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About Memory Magic
Memory Magic is a collection of games using unique learning methods that are designed to help develop and strengthen the parts of the brain used for rapid memory and recall. By playing these games, your children can develop encyclopedic knowledge, 100 object sequential memory, rapid memory and recall, increased concentration, early word recognition, dramatically increased cognitive skills, and more.
Whether your child has learning difficulties or excels in school, these award-winning games will stimulate, invigorate, educate and captivate you and your children for hours on end!
Memory Magic and Right Brain Education
The games in Memory Magic are similar to the activities practiced in Right Brain Education. It is a good resource to support Right Brain Education Home Practice activities – eye training, linking memory, and object memory.
1. Silly Story
- Top Choice Award” Boston Museum of Science®
- Excellence in Education” Education Clearing House®
- Perfect 10” GameZone’s® KidZone®
- All Green Lights” National Institute on Media and the Family®
“I believe Memory Magic [Super Flash] provides a higher level of education because it helps my children learn quicker and remember more information.” M. Molina, mother of five and home schooler
“These games will stimulate, invigorate and educate your children for hours on end!” Children’s game reviewer, Education Clearing House
“I have just had my 7yr old read to me instead of silent reading his home reader books. To my surprise there had been a dramatic increase in the speed in which he reads.” P. Simmons, Australia
“We noticed when we go out shopping our three-year old points out objects she saw from the game and says their names.” L. Brennen, mother who reported becoming very excited after listening to her child pointing to a white and black dog and, instead of saying her usual “doggie,” said “Dalmatian”, which was what kind of dog it was!
“I’ve never seen these children play a game for that long and without fighting over something! Any game that do that is a winner in my book.” M. Gulick, Mother of 3 at her 7-child friends home. They reportedly played this game for 3 straight hours!
If you want to understand a little more about how to develop the photographic memory function of the right brain, below is an interesting excerpt from a Right Brain Kids’ newsletter explaining how it works.
After-imaging exercises works with the negative images created by the eye. For example:
1. Gaze at the color red. When you look at red for a long period of time, you continually exercise the red cones within the eye.
2. Look at a white board, sheet of paper, or wall. When you look away, and refocus on a clear, white surface,
your red cones rest. They turn off.
3. The negative image comes alive. The color white contains all the colors in the spectrum, you normally use all the cones within the eye to discern it.
So while the red cones are resting, the cones responsible for reproducing blue and yellow do all the work. Together, they create an after-image… green!
It takes time to develop a vivid photographic memory through after-imaging. How long it takes varies from weeks to months to years. It is usually easier for children to develop compared to adults.
The initial intention is to create an after image. The after image will appear as a negative image of the original image. For example, red will appear as green, blue will appear as yellow, etc. The image you will see is similar to the film negatives from the old-style film cameras.
Over time, with practice, you will eventually be able to see the original image in its true colours.
The following is an account from a mother describing her child’s first photographic memory experience for some inspiration:
I heard an excited child cry from the den.
My mother’s instinct told me that the cry was one of excitement, but it certainly made me run to confirm it!
Nine-year-old Justin was already walking toward me with a face full of pride and surprise!
“I did it!” he cried.
“Did what?” I queried, hands on his shoulders to stop his excited body from moving in gleeful gyrations.
“I saw a positive image — not an after-image; the REAL picture!” he explained.
“I was watching TV and during the commercials, I saw an ad with a red coffee can at the end. I heard a sound outside and turned to look out the window. When I turned, the picture I was watching stayed in view. I could see both the red coffee can AND the window!”
Justin had been after-imaging since he was five years old. The idea of seeing the original image seemed like a faraway dream. But now, he had experienced his first “flash” of photographic memory — a relatively long flash, at least for the first time — and he was ecstatic!
From Right Brain Kids.
For home practice, I have been working with Gavin on the random linking memory activity. He was starting to get a little bored with the activity so I threw in a few dinosaurs and it seems to have renewed his interest. He has been asking me daily for new “dinosaur” stories.
I have noticed a few things about his progress that I wanted to mention. If you are doing linking memory activities at home with your child, I hope you can share your own observations as well.
In an earlier post, I mentioned that Gavin appears to be developing a photographic memory. Although he can remember facts that he has read and exactly where the information can be found, I have noticed that his photographic memory is not complete. He remembers certain things with uncanny accuracy while other things pass him by seemingly unnoticed. What is central to his ability to recall what he has seen is his interest in the subject. Because he is interested in the subject of dinosaurs, he can remember the facts he reads about it. Other subjects that he doesn’t care for, he doesn’t appear to be able to remember as much, if at all.
This reinforces the importance of following your child’s interest. If you want to teach a specific subject to your child, it pays to take the time to ignite his interest so that he will take himself the rest of the way on the learning curve. Which leads me to a few other thoughts I have been pondering over. Because I have never had a photographic memory, I cannot speak of it from my own experience. I can only make suppositions based on what I have observed from Gavin.
Recently, I have been using the linking memory activity as a means of teaching him new material. However, I find that when I put in something unfamiliar, it is much harder for him to recall all the cards. For instance, in a recent linking memory deck, I included a picture of glow worms (as shown below) and he couldn’t remember the card because the picture made no sense to him. I have never taught him about glow worms before either so he said, “I don’t know what that is.”
It is possible that he could see the image in his head but was not able to describe it. Or he might have dismissed it altogether because it made no sense to him. It reminds me of a linking memory session in Heguru when he labelled a card with a different name. I forget exactly what it was but it was some landmark which he was unfamiliar with. The picture looked like a tower so he referred to it as a tower instead of its proper name. This would suggest that he can remember things that he sees, but not necessarily what he hears.
That leads me to the next take-home point – the importance of practicing different activities to develop the memory function as a whole. Linking memory helps to develop visual memory – photographic memory. You need to practice other activities that help to develop auditory memory. The ability of your child to develop one and/or the other may also be affected by whether he is a visual learner or an auditory learner. Obviously the preferred sense will be the type of memory they will develop more easily.
Thirdly, in an earlier post, I posted two linking memory decks – one with pictures and one with words. I thought that the cards with words could also be useful for further developing memory function. In retrospect, I think I should state that words cards should only be used on older subjects. Young children need linking memory cards with pictures or they may become frustrated by the activity (particularly if they have not learned to read). It is important to keep the game fun and entertaining so we should eliminate elements that may complicate it. You can still use the word cards for older children and strong readers.
Have you been practicing linking memory or other memory activities at home with your child? What have you observed about your child’s memory development? Please feel free to share your thoughts in the comments below.