Pattern Separation

Even after being completely consolidated and maintained, researchers believe that memories still have the capacity to evolve over time. When memories are recalled, this potential evolution phase may result in memories returning back to an active state. As a result of this possible shift back into a more vulnerable condition, it has been theorized that reactivated memories may need to be reconsolidated. In essence, the abovementioned rationale is the basis of the reconsolidation theory. Having said that, memory reconsolidation acting as an independent process versus it being just an ordinary repetition of the consolidation stage, has become a highly debatable subject in memory research.

There are multiple theories about why people forget. These theories consist of the decay theory, interference theory, consolidation failure theory, motivated forgetting theory, and the prospective forgetting theory. Perhaps one of the most dated theories of forgetting is the decay theory. This theory speculates that memories, if not used, will diminish with time and finally disappear altogether. The "neural trace" or physiological history of an experience possibly will decay within an extremely brief period or over massive time (Boyd, 2004). Scientists theorize that “neurons” diminish gradually as subjects age, although some older memories can be more powerful than most current memories. This is why the decay theory mostly embraces the short-term memory system. Actively reciting data is considered to be a critical factor in overcoming this short-lived declination.

Memories are a difficult thing to explain of why and how they happen. The human brain is a very intricate organ that plays the biggest role in an everyday life. As studies have been done they have collected information of three main stages of human memory and one very significant stage that starts it all off lasting less than a second. Including the different types that are a key role in each stage. The process of memory starts of with sensory memory which only takes a blink of an eye. Then it goes through three main stages Encoding, storage and retrieval.

Most of us hold the view that “memory is much like a tape recorder or video recorder, holding a perfectly accurate record of what has been experienced. Nothing could be further from the truth” (Thompson and Madigan 6). Memory is amazing; however, the human “memory system is far from perfect,” but it is most certainly adequate (Mlodinow 63). For the most part, it can be described as being accurate and efficient. “We may not intentionally change the details of our memories, but the process of remembering changes our memories. “Just as editing on a computer usually overwrites the original file, revisiting an event can revise your memory” (Kowalski 34).

“If any one of these processes fails, memory will fail” (Marsh, 2017). The first stage of encoding involves “converting the perceived stimuli so that it can be stored” (Mastin, 2010). The key determinant for encoding is attention. An individual who pays complete attention to a stimulus will most likely be able to recall that stimulus in more detail compared to an individual who only pays partial attention or is distracted. Thus, attention is necessary to form a memory. The second stage of memory formation is storage, where the encoded information is retained in memory. The major issue involved with storage is the blending of memories with new information. This is due to the processes of storage and real-time thought which share the same components of the brain, which often causes the mismatch of similar memories and current events. This mixing up of details are known as either intrusion or replacement errors. Intrusion errors are the mixing of recent information with an episodic memory, for example confusing where you parked the car today with last week. Replacement errors occurs when the arrival of new information displaces a previous memory, causing that memory to be lost, for example, the previous definition of a word replaced with a more accurate one. The final stage of retrieval refers to the recovery of information. Retrieving a memory is activated by retrieval cues and can occasionally cause inaccuracies when reconstructing them. Common errors in retrieval include; incongruent cues, misinformation effects and schematic fitting. Incongruent cues recreate memories which did not exactly occur. Misinformation effects is due to a leading retrieval cue which causes the addition of information to a memory which is not true. Schematic fitting is the addition of details to a memory which fit the individual’s stereotypes. Each issue during the three

On a day-to-day basis humans are processing different information constantly. Have you ever wondered how this is possible? Have you ever wondered why you are able to obtain new information, store it, and then recall it for later usage? For example, how is it possible that we can study for a test one day, and then the next day we are able to retrieve that very information to use to take and pass a test? Because memory is an important cognitive process it helps us to record the past, so we are able to refer back to it at a later date. If humans didn’t have a memory, we would only be able to understand the present and our past wouldn’t exist. The urge to study how memory works and the concept behind, it has been around for many years.

As humans in this world we intake thousands of pieces of memory a day. Every day that you are living you are learning even if you do not know it. Even though we are learning that does not necessarily mean that we are going to remember what we learned yesterday a few days ago, there is a process to being able to memorize information.

It has been agreed in the literature that memories can generally be defined in terms of time (Nader, Schafe & LeDoux, 2000). Memory is sensitive to disruption soon after learning as it is in a labile state of short-term memory (STM). Conversely, memory enters a stable form and is less sensitive to such disruptions in long-term memory (LTM) at a later stage after learning (Nader et al.). Research has argued that the process in which labile new memories transform into stable long-lasting memories is known as consolidation (Nader et al.). After memories are consolidated, they can re-enter states of transient instability, making them vulnerable to disruption immediately after retrieval (Yue et al., 2012; Si et al., 2012). This is known as memory reconsolidation (Yue et al.; Si et al.). Finally, the re-exposure to a particular context without reinforcement can lead to memory extinction (Merlo & Romano, 2008).That is, the temporary weakening of an earlier conditioned response can lead to extinction (Merlo & Romano). However, the number of events or duration of a single event in that exposure will determine whether memory extinction or reconsolidation is activated (Merlo & Romano).

The research and experimentation that was done in this study is very important in the efforts to learn more on the issue of memory recall and what specifically can effect one’s performance. This information can help improve the methods of teaching in schools where students heavily rely on memorizing things. It is pertinent

Exploration of Memory Forgetting is a common process that occurs near enough every day. The general definition of forgetting is the inability to recall or recognise something that has been previously learned. Forgetting occurs in both short and long term memory, and several explanations have been put forward as to why forgetting occurs. There are two main theories concerning forgetting in long term memory.

Memory refers to the processes that are used to store, retain and later retrieve information; these processes are known as encoding, storage and retrieval. However with memory comes the natural phenomenon of forgetting which refers to the inability to regain, recall or recognise information that was, or still is, stored in long-term memory. There are many reasons that we forget information but these can be grouped into four main categories; retrieval failure, interference, failure to store and motivated forgetting (Loftus 1999). Although there are also many strategies that we can use in order to improve our memory.

Memory is power in which the mind stores and remembers information. Memory is a process in which information is encoded stored and retrieved for later usage. Forgetting is an apparent loss of information already encoded and stored in an individual’s memory. It is a spontaneous process wherein old memories are unable to be recalled from memory storage. Active forgetting can be stated as an evidence for functional inhibition as a source of one’s memory failure. (Anderson, 1994). There

Like the title of the article already reveals, one of the main concepts discussed in it is memory reconsolidation updating. Other important alternative concepts were things like state-depend inhibition of memory or unleashed extinction. Although a lot of studies have been conducted which are providing good evidence for memory reconsolidation updating, it is still difficult to get reliable results because the markers used to measure level of memory destabilisation and degree to which the memory is altered/updated are simply not sufficient enough

The human brain has many various complex cognitive processes. One of these processes, memory, plays a very important part in our everyday lives. As a result, researchers have conducted studies and experiments over of time to understand how it works.

Memory refers to a mental process that is used to gain, gather, and recover information. The information that is stored in our memory with the help of our senses will be processed by numerous systems all through our brain, and it will be accumulated for later use (Mason, 2003-2006). Gordon and Berger (2003) said that there are two basic kinds of memory: ordinary and intelligent memory. Ordinary memory is remembering specific names of people, time, place, locations of certain things, and things to be done. It is comparatively fragile for it stores information for a few minutes, and that information will soon be forgotten. Thus, it is what fails when we can’t remember something. We are