The Brain Is An Ever Elusive Thing

In this part, we will conclude what is constructive nature of memory and some of the examples of how it works.

“Information flows from the outside world through our sight, hearing smelling, tasting and touch sensors. Memory is simply ways we store and recall things we 've sensed.” When we recall memories, the original neuron path that we used to sense the experience that we are recalling is refined, and the connection is made stronger. Sensory information in stored for only a few seconds in the cortex of the brain. This information can then progress to short-term memory, and then long-term memory, depending on the importance of the information received.

This had led psychologists within the approach to explain that memory is build up of three stages: encoding (where information is received), storage (where the information is held) and retrieval (where the information is recalled if necessary.)

Memory refers to the persistence of learning in a state that can be revealed at a later time (Squire, 1987). A memory is a network of neocortical neurons and the connections that link them. That network is formed by experience as a result of the concurrent activation of neuronal ensembles that

Feldman (2011) further explains that explicit and implicit memories emerge at different rates and involve different parts of the brain. The earliest memories seem to be implicit, and they involve the cerebellum and the brain stem. The forerunner of explicit memory involves the hippocampus, but explicit memory does not emerge until the second half of the first year (p.152).

This stimulation of memory is uncovered by something as simple as a

Research has shown that there is “greater activation in the left inferior frontal and medial temporal lobes” (Stanford, 2006, p. 208) during the encoding of words which were later remembered as compared to those which were forgotten. The sensations perceived by sensory nerves are decoded in the hippocampus of the brain into a single experience (Mastin, 2010). The hippocampus analyses new information and compares and asssociates it with previously stored memory (Mastin, 2010). Human memory is associative in that new information can be remembered better if it can be associated to previously acquired, firmly consolidated information (Mastin, 2010). The various pieces of information are then stored in different parts of the brain (Mastin, 2010). Though the exact method by which this information is later identified and recalled has yet to be discovered, it is understood that ultra-short term sensory memory is converted into short term memory which can then later be consolidated into long term memory (Mastin, 2010).

One can never forget their first kindergarten field trip, or the way your grandma’s house smells, your favorite song, or your first love, but how do we store and remember so many memories throughout our lifespan, in our brain? A memory is a “faculty by which the mind stores and remembers information”, but how? Memories are stored in direct braincells and brain structures, which allow us to remember our memories. Some memories can depend on one single molecule for their life long remembrance, and replay of episodes. Memories are stored in two ways, short term memory and long-term memory. These three different stages of memory allow us to take in and handle each little thing we learn in just one day. They keep us sane.

The formation of new memories requires protein synthesis dependent changes in synaptic structure and plasticity in the hippocampus. Studies in humans and animals suggest that these memories are initially stored in hippocampus but later transferred to cortex for permanent storage. This phenomenon is described as systems consolidation of memories. While the specific role for new protein synthesis in hippocampus in early encoding of memories is established, whether protein synthesis in medial prefrontal cortex play a major role in encoding of memories is unclear. To address this question, we used contextual fear conditioning (CFC) of mouse, a behavior training that induce long lasting memories. A single training session produces robust lifelong memory (8) that can be measured using automated procedures (9). Several studies have used CFC training as a model to study hippocampal-cortical communications and mechanisms underlying systems consolidation of memories. Contextual fear memories are initially stored in hippocampus and then moved to medial prefrontal cortex (mPFC) for long-term storage.

Memory in the human brain is a complex process which is easier understood by the use of theoretical constructs. Memories begin as sensory stimuli which become sensory memory which only last about one second, from there it moves into working memory which lasts for about twenty to thirty seconds and is used to process information. Within working memory there are a few separate processes, the central executive which directs attention, the episodic buffer which is a secondary storage lasting ten to twenty seconds, this area communicates with long term memory as well as the central executive. The visuospatial sketchpad which is used to visualise visual and spacial

Human memory is a complex cognitive structure, which can be defined in many ways. One would argue that memory is 1.) The mental function of retaining information about stimuli, event, images, ideas, etc. after the original stimuli is no longer present. 2.) The hypothesized storage system in the mind that holds this information is so retained. A clear distinction is made between different types of memory systems and can be divided into subclasses.

When speaking about memory, one needs to look at the parts of the brain that are

Learning is a very important aspect of humans and creatures alike. Not only is it essential to the survival and adaption into this world but it also defines who we are as individuals (Schiller et al, 2010; Tronson & Taylor, 2007). Memories from past experiences shape the people that we are today. A crucial element to learning is memory, without it we would not be able to retain information. The process of memory is very distinct and consists of several different stages: acquisition of memory, consolidation, retrieval and then either reconsolidation or extinction (Debiec & Ledoux, 2004; Diergaarde, Schoffelmeer & De Vries, 2008). As memory is such a critical aspect of learning, it is no wonder that its distinct process has become the topic of much research in the neurobiological universe (Hupbach et al, 2007; Nader & Hardt, 2009).

Neuroscience widely recognised that memories undertake the process of consolidation (Nader & Einarsson, 2010). When memories are nascent, they are prone to interference and are considered ‘labile’. However, through the ensuing process of protein synthesis, they later become stabilised. Subsequently, the respective disruptions would initiate no detriment (Dudai, 2012). Historically, consolidation was thought to be the process by which unstable short term memories are transferred into fixed state long term memories (Nader & Einarsson, 2010). Nader Schafe & LaDoux (2000) challenged this concept suggesting it is possible memories become once again unstable. This notion facilitated a shift in research toward the inherent malleability of memories (Dudai, 2012). It is now widely embraced in neuroscience that two consolidation processes exist; synaptic consolidation and system consolidation (Nader & Einarsson, 2010). Synaptic consolidation refers to the process of transforming a memory into long-term form at local nodes in the neural circuit that encodes the memory (Dudai, 2012). This process

Central idea: Memory is a process of the brain which is prone to certain failures, although specific steps can be taken to guard against these failures.