"Demonstrations of limitations in the way humans process and store information have generated much controversy among researchers in the cognitive sciences. A major theme concerns the capacity of working memory. Separate verbal, spatial, and visual object working memory systems can be distinguished (1-3), but similar estimates of their capacities have been established. These estimates have sometimes been made in terms of “magical numbers,” which have ranged from seven to about four words, numbers, or locations (4). In line with these results, recent studies suggest that it is possible to retain information of up to four objects in visual working memory (5-9)."

"Young and old participants were evaluated on tests of frontal lobe function, recognition memory, and memory for temporal and spatial information. Older participants showed significant impairments on memory for temporal order, and this impairment was found to correlate with deficits on frontal lobe tests measuring spontaneous flexibility but not reactive flexibility. However, spatial memory showed no evidence of an age effect. An interpretation of this latter finding based on the differential availability of contextual cues is ruled out because similar results were obtained when spatial memory was assessed in a different context to that used during learning. The researchers concluded that memory for temporal order and spatial memory are affected differentially by age. Theoretical interpretations of this difference are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)"

"The sense of smell can be extraordinarily evocative, bringing back pictures as sharp as photographs of scenes that had left the conscious mind."

"The pure memories given To help our joy on earth, when earth is past, Shall help our joy in heaven."

"What is to be remembered, I suppose I remember; everything else dissolves and vanishes: breath on an icy mirror."

"In proportion as the present supplants the past, states of consciousness disappear and are effaced. After a short time but little remains; the greater part are veiled in an oblivion whence they never emerge, and they take with them the quantity of duration inherent in each; consequently, the elimination of states of consciousness is an elimination of time. Now, the abbreviated processes... suppose such elimination. If, to reach a distant recollection, it were necessary to traverse the entire series of intervening terms, memory would be impossible, because of the length of time required for the operation."

"I can't compete with a memory How can I fight with someone that I can't see? There's two of us but it feels like three I wish her ghost would just let us be Boy you're everything I ever wanted But I got to let you go 'cause this love is Haunted."

"Thou first, best friend that Heav'n assigns below To sooth and sweeten all the cares we know"

"All people have a natural curiosity about their own memory. This curiosity was tweaked several years ago by reports in the popular press of recovered memories from early childhood. These reports also renewed a long-standing debate bout whether infants can actually remember for any length of time. Some researchers argue that infants possess only a primitive memory system that cannot encode specific events (Mandler, 1998), that early development is characterized by "infantile amnesia" (the absence of enduring memories; Pillemer & White, 1989), that children cannot remember events until they can rehearse them by talking about them (Nelson, 1990), and that children younger than 18 months are incapable of representation (Piaget, 1952); others argue that the behavior of older infants and children is shaped by their earlier experiences (Watson, 1930) and that adult personality is shaped by memories of events that occurred in infancy (Freud, 1935). Surprisingly, this debate has been waged in the absence of date from infants themselves. This article reviews new evidence that infants' memory processing does not fundamentally differ from that of older children and adults. not only can older children remember an event that occurred before they could talk, but even very young infants can remember an event over the entire infantile-amnesia period if they are periodically reminded."

"After 24 weeks, it is difficult to say that the fetus experiences pain because this, like all other experiences, develops postnatally along with memory and other learned behaviours."

"Since each phantasm is a combination not only of the neutral form of the perception, but of our response to it (intentio) concerning whether it is helpful or hurtful, the phantasm by its very nature evokes emotion. This is how the phantasm and the memory which stores it helps to cause or bring into being moral excellence and ethical judgement.[28]"

"A long text must always be broken up into short segments, numbered, then memorized a few pieces at a time."

"Stress before retention testing impairs memory, whereas memory performance is enhanced when the learning context is reinstated at retrieval. In the present study, we examined whether the negative impact of stress before memory retrieval can be attenuated when memory is tested in the same environmental context as that in which learning took place. Subjects learned a 2-D object location task in a room scented with vanilla. Twenty-four hours later, they were exposed to stress or a control condition before memory for the object location task was assessed in a cued-recall test, either in the learning context or in a different context (unfamiliar room without the odor). Stress impaired memory when assessed in the unfamiliar context, but not when assessed in the learning context. These results suggest that the detrimental effects of stress on memory retrieval can be abolished when a distinct learning context is reinstated at test."

"To conclude, our results suggest that stress can interfere with our ability to integrate context information into a memory trace. These findings might improve our understanding of the pathogenesis of psychiatric disorders, such as the post-traumatic stress disorder in which the failure to connect the traumatic event with the appropriate (temporal and spatial) contextual information is a common pathological hallmark (Rauch et al. 2006)."

"Die two months ago, and not forgotten yet? Then there's hope a great man's memory may outlive his life half a year."

"Briefly thyself remember."

"I cannot but remember such things were, That were most precious to me."

"If a man do not erect in this age his own tomb ere he dies, he shall live no longer in monument than the bell rings, and the widow weeps... ...An hour in clamour and a quarter in rheum."

"One must have a rigid, easily retained order, with a definite beginning. Into this order one places the components of what one wishes to memorize and recall. As a money-changer ("nummularium") separates and classifies his coins by type in his money bag ("sacculum," "marsupium"), so the contents of wisdom's storehouse ("thesaurus," "archa"), which is the memory, must be classified according to a definite, orderly scheme."

"To reside in someone's memory, one must set aside selfishness, as selfishness and fond memories cannot coexist in the same space."

"The Right Honourable Gentleman is indebted to his memory for his jests, and to his imagination for his facts."

"Memory is the storage of acquired knowledge for later recall. Learning and memory form the basis by which individuals adapt their behavior to their particular external circumstances. Without these mechanisms, it would be impossible for individuals to plan for successful interactions and to intentionally avoid predictably disagreeable circumstances. The neural change responsible for retention or storage of knowledge is known as the memory trace, or engram. Generally, concepts, not verbatim information, are stored. As you read this page, you are storing the concept discussed, not the specific words. Later, when you retrieve the concept from memory, you will convert it into your own words. It is possible, however, to memorize bits of information word by word."

"Memory, for me, is often a home where the furniture has been rearranged one too many times."

"A model for visual recall tasks was presented in terms of visual information storage (VIS), scanning, rehearsal, and auditory information storage (AIS). It was shown first that brief visual stimuli are stored in VIS in a form similar to the sensory input. These visual “images” contain considerably more information than is transmitted later. They can be sampled by scanning for items at high rates of about 10 msec per letter. Recall is based on a verbal receding of the stimulus (rehearsal), which is remembered in AIS. The items retained in AIS are usually rehearsed again to prevent them from decaying. The human limits in immediate-memory (reproduction) tasks are inherent in the AIS-Rehearsal loop. The main implication of the model for human factors is the importance of the auditory coding in visual tasks."

"In vain does memory renew The hours once tinged in transport's dye; The sad reverse soon starts to view, And turns the past to agony."

"Eternal Memory of the dead lasts as long as they are paid with memory."

"The ability to apprehend a small number of items at one time in the conscious mind can be distinguished from the need to attend to items individually when a larger number of such items are presented. This point is one of the earliest to be noted in psychological commentaries on the limitations in capacity. Hamilton (1859) treated this topic at length and noted (vol. 1, p. 254) that two philosophers decided that six items could be apprehended at once, whereas at least one other (Abraham Tucker) decided that four items could be apprehended. He went on to comment: “The opinion [of six] appears to me correct. You can easily make the experiment for yourselves, but you must be aware of grouping the objects into classes. If you throw a handful of marbles on the floor, you will find it difficult to view at once more than six, or seven at most, without confusion; but if you group them into twos, or threes, or fives, you can comprehend as many groups as you can units; because the mind considers these groups only as units, – it views them as wholes, and throws their parts out of consideration. You may perform the experiment also by an act of imagination.” When the experiment actually was conducted, however, it showed that Hamilton’s estimate was a bit high. Many studies have shown that the time needed to count a cluster of dots or other such small items rises very slowly as the number of items increases from one to four, and rises at a much more rapid rate after that. Jevons (1871) was probably the first actual study, noting that Hamilton’s conjecture was “one of the very few points in psychology which can, as far as we yet see, be submitted to experiment.” He picked up handfuls of beans and threw them into a box, glancing at them briefly and estimating their number, which was then counted for comparison. After over a thousand trials, he found that numbers up to four could be estimated perfectly, and up to five with very few errors"

"When we are gone our book is closed, it goes on a shelf. We live only in memories until the people who remember us are also gone."

"… and what you are left with is a premonition of the way your life will fade behind you, like a book you have read too quickly, leaving a dwindling trail of images and emotions until all you can remember is a name."

"Some researchers have reported that high levels of stress are associated with improved memory in the laboratory (Goodman et al. 1991b; Warren & Swartwood, 1992), some have reported that high levels of stress are associated with poorer memory (Bugental et al., 1992; Merritt, Ornstein, & Spicker, 1994). For example, Howe, Courage, & Peterson (1994) found no relationship between the amount of stress (reported by the parents) and the amount of information recalled by their children either 3-5 days or 6 months after an emergency room procedure. By contrast, Goodman et al. (1991b) found that children who showed higher levels of arousal during a medical procedure reported the incident more accurately than children who simply had a washable tattoo applied."

"Broadbent (1975) noted that the ability to recall items from an array grows with the visual field duration: “for the first fiftieth of a second or so the rate of increase in recall is extremely fast, and after that it becomes slower.” He cites Sperling’s (1967) argument that in the early period, items are read in parallel into some visual store; but that, after it fills up, additional items can be recalled only if some items are read (more slowly) into a different, perhaps articulatory store. Viewed in this way, the visual store would have a capacity of three to five items, given that the performance function rapidly increases for that number of items. However, the “visual store” could be a central capacity limit (assumed here to be the focus of attention) rather than visually specific as the terminology used by Sperling seems to imply."

"…episodic memories are the only ones with direct reference to the past. As Tulving (1999, p.15) points out: “episodic memory is the only form of memory that, at the time of retrieval, is oriented toward the past: retrieval in episodic memory means ‘mental time travel’ through and to one’s past. All other forms of memory, including semantic, declarative and procedural memory, are, at retrieval oriented to the present”"

"Attentional focus on one coherent scene does not in itself explain how a complex sequence can be recalled. To understand that, one must take into account that the focus of attention can shift from one level of analysis to another. Cowan: The magical number 4 BEHAVIORAL AND BRAIN SCIENCES (2001) 24:1 93 McLean and Gregg (1967, p. 459) described a hierarchical organization of memory in a serial recall task with long lists of consonants: “At the top level of the hierarchy are those cueing features that allow S to get from one chunk to another. At a lower level, within chunks, additional cues enable S to produce the integrated strings that become his overt verbal responses.”"

"Thomas Suddendorf and Michael Corballis (2007, p. 301-302) write: “The fact that episodic memory is fragmentary and fragile suggests that its adaptiveness may derive less from its role as an accurate record of personal history than from providing a “vocabulary” from which to construct planned future events (and perhaps to embellish events of the past). It may be part of a more general toolbox that allowed us to escape from the present and develop foresight, and perhaps create a sense of personal identity. Indeed, our ability to revisit the past may be only a design feature of our ability to conceive of the future”"

"One need not be a Chamber - to be Haunted - One need not be a House - The Brain has Corridors - surpassing Material Place -"

"Infants devote more visual fixation to novel than to previously exposed targets, thereby indicating both discriminative ability and recognition memory. Since the earliest demonstrations of infants' preferences for novel visual stimulation (Fantz 1964; Saayman, Ames, & Moffett 1964), a number of explorations of infant recognition memory have been conducted. Variables studied have included age (Fagan, Fantz, & Miranda 1971; Wetherford & Cohen 1973), dcegree and type of stimulus variation (Cohen & caron 1968; Fagan 1970, 1971, 1973; Pancratz & Cohen 1970), sources of forgetting (Fagan 1973), and conceptual development (Caron, Caron, Caldwell, & Weiss 1973; Fagan 1972)."

"Other theorists (Hummel & Holyoak 1997; Shastri & Ajjanagadde 1993) have applied this neural synchronization principle in a way that is more abstract. It can serve as an alternative compatible with Halford et al.’s (1998) basic notion of a limit on the complexity of relations between concepts, though Halford et al. instead worked with a more symbolically based model in which “the amount of information that can be represented by a single vector is not significantly limited, but the number of vectors that can be bound in one representation of a relation is limited” (p. 821). Shastri and Ajjanagadde (1993) formulated a physiological theory of working memory very similar to Lisman and Idiart (1995), except that the theory was meant to explain “a limited-capacity dynamic working memory that temporarily holds information during an episode of reflexive reasoning” (p. 442), meaning reasoning that can be carried out “rapidly, spontaneously, and without conscious effort” (p. 418). The information was said to be held as concepts or predicates that were in the form of complex chunks; thus, it was cautioned, “note that the activation of an entity together with all its active superconcepts counts as only one entity” (p. 443). It was remarked that the bound on the number of entities in working memory, derived from facts of neural oscillation, falls in the 7 6 2 range; but the argument was not precise enough to distinguish that from the lower estimate offered in the present paper. Hummel and Holyoak (1997) brought up similar concepts in their theory of thinking with analogies. They defined “dynamic binding” (a term that Shastri & Ajjanagadde also relied upon to describe how entities came about) as a situation in which “units representing case roles are temporarily bound to units representing the fillers of those roles” (p. 433). They estimated the limit of dynamic binding links as “between four and six” (p. 434). In both the approaches of Shastri and Ajjanagadde (1993) and Hummel and Holyoak (1997), these small limits were supplemented with data structures in long term memory or “static bindings” that appear to operate in the same manner as the long-term working memory of Ericsson and Kintsch (1995), presumably providing the “active superconcepts” that Shastri and Ajjanagadde mentioned."

"But how is Mneme dreaded by the race, Who scorn her warnings and despise her grace? By her unveil'd each horrid crime appears, Her awful hand a cup of wormwood bears. Days, years mispent, O what a hell of woe! Hers the worst tortures that our souls can know."

"Human beings are so constituted that we take for granted the fact that a direct awareness of our past selves is preserved... We take for granted the durability of the individual self. ...But ...the preservation of memories ...is as great an exercise in magic as the transfer of memories from the dead to the living. ...How the magic works ...is still a dark mystery. ...When once the technology exists to read and write memories from one mind to another, the age of mental exploration will begin in earnest. ...[W]e will look at nature directly through the eyes of the elephant, the eagle and the whale. We will... feel in our own minds the pride of the peacock and the wrath of the lion. That magic is no greater than the magic that enables me to see the rocking horse through the eyes of the child who rode it sixty years ago."

"μεταβάλλει δυσδαιμονία:"

"Vague memories hang about the mind like cobwebs."

"The vapours linger round the Heights, They melt, and soon must vanish; One hour is theirs, nor more is mine,— Sad thought, which I would banish, But that I know, where'er I go, Thy genuine image, Yarrow! Will dwell with me,—to heighten joy, And cheer my mind in sorrow."

"We have all forgot more than we remember."

"Where'er I roam, whatever realms to see, My heart untravell'd fondly turns to thee; Still to my brother turns, with ceaseless pain, And drags at each remove a lengthening chain."

"Tell me the tales that to me were so dear, Long, long ago, long, long ago."

"Oh, I have roamed o'er many lands, And many friends I've met; Not one fair scene or kindly smile Can this fond heart forget."

"Counterfactual imaginings are known to have far-reaching implications. In the present experiment, we ask if imagining events from one's past can affect memory for childhood events. We draw on the social psychology literature showing that imagining a future event increases the subjective likelihood that the event will occur. The concepts of cognitive availability and the source-monitoring framework provide reasons to expect that imagination may inflate confidence that a childhood event occurred. However, people routinely produce myriad counterfactual imaginings (i.e., daydreams and fantasies) but usually do not confuse them with past experiences. To determine the effects of imagining a childhood event, we pretested subjects on how confident they were that a number of childhood events had happened, asked them to imagine some of those events, and then gathered new confidence measures. For each of the target items, imagination inflated confidence that the event had occurred in childhood. We discuss implications for situations in which imagination is used as an aid in searching for presumably lost memories."

"Remembrance wakes with all her busy train, Swells at my breast, and turns the past to pain."

"Working memory is a fundamental aspect of executive cognition that is thought to encompass three primary mental processes: 1) the access of information, 2) “on-line” operation(s) on this information, and 3) the production of a motor output response based on these operations (Goldman-Rakic, 1987). At present, several distinct theoretical conceptualizations of working memory exist within the cognitive science literature (reviewed in Kimberg, D’Esposito, & Farah, 1998). This lack of consensus may be due, in part, to the functional complexity of working memory, which includes aspects of rehearsal, maintenance, short term storage, attention, and executive control (Kimberg, et al., 1998). Working memory is widely accepted as being dependent on the lateral frontal cortex (Fuster, 1997; Goldman-Rakic, 1987; Owen, et al., 1998; 1999; Owen, 2000), and plays an important role in the temporal coordination of guided behavior via the perception-action cycle (Fuster, 2000). Immediate serial recall and memory span tasks are two common tools used to assess working memory in humans (Baddeley, 1996). In such tasks, the participant is presented with a series of stimuli, and required to recall this stimulus string in sequential order (Baddeley, 1996). In these tasks, the likelihood of correct recall is directly related to the length of the stimulus string, and by manipulating the length of this string, the participant’s working memory capacity (memory span) can be assessed (Baddeley, 1996)."

"And when he is out of sight, quickly also is he out of mind."