By: Austin S.
Some people think that science is relatively static, that it rarely changes. However, contrary to popular opinion, science is the most dynamic field of expertise. Every field of science has experienced a change in the commonly accepted theories. These changes may soon include a change in the accepted theory of how memory works. For a long time, people thought that memory was separated into short-term and long-term memories. With this, people came to the conclusion that, after a while, you can never recall any short-term memories. Now, after my analysis of memory recollection and research that has already been done, I have created a new theory: the theory of constant memory.
 |
| "Neurons, confocal fluorescence microscopy" by ZEISS Microscopy is licensed under CC BY-NC-ND 2.0 |
About the Theory
The theory of constant memory means that no memories are ever lost, only that lack of usage of these memories decreases the ability for these memories to be recalled. In a way, they get “buried underneath” other, more important memories. This also means that either the brain is constantly growing or that it originates with enough neurons to hold a lifetime of memory.
The Old Way of Thinking
For a long time, people thought that the brain was static.1 After the discovery of adult neurogenesis,2 this mindset was changed completely. People began to realize the dynamicity of the human brain: the brain is constantly changing. However, many scientific assumptions about the brain that were created before this discovery still remain. For example, short-term and long-term memory were originally thought of as separate categories of memory before the discovery of adult neurogenesis. People today still believe that the brain simply filters through unimportant memories3 and discards them but keeps the important memories.4
The Transition to the New Theory
Now, you may wonder why the old theory is inadequate at describing how people learn and why it should be replaced with the theory of constant memory. Have you ever tried to recall something, but failed until you saw something that reminded you of that memory? This is known as prompted recall. You may wonder how this relates to the new theory. It appears that prompted recall only shows how the brain remembers things. However, it also happens with seemingly unimportant memories, which should be discarded as short-term memory. Other times, you completely forget something and don’t even recall it when the memory is prompted by an external stimulus (sight, smell, sound, etc.). The old theory of memory explains this as a memory that has lost its neural connections due to lack of use. However, hypnosis seems to magically allow you to remember what you have forgotten.5 If the memory was discarded, no trace of it should be found, let alone the memory itself. So, how is hypnosis possible if neglected memories are simply removed? What if, instead of memories being discarded, they were ordered by importance in the brain? The less important memories would be “buried underneath” the more important ones, meaning that they would be more difficult to recall. Working memory6 would be at the bottom, followed by memories originally defined as short-term, and finally, long-term memories. With this, you may wonder why working memory is easy to recall while in use. This is because the brain is constantly re-ordering memories based on importance. While in use, working memory is highly important and is easier to recall, while it would otherwise be practically impossible to do so.
The Theory and Neurogenesis
This new theory also suggests that neurogenesis plays an important role in memory. The theory shows that every moment in a person’s lifetime is recorded in memory. The original theory of a static brain suggests that the brain would most likely not provide enough neurons to store this vast amount of information. Therefore, neurogenesis must help provide space for new memories. This correlation between neurogenesis and memory capacity may also explain some mental diseases such as Alzheimer’s.
The Application of the Theory in the Treatment of Mental Diseases and Disorders
If this theory were proven, it would be groundbreaking in the fields of neurobiology, psychology, and medicine. If mental diseases such as Alzheimer’s were caused by a deficit in neurogenesis (which studies show7), it would mean that new medicines could be developed to stimulate neurogenesis and potentially cure Alzheimer’s and other mental diseases. According to the theory of constant memory, mental disorders such as MPD8 could be caused by the re-ordering of memories. Multiple personality disorder could be explained as the re-ordering of memories in groups of each personality. Therefore, as a certain memory is prompted, the person’s brain would re-order the personality that memory is in as more important than the other personalities. The theory of constant memory could revolutionize the treatment of mental diseases and disorders.
Implications on Education
This new theory of memory could encourage learning like never before. If memories of every moment in a lifetime are stored, memorizing a specific fact would not have any effect on the remaining capacity of memory. Application of the theory of constant memory could also help people to train their brains to provide easier recollection of memories. If a person could get his/her brain to increase the importance of less important memories (originally classified as short-term memory), recollection of memories would be much easier. This is because the brain would put less emphasis on the importance of a memory and would have an easier time finding any memory, as the neural connections would be very strong.
Conclusion
In conclusion, a new theory of memory is emerging that challenges the basic foundations on what we know about memory. It could mean that there is no short-term memory or long-term memory, but just memory with different levels of importance ordered by the brain to allow easier recollection of important memories. This theory could also have the potential to treat mental diseases, such as Alzheimer’s, and help people deal with disorders, such as multiple personality disorder. Finally, this theory could expand the potential of education infinitely and could help people train their brains to improve memory.
1See “Neurogenesis in the Adult and Aging Brain” under part “Historical Context”
2Adult neurogenesis is the production of neurons in the hippocampus during adulthood
3Short-term memory
4Long-term memory
5See “Does Hypnosis Improve Memory?”
6Working memory is memory that is used for a short amount of time in order to process information and act on it. For example, you use working memory to remember previous calculations when solving a math problem in your head.
7See “Depletion of Adult Neurogenesis Exacerbates Cognitive Deficits in Alzheimer's Disease by Compromising Hippocampal Inhibition”
8Multiple personality disorder
Works Cited
“Does Hypnosis Improve Memory?” Psychology Today, Sussex Publishers, www.psychologytoday.com/us/blog/hypnosis-the-power-trance/200909/does-hypnosis-improve-memory.
Hollands, Carolyn, et al. “Depletion of Adult Neurogenesis Exacerbates Cognitive Deficits in Alzheimer's Disease by Compromising Hippocampal Inhibition.” Molecular Neurodegeneration, BioMed Central, 8 Sept. 2017, www.ncbi.nlm.nih.gov/pmc/articles/PMC5591545/.
Riddle, David R. “Neurogenesis in the Adult and Aging Brain.” Brain Aging: Models, Methods, and Mechanisms., U.S. National Library of Medicine, 1 Jan. 1970, www.ncbi.nlm.nih.gov/books/NBK3874/.
Wow. You explained this theory very well; I understood your points easily. I had never thought long term and short term memory could be that same category. If this new theory could help people with Alzheimer's, multiple personality disorders, as well as students it's an amazing breakthrough!
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteThis comment has been removed by the author.
DeleteThat was wonderful blog post. It was very insightful and I can see that you put a lot of time and research into your post. It is a very interesting theory and you explained the background information really well. I feel that you are headed down the right path in regards to the brain re-ordering information and learning, the brain would recall easily the most important memories that students would need to use in the hierarchy process of learning. It would be a huge break through if this theory would lead to the treatment and cure of mental diseases. Well done!!!!
ReplyDeleteFascinating ideas! You are very knowledgeable about brain development and support your theory with many facts. I agree with you that, if proven, this theory would certainty impact education. I’m interested to see what happens in the future with this theory!
ReplyDeleteWow. This is amazing and has me thinking of scaffolding. When we "hook" a memory to something we already know, it's easier to remember, which would, in the case of constant memory, make it important. So, is some ways, this supports old ideas we already have about teaching and reminds us of how important they are. And as for solving Alzheimers. Well, I think you may be onto something here. Keep thinking and probing!
ReplyDeleteI enjoyed reading this piece and agree with your points about Constant Memory. The brain is intriguing!
ReplyDeleteI found this article very compelling. At first I couldn't make the connection to education but bringing awareness around the neurology connections to learning puts more responsibility in an educators hands to teach effectively. Practice makes perfect may allow for skills to be re-order as more important information but creating a connection to application allows for more memory recollection. Thanks for sharing this scientific approach to teaching strategies!
ReplyDeleteI found this article very compelling. At first I couldn't make the connection to education but bringing awareness around the neurology connections to learning puts more responsibility in an educators hands to teach effectively. Practice makes perfect may allow for skills to be re-order as more important information but creating a connection to application allows for more memory recollection. Thanks for sharing this scientific approach to teaching strategies!
ReplyDeleteYour blog is very well written and I find it very intriguing. I agree with your idea that making a memory relevant moves it to the top of you memory. Your comment about finally remembering something after the memory is triggered makes total sense. I believe you could be on to something special with constant memory. For someone who's father is struggling with Alzheimer, I support your research!
ReplyDeleteWhat we know about the brain and learning is a constantly changing field. As students and teachers, we need to stay on top of emerging research. Your blog speaks to the importance of relevance and application for teaching and learning. Content that is not deemed relevant will not be readily available for recall. But if new learning is seen as relevant and important, it will be easily recalled.
ReplyDeleteThe brain is such a fascinating science. As you said, we are continuously learning new areas of the field everyday! From my experience as a teacher, I think the brain functionality and how students cognitively learn is so important and often overlooked. The memory area not only deals with life experiences but material we learn in school.
ReplyDelete