From a generic point of view, our memory is what enables us to fix, conserve and reproduce images of objects, thoughts or feelings without the need for these to be present.

Memory manifests itself in three phases:

1. Registering or fixing a memory.
2. Retaining or organising the memory.
3. Recovering the memory.

Depending on the length of the memory, we can distinguish between short term memory and long term memory. The latter is the most important for the student, and it must be made clear that, in order to pass from the first to the second, the time and attention we dedicate to memorising is of vital importance (minimum consolidation requires 5 to 10 minutes).

Several procedures for carrying out this step exist:

• Automatically if the information is interesting.
• Through repetition.
• Organising the information logically and meaningfully.

Leaving aside the first of these procedures (since it requires no work), and depending on the way we assimilate what we study, memory can be classified as mechanical (through repetition) and meaningful (assimilating the material and organising it within a structure or frame of reference).

When we study something for the first time, we use our mechanical memory more and, as we become familiarised with the subject, we resort more to our meaningful one.

We can enhance the use of our meaningful memory if we prepare material so that loose elements join together into logical groups through association of ideas. Some techniques for doing this are:

• Organising material so that it is all related, makes sense and is integrated into one logical whole.
• Grouping the elements in such a way that they form short stories or comics that take us from one picture to another.
• Using rhyme and rhythm to memorise (the multiplication tables that we learn as children).