The Fallibility of Memory
Memories can be encoded poorly or fade with time; the storage and recovery process is not flawless.
Distinguish among the factors that make some memories unrecoverable
- Memories are affected by how a person internalizes events through perceptions, interpretations, and emotions.
- Transience refers to the general deterioration of a specific memory over time.
- Transience is caused by proactive and retroactive interference.
- Encoding is the process of converting sensory input into a form that memory is capable of processing and storing.
- Memories that are encoded poorly or shallowly may not be recoverable.
- transience: The deterioration of a specific memory over time.
Memory is not perfect. Storing a memory and retrieving it later involves both biological and psychological processes, and the relationship between the two is not fully understood. Memories are affected by how a person internalizes events through perceptions, interpretations, and emotions. This can cause a divergence between what is internalized as a memory and what actually happened in reality; it can also cause events to encode incorrectly, or not at all.
It is easier to remember recent events than those further in the past, and the more we repeat or use information, the more likely it is to enter into long-term memory. However, without use, or with the addition of new memories, old memories can decay. “Transience” refers to the general deterioration of a specific memory over time. Transience is caused by proactive and retroactive interference. Proactive interference is when old information inhibits the ability to remember new information, such as when outdated scientific facts interfere with the ability to remember updated facts. Retroactive interference is when new information inhibits the ability to remember old information, such as when hearing recent news figures, then trying to remember earlier facts and figures.
Encoding is the process of converting sensory input into a form able to be processed and stored in the memory. However, this process can be impacted by a number of factors, and how well information is encoded affects how well it is able to be recalled later. Memory is associative by nature; commonalities between points of information not only reinforce old memories, but serve to ease the establishment of new ones. The way memories are encoded is personal; it depends on what information an individual considers to be relevant and useful, and how it relates to the individual’s vision of reality. All of these factors impact how memories are prioritized and how accessible they will be when they are stored in long-term memory. Information that is considered less relevant or less useful will be harder to recall than memories that are deemed valuable and important. Memories that are encoded poorly or shallowly may not be recoverable at all.
Types of Forgetting
There are many ways in which a memory might fail to be retrieved, or be forgotten.
Differentiate among the different processes involved in forgetting
- The trace decay theory of forgetting states that all memories fade automatically as a function of time; under this theory, you need to follow a certain path, or trace, to recall a memory.
- Under interference theory, all memories interfere with the ability to recall other memories.
- Proactive interference occurs when memories from someone’s past influence new memories; retroactive interference occurs when old memories are changed by new ones, sometimes so much that the original memory is forgotten.
- Cue-dependent forgetting, also known as retrieval failure, is the failure to recall information in the absence of memory cues.
- The tip-of-the-tongue phenomenon is the failure to retrieve a word from memory, combined with partial recall and the feeling that retrieval is imminent.
- trace decay theory: The theory that if memories are not reviewed or recalled consistently, they will begin to decay and will ultimately be forgotten.
- retroactive interference: When newly learned information interferes with and impedes the recall of previously learned information.
- proactive interference: When past memories inhibit an individual’s full potential to retain new memories.
- trace: A pathway to recall a memory.
Memory is not static. How you remember an event depends on a large number of variables, including everything from how much sleep you got the night before to how happy you were during the event. Memory is not always perfectly reliable, because it is influenced not only by the actual events it records, but also by other knowledge, experiences, expectations, interpretations, perceptions, and emotions. And memories are not necessarily permanent: they can disappear over time. This process is called forgetting. But why do we forget? The answer is currently unknown.
There are several theories that address why we forget memories and information over time, including trace decay theory, interference theory, and cue-dependent forgetting.
Trace Decay Theory
The trace decay theory of forgetting states that all memories fade automatically as a function of time. Under this theory, you need to follow a certain pathway, or trace, to recall a memory. If this pathway goes unused for some amount of time, the memory decays, which leads to difficulty recalling, or the inability to recall, the memory. Rehearsal, or mentally going over a memory, can slow this process. But disuse of a trace will lead to memory decay, which will ultimately cause retrieval failure. This process begins almost immediately if the information is not used: for example, sometimes we forget a person’s name even though we have just met them.
It is easier to remember recent events than those further in the past. ” Transience ” refers to the general deterioration of a specific memory over time. Under interference theory, transience occurs because all memories interfere with the ability to recall other memories. Proactive and retroactive interference can impact how well we are able to recall a memory, and sometimes cause us to forget things permanently.
Proactive interference occurs when old memories hinder the ability to make new memories. In this type of interference, old information inhibits the ability to remember new information, such as when outdated scientific facts interfere with the ability to remember updated facts. This often occurs when memories are learned in similar contexts, or regarding similar things. It’s when we have preconceived notions about situations and events, and apply them to current situations and events. An example would be growing up being taught that Pluto is a planet in our solar system, then being told as an adult that Pluto is no longer considered a planet. Having such a strong memory would negatively impact the recall of the new information, and when asked how many planets there are, someone who grew up thinking of Pluto as a planet might say nine instead of eight.
Retroactive interference occurs when old memories are changed by new ones, sometimes so much that the original memory is forgotten. This is when newly learned information interferes with and impedes the recall of previously learned information. The ability to recall previously learned information is greatly reduced if that information is not utilized, and there is substantial new information being presented. This often occurs when hearing recent news figures, then trying to remember earlier facts and figures. An example of this would be learning a new way to make a paper airplane, and then being unable to remember the way you used to make them.
When we store a memory, we not only record all sensory data, we also store our mood and emotional state. Our current mood thus will affect the memories that are most effortlessly available to us, such that when we are in a good mood, we recollect good memories, and when we are in a bad mood, we recollect bad ones. This suggests that we are sometimes cued to remember certain things by, for example, our emotional state or our environment.
Cue-dependent forgetting, also known as retrieval failure, is the failure to recall information in the absence of memory cues. There are three types of cues that can stop this type of forgetting:
- Semantic cues are used when a memory is retrieved because of its association with another memory. For example, someone forgets everything about his trip to Ohio until he is reminded that he visited a certain friend there, and that cue causes him to recollect many more events of the trip.
- State-dependent cues are governed by the state of mind at the time of encoding. The emotional or mental state of the person (such as being inebriated, drugged, upset, anxious, or happy) is key to establishing cues. Under cue-dependent forgetting theory, a memory might be forgotten until a person is in the same state.
- Context-dependent cues depend on the environment and situation. Memory retrieval can be facilitated or triggered by replication of the context in which the memory was encoded. Such conditions can include weather, company, location, the smell of a particular odor, hearing a certain song, or even tasting a specific flavor.
Other Types of Forgetting
Trace decay, interference, and lack of cues are not the only ways that memories can fail to be retrieved. Memory’s complex interactions with sensation, perception, and attention sometimes render certain memories irretrievable.
If you’ve ever put down your keys when you entered your house and then couldn’t find them later, you have experienced absentmindedness. Attention and memory are closely related, and absentmindedness involves problems at the point where attention and memory interface. Common errors of this type include misplacing objects or forgetting appointments. Absentmindedness occurs because at the time of encoding, sufficient attention was not paid to what would later need to be recalled.
Occasionally, a person will experience a specific type of retrieval failure called blocking. Blocking is when the brain tries to retrieve or encode information, but another memory interferes with it. Blocking is a primary cause of the tip-of-the-tongue phenomenon. This is the failure to retrieve a word from memory, combined with partial recall and the feeling that retrieval is imminent. People who experience this can often recall one or more features of the target word, such as the first letter, words that sound similar, or words that have a similar meaning. Sometimes a hint can help them remember: another example of cued memory.
Amnesia, the inability to recall certain memories, often results from damage to any of a number of regions in the temporal lobe and hippocampus.
Differentiate among the different types of amnesia and memory loss
- Anterograde amnesia is the inability to create new memories; long-term memories from before the event typically remain intact. However, memories that were not fully consolidated from before the event may also be lost.
- Retrograde amnesia is the inability to recall memories from before the onset of amnesia. A person may be able to encode new memories after the event, and they are more likely to remember general knowledge rather than specifics.
- Childhood amnesia is the inability to remember events from very early in childhood, due to the fact that the parts of the brain involved in long-term memory storage are still undeveloped for the first couple years of life.
- ” Dementia ” is a collective term for many neurocognitive disorders affecting memory that can arise in old age, including Alzheimer’s disease.
- retrograde amnesia: The loss of memories from the period before the amnesic episode.
- anterograde amnesia: The inability to remember new information since the amnesic episode.
“Amnesia” is a general term for the inability to recall certain memories, or in some cases, the inability t0 form new memories. Some types of amnesia are due to neurological trauma; but in other cases, the term “amnesia” is just used to describe normal memory loss, such as not remembering childhood memories.
Amnesia from Brain Damage
Amnesia typically occurs when there is damage to a variety of regions of the temporal lobe or the hippocampus, causing the inability to recall memories before, or after, an (often traumatic) event. There are two main forms of amnesia: retrograde and anterograde.
Retrograde amnesia is the inability to recall memories made before the onset of amnesia. Retrograde amnesia is usually caused by head trauma or brain damage to parts of the brain other than the hippocampus (which is involved with the encoding process of new memories). Brain damage causing retrograde amnesia can be as varied as a cerebrovascular accident, stroke, tumor, hypoxia, encephalitis, or chronic alcoholism.
Retrograde amnesia is usually temporary, and can often be treated by exposing the sufferer to cues for memories of the period of time that has been forgotten.
Anterograde amnesia is the inability to create new memories after the onset of amnesia, while memories from before the event remain intact. Brain regions related to this condition include the medial temporal lobe, medial diencephalon, and hippocampus. Anterograde amnesia can be caused by the effects of long-term alcoholism, severe malnutrition, stroke, head trauma, surgery, Wernicke-Korsakoff syndrome, cerebrovascular events, anoxia, or other trauma.
Anterograde amnesia cannot be treated with pharmaceuticals because of the damage to brain tissue. However, sufferers can be treated through education to define their daily routines: typically, procedural memories (motor skills and routines like tying shoes or playing an instrument) suffer less than declarative memories (facts and events). Additionally, social and emotional support is important to improve the quality of life of those suffering from anterograde amnesia.
Other Types of Amnesia
Some types of forgetting are not due to traumatic brain injury, but instead are the result of the changes the human brain goes through over the course of a lifetime.
Do you remember anything from when you were six months old? How about two years old? There’s a reason that nobody does. Childhood amnesia, also called infantile amnesia, is the inability of adults to retrieve memories before the age of 2–4. This is because for the first year or two of life, brain structures such as the limbic system (which holds the hippocampus and the amygdala and is vital t0 memory storage) are not yet fully developed. Research has shown that children have the capacity to remember events that happened to them from age 1 and before while they are still relatively young, but as they get older they tend to be unable to recall memories from their youngest years.
Neurocognitive disorders are a broad category of brain diseases typical to old age that cause a long-term and often gradual decrease in the ability to think and recall memories, such that a person’s daily functioning is affected. “Neurocognitive disorder” is synonymous with “dementia” and “senility,” but these terms are no longer used in the DSM-5. For the diagnosis to be made there must be a change from a person’s usual mental functioning and a greater decline than one would expect due to aging. These diseases also have a significant effect on a person’s caregivers.
The most common type of dementia is Alzheimer’s disease, which makes up 50% to 70% of cases. Its most common symptoms are short-term memory loss and word-finding difficulties. People with Alzheimer’s also have trouble with visual-spatial areas (for example, they may get lost often), reasoning, judgement, and insight into whether they are experiencing memory loss at all.