Brain Biology and Memory
The brain gives humanity the gift of memory, which is such an enticing aspect of life. “There is no culture without memory,” Holocaust survivors and others once said. There would be no civilization, society, or future if memory did not exist.” (2015) (Banham). While memory is responsible for shaping humanity, what makes it so compelling is its creation and upkeep. It is possible to understand the brain and its ability to form and maintain memories through research while keeping the roles of age and environment in mind, and it is possible to understand how one remembers and forgets memories while questioning the accuracy they provide; thus, the knowledge that springs from this research can be applied to individuals with memory problems, potentially helping them.
The process of creating memories is lengthy and intricate. The brain contains approximately one hundred billion neurons that send signals by connecting to ten thousand different neural attachments known as synapses, allowing active neurons to send neurotransmitters across gaps to transfer information (Huganir, 2018). The synaptic connections form a network of neural circuits that produce all brain functions, including memory; these neural circuits are constantly changing throughout one’s life as a result of the various experiences that one has. These changes are known as synaptic plasticity, and they are critical for the brain to perform the actions of memory creation and maintenance (Huganir, 2018). The brain retains sensory experiences throughout life to create both short-term and long-term memories. Through these memories, synaptic plasticity creates circuits in the brain, allowing newer circuits to be created in order to encode experiences and memories (Huganir, 2018).
The process of retaining and caring for memories extends beyond neural circuitry and is divided into various types of memory storage. Working memory and long-term memory are two of these processes that play important roles in the memory process. Working memory was developed to broaden the conceptual thought process of short-term memory (Gazzaniga et al., 2013). Working memory is important because it helps define the mental process that occurs when information is stored for a limited amount of time, which can range from seconds to minutes; during this storage time, information is maintained and manipulated. Working memory, for example, is important because it enables one to recall a list of letters and manipulate them into the spelling of various words; the process of manipulating short-term information may be required when one is required to create speeches and type reports, leading to the definition of long-term memory (Gazzaniga et al., 2013). Working memory, like long-term memory, is concerned with retaining and storing information for later use. Long-term memory allows personable memories, such as knowledge and experience, to be separated but accessed when needed, just as the alphabet memory can be quickly accessed when writing words. Long-term memory, on the other hand, stores information for days, months, and years (Gazzaniga et al., 2013). People may forget the spelling of words and need to refresh their memory from time to time, but when it comes to discussing a terrible vacation, where it was, what happened, who was there, and why it was bad, people can retain and access that information for years. While it is possible to define working memory, long-term memory, and other divisions, the ability to create these definitions is solely based on the ability to remember, but remembering also involves the process of forgetting.
The processes of remembering and forgetting are adaptive to human life in order to help individuals cope with future experiences, but it may be difficult for some to understand the purpose of remembering and, especially, forgetting certain memories. Adaptive forgetting, according to Simon Nrby (2015), serves three purposes: emotional regulation, knowledge acquisition, and context attunement. When it comes to emotional regulation, negative experiences, and memories play a role in one’s well-being; thus, limiting access to some of these memories may benefit attitudes and perspectives on future experiences, allows information to be utilized without pain, and allows the mind to update positively (Nrby, 2015). Adaptive forgetting serves a purpose in the process of adaptive remembering. Stanford researchers used fMRIs to test their hypothesis that is forgetting aids the process of remembering what is important (Trei, 2007). “The brain is plastic—adaptive—and one feature of that is not just strengthening some memories but also suppressing or weakening others,” said Anthony Wagner, associate professor of psychology, implying that forgetting allows adaptive remembering to occur much faster and with greater accuracy (Trei, 2007). The adaptive concept of memory does not always work in one’s favor and may end up harming theoretical and literal memory accuracy.
Memory can be negatively altered due to the constant action of synaptic plasticity. In theory, if someone is accused of a crime they did not commit, they may still confess to committing the crime; this may occur because one wants to avoid further trouble and get the difficulties they are experiencing behind them, so they may adapt to create false memories, making it less accurate (Eisold, 2012). In reality, the roles of environment and age can cause memory to become less accurate. It has been proven through studies that walking through a doorway makes one forget a memory or task more easily than walking a distance in the same room (Nauert, 1995). When one enters a new room, one’s ability to think about a memory or a task is compromised. With age comes a different perspective on memory accuracy. Children as young as two years old, for example, demonstrated that they recall an experience they had when they were thirteen months old (Gazzaniga et al., 2013). Memory deficits may become more noticeable as we age. For example, memory loss in Alzheimer’s disease can have a significant impact on memory accuracy. This disease typically affects people aged 65 and up and causes severe memory loss, inability to hold conversations, and loss of responses to environments (Alzheimer’s Association, 2018). The ongoing research on memory and the brain may help us learn how to help those who have memory deficits. While there is currently no cure for Alzheimer’s disease, research has allowed the disease’s spread to be slowed temporarily, improving the quality of life for those who may be suffering (Alzheimer’s Association, 2018).
The components of life that are aided by the mind and its ability to create and store memories are fascinating. People would not be able to learn, teach, or experience without memories. The world now understands the process of memory creation, the accuracy it provides, the factors that affect it, and how to help when memory is in jeopardy, thanks to research on the mind and its functioning.
References
Alzheimer’s Association (2018). What is Alzheimer’s? Alzheimer’s Association. Retrieved from: https://www.alz.org/alzheimers_disease_what_is_alzheimers.asp
Banham, P. (2015). “Without Memory, There Is No Culture…”. A Little View of the World. Retrieved from: http://www.alittleviewoftheworld.co.uk/without-memory-there-is-no- culture/
Eisold, K. (2012). Unreliable memory. Psychology Today. Retrieved from: https://www.psychologytoday.com/us/blog/hidden-motives/201203/unreliable-memory
Gazzaniga, M., Ivry, R., & Mangun, G. (2013). Cognitive neuroscience: The biology of the mind (4th ed.). New York, NY: Norton.
Huganir, R. (2018). How the brain creates memories. Brain 101. Retrieved from: http://learnnow.org/departments/brain-101/how-the-brain-creates-memories
Nauert, R. (1995). Environmental boundaries can affect memory. PsychCentral. Retrieved from: https://psychcentral.com/news/2011/11/21/environmental-boundaries-can-affect- memory/31727.html
Nørby, S. (2015). Why forget? On the adaptive value of memory loss. Perspectives on Psychological Science. Retrieved from: http://journals.sagepub.com/doi/abs/10.1177/1745691615596787
Trei, L. (2007). Forgetting helps you remember the important stuff, researchers say. Stanford Report. Retrieved from: https://news.stanford.edu/news/2007/june6/memory- 060607.html
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Question 
Brain Biology and Memory
select any one topic from Chapter 8 that you found interesting or surprising to learn about. Fully define the topic (paraphrase with citations as much as you can) and then apply the topic to your own life.
Brain Biology and Memory
In other words, how can use apply what you have learned to your own life or how does it relate to your own life?