How to use chunking to help with memory

The brain relies on working memory to briefly hold on to information so we can easily recall it and put it to use. But this type of memory has a limited amount of space. To fit more in, the brain finds ways to combine individual parts of information into “chunks” so there are fewer items that need to be stored.¹

In psychology, the term chunking describes how the brain works. But the term is also used to describe a learning and memory technique.

As a memory aid, chunking can be useful to anyone. But it may be especially helpful for people who have trouble with working memory. People with ADHD, dyslexia, and dyscalculia often struggle with this key executive function skill.

Chunking helps the brain hold more information in working memory by grouping pieces of information. That way, there are fewer items to store.

Remembering phone numbers is a good example of chunking. Most people can’t hold on to a string of single numbers (5-5-5-6-2-9-7-7-6-0) after hearing it only once.

But the brain groups phone numbers into segments (555-629-7760). If the area code is a familiar one, the brain remembers it as one unit, not three individual numbers. That makes more room in working memory for the other numbers.

When it’s time to make the call or repeat the phone number, the brain retrieves the units of information from working memory and puts them together.

Chunking reduces cognitive load. This is the amount of information someone’s working memory can process and the mental effort it takes to process, store, and retrieve information.

Combining pieces of information into fewer units is about efficiency, according to Understood Expert and clinical psychologist Monica Johnson, PsyD. “If you had 20 items to fit in the back of your car, just throwing them in randomly probably wouldn’t work,” she explains. Combining them into a couple of boxes makes it easier to move them in and out. And it lets you find a particular item more easily. 

Another example is carrying groceries. If you carry 10 items out of the store in your arms, you’re likely to drop some. But if you combine them into two shopping bags, you can hold on to them better.

Teachers often use strategies that combine items or create a smaller number of cues to help kids learn and recall information, from the alphabet to math concepts. But these strategies work at any age.

A very common strategy for memorization is mnemonics. It involves creating associations between pieces of information and images, patterns, or phrases. 

Here are some types of mnemonics:

Acronym: Use the first letter of each word in a list to create a new word or phrase. NASA (National Aeronautics and Space Administration) is an acronym. 

Acrostics (sentences): Create a sentence where the first letter of each word corresponds to the information you want to remember. “When I was in school and they taught directions, the mnemonic was Never Eat Sour Watermelon,” says Johnson. “I've never forgotten directions because of that.” 

Rhymes and jingles: Make up a rhyme or tune to associate with the information, similar to the ABC song or the “months” song. (Thirty days hath September, April, June, and November….) Or put the information into a favorite song.

Imagery: Create a vivid (and pleasant) mental image to link with the information. For example, to remember what Amelia Earhart was known for, picture a smiling woman standing next to an airplane under blue skies.

Method of loci (memory palace technique): Visualize items in specific locations in a familiar place, like home (your palace). Then, “walk through” that place to recall them. For remembering a class schedule, first-period biology might be “on” the bed, followed by English “on the kitchen counter,” and PE “by the front door.”

There’s a different use of the word chunking that has to do with managing tasks, rather than aiding memory. This type of chunking breaks down tasks and assignments into smaller pieces so they’re easier to organize, manage, and complete. 

For example, instead of reading a long assignment in one sitting, you might divide it into thirds and read it over three nights. Chunking is useful for writing assignments and projects, too. List all of the items involved, from gathering information to final review, and create a timeline for doing each one. 

It’s easier to focus on a smaller number of items that fit together than try to consider all of the aspects of the project at once. For example, if one of the items is finding sources for your report, you can focus on — and complete — that one item before moving on to the next.

Approaching a task one item at a time helps avoid overloading working memory. It also reduces the cognitive load.

Chunking of any type offers another key benefit. It can make the process of learning, remembering, and doing tasks feel less overwhelming.

The brain stores information for the short term in working memory so it can quickly recall and use it. But that type of memory has a limited amount of space. The brain makes more room by combining items into units of information or using something to represent multiple items. This process is known as chunking. 

Chunking is a concept that comes from psychology. As a memory aid, it’s useful to anyone at any age. It can be especially helpful to people who struggle with working memory. That includes people with ADHD, dyslexia, and dyscalculia. 

A very common chunking strategy for memory is mnemonics. It involves creating associations between pieces of information and images, patterns, or phrases that reduce the load on working memory.

There are a few types of mnemonics. These include acronyms, rhymes, jingles, and visual imagery. This strategy reduces the number of items that have to be stored.

The term chunking may also refer to a strategy for doing tasks and projects. Breaking down assignments into smaller chunks can help make them more manageable and easier to focus on.