Reconstructive memory

Reconstructive memory is a theory of memory recall, in which the act of remembering is influenced by various other cognitive processes including perception, imagination, semantic memory and beliefs, amongst others. People view their memories as being a coherent and truthful account of episodic memory and believe that their perspective is free from error during recall. However the reconstructive process of memory recall is subject to distortion by other intervening cognitive functions such as individual perceptions, social influences, and world knowledge, all of which can lead to errors during reconstruction. Reconstructive memory is a theory of memory recall, in which the act of remembering is influenced by various other cognitive processes including perception, imagination, semantic memory and beliefs, amongst others. People view their memories as being a coherent and truthful account of episodic memory and believe that their perspective is free from error during recall. However the reconstructive process of memory recall is subject to distortion by other intervening cognitive functions such as individual perceptions, social influences, and world knowledge, all of which can lead to errors during reconstruction. Memory is never a literal recount of past experiences. Rather, it is dependent on the constructive processes present at the time of encoding that are subject to potential errors and distortions. Essentially, the constructive memory process functions by encoding the patterns of physical characteristics that are perceived by the individual, as well as the interpretive conceptual and semantic functions that act in response to the incoming information. By utilizing multiple interdependent cognitive processes there is never a single location in the brain where a given complete memory trace of an experience is stored. In this manner, the various features of the experience must be joined together to form a coherent representation of the episode and if this binding process fails it can result in source memory failure, where later attempted retrieval of the episode results in fragmented recollection and an inability to consolidate the information into a cohesive narrative of a past experience.During the recall of Episodic memory, the information that a person remembers is usually limited in scope, ultimately giving an incomplete recollection of an event. By employing reconstructive processes, individuals supplement other aspects of available personal knowledge into the gaps found in episodic memory in order to provide a fuller and more coherent version, albeit one that is often distorted. Many errors can occur when attempting to retrieve a specific episode. First, the retrieval cues used to initiate the search for a specific episode may be too similar to other experiential memories and the retrieval process may fail if the individual is unable to form a specific description of the unique characteristics of the given memory they would like to retrieve. When there is little available distinctive information for a given episode there will be more overlap across multiple episodes, leading the individual to recall only the general similarities common to these memories. Ultimately proper recall for a desired target memory fails due to the interference of non-target memories that are activated because of their similarity. Secondly, a large number of errors that occur during memory reconstruction are caused by faults in the criterion-setting and decision making processes used to direct attention towards retrieving a specific target memory. When there are lapses in recall of aspects of an episodic memory, the individual tends to supplement other aspects of knowledge that are unrelated to the actual episode in order to form a more cohesive and well-rounded reconstruction of the memory, regardless of whether or not the individual is aware of such supplemental processing. This process is known as confabulation. All of the supplemental processes occurring during the course of reconstruction rely on the use of schema, information networks that organize and store abstract knowledge in the brain. Schemas are generally defined as mental information networks that represent some aspect of collected world knowledge. Frederic Bartlett was one of the first psychologists to propose Schematic theory, suggesting that the individual's understanding of the world is influenced by elaborate neural networks that organize abstract information and concepts. Schema are fairly consistent and become strongly internalized in the individual through socialization, which in turn alters the recall of episodic memory. Piaget's theory proposed an alternative theory of schema based on the two concepts: assimilation and accommodation. Piaget defined assimilation as the process that humans employ to internalize novel and unfamiliar information by using previously learned information to make sense of it. In order to assimilate, Piaget defined a second cognitive process that served to integrate new information into memory by altering pre-existing schematic networks to fit novel concepts, what he referred to as Accommodation. For Piaget, these two processes, accommodation and assimilation, are mutually reliant on one another and are vital requirements for people to form basic conceptual networks around world knowledge and to add onto these structures by utilizing preexisting learning to understand new information, respectively. According to Piaget, schematic knowledge organizes features information in such a way that more similar features are grouped together so that when activated during recall the more strongly related aspects of a memory will be more likely to activate together. In extension to this theory, Piaget proposed that the schematic frameworks that are more frequently activated will become more strongly consolidated and thus quicker and more efficient to activate later. Frederic Bartlett originally tested his idea of the reconstructive nature of recall by presenting a group of participants with foreign folk tales (his most famous being 'War of the Ghosts') with which they had no previous experience. After presenting the story, he tested their ability to recall and summarize the stories at various points after presentation to newer generations of participants. His findings showed that the participants could provide a simple summary but had difficulty recalling the story accurately, with the participants' own account generally being shorter and manipulated in such a way that aspects of the original story that were unfamiliar or conflicting to the participants' own schematic knowledge were removed or altered in a way to fit into more personally relevant versions. For instance, allusions made to magic and Native American mysticism that were in the original version were omitted as they failed to fit into the average Westerner schematic network. In addition, after several recounts of the story had been made by successive generations of participants, certain aspects of the recalled tale were embellished so they were more consistent with the participants' cultural and historical viewpoint compared to the original text (e.g. Emphasis placed on one of the characters desire to return to care for his dependent elderly mother). These findings lead Bartlett to conclude that recall is predominately a reconstructive rather than reproductive process. James J. Gibson built off of the work that Bartlett originally laid down, suggesting that the degree of change found in a reproduction of an episodic memory depends on the manner in which that memory is later perceived. This concept was later tested by Carmichael, Hogan, and Walter (1932) who exposed a group of participants to a series of simple figures and provided different words to describe each images. For example, all participants were exposed to an image of two circles attached together by a single line, where some of the participants were told it was a barbell and the rest were told it was a pair of reading glasses. The experiment revealed that when the participants were later tasked with replicating the images, they tended to add features to their own reproduction that more closely resembled the word they were primed with.