Agency in memory
Agency in Learning
The automatic response generated by the amygdala when emotional stimuli is encountered brings up some important questions regarding agency in learning and transfer. Agency, here, can be thought of as the freedom each individual has to choose (intentionality) to engage in learning through intentional memory formation and prevention of memory dissolution. Again, while I will only briefly touch upon this subject here, it is important to note the role that agency may play in the processes of memory being examined in this study. In other words, how much agency exists in remembering, forgetting, and transferring learning? Cognitive research has found that agency can be used to intentionally enhance connectivity and strengthen synapses but is not required for learning. Some studies have suggested that intentional encoding, “thinking about meaning,” is more effective to incidental encoding, “thinking only about superficial physical characteristics,” while other studies have found that intention does not improve memory at all (Eichenbaum, "Learning and Memory" 266). Researchers Brown, Roediger, and McDaniel explain how agency can be effective in learning:
Memory has some similarities to a Google search algorithm, in the sense that the more you connect what you learn to what you already know, and the more associations you make to a memory (for example linking it with a visual image, a place, or a larger story), then the more mental cues you have through which to find and retrieve the memory again later. This capacity expands our agency: our ability to take action and be effective in the world. (Brown, Roediger, and McDaniel 112)
Expanding memory in any way, whether intentionally or unintentionally, can increase one’s agency in transfer and engaging in the world. Using agency, students can intentionally form synaptic connections and strengthen them through practiced recall (reflecting on the information, self-testing, or using the information for example). However, no agency or consent is required for memory to form. As Eichenbaum has found, “Perceptual learning can occur with increased exposure to a particular sensory stimulus, even without conscious, intentional retrieval of prior information” ("Learning and Memory" 111). Sensual stimuli transmits nuronal signals which make connections (through synapses) with previously stored information. That is why people may remember experiences that they would rather forget. However, in learning we try to simulate this process by forcing connections (or simulating synapse) to previous memories. Using tools like building a memory mansion or mnemonics basically is a superficial way to make connections with things that we already have stored thus making the information easier to remember. However, just as a rope with only one thread or connection can be broken more easily, so can these superficial memories because their connectivity is limited and reflects surface-level engagement. Agency can create memory intentionally, but the strength and accessibility of the memory will be dependent upon the number of connections and meanings attributed to it. The more students work with a set of information, the stronger the synaptic pathways over time thus solidifying the memory long-term. However, while “agency in remembering” may prove a positive initiator of learning, “agency in forgetting” may be limited as it is easier to intentionally remember something than it is to intentionally forget.
The art of forgetting is hard to perfect since “thinking about forgetting” causes synapses to fire which strengthens them over time. In fact, in some cases, intentionality in forgetting may actually further ground the memory in long-term storage as one contemplates the information one wants to forget. For example, telling oneself not to think about a pink pig may actually initiate thinking about the pink pig, thus strengthening those synapses. In contrast, information that is not used, or thought about, can be forgotten over time, such as an old phone number or address. Cognitive studies are somewhat unclear about what causes memories to fade or disappear forever. However, there are several theories that can explain the possible reasons for forgetting. Howard Eichenbaum explains that during the process of forgetting, one of three things is likely to occur: (1) memories weaken from disuse, (2) New conflicting information causes pathway interference, (3) Retrieval cues become inaccessible over time (269). Brown, Roediger, and McDaniel assert that "Another theory suggests the burgeoning and winnowing is determined by genetics and we have little or no influence over which synapses survive and which do not” (167). Regardless of which theory is correct, what we can learn from these is that agency can be a valuable tool for strengthening synaptic pathways that improve memory retention, retrieval, and future transfer, and forgetting must be limited if one wants to maintain access for retrieval of the information in future contexts. In light of this, we can understand that the decreasing use of long-term memory storage can lead, overtime, to forgetting which interferes with transfer.
The automatic response generated by the amygdala when emotional stimuli is encountered brings up some important questions regarding agency in learning and transfer. Agency, here, can be thought of as the freedom each individual has to choose (intentionality) to engage in learning through intentional memory formation and prevention of memory dissolution. Again, while I will only briefly touch upon this subject here, it is important to note the role that agency may play in the processes of memory being examined in this study. In other words, how much agency exists in remembering, forgetting, and transferring learning? Cognitive research has found that agency can be used to intentionally enhance connectivity and strengthen synapses but is not required for learning. Some studies have suggested that intentional encoding, “thinking about meaning,” is more effective to incidental encoding, “thinking only about superficial physical characteristics,” while other studies have found that intention does not improve memory at all (Eichenbaum, "Learning and Memory" 266). Researchers Brown, Roediger, and McDaniel explain how agency can be effective in learning:
Memory has some similarities to a Google search algorithm, in the sense that the more you connect what you learn to what you already know, and the more associations you make to a memory (for example linking it with a visual image, a place, or a larger story), then the more mental cues you have through which to find and retrieve the memory again later. This capacity expands our agency: our ability to take action and be effective in the world. (Brown, Roediger, and McDaniel 112)
Expanding memory in any way, whether intentionally or unintentionally, can increase one’s agency in transfer and engaging in the world. Using agency, students can intentionally form synaptic connections and strengthen them through practiced recall (reflecting on the information, self-testing, or using the information for example). However, no agency or consent is required for memory to form. As Eichenbaum has found, “Perceptual learning can occur with increased exposure to a particular sensory stimulus, even without conscious, intentional retrieval of prior information” ("Learning and Memory" 111). Sensual stimuli transmits nuronal signals which make connections (through synapses) with previously stored information. That is why people may remember experiences that they would rather forget. However, in learning we try to simulate this process by forcing connections (or simulating synapse) to previous memories. Using tools like building a memory mansion or mnemonics basically is a superficial way to make connections with things that we already have stored thus making the information easier to remember. However, just as a rope with only one thread or connection can be broken more easily, so can these superficial memories because their connectivity is limited and reflects surface-level engagement. Agency can create memory intentionally, but the strength and accessibility of the memory will be dependent upon the number of connections and meanings attributed to it. The more students work with a set of information, the stronger the synaptic pathways over time thus solidifying the memory long-term. However, while “agency in remembering” may prove a positive initiator of learning, “agency in forgetting” may be limited as it is easier to intentionally remember something than it is to intentionally forget.
The art of forgetting is hard to perfect since “thinking about forgetting” causes synapses to fire which strengthens them over time. In fact, in some cases, intentionality in forgetting may actually further ground the memory in long-term storage as one contemplates the information one wants to forget. For example, telling oneself not to think about a pink pig may actually initiate thinking about the pink pig, thus strengthening those synapses. In contrast, information that is not used, or thought about, can be forgotten over time, such as an old phone number or address. Cognitive studies are somewhat unclear about what causes memories to fade or disappear forever. However, there are several theories that can explain the possible reasons for forgetting. Howard Eichenbaum explains that during the process of forgetting, one of three things is likely to occur: (1) memories weaken from disuse, (2) New conflicting information causes pathway interference, (3) Retrieval cues become inaccessible over time (269). Brown, Roediger, and McDaniel assert that "Another theory suggests the burgeoning and winnowing is determined by genetics and we have little or no influence over which synapses survive and which do not” (167). Regardless of which theory is correct, what we can learn from these is that agency can be a valuable tool for strengthening synaptic pathways that improve memory retention, retrieval, and future transfer, and forgetting must be limited if one wants to maintain access for retrieval of the information in future contexts. In light of this, we can understand that the decreasing use of long-term memory storage can lead, overtime, to forgetting which interferes with transfer.