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Speaker 1: Chapter seven. Memory. Psychologists class as representative mental processes those

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known as memory and imagination, respectively. The term representation is

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used in psychology to indicate the processes of representation or

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presenting again to consciousness that which has formerly been presented

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to it, but which afterwards passed from its field. As

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Hamilton says, the general capability of knowledge necessarily requires that,

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besides the power of evoking out of unconsciousness one portion

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of our retained knowledge in preference to another, we possess

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the faculty of representing in consciousness what is thus evoked.

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Memory is the primary representative faculty or power of the mind.

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Imagination depends upon memory for its material as we shall

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see when we consider that faculty, every mental process which

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involves the remembrance, recollection, or representation of a sensation, perception,

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mental image, thought, or idea previously experienced must depend upon

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memory for its material. Memory is the great storehouse of

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the mind in which are placed the records of previous

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mental experiences. It is a part of the great subconscious

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field of mental activity, and the greater part of its

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work is performed below the plane of consciousness. It is

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only when its results are passed into the field of

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consciousness that we are aware of its existence. We know

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memory only by its works. Of its nature, we know

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but little, although certain of its principal laws and principles

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have been discovered. It was formerly customary to class memory

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with the various faculties of the mind, but later psychology

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no longer so considers it. Memory is now regarded as

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a power of the general mind, manifesting in connection with

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every faculty of the mind. It is now regarded as

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belonging to the great subconscious field of mental and its

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explanation must be sought there. It is utterly unexplainable. Otherwise

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the importance of memory cannot be overestimated. Not only does

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a man's character and education depend cheaply upon it, but

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his very mental being is bound up with it. If

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there were no memory, man would never progress mentally beyond

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the mental state of the newborn babe. He would never

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be able to profit by experience. He would never be

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able to form clear perceptions, He would never be able

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to reason or form judgments. The processes of thought depend,

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for material upon the memory of past experiences. This material lacking,

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there can be no thought. Memory has two important general functions.

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Those are one the retention of impressions and experiences, and

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to the reproduction of the impressions and experiences so retained.

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It was formerly held that the memory retained only a

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portion of the impressions and experiences originally noted by it,

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but the present theory is that it retains every impression

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and experience which is noted by it. It is true

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that many of these impressions are never reproduced in consciousness,

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but experiments tend to prove, nevertheless, that the records are

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still in the memory, and that appropriate and sufficiently strong

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stimuli will bring them into the field of consciousness. The

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phenomena of somnambulism, dreams, hysteria, delirium, approach of death, etc.

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Show that the subconscious mind has an immense accumulation of

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apparently forgotten facts, which unusual stimuli will serve to recall.

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The Power of the memory to reproduce the retained impressions

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and experiences is variously called remembrance, recollection, or memory. This

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power varies materially in various individuals, but it is an

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axiom of psychology that the memory of any person may

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be developed and trained by practice. The ability to recall

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depends to a great extent upon the clearness and depth

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of the original impression, which in turn depends upon the

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degree of attention given to it at the time of

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its occurrence. Recollection is also greatly aided by the law

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of association, or the principle whereby one mental fact is

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linked to another. The more facts to which are given

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fact is linked, the greater the ease by which it

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is recalled or remembered. Recollection is also greatly assisted by

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use and exercise. Like the fingers, the memory cells of

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the brain become expert and efficient by use and exercise,

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or stiff and inefficient by lack of the same. In

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addition to the phases of retention and reproduction, there are

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two important phases of memory. That is three recognition of

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the reproduced impression or experience, and four localization the impression

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or its reference to a more or less definite time

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and place. The recognition of the recalled impression is quite important.

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It is not enough that the impression be retained and recalled.

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If we are not able to recognize the recalled impression

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as having been experienced before, the recollection will be of

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but little use to us in our thought processes. The

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purposes of thought demand that we shall be able to

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identify the record impression with the original one. Recognition is

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really recognition re knowing. Recognition is akin to perception. The

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mind becomes conscious of the recalled impression just as it

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becomes conscious of the sensation. It then recognizes the relation

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of the recalled impression to the original one, just as

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it realizes the relation of the sensation to its object.

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The localization of the recalled and recognized impression is also important.

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Even if we recognize the recalled impression, it will be

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of comparatively little use to us unless we are able

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to locate it as having happened yesterday, last week, last month,

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last year, ten years ago, or at some time in

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the past, and as having happened in our office house,

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or in such and such a place, in the street,

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or in some distant place. Without the power of localization,

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we should be unable to connect and associate the remembered

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fact with the time, place, and persons with which it

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should be placed to be of use and value to

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us in our thought processes. Retention, the retention of a

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mental impression in the memory depends very materially upon the

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clearness and depth of the original impression, and this clearness

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and depth, as we have previously stated, depend upon the

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degree of attention bestowed upon the original impression. Attention, then,

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is the important factor in the forming and recording of impressions.

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The rule is slight attention, faint record, marked attention, clear

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and deep record. To fix this fact in the mind,

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the student may think of the retentive and reproductive phases

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of memory as a phonographic record. The receiving diaphragm of

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the phonograph represents the sense organs, and the recording needle

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represents the attention. The needle makes the record on a

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cylinder deep or faint. According to the condition of the needle.

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A loud sound may be recorded, but faintly if the

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needle is not properly adjusted. And further, it must be

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remembered that the strength of the reproduction depends almost entirely

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upon the clearness and depth of the original impression on

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the cylinder. As is the record, so is the reproduction.

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It will be well for the student to carry this

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symbol of the phonograph in his mind. He will aid

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him in developing his powers of memory. In this connection,

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we should remember that attension depends largely upon interest. Therefore,

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we would naturally expect to find that we remember interesting

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things far more readily than those which lack interest. This

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supposition is borne out in actual experience. This accounts for

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the fact that everyone remembers a certain class of things

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better than he does others. One remembers faces, another dates,

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another spoken conversation, another written words, and so on. It

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will be found as a rule that each person is

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interested in the class of things which he most easily remembers.

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The artist easily remembers faces and details of faces, or

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scenery and details thereof. The musician easily recalls passages or

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bars of music, often of a most complicated nature. The

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speculator easily recalls the quotations of his favorite stocks. The

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racing man recalls without difficulty the odds posted on a

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certain on a certain day, or the details of a

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race which was run many years ago. The moral is

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arouse and induce an interest in the things which you

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wish to remember. This interest may be aroused by studying

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the things in question, as we have suggested in a

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preceding chapter visualization in Memory. Many of the best authorities

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hold that original impressions may be made clear and deep

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and the process of reproduction accordingly rendered more efficient by

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the practice of visualizing. The thing to be remembered by

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visualizing is meant the formation of a mental image of

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the thing in the imagination. If you wish to remember

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the appearance of anything, look at it closely with attention,

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and then turning away from it, endeavor to reproduce its

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appearance as a mental picture in the mind. If this

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is done, a particularly clear impression will be made in

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the memory, and when you recall the thing, you will

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find that you will will also recall the clear mental

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image of it. Of course, the greater the number of

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details observed and included in the original mental image, the

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greater the remembered detail perception in memory. Not only is

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attention necessary in forming clear memory records, but careful perception

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is also important. Without clear perception, there is a lack

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of detail and the retained record and the element of

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association is lacking. It is not enough to merely remember

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the thing itself. We should also remember what it is

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and all about it. The practice of the methods of

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developing perception given in a preceding lesson, will tend to

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develop and train the retentive reproductive recognitive and locative powers

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of the memory. The rule is the greater the degree

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of perception accorded a thing, the greater the detail of

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the retained impression, and the greater the ease of the recollection.

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Understanding and memory. Another important point in acquiring impressions in

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memory is this that the better the understanding of the

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subject or object, the clearer the impressions regarding it, and

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the clearer the recollection of it. This fact is proved

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by experiment and experience. A subject which will be remembered

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only with difficulty under ordinary circumstances, will be easily remembered

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if it is fully explained to the person and accompanied

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by a few familiar illustrations or examples. It is very

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difficult to remember a meaningless string of words, while a

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sentence which conveys a clear meaning may be memorized easily.

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If we understand what a thing is for its uses

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and employment, we remember it far more easily than if

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we lack this understanding. Elbringhouse, who conducted a number of

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experiments along this line, reports that he could memorize the

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Stanza of poetry at about one tenth the time requires

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to memorize the same amount of nonsense, syllables God. He

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states that he once asked capable students of the Johns

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Hopkins University to give him an account of the lecture

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to which he had just listened. I cannot do it,

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replied the student. He was not logical. The rule is

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the more one knows about a certain thing, the more

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easily is that thing remembered. This is a point worth noting.

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End of chapter seven, Chapter eight, memory continued. The subject

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of memory cannot be touched upon intelligently without a consideration

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of the law of association. One of the important psychological principles,

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the law of association. What is known in psychology as

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the law of association, is based on the fact that

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no idea exists in the mind except in association with

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other ideas. This is not generally recognized, and the majority

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of persons will dispute the law at first thought. But

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the existence and appearance of ideas in the mind are

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governed by mental law as invariable and constant as the

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physical law of gravitation. Every idea has associations with other ideas.

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Ideas travel in groups, and one group is associated with

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another group, and so on, until in the end, every

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idea in one's mind is associated directly or indirectly with

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every other idea. Theoretically, at least, it would be possible

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to begin with one idea in the mind of a

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person and then gradually unwind is entire stock of ideas,

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Like the yarn on the ball. Our thoughts proceed according

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to this law. We sit down in a brown study

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and proceed from one subject to another until we are

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unable to remember any connection between the first thought and

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the last. But each step of the reverie was connected

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with the one proceeding and the one secs exceeding it.

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It is interesting to trace back these connections. Poe based

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one of his celebrated detective stories on this law. The

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reverie may be broken into by a sudden impression from outside,

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and we will then proceed from that impression, connecting it

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with something else already in our experience, and starting a

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new chain of sequence. Often we fail to trace the

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associations governing our ideas, but the chain is there. Nevertheless,

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one may think of a past scene or experience without

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any apparent cause. A little thought will show that something seen,

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or a few notes of a song floating to the ears,

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or the fragrance of a flower has supplied the connecting

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link between the past and the present. A suggestion of

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mignonette will recall some past event in which the perfume

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played a part. Someone's handkerchief perhaps carried the same odor,

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or an old familiar tune reminds one of someone, something,

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or some place in the past. A familiar feature in

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a countenance of a passer by will start one thinking

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of someone else who had that kind of a mouth,

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that shaped nose, or that expression of the eye, and

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away he will be off in a sequence of remembered experiences.

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Often the starting idea or the connecting links may appear

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but dimly in consciousness, but rest assured they are always there.

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In fact, we frequently accept this law unconsciously and without

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realizing his actual existence. For instance, one makes a remark,

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and at once we wonder how did he come to

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think of that? And if we are shrewd, we may

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discover what was in his mind before he spoke. There

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are two general classes of association of ideas in memory.

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Those are one association of contiguity and two logical association.

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Association of contiguity is that form of association depending on

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the previous association in time or space of ideas which

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have been impressed on the mind. For instance, if you

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met mister and Missus Wetterhorn, who were introduced to them

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one after the other, thereafter you will naturally remember mister

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Thereafter you will naturally remember mister w when you think

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of Missus W. And vice versa. You will naturally remember

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Napoleon when you think of Wellington, or Benedict Arnold when

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you think of Major Andre. For the same reason, you

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will also naturally remember b at c When you think

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of a. Likewise, you will think of abstract time when

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you think of abstract space, of thunder, when you think

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of lightning of colic, when you recall green apples of

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love making, and moonlit nights when you think of college days.

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In the same way, we remember things which occurred just

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before or just after the event in our mind, and

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at the moment of things near in space to the

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thing of which we are thinking. Logical association depends upon

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the relation of likeness or difference between several things thought of.

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Things thus associated may have never come into the mind

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of the same previous time, nor are they necessarily connected

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in time and space. One may think of a book

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and then proceed by association to think of another book

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by the same author, or of another author treating of

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the same subject. Or he may think of a book

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directly opposed to the thirst the relation of distinct difference

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causing the associated idea. Logical association depends upon inner relations

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are not upon the outer relations of time and space.

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This innerness of relation between things not connected in space

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or time is discovered only by experience and education. The

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educated man realizes many points of relationship between things that

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are thought by the uneducated man to be totally unrelated.

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Wisdom and knowledge consist largely in the recognition of relations

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between things association in memory. It follows from a consideration

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of the law of association that when one wishes to

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impress a thing upon the memory, he should, as an

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authority says, multiply associations. Entangle the fact you wish to

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remember in a net of as many associations as possible,

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especially those that are logical. Hence the advice to place

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your facts in groups and classes in the memory. As

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Blackie says, nothing helps the mind so much as order

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and classification. Classes are always few individuals many. To know

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the class well is to know what is most essential

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in the character of the individual, and what burdens the

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memory least to retain in memory. Another important principle of

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memory is that the impressions acquire depth and clearness by repetition.

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Repeat a line of poetry once and you may remember it.

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Repeat it again, and your chances of remembering it are

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greatly increased. Repeat it a sufficient number of times and

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you cannot escape remembering it. The illustration of the phonograph

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record will help you to understand the reason of this.

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The rule is constant repetition deepens memory impressions. Frequent reviewing

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and recalling what has been memorized tends to keep the

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records clear and clean, besides deepening the impression at each review.

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General rules of memory. The following general rules will be

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of service to the student who wishes to develop his memory.

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Making impressions. One bestow attention. Two, cultivate interest, three manifest

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perception four, cultivate understanding. Five, form associations six, repeat and

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review recalling impressions. One, endeavor to get hold of the

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loose end of association and then unwind your memory ball

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of yarn. Two. When you recall an impression, send it

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back with energy to deepen the impression and attach it

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to as many new associations as possible. Three, practice a

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little memorizing and recalling each day, if only a line

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of verse. The memory improves by practice and deteriorates by

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neglect and disuse. Four. Demand good service of your memory,

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and it will learn to respond. Learn to trust it,

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and it will rise to the occasion. How can you

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expect your memory to give good service when you continually

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abuse it and tell everyone of the wretched memory I have.

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I can never remember anything. Your memory is very apt

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to accept your statements as truth. Our mental faculties have

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an annoying habit of taking us at our word in

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these matters. Tell your memory what you expect it to do.

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Then trust it and refrain from abusing it and giving

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it a bad name. Final advice. Finally, remember this rule.

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You get out of your memory only that which you

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place in it. Place in it good, clear, deep impressions,

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and it will reproduce good, clear, strong recollections. Think of

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your memory as a phonographic record, and take care that

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you place the right kind of impressions upon it. In memory,

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you reap that which you have sown. You must give

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to the memory before you can receive from it of

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one thing, you may rest assured, namely, that unless you

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take sufficient interest in the things to be remembered, you

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will find that the memory does not take a fear

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interest in them to remember them. Memory demands interest before

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it will take interest in the task. It demands attention

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before it will give attention. It demands understanding before it

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will give understanding. It demands association before it will respond

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to association. It demands repetition before it will repeat. The

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memory is a splendid instrument, but it stands on its

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dignity and asserts its rights. It belongs to the old dispensation.

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It demands compensation and believes in giving only an equal

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measure to what it receives. Our advice is to get

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acquainted with your memory and make friends with it. Treat

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it well and it will serve you well. But neglect

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it and it will turn its back on you.