Historically, there has always been an interest in understanding the theory behind human memory, but a systematic study that started in the field of memory is less than a century old. An interest in the knowledge of memory and storage techniques have changed a little from what it was in the twentieth century because of technical, religious and moral issues.
The document does not focus on the approach to biological or neurological memory in this study. The document focuses more on the process storage of information by the human brain.
After a major research on memory over the years, we will study the organization of information received by the human brain and then see how they are coded for retrieval later. Finally, we will focus on the intricacies of memory of words in verbal communication.
[...] It has been known, through Miller and the concept of magic number, that the limit of short term memory is seven items. The code is the most powerful thing between a binary and the infinite system of geo-positioning satellites. Miller also worked on the long-term memory. The research shows that the subjects grouped the information to remember them better. His studies were criticized, particularly because in the experiments, the subjects classified information according to existing structures in memory, which is different for each individual. [...]
[...] The actual memory (or recall) is the medium and long term memory, which processes, stores and allows the retrieving of information. It is this memory that we will examine in this work. In the nineteenth century, some philosophers voiced the idea that all human knowledge come from experience and behavioral assumptions are born from conditioning (Pavlov's theory). Memory is essentially seen as the preservation of recorded messages or being reduced to more learning. In the second half of the twentieth century, memory research was directed not only towards the study of codes of memory, but also to the memory structure by analogy with the computer. [...]
[...] That is why repetition helps memory as the brain can improve the organization of information. Conversely, if some of the words in each test were changed, there would be no possible grouping and without organization of information learning becomes impossible. There is no memory without organization. The work of Bousfield on categorization was built upon this experience. It enhanced the ability of subjects to classify information. It allows the memorizing of lists of words belonging to different categories that the subjects recreate in several categories (animals, plants, etc). [...]
[...] And what about the decline of intellectual abilities, including the ability to reconstruct the information, when a subject is tired or emotionally moved, or under stress? Conversely, an environment may cause the recovery of memories, a smell may plunge into a subject of ancient memories and a context can also revive memories that were assumed to be forgotten. The process is linked to our own personal history. The data is filtered. Is it something as mechanical as propounded by Lieury? [...]
[...] In the context of employment, we realize that memory adapts to a situation where a person enables his ear to recognize certain sounds and becomes familiar with the jargons and changes his vocabulary. It is not surprising that the work of some researchers confirm that learning depends on linguistic and cultural context or that repetition facilitates learning. Unconsciously, most of us make daily calls to our memory without realizing the complexity that characterizes it. Our memory is closely related to our wealth of knowledge. [...]
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