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Related Concept Videos

Explicit Memories01:27

Explicit Memories

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Explicit memories, also known as declarative memories, are consciously remembered, recalled, and reported. Studying for a chemistry exam involves material that will become part of explicit memory. There are two types of explicit memory: episodic and semantic.
Episodic memory contains information about personally experienced events and is reported as a story. An example of episodic memory is recalling a birthday celebration. This type of memory includes the what, where, and when of an event, as...
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Long-Term Memory01:18

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Long-term memory is a relatively permanent type of memory, capable of storing vast amounts of information over extended periods. Its storage capacity is generally considered unlimited.
Long-term memory can be categorized into two primary types: explicit and implicit memory. Explicit memory, also known as declarative memory, involves the conscious recollection of information that we deliberately try to remember, recall, and articulate. This type of memory encompasses specific facts, events, and...
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Understanding Memory01:19

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Memory is the retention of information or experiences over time, facilitated through three main processes: encoding, storage, and retrieval. Encoding is the process of inputting information into the memory system. For instance, when listening to a lecture, watching a play, reading a book, or having a conversation, the brain is actively encoding information. This initial stage involves transforming sensory input into a form that can be processed and stored by the brain. Various factors, such as...
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Interference and Decay01:16

Interference and Decay

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Forgetting is a complex cognitive phenomenon influenced by several factors, among which interference and decay are particularly prominent. These processes explain why individuals often struggle to retrieve specific information from memory, leading to lapses in recall that can be observed in everyday situations.
Interference occurs when competing memories hinder the retrieval of particular information. It can be classified into two types: proactive and retroactive interference. Proactive...
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Storage01:23

Storage

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A schema is a mental framework that helps individuals organize and interpret information. Schemata, formed from previous experiences, influence how we process new information: how we encode it, the inferences we make, and how we retrieve it. For instance, a schema for what a typical classroom looks like might include desks, a teacher's desk, a whiteboard, and students in such an environment. This expectation helps us quickly understand and navigate new classrooms without needing to analyze...
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Higher Mental Functions of Brain: Learning and Memory01:26

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Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or...
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Updated: Dec 28, 2025

A Real-world What-Where-When Memory Test
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Terminological and Epistemological Issues in Current Memory Research.

Oliver Hardt1,2, Wayne S Sossin3

  • 1Department of Psychology, McGill University, Montreal, QC, Canada.

Frontiers in Molecular Neuroscience
|February 11, 2020
PubMed
Summary
This summary is machine-generated.

Memory is not static but a fluid, adaptive system. Current terminology misrepresents this dynamic nature, necessitating a nomenclature reform to reflect scientific understanding.

Keywords:
consolidationengramforgettingmemoryreconsolidationsynapsesystem consolidation

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Area of Science:

  • Neuroscience
  • Cognitive Science
  • Molecular Biology

Background:

  • Recent observations reveal memory's inherent fluidity across all organizational levels.
  • The common perception of memory as a static record contrasts with its dynamic biological reality.

Purpose of the Study:

  • To examine current memory terminology in light of scientific understanding.
  • To identify discrepancies between memory language and its molecular, cellular, and systemic basis.
  • To propose reforms for memory nomenclature.

Main Methods:

  • Review of existing memory terminology.
  • Analysis of cognitive-behavioral and cellular-level memory dynamics.
  • Comparison of terminology with current scientific findings.

Main Results:

  • Memory is fluid, with remembering altering existing memories and irrelevant memories being suppressed.
  • Molecular components of memory are in constant flux (turnover, translocation, reconfiguration).
  • Existing terminology implies a static, high-fidelity system, misrepresenting memory's adaptive function.

Conclusions:

  • Current memory terminology is inadequate and misleading.
  • A reformed nomenclature is needed to accurately represent memory as an adaptive system.
  • Aligning terminology with scientific reality is crucial for understanding memory's role in survival.