Things to Remember about Memory
The curve of forgetting (Hermann Ebbinghaus) shows that the amount of information retained in memory is lost progressively over time.
Perception => Sensory Memory => Working / Short-term Memory
We receive massive amounts of input from our senses. Perception is about filtering this input through the recognition of small details including motion, colours, faces, places, and objects.
Through various types of encoding
Acoustic - Echoic memory, sounds rehearsed to facilitate remembering.
Visual / spatial - Iconic memory often has strong emotional content.
Tactile - the feel of an object [How does this break down? Weight / pressure, motion, texture, temperature, and what about its smell, taste.]
Semantic / verbal - Sensory input that has a particular meaning, applied to a particular context. [Words received through auditory & visual stimuli?]
5-9 items or chunks can be retained in working Memory (George Miller)
Working / Short-term Memory => Long term memory (2 types)
New information can be remembered if anchored by associating it with existing information. The more familiar and personal the association the easier and more accurate the recall. The most vivid memories are emotional events, but these are often narrowly focused, with peripheral details forgotten. Memory is not a neutral recording device, it is related to our society and background (Fredric Bartlett). We reshape details to something more familiar to us when remembering.
Memories and neural connections are mutually interconnected in extremely complex ways. Each memory is embedded in many connections, and each connection is involved in several memories. A single memory may involve simultaneously activating several different groups of neurons in completely different parts of the brain and multiple memories may be encoded within a single neural network, by different patterns of connections.
Associating words with images provides additional ways of remembering, establishing spatial relationships also help to order and recollect memories.
Procedural /implicit /unconscious memory of skills and how to do things, use objects or move the body. Acquired through repetition and practice, these behaviours become so deeply embedded that we are no longer aware of them. Once learned, they allow us to carry out ordinary motor actions more or less automatically. Previous experiences help the performance of a task without explicit and conscious awareness of them.
Declarative /explicit /conscious memory of facts and events, which consists of information that is explicitly stored and retrieved. It can be further sub-divided into Semantic and Episodic Memories (Endel Tulving) - memories of shared facts versus those of personal biography.
Long Term Memory => Consolidation => Retrieval => re-Consolidation
Practice reinforces individual memories, but does not strenghten the ability to memorise in general (William James).
The brain organizes and reorganizes itself in response to new experiences, creating new memories. As new experiences accumulate, the brain creates more and more connections and pathways, re-routing connections and re-arranging its organization. The repeated firing of certain cells in a certain order strengthen these connections making it easier to repeat this firing later on. This Neural plasticity is the foundation of memory and learning.
Retrieval cues helps us to access memories again which can be both internal or external states.
Sleep is important in improving the consolidation of information in memory, and activation patterns in the sleeping brain, which mirror those recorded during the learning of tasks from the previous day, suggest that new memories may be solidified through such reactivation and rehearsal.
Memory re-consolidation is the process of previously consolidated memories being recalled and actively consolidated all over again, in order to maintain, strengthen and modify memories, either naturally through reflection, or through deliberate recall. This is needed for memories to last for many years, depending on the depth of the initial processing. Retrievals can take place at increasing intervals. This spaced repetition (Ebbinghaus) is familiar in the way that “cramming” for an exam is not as effective as studying at intervals over a much longer span of time.
The very act of re-consolidation, though, may change the initial memory. The memory may become associated with new emotional or environmental conditions or subsequently acquired knowledge, and expectations.
Based on http://www.human-memory.net/types.html