How To Remember Things – Psychology Experiments for Kids – ExpeRimental #21

Ready? 3, 2, 1… Perfect! You did it! You remembered all 10!
Well done! That was brilliant, Sam. Kids play loads of different kinds of memory
games, but may not think about how they store different types of ideas in different ways. In this activity you and your kids can investigate the different ways we store memories. OK, Sam, we are going to play a memory game. I have got 10 objects, and I’m going to give
you 30 seconds, just looking, to try and remember them. Anemone, globe, shell… When we need to remember something quickly,
we use our short term memory. This struggles to hold more than about nine
pieces of information at a time, so these ten objects should be quite a challenge
for Sam. So, shall I count? OK you try and tell me
what was under it? umm… an anemone, a globe.. what’s next? You have to tell me! A batman… a camera! There’s no camera! Do you think you’ve got 6? OK, I think we
got 6. What do you think we can do that will help
you remember them better? Write them! You think writing them down would help? That’s
a really good idea. I’ll do it! Ask if they can think of any ways to help
remember more. That might be writing a list, or picking up
the objects before they�re hidden, but let them try whatever they think would
work. What shall we try this time? Pick them up! OK, let’s try that. Yeah let’s pick them up and say them, that’s
a great idea. Watch, batman, doll, globe… And they’re gone! Batman, doll, watch… I can’t remember any
more! OK that’s fine, we remembered 7 when you got
to touch them, that’s really good. Write down the results as you go. This is a great way to get used to observing
the results of an experiment and thinking like a scientist. We are gonna try a new thing to help you remember
all ten. So far the most you’ve remembered is seven. We’re going to try to make a story. I need you to pick two objects to start out. OK, what can an octopus do with a watch? He can wear it! He can wear a watch? But that would be really
silly, he’s got one watch on three of his legs! But that’s octopuses wear watches! OK, do you think we can remember that then,
that can be our first pair? An octopus is wearing a really brightly coloured
superman watch and it’s on three of his legs! By connecting the ideas of the objects in
pairs, Sam will push them into his long term memory. It�s important to make the pairs overlap, so the second object of one pair becomes the first object in the next part of the story. If the octopus goes into the water, who might
he meet there? An anemone! So that’s our next pair. We had an octopus wearing a watch, the octopus
jumped into the sea and he’s met an anemone. The stranger the connections, and the sillier
the kids make them, the more unique those connections will be, helping lead their memories from one object
to the next. This chain of ideas should help the kids remember
all ten items. Your story started with a watch. Can you tell
me what happened next? An octopus weared a watch. There’s your octopus. What happened next? He went into the water and he met an anemone. And he squirted ink all over him… And then the anemone went for a shower… And he played with his rubber duck… …and the doll read a book! Amazing! That was such good telling your story,
I love it! The very first one we did was when you jsut
looked, wasn’t it? How many did you get then? Six. So you got six when we looked, you got seven
when you wrote them… In the end, how well the kids recall the objects
isn’t really the important thing. It’s about them thinking about how they
remember things, and coming up with their own ideas. At the end of the activity keep asking lots
of questions about what helped, why they think that might be, and maybe even what that tells them about
how their brain works. To find out more about the activity, and the
science behind it, download the information sheet from the Ri
website. Don’t forget to subscribe to the channel and
tell us how you got on.