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MarkChannon.com shows you how to learn 500% faster with mnemonics that work and improve your memory with practical memory training strategies.

I am a member of the Department of Psychology at The Ohio State University with a summer teaching appointment at Vanderbilt University since 2012. I received my B.A. from Purdue University in 2004 and my Ph.D. from the University of Iowa in 2009. While at Iowa I primarily worked with Andrew Hollingworth, while also collaborating with Shaun Vecera and Steve Luck. From 2008-2010 I taught at the Ohio State University, Marion after which I spent five years at Manchester University where I was granted tenure and promotion in May 2015. I then spent a year at Tennessee State University as an Associate Professor before joining the faculty at The Ohio State University.  In 2014 Geoff Woodman and I established a paradigm measuring recognition-induced forgetting. Recognition-induced forgetting occurs when practice recognizing an object, from a group of objects learned at the same time, leads to worse memory for objects from that group that were not practiced. This forgetting effect is commonly accompanied by improved memory for practiced objects. Work in my lab has shown that recognition-induced forgetting is not an artifact of category-based set size. Our developmental work has shown that this forgetting effect comes online by 6 years of age without a memory benefit for practiced objects until 9 years of age. Further, the forgetting appears to remain robust with healthy aging in samples of older adults, without the benefit for practiced objects shown in young adults but accompanied by a decrease in intrusion errors.  We are currently applying behavioral, transcranial direct-current stimulation, and electrophysiological techniques to the recognition-induced forgetting paradigm to understand how this forgetting phenomenon operates on a variety of stimuli and applied settings. Advantages of this paradigm include that it is possible to test memory of young children using visual objects before they can read, it allows for testing of multiple types of stimuli, and it can be used with animal models. Inspired by the excellent mentorship I have received from many wonderfully supportive and astoundingly intelligent professors, advisors and collaborators, I welcome new students into my lab regularly. 

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The Human Memory - what is memory, how does memory work, how can memory can go wrong

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I have the mind of an engineer, but feel that those skills are simply tools that, by themselves lack reason. Design, on the other hand, enables us to extract the passion and value in an idea, driving a goal past its practical standards and reaching for a more meaningful and powerful solution. Its not about the technology or the device, it is how we use it.   I have the mind of an engineer, but those skills alone lack reason. Design and technology enables us to extract the value in life, driving a goal past mundane standards, and instead reach for an extraordinary solution. It’s not about what we can do with technology, it is how we use it.  My work seeks to affect and enhance behavior, movement, memory, and social communication in the physical space, seamlessly integrating what are normally screen-based interactions with a greater appreciation of being present.