Memory

"Developmental changes in imitation were examined in three experiments with 6- to 24-month-old infants. In all experiments, infants in the demonstration condition observed an experimenter perform three specific actions with a puppet. Their ability to reproduce those actions was assessed for the first time during the test in the absence of prior practice. Infants in the control condition received equivalent exposure to the puppet and the experimenter but were not shown the target actions. The results of Experiment 1 showed that 12-, 18-, and 24-month-old infants exhibited clear evidence of imitation following a 24-hour delay (deferred imitation). In addition, the findings of Experiment 1 demonstrated that the 18- and 24-month-old infants reproduced more of the target actions during the test than the 12-month-olds. The results of Experiment 2 showed that 6-month-olds performed as well as 12-month-olds when they were tested in the absence of a delay (immediate imitation). Finally, the results of Experiment 3 showed that, with additional exposure to the target actions, even 6-month-old infants exhibited deferred imitation following a 24-hour delay. Taken together, these findings have important implications for current theories of the development of imitation and memory during the first 2 years of life."

"For more than a century, scientific investigators and clinicians have noted the potential for memory distortions associated with hypnosis. Moll, a noted nineteenth-century authority, commented that "Retroactive hallucinations are of great importance in law. They can be used to falsify testimony. People can be made to believe that they have witnessed certain scenes, or even crimes." (Moll 1889/1958, pp. 345-346). The pioneer hypnosis practitioner, Bernheim, observed, "I have shown how a false memory can cause false testimony given in good faith, and how examining magistrates can unwittingly cause false testimony by suggestion" (Bernheim, 1891/1980, p. 92). Similar findings have been observed by later legal commentators, as will be noted in the following discussion."

"God gave us memories that we might have roses in December."

"Historically, infants and very young children were thought incapable of explicit memory. As a result of changes in theoretical perspective and methodological developments, this assumption was challenged in the latter part of the 20th century. Substantial progress was made in describing age-related changes in explicit memory in the first two years of life. These developments permitted the first steps toward construction of a neuro-developmental account of the changes. By considering the timing and course of development of the neural substrate responsible for explicit memory we are able to bring greater specificity to the question “what develops?” Thus far, behavioral and electrophysiological methods (event-related potentials: ERPs) have revealed both individual and age-related variability in encoding and in consolidation and storage processes; the variability is systematically related to variability in long-term explicit memory. Suggestions are made for additional research to further our understanding of relations between brain and behavioral development in the first years of life."

"Coincident with developments in the temporal-cortical explicit memory network, long-term recall abilities are newly emergent late in the first year of human life. We recorded event-related potentials (ERPs) in 9-month-olds as an index of the integrity of the neural substrate underlying a task thought to reflect explicit memory, namely, deferred imitation. ERP measures of recognition memory 1 week after unique laboratory experiences predicted whether and how much infants recalled of the experiences 1 month later. The findings further imply that memory storage and consolidation processes are a major source of variability in long-term recall memory late in the first year of life."

"Memories weigh something. They drag you down."

"The precise nature of the engram, the physical substrate of memory, remains uncertain. Here, it is reported that RNA extracted from the central nervous system of Aplysia given long-term sensitization training induced sensitization when injected into untrained animals; furthermore, the RNA-induced sensitization, like training-induced sensitization, required DNA methylation. In cellular experiments, treatment with RNA extracted from trained animals was found to increase excitability in sensory neurons, but not in motor neurons, dissociated from naïve animals. Thus, the behavioral, and a subset of the cellular, modifications characteristic of a form of nonassociative long-term memory in Aplysia can be transferred by RNA. These results indicate that RNA is sufficient to generate an engram for long-term sensitization in Aplysia and are consistent with the hypothesis that RNA-induced epigenetic changes underlie memory storage in Aplysia."

"Memories are like flagstones, time and distance work upon them like drops of acid."

"It's good to have a short memory because it keeps life fresh."

"After Gutenberg, realms of everyday life once ruled and served by Memory would be governed by the printed page. ...A man could now refer to the rules of grammar, the speeches of Cicero, and texts of theology, , and morality without storing them in himself. The printed book... [was] superior in countless ways to the internal invisible warehouse in each person. ...When they were equipped with indexes, as ...sometimes ...by the sixteenth century, then the only essential feat of Memory was to remember the order of the alphabet. Before the end of the eighteenth century the... index... had become standard. The technology of Memory retrieval... played a much smaller role in the higher realms of... knowledge. Spectacular feats of Memory became mere stunts."

"God gives us dreadful gifts. The most dreadful of all is memory."

"A baby is expected. A trip is expected. News is expected. Forgetfulness is expected. An invitation is expected. Hope is expected. But memories are not expected. They just come."

"Memory is the storehouse in which the substance of our knowledge is treasured up."

"When you've played a memory over and over in your head a few hundred times, it becomes difficult to know what you actually saw at the time and what details your mind has edited in after the fact."

"I am a miser of my memories of you And will not spend them."

""The horror of that moment," the King went on, "I shall never, never forget!" "You will, though," the Queen said, "if you don't make a memorandum of it." - Lewis Carroll, from Through the Looking Glass and What Alice Found There (1872/1982, p. 94, emphasis in original) In his brief dialogue between the King and the Queen - two of the chess piece sovereigns of the Looking Glass House - Lewis Carroll captured the complementary sides of the coin we term memory The King, having experienced a "horrifying" event (being set on a table by Alice, a relative giant whom the King could neither see nor hear), expresses absolute faith in the durability of memory. The Queen, in contrast, presents a less flattering view of the capacity: that without some intervention (a memorandum), even a salient event will be forgotten. In a rare instance, the reality experienced by the King and Queen on their side of the looking glass is reflected on the drawing room side as well. Memory is at times seemingly and at other times frustratingly fallible. What is at times seemingly indelible and at other times frustratingly fallible. What is more, in true looking glass fashion, the same past experience can at one moment impinge on consciousness unbidden and at another elude deliberate attempts to recollect it."

"Whereas memories of events and public records are potentially faithful impressions of what happened at a particular place and a particular time, autobiographical memories and personal diaries "...are infused with the idiosyncratic perspectives emotions, and thoughts of the person doing the remembering" (Wheeler, 2000, p. 597)."

"Another feature of autobiographical memories is that they entail a sense of conscious awareness that one is reexperiencing an event that happened at some point in the past (Rubin, 1998; Tulving, 1985a, 1985b, 1993; Wheeler, 2000)."

"Indeed for James, "Memory requires more than the mere dating of a fact in the past. It must be dated in my past...I must think that I directly experienced its occurrence (p. 612)."

"One of the more consistent predictors of later recall of events is their uniqueness or distinctiveness. Specifically, events that are unique tend to be better remembered, relative to single episodes of events that occur more frequently (e.g., Brewer, 1988; Wagenaar, 1986). For example, in White's (1982, 1989, 2002) examinations of how own memories from the year 1979, the uniqueness of an event t the time it was experienced was strongly related to how well it was remembered: The less unique the event, the worse was White's recall of it. This pattern may be accounted for by interference schematization, or both. Interference from other, similar experiences makes it more difficult to retrieve the features of any specific experience. Similarly, schematization occurs as the features that are common across experiences are abstracted and the representation condensed to include only the common elements. The result is that, "...repeated encounters of similar kinds blend and the details of any single event may be forgotten..." (Barclay DeCooke, 1988, p. 106)."

"The affective intensity of an event is another predictor of later recall: Events that are "affectively charged," or have high levels of emotionality associated with them, either positive or negative, tend to be well recalled (e.g., Brewer, 1988; Thompson, 1998; Wagenaar, 1986; White, 2002)."

"A happy childhood can't be cured. Mine'll hang around my neck like a rainbow, that's all, instead of a noose."

"To live in hearts we leave behind Is not to die."

"Though sands be black and bitter black the sea, Night lie before me and behind me night, And God within far Heaven refuse to light The consolation of the dawn for me,— Between the shadowy burns of Heaven and Hell, It is enough love leaves my soul to dwell  With memory."

"The ability to recall information about the past is thought to emerge in the 2nd half of the 1st year of life. Although there is evidence from both cognitive neuroscience and behavioral psychology to support this hypothesis, there is little longitudinal evidence with which the question can be addressed. Infants' memory abilities were tested between the ages of 9 and 16 months using elicited and deferred imitation. Infants' memory for events was tested after delays ranging from 1 to 6 months. The results suggest that at 9 months of age, infants are able to store and retrieve representations over delays of as many as 4 weeks but not over long delays. In contrast, 10-month-olds have at their disposal a system that allows encoding and retrieval of event representations over delays of up to 6 months. These results support the idea that the system that underlies long-term ordered recall emerges near the end of the 1st year of life."

"Memory is the thing you forget with."

"He inferred that persons desiring to train this faculty (of memory) must select places and form mental images of the things they wish to remember and store those images in the places, so that the order of the places will preserve the order of the things, and the images of the things will denote the things themselves, and we shall employ the places and the images respectively as a wax writing-tablet and the letters written upon it."

"We are all the sum of our memories, after all."

"It is therefore necessary that memorable things should be committed to writing, (the witness of times, the light and the life of truth,) and not wholly betaken [i.e., committed] to slippery memory which seldom yields a certain reckoning."

"The purpose of this review is to evaluate the effects of chronic stress on hippocampal-dependent function, based primarily upon studies using young, adult male rodents and spatial navigation tasks. Despite this restriction, variability amongst the findings was evident and how or even whether chronic stress influenced spatial ability depended upon the type of task, the dependent variable measured and how the task was implemented, the type and duration of the stressors, housing conditions of the animals that include accessibility to food and cage mates, and duration from the end of the stress to the start of behavioral assessment. Nonetheless, patterns emerged as follows: For spatial memory, chronic stress impairs spatial reference memory and has transient effects on spatial working memory. For spatial learning, however, chronic stress effects appear to be task-specific: chronic stress impairs spatial learning on appetitively motivated tasks, such as the radial arm maze or holeboard, tasks that evoke relatively mild to low arousal components from fear. But under testing conditions that evoke moderate to strong arousal components from fear, such as during radial arm water maze testing, chronic stress appears to have minimal impairing effects or may even facilitate spatial learning. Chronic stress clearly impacts nearly every brain region and thus, how chronic stress alters hippocampal spatial ability likely depends upon the engagement of other brain structures during behavioral training and testing."

"Anyone who’s taken statements from multiple witnesses to the same event will know how malleable memory is."