Is the goal educators and teachers is to strengthen memory to help students to learn and collectability.
Research conducted various ways and methods to strengthen memory.
There are those who emphasize the links between events material to be learned and past experiences. For example, when you want to learn a foreign language try to work correlation between voice or characters new language you want to learn the mother tongue with which facilitates Remember the new language.
Recall (Engle, 1979, 184) some of the results of research conducted on the use of those links mentioned previously. The research found that the group that worked LINKS remembered Article 77%. The group, which did not operate LINKS they remembered from the article only 28%.
Some researchers and remind them, for example: a researcher (Mandler and Johnson, 1977), and (Wimmer, 1979,1980) Nelsonand Gruendel, 1981)), (Salmon, 1983), who confirmed that the previous information held by the individual be printed in the mind and help to facilitate the learning of new information.
Both the (MAYER, 1979) and (Eggent et al, 1979) and (White and Tisher, 1981 Barich (f), 1988 (f) Corkill et al, 1988) and (Kloster and Winne, 1989) that the reading matter around and ask questions before submitting it often helps students to focus on the important points in it. As the (Glover et al, 1987) that the events of relations between subjects and its imagination to help students learn and remember.
He (Paivio and Desrochers, 1981), (Jones and Hall, 1982) as a result of the experiences they have held, that means there is help learning. For example: The development of the relationship between the call on help much to learn. A (Jones and Hall, 1982) on their experience either language (Pressley and Dennis Rounds, 1981) have held their experiences on the lessons and social (Shribery et al, 1982) conducted on the lessons of their experience has been used BW (Debraveit and Colleagues, 1986) key to teaching disabilities develop these relations between the word and meaning.
There is another system to raise the learner’s imagination
By establishing relationships called Peg word systen by simulating the imagination of students with regard to terms or pages. For example used in the English language:
One is a bum, Two is a shoe
Three is a tree, Four is a door
Five is a hive, Six is sticks
Nine is swine, Ten is a hen
In the Arabic language, the way that included the following format:
One and two roses in the garden three to four appetites even eat Five and six chickens and shot seven and eight play on Runnel Nine and ten and owned apple
If closer to those words given to the children, we would have found it contained toys and eating animals and loved children.
This method raises the attention of children in addition to creating their motives conservation.
Through what I saw in educational programs in the Soviet Union and found that the educational programmes in primary schools rely on this method of teaching children reading and numeracy provision widespread. When children ask about a word or question computational seen painting or embodied in question.
Boy (Butter Worth and Harris, 1994, 209) that in Guinea using new sections of the body figures in the education of children, and start that way right hand fingers, arms, head and neck and moves to the left arm and the fingers of the left hand, starting from number one to No. 29.
Tested (Sex, 1981), this method found that children from 7 16 in the New Guinea area (Oksapnin) understand all the figures in this way and that the older children at the age of 9 years have used greater numbers using the other parts of the body, and children accustomed to the use of that method Conversely, sometimes the use of any object from left to right, but some of the children injured confused when using the count from left to right.
Recall (Hintzman, 1978), that his organization, which gives particular meaning to the individual be easier to retain and remember. As the (1993) that the presentation of information in the form of couplets or exposure in the form of hierarchical be easier memory retrieval,
Recall (Gordon Bower, 1969) experience, which included the presentation of information in the form of hierarchy can remember that two-thirds of the individual information easily.
Melik work of a television programme to the Turks, with a view to show the system, which helps to strengthen the memory and therefore as follows: Sit 20 citizens of Turkey from different levels and ages 20 and was ahead after the speech ended and asked them to return what looked from words not only was able to seven words of any third Almost number, and then began his presentation funny story and the imagination and illogical then asked the attendees to words, the most repeated word century serial and easily and vice versa as well.
I register the software and presented to the students, after the presentation asked the students to the same words were the result. , Which prompted me, the goal is to exclude Professor repetition factor for the same words, which might be a catalyst for peace gathered on those words as introduced by Mlika.
Another way of education adopted the method used by the ancient Romans in conservation. That method is to put the learner material to be taught or learned in their own shops, was put some information in the garage this course in fiction
And the other in the corridor, and in the bedrooms and kitchen, although not cease aspects House shops imagine other neighbors house for example. When an individual wants to remember that information invoke map fiction that developed in his mind and put those substances which are easily remember it. He used the speakers and leaders that way before delivering their speeches.
Include (Kaplan, 1990, 87) two important notes to strengthen memory are as follows:
1- There is a difference between students should be drawn to, that some children in dire need of the development of the art of memory that can be used for such age children.
Stated (Justice, 1985) the results of his research conducted by the ways of development of memory in children found that the second year students did not show some kind of entry, while fourth-year students showed good results in the use of methods of the development of memory. May pay young pre-school attention to the names of things, but they did not use any of the art of Arts words yet. Said (Brown, et al. 1983) that children in middle-aged retrieve information, which helps them repetitive and easy development of memory.
2- quality way: several studies found that it is possible that children learn how to use the roads minute to help them to raise Kablyatem to see things that remind them, as well as help them to get to know the extent of their knowledge of things that have them. Some research that children sometimes did not understand the article, but did not dare to recognize that these research Search (Short and Ryan Cross and Paris, 1988, 1984).
Based on that included some recommendations for teachers as follows:
1- general questions on the subject to be taught to students and to help students to express their views on the subject freely.

2- Exciting students to read the article and a statement and clarify what they must understand and act and think and know.

3- should help students to focus their attention to the important points in the new topic.

4- assist students to take at least three questions on the subject feel that its importance

5- to allow the students to share questions and answers, but without reference to the article.

6- desirable division of students into two groups to discuss the questions and answers

7- preparation of a summary of the results of the work of students, and described the points discussed during the lesson.

8- If students used some professional skills in the development and strengthening of memory once does not mean that they use such means always functional. Based on that emphasis should be placed on the art of developing and strengthening their memory.

Prepared for the Internet: Professor Mohamed Zain (Abouhnan)
  Wrote Prof. hope Almkzumi