What Is Memory?
Like other aspects of cognition, transient difficulties with memory can be caused by stress or fatigue and there is a documented decline in memory function as individuals become elderly. Memory difficulties are frequently reported by individuals with psychological disorders. For individuals with neurological disorders, memory is one of the most frequently reported cognitive impairments. For a client who is experiencing memory difficulties, psychoeducation about memory, memory processes and how memory fails can serve multiple functions. It can help to normalize the experience of memory difficulties, especially when memory impairments are a common occurrence for a given diagnosis. Normalization helps to reduce anxiety and distress, and to situate symptoms in a framework that the client understands. Psychoeducation will help the client to understand why they are having memory difficulties, as well as to develop awareness of memory failures and why they may be occurring. Awareness of difficulties will influence motivation for and engagement with therapeutic activities.
The What is memory? information handout is designed to introduce your client to the three central processes of memory function (encoding, storage and retrieval). It can be also be used to introduce and highlight a particular memory process that may be relevant for a particular client or symptom.
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Introduction & Theoretical Background
In our day to day lives we encounter all kinds of different information. Simple visual images, auditory signals, tastes and smells, as well as more complex experiences like conversations, cooking a meal or navigating a route to a new location. Memory is the ability to store, hold on to and retrieve the information that we experience.
“Memory [is]... an array of interacting systems, each capable of encoding or registering information, storing it and making it available by retrieval. Without this capability for information storage, we could not perceive adequately, learn from our past, understand the present, or plan for the future”
(Baddeley, 2013, p.18)
In cognitive science, theories of memory have made several important distinctions between (Baddeley, 1997):
- The modality of input – visual, verbal/auditory, haptic, taste/smell and motoric.
- The duration of storage – sensory memory, short term memory / working memory, and long term memory.
- Coherent
Therapist Guidance
This is a Psychology Tools information handout. Suggested uses include:
- Client handout – a psychoeducation resource.
- Discussion point – to provoke a discussion and explore your client’s beliefs.
- Therapist learning tool – to improve your familiarity with a psychological construct.
- Supervision tool – to develop formulations and knowledge.
- Teaching resource – a learning tool during training.
References And Further Reading
- Baddeley, A. D. (1997), Human memory: Theory and practice, Psychology press.
- Baddeley, A. (2013), Essentials of human memory (classic edition), Psychology Press.
- Craik, F. I., & Lockhart, R. S. (1972), Levels of processing: A framework for memory research, Journal of verbal learning and verbal behavior, 11(6), 671-684.
- DeLuca, J. (2005) Fatigue, Cognition and Mental Effort, Ch. 2 in: DeLuca, J. (ed.), Fatigue as a Window to the Brain, MIT Press, USA.
- Evans, F.A., Wong, D., Lawson, D.W., Withiel, T.D. & Stolwyk, R.J. (2020) What are the most common memory complaints following stroke? A frequency and exploratory factor analysis of items from the Everyday Memory Questionnaire-Revised, The Clinical Neuropsychologist, 34:3, 498-511,
- Levin, H. S., Amparo, E., Eisenberg, H. M., Williams, D. H., High, W. M., McArdle, C. B., & Weiner, R. L. (1987). Magnetic resonance imaging and