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I was surprised by this article and by the fact that sometimes, our seemingly boring moments in life has the potential to transform into a great college essay. This article made me change my views of college essays and reexamine what topics I want to write about.

I liked the ideas this essay shared because I realized that if I were to have written my college essay prior to reading this article, my essay would've been similar to the majority of students who submit college essays. This site stresses the importance of being different and that having humility, humor, and personal stories in college essays are attractive. But the article did imply that there are limits and that some things such as torturing animals and showing inconsideration to other people, are inappropriate.

It seems more common now for counselors and advisors to recommend writing about everyday things, but with our own personal "flair." So it was helpful to read in this article about how there are some negative everyday experiences that are important to leave out.

Oral forms like ballads and epics exist in every culture, originating long before the advent of written language. In preliterate eras, tales had to be appealing to the ear and memorable to the mind or else they would simply disappear. After all, most messages we hear are forgotten, or if they're passed on, they're changed beyond recognition - as psychologists' investigations of how rumors evolve have shown. In his classic book Memory in Oral Traditions, cognitive scientist David Rubin notes, "Oral traditions depend on human memory for their preservation. If a tradition is to survive, it must be stored in one person's memory and be passed on to another person who is also capable of storing and retelling it. All this must occur over many generations… Oral traditions must, therefore, have developed forms of organization and strategies to decrease the changes that human memory imposes on the more casual transmission of verbal material." What are these strategies? Tales that last for many generations tend to describe concrete actions rather than abstract concepts. They use powerful visual images. They are sung or chanted. And they employ patterns of sound: alliteration, assonance, repetition and, most of all, rhyme. Such universal characteristics of oral narratives are, in effect, mnemonics - memory aids that people developed over time "to make use of the strengths and avoid the weaknesses of human memory," as Rubin puts it.

If you can't recall your mother's birthday but can readily belt out all the lyrics to "Piano Man," welcome to the club. Music and melody seem to have a unique place in memory, Amherst College cognitive scientist Matthew Schulkind suggests.

although a work in progress, it's useful for its annotated bibliography

"www.uwlax.edu/urc/JUR-online/PDF/2006/heaton.paris.pdf"

"The best part of waking up, is Folger's in your cup." "Like a good neighbor, State Farm is there." "Snap, crackle, pop, Rice Krispies." Many companies use jingles as an advertising tool because they are so darn catchy. Here is a study analyzing whether it's the musical component of jingles that makes them so easy to remember.

Many people have a hard time committing things to memory, especially with all the distractions that can come your way. Maybe the answer is as close as your iPod! Developing better memorization and faster recall skill for school-related projects will enhance your ability to pull together a wider spectrum of information for class discussions, papers, and tests.

The unknowable sounds Ancient enough to remember World War II movies? Then recall that GIs in the Pacific theater chose passwords overrun with R's -- words like "rabble-rouser" or "rubbernecker." The reason was simple: Japanese people have a 'ell of a time with R, which they often pronounce as "ell."

@kbendernyc *originally published 09/08/2014 AT 04:45 PM EDT Ben McMahon of Melbourne, Australia, can't remember the serious car accident that left him in a coma for over a week, but what he recalled upon waking up is truly astounding. McMahon awoke from his coma with the ability to speak near-perfect Mandarin, reports .

Daniel T. Willingham, a professor of psychology at the University of Virginia, notes that while Google is good at finding information, the brain beats it in two essential ways. 1. Context: Champions of Google underestimate how much the meaning of words and sentences changes with context. With the right knowledge in memory, your brain deftly puts words in context. 2. Speed Quick access is supposed to be a great advantage of using the internet. Students have always been able to look up the quadratic equation rather than memorize it, but opening a new browser tab takes moments, not the minutes required to locate the right page in the right book. Yet "moments" is still much slower than the brain operates. That's why the National Mathematics Advisory Panel listed "quick and effortless recall of facts" as one essential of math education. Speed matters for reading, too. Researchers report that readers need to know at least 95 percent of the words in a text for comfortable absorption. Pausing to find a word definition is disruptive. Good readers have reliable, speedy connections among the brain representations of spelling, sound and meaning. Speed matters because it allows other important work - for example, puzzling out the meaning of phrases - to proceed. Using knowledge in the head is also self-sustaining, whereas using knowledge from the internet is not. Every time you retrieve information from memory, it becomes a bit easier to find it the next time.

That agonizing moment when you know precisely what you want to say but you fail to produce the word or phrase is known as a "tip-of-the-tongue" moment. Lise Abrams, a psychology professor at the University of Florida has studied the phenomenon for 20 years. Researchers have even found occurrences among sign language users--termed "tip-of-the-finger" states. Key findings: 1. Low-frequency use: We're more likely to draw blanks on words we use less frequently - like abacus or palindrome. 2. There are also categories of words that lead to tip-of-the-tongue states more often. Proper names are one of those categories. There's no definitive theory, but one reason might be that proper names are arbitrary links to the people they represent, so people with the same name don't possess the same semantic information the way that common nouns do, Abrams said.

This article explains a little bit about a study done testing how well people could learn Hungarian words in two different ways: listen to spoken words and repeat them back or listen to words said rhythmically or sung. The study found that those who listened to the rhythmically or sung words were better at remembering the vocabulary both short term and long term. This shows that perhaps music can help students trigger memory recall.

Nick Perham, a psychology researcher who conducted a major study on music and reading comprehension, gives a summary of music's effect on productivity. Whether it is beneficial or not is dependent on task and the timing of the music.While recent research has found that music can have beneficial effects on creativity, with other areas of performance, the impact of background music is more complicated. Performance is poorer when a task is undertaken in the presence of background sound (irrelevant sound that you are ignoring), in comparison to quiet: this is known as the irrelevant sound effect. The irrelevant sound effect phenomenon arises from attempting to process two sources of ordered information at the same time - one from the task and one from the sound. Unfortunately, only the former is required to successfully perform the serial recall task, and the effort expended in ensuring that irrelevant order information from the sound is not processed actually impedes this ability. A similar conflict is also seen when reading while in the presence of lyrical music. In this situation, the two sources of words - from the task and the sound - are in conflict. The subsequent cost is poorer performance of the task in the presence of music with lyrics. It doesn't matter whether one likes the music or not--performance was equally poor. Whether having music playing in the background helps or hinders performance depends on the task and on the type of music, and only understanding this relationship will help people maximise their productivity levels. If the task requires creativity or some element of mental rotation, then listening to music one likes can increase performance. In contrast, if the task requires one to rehearse information, then quiet is best, or, in the case of reading comprehension, quiet or instrumental music. One promising area of the impact of music on cognitive abilities stems from actually learning to play a musical instrument. Studies show that child