How to Enhance Memory

The ability a human has to remember begins when a fetus is in the womb; and, continues to expand and become refined throughout that child's lifespan. Interestingly, it is believed by some that the capacity for infants, children, and adults to retain and retrieve information increases with age; all the while, others believe that a person's ability to remember directly relates to how refined his/her overall cognitive skills are (De Alwis, Myerson, Hershey, & Hale, 2009). In other words, memory function, especially secondary memory retrieval, is the component that enhances or defines the strength of a person's cognitive abilities; therefore, it is hypothesized by some professionals that when the memory of a person is enhanced through teaching strategies, and their brain will function at fuller capacities and cognitive skills will become more refined, than that of a person that does not experience the same stimuli (Hoyt 1999).

Carolyn Hoyt (1999) has an entertaining article called "How Memory Develops" that articulates many known theories about memory; even so, some claims, although sometimes fascinating, are unsubstantiated. For example, Hoyt includes the quote, "Practice won't make perfect. It's not like you're developing a muscle. You can't go to a mental gym and work out with weights to enlarge memory capacity," says Stephen Ceci, Ph.D., a professor of psychology at Cornell University, who specializes in memory development" (as cited by Hoyt 1999 par 3). In other words, this statement suggests that the ability to enhance memory capacity is not possible; instead, parents can only assist memory storage through teaching methods and strategies.

Truly, there is no evidence that points to limited memory capacity in a normal human; as, many professionals now believed that memory is stored where it is processed; and, can be processed in many different places in the brain; as well as, in the blood (Jensen, 2005). In addition, the concept of activating memory through retrieval; and, applying methods to strengthen memory (besides memorization) are considered by Hoyt as useful; although, she insinuates these strategies are no more effective at strengthening memory than simple repetition. In retrospect, it is obvious her article is created in a fun and simplistic manner for the parent-audience she is targeting; nevertheless, it is too narrow in context and does not include enough pertinent fact to back some generalizations included within the article. Even so, Hoyt gives some great tips to assist kids with memory retrieval that are listed chronologically, according to age (Hoyt 1999).

Moreover, if we believe that memory can be enhanced, it is important to know where memory is stored, what the memory pathways are; and, how and where memory retrieval transpires within the brain and body. After all, since memory is a function that transpires in several different locations, it is important that we understand how these areas communicate most effectively. Obviously, how the age of a person affects the functionality of these areas is of great importance when understanding how memory influences cognitive skill. According to Erin Jensen,

"Electrical impulses travel down the axon of a neuron, and trigger the release of chemicals known as neurotransmitters and ribonucleic acids. . ." Jenson goes on to say, ". . . . Many factors influence the efficacy of this connection, including chemicals known as neuromodulators (i.e., stress hormones). Learning is the result of strengthening the connection between two neurons. Typically, a single memory will involve thousands of neurons" (Jenson 2005 p.128).

Clearly, memory is malleable; and therefore, maintained through activation. Furthermore, the distribution of memory is not allocated to one specific place in the brain; instead, the brain has multiple locations and systems for memory. For example, memories are stored in the area of the brain where they originated or are processed for the first time. Therefore, not only is the memory thought to be stored in the Amygdala, Cortex, Hippocampus, Prefrontal Cortex, Parietal Lobes, and Cerebellum, but, Jensen points out in his book titled, "Teaching with the Brain in Mind" that "some memories are stored in the peptide molecules that circulate through the body via the bloodstream" (Jensen 2005,p.129 figure 10.4).

Noticeably, it is true that on some levels, people have difficulty retrieving memories; thereby, fueling the belief that human memory-functions are less-than adequate. Obviously, it is more difficult for people to retrieve certain types of information; all the while, humans have no trouble retrieving other, more life-sustaining memories. Undoubtedly, unless there is brain damage, people have no trouble remembering how to walk, drive, sit, stand, eat, or talk. In fact, people don't normally forget where home or work is located; and, can traverse to and fro without concentrating on the task. Intriguingly, humans have no difficulty remembering a place where they experienced a dream-come-true, trauma, or an embarrassing or heart-wrenching moment. Even so, remembering scholastic information, like spelling, information for a test, or the name of a new acquaintance can be difficult. This information reinforces the theory that humans are amazingly capable of retrieving survival memories without hesitation; but, lack the same speed and accuracy when retrieving scholastic information (Jensen 2005).

Furthermore, according to Figure 10A on page 126 of "Teaching with the Brain in Mind," we remember better when one of four events transpire during the birth of a memory. For instance, people remember better when an emotion is evoked; in addition, our memory is sustained better when one of our five senses is stimulated; also, it is helpful when the information has to do with an important location; and/or an experience triggers a conditional response (Jensen 2005). Case in point, the more locations a memory is stored, the stronger the memory will become, and the more it is used to facilitate more understanding. This is especially important information for teachers in the classroom; as, an instructor can facilitate learning by using the four areas mentioned previously to reinforcing memory.

For example, by teaching verbally, while using illustrations and diagrams, a teacher can enhance memory retention. Furthermore, if the teacher creates a 'live experience' for the students that evokes emotion or stimulates the senses, students are more likely to engage emotionally, thereby, retaining the lesson. Without a doubt, the work titled "Teaching with the Brain in Mind" by Erin Jensen (2005) provides a comprehensive chapter on the memory that goes into detail on the inner workings of memory storage and retrieval; and, a great deal of comprehensive information regarding what effects memory and how to enhance memory storage and retrieval (Jensen 2005).

On a different note, when it comes to memory, there is an interesting study on memory and infants conducted for over the last 10 years or so, at Thompson's lab, funded by the National Institutes of Health. Laura Thompson and her partner Wenda Trevathan, use the babies' responses to negative and positive sounds and images, and the residual responses seen in the brain; and, by analyzing the hormone levels; more precisely, the cortisol levels which are associated with stress and emotional reactivity in the brain they hypothesized just how babies remember. Intriguingly, because scientist know where to look to find positive and negative responses in the brain, Thompson and her technicians present babies with familiar sounds and visual images; then, they watch the brain light up. In addition, Thompson recruits volunteers that are willing to interact with their baby while the brain is monitored in hopes of providing more expansive data (Danho 2011).

Beyond doubt, Melisa Danho's publication is insightful, well written, and intriguing. Also, the data is so compelling, future articles on the Thompson lab is inevitable. Even so, the article did not include pertinent information about how the babies' brains were monitored. It seems that emotional responses could be compromised by the discomfort of attaching electrodes to the babies' heads or bodies. Also, if they attain cortisol levels through blood draws; it is possible that if that experience was untimely, it could affect the babies' moods; thereby, skewing their test results. Additionally, without knowing the babies' temperaments, relationship with their parents, or the babies' age and physical conditions, it is difficult to get a comprehensive understanding of this longitudinal study from the perspective of Danho's brilliant, yet ambiguous article.

Interestingly, memory retrieval can be tricky when people attempt to remember an event that happened long-ago. Through the ages, professionals in the field of education, psychotherapy and theology have studied the accuracy and mechanics of memory storage and retrieval. Although, there is nothing concrete, many professionals believe that memory retrieval becomes more difficult when the event is, for a lack of a better word, forgotten. Conclusively, the more time spent thinking about the event, discussing the event, and reminiscing over photos of the event, the more vivid the memory will become; and, the easier it will be to access in the future (Beck 2011). For example, in the past, a family has spent much time together, water skiing, hiking, swimming, and exploring the lake where they lived. Years later, after moving, those individuals share many pictures of these wonderful events with friends and family; thereby, reinforcing their family relationships, family unity, and the actual memories.

Case in point, scientist believe the prefrontal cortex uses sensory input from site, sounds, tastes and smells to categorize memory fragments by association (Beck 2011). Evidently, when a person smells a familiar odor the brain can correlate the particular smell with an experience. For example, people that spend time on boats associate certain sounds, smells, and visual stimuli to their boating experiences which; in turn, triggers emotions connected with those memories. All the while, the person could be miles away from the particular place in which the event occurred. It is through this knowledge that some therapists claimed the ability to help patients recover childhood memories and repressed traumas (Beck 2011).

Beck includes an interesting story in her publication titled, "Blanks for the memories--What's your earliest childhood recollection?" of Jean Piaget's vivid childhood memory of being kidnapped at age two in Paris. Eventually, his nurse confessed to fabricating the story; even so, Piaget was so convinced that the kidnapping actually occurred, his mind created false memories of the event (Beck 2011). In her conclusion, Beck includes some interesting and helpful life-habits that can be developed in order to preserve memories. This publication is helpful for all ages when addressing memory issues, and it is packed full of interesting facts and helpful guidelines about the memory and the human psyche's mechanics. The insertion of many professional opinions and theories are also present, giving the work back-bone and believability.

Clearly, areas of the body in which memory is stored are continually being defined and redefined; therefore, it is difficult if not impossible to know what the limits are on memory storage and retrieval; or, where the information is truly stored. Nonetheless, most professionals believe memory to be stored in the location in which it is processed. So, if several sensory organs process a memory, that one event could be stored in many locations. Consequently, even though there are groundbreaking discoveries in the area of memory retrieval, it is unclear how memory storage and retrieval occurs precisely (De Alwis, Myerson, Hershey, & Hale, 2009).

In retrospect, a human's ability to remember begins in the womb; and is refined and expanded upon as memory builds upon memory. Consequently, the research in the area of human memory is extraordinary; and, it is through this knowledge about memory functions and its effects on cognitive skills that parents, caretakers, therapists, and educators can bring about higher-brain functions, and assist infants through adults in refining cognitive abilities.

References

Beck M. (2011, May 31). Blanks for the memories--What's your earliest childhood recollection? Scientists Delve into Brain Circuitry for Answers. Wall Street Journal Eastern Edition (p. D1): Retrieved on June 20, 2011 from; ABI/INFORM Global. (Document ID: 2361458681) http://proquest.umi.com/pqdweb?did=2361458681&Fmt=3&clientId=74379&RQT=309&VName=PQD

Danho M. P. (2011, May 22). NMSU researchers: How much do babies remember? Las Cruces Sun News Vol. 13; Iss.8 (p. 96), (6 pgs). Retrieved on June 18, 2011 from ProQuest Newsstand (Document ID: 2354882931). http://proquest.umi.com/pqdweb?did=2354882931&Fmt=3&clientId=74379&RQT=309&VName=PQD

De Alwis, D., Myerson, J., Hershey, T., & Hale, S. (2009); Children's higher order cognitive abilities and the development of secondary memory. Psychonomic Bulletin & Review 16 (5), 925-30. Retrieved on June 18, 2011 from research library (Document ID: 1885791121). http://proquest.umi.com/pqdweb?did=1885791121&Fmt=3&clientId=74379&RQT=309&VName=PQD&cfc=1

Hoyt C. (1999, October). How memory develops. Parenting, 13(8), 96-102. Retrieved on June 18, 2011 from research library (Document ID: 44911122). http://proquest.umi.com/pqdweb?did=44911122&Fmt=4&clientId=74379&RQT=309&VName=PQD

Jensen, E. (2005). Teaching with the brain in mind; (2^nd ed.) Memory and Recall Association for Supervision & Curriculum Development: pp. 125 126 Retrieved on 6/17/2011 from http://site.ebrary.com/lib/ashford/docDetail.action?docID=10089220&p00=the%20memory%20brain