Online Class: Memory Improvement

Of course, our brains can't remember everything.  Brains simply don't have the capacity; if they tried to remember everything we experienced, there wouldn't be room for anything else.  Involuntary muscle function, thought processes, the senses and numerous other activities would be crowded out.  There are dozens of variables that affect how much we remember, how long we retain it and whether we can recall it.  Fortunately, we can learn ways to improve how much we remember and enhance how long we remember it.

 

Memory seems like a simple thing: You think about where you put something you are looking for and the information (hopefully) is there for you. Most of the time, this recall of information is almost instantaneous; however, sometimes you have to "wrack your brain" to come up with the information you usually recall easily. Why does memory sometimes work so reliably and other times seems so faulty? It has to do with how and why our memory works.

Information enters our brain through our five senses: sight, hearing, touch, taste, and scent. Memory stores our recollections of each of these senses, not the sensations themselves. Recalling memories retraces the same neural pathways in the brain that we originally used to experience an event, creating a sort of "recall" of the event. 

There are two different kinds of memory the brain stores – short-term memory and long-term memory. When we experience an event, it actually lasts only a fraction of a second, then moves into short-term memory for a period of time in the cortex of the brain. Eventually, the most essential memories move from short-term memory to long-term memory. In fact, short-term memories last less than a minute. The greater part of anything that you do during a day is lost from your short-term memory within a minute of having done it.

Encoding   →             Storage (or Consolidation)        →        Retrieval

 

Encoding is simply breaking down any new concept or information into parts that will establish meaning.The brain will also establish a context around the new information or experience. Encoding is what gives the new information individual meaning; it will define the new information in terms of descriptive elements, such as the taste, sound, appearance, and feel. A sweater might by warm, bright, and colorful. It can also be encoded in the context of particular feelings or emotions, "I love this sweater because it was a gift from my husband and I look good in it."

Storage is the brain's act of "filing" the memory somewhere. We usually store memories with similar information, which is why it is sometimes referred to as consolidation. You may remember the new sweater as "just like the fuzzy sweater I had when I was a teenager." You are classifying it by consolidating it with an object that is similar but with some characteristics that are different. This helps us store memories in a less chaotic fashion and helps us with the final stage of memory retrieval.

Retrieval of a memory involves following the "clues" that trace the various encoded signs, and then decoding the information to get to the meaning. Sometimes we can't retrieve exactly what we are struggling to recall ("It's right on the tip of my tongue."), but we know we are very close, because we can retrieve other information that is very close – we can remember sweaters that are similar and we may even close our eyes and we can remember a particular color, but that one sweater – the one your husband gave you – is an elusive memory. But those memories consolidated with it may help you to get where you are going, so that you can get to the whole memory.

It would be nice to remember everything, but it would give us a terrible overload, taking over so much of our brain that it couldn't take care of the many other functions it has to take care of -- from involuntary actions, such as breathing and blinking, to conscious thought, such as conversation and processing new ideas. Simply put, we can only retain so much, and our brain is selective, so that we remember only what it thinks we need.

Many factors affect how much and how well we can recall things, including how much we are paying attention when we encounter the material. When we say information "went in one ear and out the other," (a common affliction of teenagers), we usually mean that the person appeared to be paying attention, but later remembered nothing they were told. This is because the person listening wasn't really paying attention to what we were saying at all (another common affliction of teenagers).   

Did You Ever Really Learn It?

There are levels to what you've learned in working memory. Recent studies done at Penn State University Erie revealed that some individuals can't retrieve information from their memories, because it was only stored in working memory (another term for short-term memory), and never actually converted to long-term memory. In effect, the information was never actually converted from new, learned information, to a permanent memory that could later be retrieved.

In the study, participants fell into two types of groups. One group learned the new information for a brief time and then forgot it – the information was gone for good. The other group was able to encode the information and put it into storage for future retrieval.