the point is dull, they make dull lines.

13- "What noises do pencils make?" When you tap them, and as far as their place in the world of noise, they are often substitutes for imaginary drum sticks. 

14- "Where does one see pencils?" Often, they can be found in environments meant for thinking like classrooms, test centers, and libraries. And also they can be found at makeup counters in the mall.

15- And finally, "What category does the pencil belong in?" A pencil is from the category of a tool or a writing apparatus.

Now that you see a way to elicit a huge vocabulary of words without cracking a book. You can use this schemata to create a fun & easy game of 20 questions.

Build from "I'm thinking of an object" to "I'm thinking of something long." Onto "I'm thinking of something long, thin, yellow, made of lead, and used for writing." Then see if a person with memory loss can't come up with details for the next item.

Offer them the bare bones for descriptions as I have to you. Can they think of its name, major parts, materials, related numbers, size, shape, color, texture, kind, purpose, any examples of things you would find with it, things it does, what noises the item makes, where you would see them, and finally, its basic category of belonging?

An activity like this requires little time or energy as far as pulling it together.

Everything is up for discussion.

This is a great vocabulary memory refreshing tool based on linguistic descriptors.

And this could be great to use for any family member in need of a memory enhancement game in fun and handled gingerly.

Remember to make a few mistakes if they are. It is not about winning, it's about helping them recall and having fun at the same time!

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RE-TRAINING VISUAL MEMORY--(for responsive and non-responsive types of people).

Level 1: A SEEING & NAMING PRIMER 

Suppose you want to help someone who can't seem to see properly or read. This set of exercises can be helpful for people who don't seem to recognize common objects either. Perhaps their damage is at the occipital lobe or maybe they had a stroke. Maybe they are just not responding to anyone.

Find a set of matching pictures or cards. Simple ones are best. I can send you a set if you like. Fairly large (8 1/2 by 11), plain ones are great. 

We do not want to use childish looking cards, photos or materials. The last thing someone needs is to feel insulted that the materials are childish, unless one is dealing with a child.

If the person has been non-responsive up until this time, simply make sure to prop them up in bed. Straddle a bed tray to show them the pictures. 

Place two matching pictures in front of them. See if they can focus on them  If not, use your finger and point to the two pictures, tracking back and forth from one to the other.

If they still don't seem to be noticing the pictures, you can stimulate their attention by having them join you. Use their pointer finger of their right hand.

Place your hand upon their hand and guide their pointer finger back and forth over the two pictures. 

By now, you have some level of involvement. If their eyes are looking at the pictures, begin by asking them if the two pictures are the same, 'yes' or 'no.' 

Once they have answered you, you produce answers which include the name of the word(s) represented: "Yes, these are the same--two pictures of 'lamps.'"  Or "No, these are not different. There were two 'lamps.'

Next, try two pictures that do not match. Follow the same procedure to gain their attention, using their hand to follow along only if they are not tracking your pointing with their eyes.

When they answer, you will produce answers which include the two words represented: "Yes, they were different. One was a 'book' and one was a 'pair of shoes.'" Or "No, these are the not the same. One was a 'book' and one was a 'pair of shoes.'

Following this pattern will help them to learn to recognize and relearn the names of pictures of common everyday objects and familiar people in the environment while retraining the vision as well.

Give them praise when you tell them they are correct, and just tell them 'no' and give them the answer when they are incorrect.

As time proceeds, you will be able to place the pictures in front of them and simply go through them each naming them. You will use a carrier phrase such as "This is a _____." Let them fill in the blanks.

As time goes on, instead of saying "This is a," you can simply ask them, "What is this?" As they slide through to better performance, they will give you the entire answer themselves, "This is a 'camera.'

You can always try their vision at the start and see if they can name things without the initial matching training procedure. If they can easily name the pictures, they are not suffering from visual memory difficulties for pictures.

-------------------------Level 2: Reading-------------------

The next level may suit the person as they learn to read again. Attempt visual memory of letters and words. Start with two sets of easy to see, adult-looking alphabet cards and begin the same type of presentation as we did with the pictures. 

Sometimes you will put down two identical letters. Other times you will set down two dissimilar letters. 

Afterward, the procedure will be the same. Ask them if they are the same or different. Answer them "yes" or "no." As you answer, attach the information. "Yes, these were the same, two of the letter "c." Or "No, these were the same. They were both "c's." 

If the letters were different, proceed as before with an answer such as this one: "Yes, these are different. One was a "c" and one was a "b." Or "No, these are not the same, they are different. One was a "c" and one was a "b."

Later, you can find simple word cards. And follow the same procedure, before you begin reading games. 

When you do start reading sentences, first match short sentences on cards before presenting simple reading materials tailored for adults. After matching, begin by reading the sentences on the cards or by reading just a few sentences at a time on single sheets. Wait for books. They could be a little bit overwhelming. 

Be careful once you begin attempting to retrain reading, to help the person establish a tracking method. Use a ruler or a book mark. Some people even like a flashlight to follow the words or a magnifier. You can buy a magnifying page at an office supply store.

If the words are too small, they may fail. So always start with large letter editions. Some readers will need double or even triple spacing to see well. Your computer word processor is a great place to adapt reading materials for them.

Contact me for help! Happy to! 

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4- Memory of Swallowing

I would begin to stimulate the person's throat. I would stimulate it on the outside first and then the inside.

The outside would involve light massage with first the fingertips, followed by the use of a toothbrush intermittently brushing her throat upward and cheek area in a circular motion and then icing those same areas for a few moments--wiping  his/her mouth dry as you proceed.

I would go back and forth between brushing the outside areas of the mouth, cheeks and throat and then icing them.

Then afterwards I would attempt to have the person open his/her mouth. If he/she could, I would also invoke her/him to move the mouth, lips, teeth or tongue.

At first though, mainly ask them to open and then close the mouth, open and then close, open and then close. Then if he/she could do that I would add other movements later.

Let me know if he/she can do those movements and then I can send you a complete list of movements they should try if they are capable of such.

Next, after getting him/her to open her mouth wide, I would stroke the inside of the throat on each side, right, and then, left, with a straw. I would stroke the area 4-5 times each side, then permit rest and go again. Do this 2 or 3 times if he/she can handle it.

However, even if he/she can do none of the things I have mentioned above I would still attempt to do the next two things I am going to suggest after stimulating the outside with massage, tooth brushing and icing procedures.

Here are the two things I would definitely want to achieve .

I would want to stimulate her gag reflex with the straw 3-5 times at least 3 times a day for one. To do this you would use the straw again. Aim the straw right for the uvula and swallow reflex area so that his/her choking reflex is prompted.

The second thing I would want to be sure to do, would be to get a dropper so that I could begin dropping small amounts of liquid on his/her tongue.

Remember everyone has saliva in their mouth. Saliva requires swallowing also, so he/she is doing some swallowing already even if it does not seem to be voluntary. However, occasionally I am sure it is voluntary, but he/she is unaware of it.

We want the involuntary to become more voluntary--to bring it to a place of awareness. We also want the amount that he/she swallows in saliva to become larger. Adding tiny amounts of water to that is only increasing the amount he/she swallows already.

Those two things would mark the starting point--the first day or so.

Then after a day or so of that the use of a lollypop to have his/her swallow sweet tasting saliva again could also encourage his/her interest if he/she is like most every one else.

And with a lollypop you have control to make sure he/she does not choke by simply removing it if you feel he/she is getting too much.

And although we want to avoid choking, it is a necessary part of this healing and will help exercise his/her swallowing faculties. Kept to a minimum choking is actually helpful. Just don't allow it to interfere so much that he/she wants to quit.

I would also create ice pops and have her suck on them for periods after I saw him/her handle the water drops and lollypop.

Each day I would begin with the brushing, icing, and stimulating the left and right sides of the throat inside his/her mouth with the straw first. Then I would invoke the gag reflex 2-3 times at least. Then I would attempt the droplets of ice. Take plenty of breaks in between as you attempt this process.

Try to do this entire procedure three times a day because of your time line with the courts if it is at all possible. Please contact me if you would like further instruction.  

Questions/Comments

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