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Using this technique a person with ordinary [[memory|memorization]] capabilities, after establishing the route stop-points and committing the associated images to long-term memory, with less than an hour of practice can remember the sequence of a shuffled deck of cards. The world record for this is held by [[Ben Pridmore]] at 24.97 seconds[http://web.aanet.com.au/~memorysports/discipline.php?id=spdcards]. |
Using this technique a person with ordinary [[memory|memorization]] capabilities, after establishing the route stop-points and committing the associated images to long-term memory, with less than an hour of practice can remember the sequence of a shuffled deck of cards. The world record for this is held by [[Ben Pridmore]] at 24.97 seconds[http://web.aanet.com.au/~memorysports/discipline.php?id=spdcards]. |
||
The technique is taught as a metacognitive technique in learning to learn courses. It is generally applied to encoding the key ideas of a subject. Two approaches are: 1. Link the key ideas of a subject and then deep-learn those key ideas in relation to each other, and; 2. Think through the key ideas of a subject in depth, re-arrange the ideas in relation to an argument, then link the ideas to loci in good order. It has been found that teaching such techniques as pure memorisation methods often leads students towards surface learning only. Therefore, it has been recommended that the method of loci should be integrated thoroughly with deeper learning approaches. |
The technique is taught as a metacognitive technique in learning to learn courses. It is generally applied to encoding the key ideas of a subject. Two approaches are: 1. Link the key ideas of a subject and then deep-learn those key ideas in relation to each other, and; 2. Think through the key ideas of a subject in depth, re-arrange the ideas in relation to an argument, then link the ideas to loci in good order. It has been found that teaching such techniques as pure memorisation methods often leads students towards surface learning only. Therefore, it has been recommended that the method of loci should be integrated thoroughly with deeper learning approaches.it is also a buncha bull |
||
It is likely a reference to 'method of loci' techniques survives to this day in the common English phrases "in the first place", "in the second place", and so forth.<ref>Stanley Finger, ''Origins of Neuroscience: A History of Explorations Into Brain Function'', 2001, p333</ref> |
It is likely a reference to 'method of loci' techniques survives to this day in the common English phrases "in the first place", "in the second place", and so forth.<ref>Stanley Finger, ''Origins of Neuroscience: A History of Explorations Into Brain Function'', 2001, p333</ref> |
||
Revision as of 02:25, 12 March 2010
The method of loci (plural of Latin locus for place or location), also called the memory palace, is a general designation for mnemonic techniques that rely on memorised spatial relationships to establish, order and recollect memorial content. The term is most often found in specialised works on psychology, neurobiology and memory, though it was used in the same general way at least as early as the first half of the nineteenth century in works on Rhetoric, Logic and Philosophy. [1]
O'Keefe and Nadel refer to
'the method of loci', an imaginal technique known to the ancient Greeks and Romans and described by Yates (1966) in her book The Art of Memory as well as by Luria (1969). In this technique the subject memorizes the layout of some building, or the arrangement of shops on a street, or any geographical entity which is composed of a number of discrete loci. When desiring to remember a set of items the subject literally 'walks' through these loci and commits an item to each one by forming an image between the item and any distinguishing feature of that locus. Retrieval of items is achieved by 'walking' through the loci, allowing the latter to activate the desired items. The efficacy of this technique has been well established (Ross and Lawrence 1968, Crovitz 1969, 1971, Briggs, Hawkins and Crovitz 1970, Lea 1975), as is the minimal interference seen with its use. [2]
The designation is not used with strict consistency. In some cases it refers broadly to what is otherwise known as the art of memory, the origins of which are related, according to tradition, in the story of Simonides of Ceos and the collapsing banquet hall. [3] For example, after relating the story of how Simonides relied on remembered seating arrangements to call to mind the faces of recently deceased guests, Steven M. Kosslyn remarks "[t]his insight led to the development of a technique the Greeks called the method of loci, which is a systematic way of improving one's memory by using imagery." [4] Skoyles and Sagan indicate that "an ancient technique of memorization called Method of Loci, by which memories are referenced directly onto spatial maps" originated with the story of Simonides. [5] Referring to mnemonic methods, Verlee Williams mentions, "One such strategy is the 'loci' method, which was developed by Simonides, a Greek poet of the fifth and sixth centuries BC" [6] Loftus cites the foundation story of Simonides (more or less taken from Frances Yates) and describes some of the most basic aspects of the use of space in the art of memory. She states, "This particular mnemonic technique has come to be called the "method of loci". [7] While place or position certainly figured prominently in ancient mnemonic techniques, no designation equivalent to "method of loci" was used exclusively to refer to mnemonic schemes relying upon space for organization. [8]. Leon of Modena describes how to use loci in his book on memory, "Lev Aryeh".
In other cases the designation is generally consistent, but more specific: "The Method of Loci is a Mnemonic Device involving the creation of a Visual Map of one's house." [9]
This term can be misleading: the ancient principles and techniques of the art of memory, hastily glossed in some of the works cited above, depended equally upon images and places. The designator "method of loci" does not convey the equal weight placed on both elements. Training in the art or arts of memory as a whole, as attested in classical antiquity, was far more inclusive and comprehensive in the treatment of this subject.
Spatial mnemonics and the hippocampus
In a classic in cognitive neuroscience O'Keefe and Nadel proposed "that the hippocampus is the core of a neural memory system providing an objective spatial framework within which the items and events of an organism's experience are located and interrelated." [10] This theory has generated considerable debate and further experiment. It has been noted that "[t]he hippocampus underpins our ability to navigate, to form and recollect memories, and to imagine future experiences. How activity across millions of hippocampal neurons supports these functions is a fundamental question in neuroscience, wherein the size, sparseness, and organization of the hippocampal neural code are debated." [11]
"Using neuropsychological, structural, and functional brain imaging measures, we found that superior memory is not driven by exceptional intellectual ability or structural brain differences. Rather, we found that superior memorizers used a spatial learning strategy (the method of loci; Yates, 1966) while preferentially engaging brain regions critical for memory and for spatial memory in particular, including the hippocampus." [12]
The "method of loci," as first described by Simonedes (cf. Yates, 1966), is explicitly spatial. In this technique, subjects improve memory by putting to-be-remembered items into some place or spatial context. Retrieval is effected simply by "going" to that place in thought [...] Events occurring within separate contexts are efficiently recalled in those contexts and minimally confused between contexts, though the events themselves might be highly similar. The mental maps we have of our home town, our neighborhood, and our house are all examples of the kinds of spatial contexts within which events occur, can be coded internally, and can subsequently be effectively retrieved or recalled: Studies by Smith, Glenberg, and Bjork (1978) and Bellezza and Reddy (1978) indicate that the power of the method of loci might lie in its ability to take advantage of this natural state of affairs. [13]
Contemporary usage
All top memorisers today use the 'method of loci' to a greater or lesser degree. Contemporary memory competition was initiated in 1991 [1] and introduced to the USA in 1997 . Part of the competition requires committing to memory and recalling a sequence of digits, 2-digit numbers, alphabetic letters, or playing cards. In a simple method of doing this, contestants, using various strategies well before competing, commit to long-term memory a unique vivid image associated with each item. They also have committed to long-term memory a familiar route with firmly established stop-points or loci. Then in the competition they need only deposit the image that they have associated with each item at the loci. To recall, they retrace the route, 'stop' at each locus and 'observe' the image. This they then translate back to the associated item. Memory champions elaborate on this by combining images. Eight-time World Memory Champion Dominic O'Brien [2] advocates this technique. His name for it is The Journey Method. The 2006 World Memory Champion, Clemens Mayer from Germany, used a 300-point-long journey through his house for his world record in "number half marathon", memorising 1040 random digits in a half hour. One individual has used the method of loci to memorise pi to 65,536 digits. [14]
Using this technique a person with ordinary memorization capabilities, after establishing the route stop-points and committing the associated images to long-term memory, with less than an hour of practice can remember the sequence of a shuffled deck of cards. The world record for this is held by Ben Pridmore at 24.97 seconds [3].
The technique is taught as a metacognitive technique in learning to learn courses. It is generally applied to encoding the key ideas of a subject. Two approaches are: 1. Link the key ideas of a subject and then deep-learn those key ideas in relation to each other, and; 2. Think through the key ideas of a subject in depth, re-arrange the ideas in relation to an argument, then link the ideas to loci in good order. It has been found that teaching such techniques as pure memorisation methods often leads students towards surface learning only. Therefore, it has been recommended that the method of loci should be integrated thoroughly with deeper learning approaches.it is also a buncha bull
It is likely a reference to 'method of loci' techniques survives to this day in the common English phrases "in the first place", "in the second place", and so forth. [15]
See also
Notes
- ^ e.g. in a discussion of "topical memory" (yet another designator) Jamieson mentions that "memorial lines, or verses, are more useful than the method of loci." Alexander Jamieson, A Grammar of Logic and Intellectual Philosophy, A. H. Maltby, 1835, p112
- ^ John O'Keefe & Lynn Nadel, The Hippocampus as a Cognitive Map, Oxford University Press, 1978, p389-390
- ^ Frances Yates, The Art of Memory, University of Chicago, 1966, p1-2
- ^ Steven M. Kosslyn, "Imagery in Learning" in: Michael S. Gazzaniga (Ed.), Perspectives in Memory Research, MIT Press, 1988, p245; it should be noted that Kosslyn fails to cite any example of the use of an equivalent term in period Greek or Latin sources.
- ^ John Robert Skoyles, Dorion Sagan, Up From Dragons: The Evolution of Human Intelligence, McGraw-Hill, 2002, p150
- ^ Linda Verlee Williams, Teaching For The Two-Sided Mind: A Guide to Right Brain/Left Brain Education, Simon & Schuster, 1986, p110
- ^ Elizabeth F. Loftus, Human Memory: The Processing of Information, Lawrence Erlbaum Associates, 1976, p65
- ^ For example, Aristotle referred to topoi (places) in which memorial content could be aggregated - hence our modern term "topics", while another primary classical source, Rhetorica ad Herennium (Bk III) discusses rules for places and images. In general Classical and Medieval sources describe these techniques as the art or arts of memory (ars memorativa or artes memorativae), rather than as any putative "method of loci". Nor is the imprecise designation current in specialized historical studies, for example Mary Carruthers uses the term "architectural mnemonic" to describe what is otherwise designated "method of loci".
- ^ Sharon A. Gutman, Quick Reference Neuroscience For Rehabilitation Professionals, SLACK Incorporated, 2001, p216
- ^ John O'Keefe & Lynn Nadel, The Hippocampus as a Cognitive Map, Oxford University Press, 1978, p1
- ^ Hassabis et al., Decoding Neuronal Ensembles in the Human Hippocampus, Current Biology (2009)
- ^ R. Parasuraman, Matthew Rizzo, Neuroergonomics, Oxford University Press, 2007, p139
- ^ Donald Olding Hebb, Peter W. Jusczyk, Raymond M. Klein, The Nature of Thought, Lawrence Erlbaum Associates, 1980, p217-218
- ^ Raz A, Packard MG, Alexander GM, Buhle JT, Zhu H, Yu S, Peterson BS. (2009). A slice of pi : An exploratory neuroimaging study of digit encoding and retrieval in a superior memorist. Neurocase. 6:1-12. doi: 10.1080/13554790902776896 PMID 19585350
- ^ Stanley Finger, Origins of Neuroscience: A History of Explorations Into Brain Function, 2001, p333
References
- Yates, Frances A. (1966).
The Art of Memory. Chicago: University of Chicago Press.
ISBN
10226950018.
{{ cite book}}: Check|isbn=value: length ( help); Cite has empty unknown parameters:|coauthors=and|month=( help) - Spence, Jonathan D. (1984). The Memory Palace of Matteo Ricci. New York: Viking Penguin.
ISBN
0140080988.
{{ cite book}}: Cite has empty unknown parameters:|coauthors=and|month=( help) - Carruthers, Mary (1990). The Book of Memory. Cambridge University Press.
{{ cite book}}: Cite has empty unknown parameters:|coauthors=and|month=( help) - Carruthers, Mary (1998). The Craft of Thought. Cambridge University Press.
{{ cite book}}: Cite has empty unknown parameters:|coauthors=and|month=( help) - Rossi, Paolo (2000). Logic and the Art of Memory. University of Chicago Press.
{{ cite book}}: Cite has empty unknown parameters:|coauthors=and|month=( help) - Bolzoni, Lina (2001). The Gallery of Memory. University of Toronto Press.
{{ cite book}}: Cite has empty unknown parameters:|coauthors=and|month=( help) - Bolzoni, Lina (2004). The Web of Images. Ashgate Publishers.
{{ cite book}}: Cite has empty unknown parameters:|coauthors=and|month=( help) - Dudai, Yadin (2002). Memory from A to Z. Oxford University Press.
{{ cite book}}: Cite has empty unknown parameters:|coauthors=and|month=( help) - Small, Jocelyn P. (1997). Wax Tablets of the Mind. London: Routledge.
{{ cite book}}: Cite has empty unknown parameters:|coauthors=and|month=( help) - Carruthers, Mary (2002). The Medieval Craft of Memory: An anthology of texts and pictures. University of Pennsylvania Press.
{{ cite book}}: Cite has empty unknown parameter:|month=( help); Unknown parameter|coauthors=ignored (|author=suggested) ( help)
- Dann, Jack (1995) The Memory Cathedral: A Secret History of Leonardo da Vinci: Bantam Books
No edit summary |
No edit summary |
||
| Line 28: | Line 28: | ||
Using this technique a person with ordinary [[memory|memorization]] capabilities, after establishing the route stop-points and committing the associated images to long-term memory, with less than an hour of practice can remember the sequence of a shuffled deck of cards. The world record for this is held by [[Ben Pridmore]] at 24.97 seconds[http://web.aanet.com.au/~memorysports/discipline.php?id=spdcards]. |
Using this technique a person with ordinary [[memory|memorization]] capabilities, after establishing the route stop-points and committing the associated images to long-term memory, with less than an hour of practice can remember the sequence of a shuffled deck of cards. The world record for this is held by [[Ben Pridmore]] at 24.97 seconds[http://web.aanet.com.au/~memorysports/discipline.php?id=spdcards]. |
||
The technique is taught as a metacognitive technique in learning to learn courses. It is generally applied to encoding the key ideas of a subject. Two approaches are: 1. Link the key ideas of a subject and then deep-learn those key ideas in relation to each other, and; 2. Think through the key ideas of a subject in depth, re-arrange the ideas in relation to an argument, then link the ideas to loci in good order. It has been found that teaching such techniques as pure memorisation methods often leads students towards surface learning only. Therefore, it has been recommended that the method of loci should be integrated thoroughly with deeper learning approaches. |
The technique is taught as a metacognitive technique in learning to learn courses. It is generally applied to encoding the key ideas of a subject. Two approaches are: 1. Link the key ideas of a subject and then deep-learn those key ideas in relation to each other, and; 2. Think through the key ideas of a subject in depth, re-arrange the ideas in relation to an argument, then link the ideas to loci in good order. It has been found that teaching such techniques as pure memorisation methods often leads students towards surface learning only. Therefore, it has been recommended that the method of loci should be integrated thoroughly with deeper learning approaches.it is also a buncha bull |
||
It is likely a reference to 'method of loci' techniques survives to this day in the common English phrases "in the first place", "in the second place", and so forth.<ref>Stanley Finger, ''Origins of Neuroscience: A History of Explorations Into Brain Function'', 2001, p333</ref> |
It is likely a reference to 'method of loci' techniques survives to this day in the common English phrases "in the first place", "in the second place", and so forth.<ref>Stanley Finger, ''Origins of Neuroscience: A History of Explorations Into Brain Function'', 2001, p333</ref> |
||
Revision as of 02:25, 12 March 2010
The method of loci (plural of Latin locus for place or location), also called the memory palace, is a general designation for mnemonic techniques that rely on memorised spatial relationships to establish, order and recollect memorial content. The term is most often found in specialised works on psychology, neurobiology and memory, though it was used in the same general way at least as early as the first half of the nineteenth century in works on Rhetoric, Logic and Philosophy. [1]
O'Keefe and Nadel refer to
'the method of loci', an imaginal technique known to the ancient Greeks and Romans and described by Yates (1966) in her book The Art of Memory as well as by Luria (1969). In this technique the subject memorizes the layout of some building, or the arrangement of shops on a street, or any geographical entity which is composed of a number of discrete loci. When desiring to remember a set of items the subject literally 'walks' through these loci and commits an item to each one by forming an image between the item and any distinguishing feature of that locus. Retrieval of items is achieved by 'walking' through the loci, allowing the latter to activate the desired items. The efficacy of this technique has been well established (Ross and Lawrence 1968, Crovitz 1969, 1971, Briggs, Hawkins and Crovitz 1970, Lea 1975), as is the minimal interference seen with its use. [2]
The designation is not used with strict consistency. In some cases it refers broadly to what is otherwise known as the art of memory, the origins of which are related, according to tradition, in the story of Simonides of Ceos and the collapsing banquet hall. [3] For example, after relating the story of how Simonides relied on remembered seating arrangements to call to mind the faces of recently deceased guests, Steven M. Kosslyn remarks "[t]his insight led to the development of a technique the Greeks called the method of loci, which is a systematic way of improving one's memory by using imagery." [4] Skoyles and Sagan indicate that "an ancient technique of memorization called Method of Loci, by which memories are referenced directly onto spatial maps" originated with the story of Simonides. [5] Referring to mnemonic methods, Verlee Williams mentions, "One such strategy is the 'loci' method, which was developed by Simonides, a Greek poet of the fifth and sixth centuries BC" [6] Loftus cites the foundation story of Simonides (more or less taken from Frances Yates) and describes some of the most basic aspects of the use of space in the art of memory. She states, "This particular mnemonic technique has come to be called the "method of loci". [7] While place or position certainly figured prominently in ancient mnemonic techniques, no designation equivalent to "method of loci" was used exclusively to refer to mnemonic schemes relying upon space for organization. [8]. Leon of Modena describes how to use loci in his book on memory, "Lev Aryeh".
In other cases the designation is generally consistent, but more specific: "The Method of Loci is a Mnemonic Device involving the creation of a Visual Map of one's house." [9]
This term can be misleading: the ancient principles and techniques of the art of memory, hastily glossed in some of the works cited above, depended equally upon images and places. The designator "method of loci" does not convey the equal weight placed on both elements. Training in the art or arts of memory as a whole, as attested in classical antiquity, was far more inclusive and comprehensive in the treatment of this subject.
Spatial mnemonics and the hippocampus
In a classic in cognitive neuroscience O'Keefe and Nadel proposed "that the hippocampus is the core of a neural memory system providing an objective spatial framework within which the items and events of an organism's experience are located and interrelated." [10] This theory has generated considerable debate and further experiment. It has been noted that "[t]he hippocampus underpins our ability to navigate, to form and recollect memories, and to imagine future experiences. How activity across millions of hippocampal neurons supports these functions is a fundamental question in neuroscience, wherein the size, sparseness, and organization of the hippocampal neural code are debated." [11]
"Using neuropsychological, structural, and functional brain imaging measures, we found that superior memory is not driven by exceptional intellectual ability or structural brain differences. Rather, we found that superior memorizers used a spatial learning strategy (the method of loci; Yates, 1966) while preferentially engaging brain regions critical for memory and for spatial memory in particular, including the hippocampus." [12]
The "method of loci," as first described by Simonedes (cf. Yates, 1966), is explicitly spatial. In this technique, subjects improve memory by putting to-be-remembered items into some place or spatial context. Retrieval is effected simply by "going" to that place in thought [...] Events occurring within separate contexts are efficiently recalled in those contexts and minimally confused between contexts, though the events themselves might be highly similar. The mental maps we have of our home town, our neighborhood, and our house are all examples of the kinds of spatial contexts within which events occur, can be coded internally, and can subsequently be effectively retrieved or recalled: Studies by Smith, Glenberg, and Bjork (1978) and Bellezza and Reddy (1978) indicate that the power of the method of loci might lie in its ability to take advantage of this natural state of affairs. [13]
Contemporary usage
All top memorisers today use the 'method of loci' to a greater or lesser degree. Contemporary memory competition was initiated in 1991 [1] and introduced to the USA in 1997 . Part of the competition requires committing to memory and recalling a sequence of digits, 2-digit numbers, alphabetic letters, or playing cards. In a simple method of doing this, contestants, using various strategies well before competing, commit to long-term memory a unique vivid image associated with each item. They also have committed to long-term memory a familiar route with firmly established stop-points or loci. Then in the competition they need only deposit the image that they have associated with each item at the loci. To recall, they retrace the route, 'stop' at each locus and 'observe' the image. This they then translate back to the associated item. Memory champions elaborate on this by combining images. Eight-time World Memory Champion Dominic O'Brien [2] advocates this technique. His name for it is The Journey Method. The 2006 World Memory Champion, Clemens Mayer from Germany, used a 300-point-long journey through his house for his world record in "number half marathon", memorising 1040 random digits in a half hour. One individual has used the method of loci to memorise pi to 65,536 digits. [14]
Using this technique a person with ordinary memorization capabilities, after establishing the route stop-points and committing the associated images to long-term memory, with less than an hour of practice can remember the sequence of a shuffled deck of cards. The world record for this is held by Ben Pridmore at 24.97 seconds [3].
The technique is taught as a metacognitive technique in learning to learn courses. It is generally applied to encoding the key ideas of a subject. Two approaches are: 1. Link the key ideas of a subject and then deep-learn those key ideas in relation to each other, and; 2. Think through the key ideas of a subject in depth, re-arrange the ideas in relation to an argument, then link the ideas to loci in good order. It has been found that teaching such techniques as pure memorisation methods often leads students towards surface learning only. Therefore, it has been recommended that the method of loci should be integrated thoroughly with deeper learning approaches.it is also a buncha bull
It is likely a reference to 'method of loci' techniques survives to this day in the common English phrases "in the first place", "in the second place", and so forth. [15]
See also
Notes
- ^ e.g. in a discussion of "topical memory" (yet another designator) Jamieson mentions that "memorial lines, or verses, are more useful than the method of loci." Alexander Jamieson, A Grammar of Logic and Intellectual Philosophy, A. H. Maltby, 1835, p112
- ^ John O'Keefe & Lynn Nadel, The Hippocampus as a Cognitive Map, Oxford University Press, 1978, p389-390
- ^ Frances Yates, The Art of Memory, University of Chicago, 1966, p1-2
- ^ Steven M. Kosslyn, "Imagery in Learning" in: Michael S. Gazzaniga (Ed.), Perspectives in Memory Research, MIT Press, 1988, p245; it should be noted that Kosslyn fails to cite any example of the use of an equivalent term in period Greek or Latin sources.
- ^ John Robert Skoyles, Dorion Sagan, Up From Dragons: The Evolution of Human Intelligence, McGraw-Hill, 2002, p150
- ^ Linda Verlee Williams, Teaching For The Two-Sided Mind: A Guide to Right Brain/Left Brain Education, Simon & Schuster, 1986, p110
- ^ Elizabeth F. Loftus, Human Memory: The Processing of Information, Lawrence Erlbaum Associates, 1976, p65
- ^ For example, Aristotle referred to topoi (places) in which memorial content could be aggregated - hence our modern term "topics", while another primary classical source, Rhetorica ad Herennium (Bk III) discusses rules for places and images. In general Classical and Medieval sources describe these techniques as the art or arts of memory (ars memorativa or artes memorativae), rather than as any putative "method of loci". Nor is the imprecise designation current in specialized historical studies, for example Mary Carruthers uses the term "architectural mnemonic" to describe what is otherwise designated "method of loci".
- ^ Sharon A. Gutman, Quick Reference Neuroscience For Rehabilitation Professionals, SLACK Incorporated, 2001, p216
- ^ John O'Keefe & Lynn Nadel, The Hippocampus as a Cognitive Map, Oxford University Press, 1978, p1
- ^ Hassabis et al., Decoding Neuronal Ensembles in the Human Hippocampus, Current Biology (2009)
- ^ R. Parasuraman, Matthew Rizzo, Neuroergonomics, Oxford University Press, 2007, p139
- ^ Donald Olding Hebb, Peter W. Jusczyk, Raymond M. Klein, The Nature of Thought, Lawrence Erlbaum Associates, 1980, p217-218
- ^ Raz A, Packard MG, Alexander GM, Buhle JT, Zhu H, Yu S, Peterson BS. (2009). A slice of pi : An exploratory neuroimaging study of digit encoding and retrieval in a superior memorist. Neurocase. 6:1-12. doi: 10.1080/13554790902776896 PMID 19585350
- ^ Stanley Finger, Origins of Neuroscience: A History of Explorations Into Brain Function, 2001, p333
References
- Yates, Frances A. (1966).
The Art of Memory. Chicago: University of Chicago Press.
ISBN
10226950018.
{{ cite book}}: Check|isbn=value: length ( help); Cite has empty unknown parameters:|coauthors=and|month=( help) - Spence, Jonathan D. (1984). The Memory Palace of Matteo Ricci. New York: Viking Penguin.
ISBN
0140080988.
{{ cite book}}: Cite has empty unknown parameters:|coauthors=and|month=( help) - Carruthers, Mary (1990). The Book of Memory. Cambridge University Press.
{{ cite book}}: Cite has empty unknown parameters:|coauthors=and|month=( help) - Carruthers, Mary (1998). The Craft of Thought. Cambridge University Press.
{{ cite book}}: Cite has empty unknown parameters:|coauthors=and|month=( help) - Rossi, Paolo (2000). Logic and the Art of Memory. University of Chicago Press.
{{ cite book}}: Cite has empty unknown parameters:|coauthors=and|month=( help) - Bolzoni, Lina (2001). The Gallery of Memory. University of Toronto Press.
{{ cite book}}: Cite has empty unknown parameters:|coauthors=and|month=( help) - Bolzoni, Lina (2004). The Web of Images. Ashgate Publishers.
{{ cite book}}: Cite has empty unknown parameters:|coauthors=and|month=( help) - Dudai, Yadin (2002). Memory from A to Z. Oxford University Press.
{{ cite book}}: Cite has empty unknown parameters:|coauthors=and|month=( help) - Small, Jocelyn P. (1997). Wax Tablets of the Mind. London: Routledge.
{{ cite book}}: Cite has empty unknown parameters:|coauthors=and|month=( help) - Carruthers, Mary (2002). The Medieval Craft of Memory: An anthology of texts and pictures. University of Pennsylvania Press.
{{ cite book}}: Cite has empty unknown parameter:|month=( help); Unknown parameter|coauthors=ignored (|author=suggested) ( help)
- Dann, Jack (1995) The Memory Cathedral: A Secret History of Leonardo da Vinci: Bantam Books