Remember When…

When I was young, very young I have a specific memory of going shopping with my great grandmother. We were looking for a Hardy Boys book for my brother for Christmas. We went to the mall and the book was sitting there in the bookstore window.

I often attribute this to my first memory, but the thing is I don’t know if this memory is real. As far as I know there was nothing significant about this event. I have no other recollection of my great grandmother, and for all I know this may have been a vivid dream I had when I was younger. I do; however, have the book. I don’t think I will ever know if this memory is real and until I took this class I thought this was unusual. But, I was surprised to learn that our brain often makes up false memories.

When new memories are made its called construction and when memories are recalled its called reconstruction. Our brains; however, do not always reconstruct memories correctly. We have a tendency to fill in the gaps and details that didn’t actually exist. In class when we did the exercise with the different words on the board “chair” was never posted, but because words similar to “chair” were in our brains we thought we remembered it.

Our memory is not always reliable but the reason it is not reliable can work towards our advantage too. The fact that our brain fills in the gaps and picks up on pattern recognition very well. However, this can result in something called suggestibility where we remember things that did not actually happen. For example, if someone witnesses a dog running by they may say it has brown fur and floppy ears because that’s there view of what dogs look like. In reality though the dog may have been a different color but because we aren’t good at remember details we fill in the gaps. This is important to remember when listening to eyewitness accounts. They are not always reliable and cannot counted on. In conconcussion, our memory is pretty good but its not perfect so we need to be aware when reconstructing previous memories.

Implicit Memory

For the majority of my life I have been a competitive dancer. Ever since I was about four years old, dance has been a tremendous part of my life. Lyrical and ballet are my two favorite styles of dance. It is fascinating how over the years I have accumulated so many skills in dance, that I can perform them without needing to assert any conscious thought into it. Many things became a second nature to me. At the dance studio I danced at, I assisted one of the dance instructors in teaching jazz choreography to 6th grade girls once a week. I realized when I was trying to teach the girls how to do turns (pirouettes), it was rather difficult for me to explain how to do it step-by-step.  It was quite frustrating to me because I truly wanted them to understand what I was trying to teach them and pick it up with ease. I realized during our lecture in class, this was due to procedural memory or implicit memory, meaning performing certain tasks without conscious awareness of previous experiences. For example, riding a bike is very hard to describe to someone else because it requires learning and practice. I have done those turns countless times and I could perform them without putting much or any thought into it, but it was difficult for me to explain how to do them to the girls and all I could do was show them and try my best to describe my actions.  I found it quite interesting that even though we can become so good at something and have so much knowledge on it, it can be so hard to teach it to someone else.

Proactive Interference and Retroactive Interference

In our chapter on memory, we learned about the ideas of proactive and retroactive interference. Proactive interference is when something you learned in the past is interfering with what you are currently learning. Retroactive interference is when something you are currently learning is interfering with what you learned in the past. These concepts are interesting but also confusing because it is very easy to mix them up. The way I remember is that Proactive is Present; meaning that something is affecting your present learning. The word retro is associated with the past and that’s how I remember, something is affecting your past learning.

I realized while we were learning about this material that I have experienced proactive interference. In 6th grade, we began learning language in my school. We had 6th grade set as an introductory year where you would take both Spanish and French for one semester each. Then we got to decide which language we would rather take, and I decided on Spanish. After a couple of years of learning, I had a pretty basic understanding of the language. One of the first things you learn when taking a language is how to count. I tried this after a couple of years after learning and noticed every single time I would get to about 15, I would start counting in French. It was so absurd to me and I couldn’t wrap my head around it. I could still count and recite all the numbers up until 100 in Spanish but when counting if I wasn’t paying very close attention to what I was saying I would always switch over to French. To this day, this still happens.

This is a perfect example of proactive interference because even though I was taking Spanish and learning it perfectly with no other hiccups when it came to counting French always would pop back into my head. Learning about proactive interference helped me to understand why this was happening and made me feel less weird about the whole thing.

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