Each quarter I have my students make name-tags which they wear at least half way through the quarter. I used to tell them, "You only have to wear them until I can point to anyone in class and have that person recite everyone else's names."
Winner of the Blog's Creative Alias Contest: Debra Oswald. |
But really, they wear them only I can name everyone in class and that's usually at midterm.
I used to have some patter that went like this: my ram drive is limited so I have to download certain things to hardcopy. But I doubt that would make sense to them anymore.
You's think this was an age-related problem. But I've always had a terrible memory for names. In sixth grade I had the role of the "announcer" for our class performance of "The Cask of Amontillado." I wasn't able to remember both the introduction and all the names of the kids in the play, some of which I'd known since first grade. I had the introduction printed on the back of a clay skull called Yorick.
But that's not the only way my memory is problematic. I remember pieces of my life in two different ways -- as scenes and as still images. My husband remembers much more of our lives together than I do -- he remembers as stories, strung together images and scenes. Often he remembers stuff I don't.
My poor memory is overdetermined -- it has many causes.
Some reading I've done recently in the book Training Your Brain To Adopt Healthful Habits: Mastering The Five Brain Challenges by Ph.D. Jodie A Trafton, et al, shows that children who grow up in high stress households, emotionally unstable households, have poorer memories -- they spend so much time in their childhood just being aware in the moment, watching out for the next explosion -- that their ability to remember isn't constructed solidly enough. The neuronal pathways don't get laid down solidly enough. We tend to be distracted.
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