This is a paper that I assisted in putting together: 

The human brain is a fascinating organ. It is a part of the body that scientists are still trying to study and understand. However, there are several aspects which have been discovered. One of the many functions of the brain is the way it processes memory. Each brain specifically caters to the whims of the person by processing what is important to the individual in all aspects of their life. As a result, memory is one vital cognitive asset. Without memory the ability to learn, living as regular human being would be close to impossible. Humans and animals would not be able to recognize or recall information or experiences that they had. Life would be meaningless. There are many different ways for people to process, recall and recognize memories.

The better one processes information, the more one will remember it. The levels of processing theory states, that the more one analyzes and deeply thinks about the information the more likely he will remember it.  For example, when teachers give a short quiz daily to review the material and a test at the end of the term, students will retain the information much better than if teachers who would just give one test at the end of the term. This is because the students are spending more time thinking, studying and analyzing the material. 

People store a lot of information in their long term memory. This can sometimes become somewhat difficult to recall the information even if one had processed the information well. This is demonstrated by the tip of the tongue phenomenon. An occurrence when a person feels like he is ready to spit out the answer, it is on the tip of his tongue but it does not come out. For instance, I was once trying to recall the name of one of my students. I had all the details about this student, including his actions and even what he looked like. Nevertheless, I needed to look at my roster, for I was unable to come up with his name using my long term memory.

To make it a little easier to retrieve the information, at times we can use what are known as retrieval cues. Retrieval cues are hints that remind a person of a specific memory. Let us say, eating matzah reminds me of the holiday of Passover when the Jews left Egypt with the dough in their backs, and had no time to wait for it to rise. Another example of a retrieval cue are the vocabulary pictures that were hung up in my eighth grade classroom, reminded me of the vocabulary word and the definition. Retrieval cues are important, yet there are also many different types of memories that are stored in a person’s brain. These memories do not necessarily need the cues to help retrieve other memories.

For instance, each person has an explicit memory which is a conscious recollection, and an implicit memory which is an unconscious recollection. Both explicit and implicit memories play a large role in our everyday lives.  Remembering a specific driving lesson is an example of explicit memory, while improved driving skill as a result of the lesson is an example of implicit memory. Only when using both of these memories can a person fully grasp and apply the information to the subject at hand.  

Flashbulb memories are vivid, detailed exceptional memories that are stored on one or more occasions and retained for a lifetime. Such memories are usually associated with key historical or autobiographical events.  Such as after the completion of my twelfth grade production, our entire class drove through the snow and arrived at a restaurant at midnight, and threw a great party. No one in my class would forget that memory.  

Constructive process in memory is the process in which memories are swayed by the meaning we give to events. This concept was first created by Frederic Bartlett, a British psychologist. He coined the name schemas which are, “organized bodies of information stored in memory that bias the way new information is interpreted, stored and recalled (Feldman, 2010, p. 211).”  Being that everyone has his or her own interpretation of an event, everything can be translated and analyzed differently. This is why, in the United States jury system the court will choose twelve random people. Each person is coming in with their own set of schemas, so that the case can be judged using many different perspectives.  As a result, this will allow a case to be judged in the most unbiased manner. A personal instance was when I was watching my younger siblings and neighbors playing outside. One of my neighbors came up to me screaming, “How are you letting the kids fight?” I responded that they are just playing and having fun. In this case, here we have two people watching the same exact scene with two completely different interpretations. These interpretations most likely differ, because of constructive processes. 

Autobiographical memories relate to concepts and ideas we remember during the course of our lifetime. These memories of one’s own experiences may well be a fiction story or a variation of what really occurred, since autobiographical memories also contain schemas. We also can forget information which is incompatible to what we are now. For example, “when a group of forty eight year olds were asked to recall how they had responded on a questionnaire they had completed when they were high school freshman, their accuracy was no better than chance. (Feldman R. S., 2010, p. 211)”

`           There are many types of ways to think and recall memories. Each type has its own asset which allows us to use them all to create a full intricate picture of our lives. This picture allows us to live fully and for most part practically. Whatever memories we possess are important to us because of this, and because it allows us to shape into the person that we know we are and can eventually become. Imagine if a person did not have that? Imagine how empty their life would be?