Memento: Lethe of Perception I

PERCEPTION II

MEMENTO: LEthe OF

MEMENTO: LEthe OF

BANDAR: ALKAYYAL

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PERCEPTION II

The Beautiful Loss

MEMENTO: LEthe OF

MEMENTO: LEthe OF

To be Found....

. . .

. . .

A thesis book for the Final Architectural Project submitted to the

Department of Architecture, School of Architecture, Art, and Design,

American University in Dubai

In partial fulfillment of the requirements for the Degree of

Bachelor of Architecture

Fall 2022

CopyRight © 2022

Bandar Alkayyal ALL RIGHTS RESERVED

Approval of the Thesis Book for Final Architectural Project

Department of Architecture,

School of Architecture, Art, and Design, American University in Dubai

Student’s Full Name:

Thesis Book Title:

Professor Name:

Bandar Alkayyal

Memento: Lethe of Perception I, II

Dr. Annarita Cornaro

Student Signature: ________________________

Professor Signature: _______________________

Date:

Date:

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PREFACE

0.1 Dedication

0.2 Acknowledgment

0.3 Abstract

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Introduction

1.1 The Necessity of Memory

1.2 The Flashback

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Personal

2.1 The Build Up

2.2 The Memory Mechanism

2.3 The Link System

2.4 The Past & Future

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Artifical

program

3.1 The Classical Art

3.2 Natural vs Artifical

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Site

8.1 Proposed Program

8.2 Spatial Relationships

8.3 Programatic Relationships

8.4 Relationship Matrix

8.5 Functions Analysis

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Synthesis

9.1 Memory Analysis

9.2 Zoning Analysis

9.3 Zoning Context

9.4 Plot Analysis

9.5 Site Analysis

9.6 Environmental Analysis

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Concepts

10.1 Perceptions Summary

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11.2 Concepts Proposal

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Bibliography (Vol I,II)

12 A/B.1 Work Cited

12 A/B.2 List of Figures

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Case Studies

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Enhancement

6.1 Architectonics

6.2 The Scientific Method

6.3 Mnemonic Methods

7.1 Layers Choice Justification

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7.2 Personal Memory

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7.3 Collective Memory

7.4 Blurred Memory

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Collective

4.1 The Collective Memory

4.2 False Memories

4.3 The Printing Press

4.4 Flashbulb MemorY

4.5 National Identity

4.6 Societal Co-vid

5.1 The Oblivion

5.2 Personal Loss

5.3 Motivated Forgetting

5.4 Aging

5.5 Collective Loss

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PREFACE

PERCEPTION NO: 00

. . .

UNLOCK THE

. . .

NO: 0.1 Dedication

NO: 0.2 Acknowledgements

NO: 0.3 Abstract

. . .

PERCEPTIONS

. . .

Dedication

:0.1

This book is dedicated to my beloved parents,

my three lovely sisters (Shatha, Nada, and

Nouf), and my closest friends who believed

in me even when I didn’t, and believed in

me from the beginning (Nisreen, Narges,

Omar, Seham, and Majd). This book is

also dedicated to everyone who has ever

experienced the loss of a precious memory.

After all, our memories are what truly define

us as people and as a collective civilization.

. . .

Acknowledgements

:0.2

. . .

I want to start out my thesis by sincerely

thanking all of the people who have supported

and assisted me throughout it. It was a

privilege for me to have Dr. Anna Cornaro

as my mentor. She has helped and guided

me greatly in achieving a well-developed

research and analysis process with ample

data accumulation, creating the ultimate

foundation for the project’s implementation. I

would like to thank her for all of her passion,

dedication, and hard work, which has allowed

me to proudly complete this book. I would

also want to express my sincere gratitude

for my family and friends helping me

through all the ups and downs and sleepless

nights, as they inspired me for more selfdevelopment

and successes. Without them,

none of this would have been possible.

ABSTRACT

:0.3

Are humans able to live if all the memories

are forgotten? Are they able to continue

as a growing society? What would survival

look like? Memory is a big part of our lives

as humans, it shapes people by having

an identity and enhancing uniqueness as

individuals on their own, or as a society

collectively. It proceeded by storing and

encoding information inside the brain. Without

memory, learning, Perception, reasoning, and

problem-solving are non-viable. Memory is

essential, allows the individual, to understand

the mistakes, and comprehend the resolution

to each conflict, it aids in remembering

the greatest moments in life, whether it is

love, pain, hate, or even birth, on a societal

level it influences approaches to problems.

The types can be on a short-term or

longer-term duration. Because memory

and identity go hand in hand, any loss would

lead to the loss of one’s identity as a person,

or as a community. The loss could occur in

as many types as possible whether from

aging, trauma, injury, diseases, or incidental.

Memory loss becomes normal in old age

due to low impairment in cognitive skills

which affects motor skills, according to

Alzheimer’s society, 40% of People aged 65

Memory

mind

Identity

learning

Loss

years old and older will experience some

form of memory loss. Other studies of loss

by different age groups estimate that 70%

struggle to recall their personal memories

due to the injury (MEDIAmaker, 2020). One

type of loss that got discovered recently

‘Learning Loss’ targets young people of age,

studies show results how young people post

the covid 19 pandemic have lower spam

of attention, according to Ewyse’s blog, the

average attention span of online learning is

around 8 seconds (Why attention spans are

short and five useful tricks that show how

online learning can improve them, 2021). This

thesis aims to understand the general idea

of memory, how collective memory differs

from personal memory, how memory can

affect architecture, the effect of space

on cognitive skills, and how architecture

can enhance memory by investigating the

architectonics of memory. Realizing that it is

more than just building impressive structures.

It also includes a lot of additional information

that conveys concepts about our history,

culture, or other important societal concerns.

SECTION I

SECTION I

“Memories are the Architecture

of our identity”

- Unkown

INTRODUCTION

PERCEPTION NO: 01

.

. . .

. . .

NO: 1.1 The Necessity of Memory

NO: 1.2 The Flashback

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The Necessity of

Memory

:1.1

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Retaining knowledge through time is an

ongoing process called: Memory, it’s an

essential process due to the framework

it serves for how individuals behave and

interpret the present time, because of the

remembrance of the past, without memory

we are unable to function neither in the

present nor the future. The functioning of

brain works due to the recalling of the

actions learned from the past, which

stimulates the learning factor in humans,

leading to vast amounts of information to

be processed in different forms: Visually

(images), acoustically (sound), semantically

(meaning), and tactile (how something feels).

The information processed from sensory

input is stored in the memory system, but

it goes through a process for the system

to recognize it as a memory (McLeod, 2013).

Learning, perception, reasoning, and problemsolving

cannot exist without memory. Memory

is crucial because it helps us recall the

most important events in life, such as those

involving love, grief, hatred, or even, holidays,

birth, and other major moments that may

have occurred minutes, days, months, or even

many years ago and it enables the human

to learn from errors and understand how to

resolve conflicts. the assertion that memory

and control are connected because each

has an impact on a human’s personality

and makes the other easier to utilize. These

memories give the individuals a sense of

introspection and individuality, but they

also highlight the artificiality behind the

construction. (INGOLDJR, 2018). Memory is the

answer to psychological processes.

“Everything in life is memory, save for the thin

edge of the present,” said Michel Gazzaniga,

a famous cognitive neuroscientist. Without

memory, people wouldn’t be able to carry

on a conversation, identify their friends,

remember appointments, act on new ideas,

perform well at work, or even learn to walk.

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The Flashback

:1.2

The first concepts regarding memory dated

back to 600 years before the birth of Christ,

Greek were responsible for the first complex

ideas, which were advanced at their time,

but simple now considering the ones who

proposed those ideas are one of the finest

intellectuals ever known. Parmenides (515 –

460 BCE), the Greek philosopher believed that

memory is a combination of heat and cold, or

light and dark, having a perfect combination,

and when there is a disturbance in the

mix, the equilibrium will be destroyed, and

forgetfulness will be the new result (Simonides

of Ceos and the Method of Loci, 2022).

PERSONAL

PERCEPTION NO: 02

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NO: 2.1 The Build Up

NO: 2.2 The Memory Mechanism

NO: 2.3 The Link System

NO: 2.4 The Past & Future

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Memory essentially consists of reproducing

stored materials when carefully analyzing the

early investigations into memory mechanisms.

According to Ebbinghaus and his followers,

who emphasized the amount of information

that can be kept in the memory and evaluated

its correctness by comparing the contents of

storage and reproduction, this is the correct

viewpoint. It was considered an error and an

instance of memory failure if the replicated

version of the stored content exhibited any

variance. This metaphor for memory storage

suggested that memory is an unconscious

process of information being carried to longterm

storage. Early in his career, Frederic

Bartlett (1886 - 1969) criticized this theory,

arguing that memory is an active process

and that all the information we have stored is

constantly being changed and modified since

memory is an ongoing process. The meaning

we give the stimulus material affects what

we remember, and once information is

stored in our memory system, it cannot exist

independently of other cognitive processes

(NCERT, 2017). In contrast to reproduction,

Bartlett believed that memory is a positive

activity. He tried to understand how the

content of each memory is influenced by a

person’s knowledge, objectives, motivation,

preferences, and several other psychological

processes by using relevant resources like

books, folktales, fables, etc. He performed

brief trials in which individuals read such

stimulus items, had a break for fifteen

minutes, and then were asked to recall what

they had read. In his tests, Bartlett utilized the

serial reproduction approach, in which the

subjects repeatedly and at different intervals

remembered the memory information. His

subjects made a broad range of “errors”

when performing serial duplication of learned

material, which Bartlett thought clarified

how memories are built. His participants

changed the sentences to better reflect

their understanding, omitted superfluous

information, developed the core idea, and made

the writing appear more logical and cohesive.

Bartlett used the concept of schema,

which he claimed, “was an active organization

of previous emotions and past experiences,”

to explain these findings. Schemas are

an arrangement of prior experiences and

knowledge that affect how new information

is processed, saved, and subsequently

retrieved. As a result, memory turns into an

active building process where information is

encoded and retained according to a person’s

comprehension as well as within her/his prior

knowledge and expectations (NCERT, 2017).

Memory, unlike a DVD or video clip, is

not a true representation of reality, as

seen in Bartlett’s work. Maybe it is more

beneficial to conceive memory as the

impact of the outside world on the person.

A constructivist perspective characterizes

memory as the result of the world’s

impacts as well as the individual’s thoughts

and expectations. (Foster, 2009, p. 13-14)

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“Sometimes you will never know

the value of a moment until it becomes

a memory”

QUOTE: 01

- Dr. Suess

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The Memory

Mechanism

:2.2

The memory mechanism divisions are based

on information-processing models that

gained popularity in the 1960s. After the

Second World War, information technology

advanced quickly. The three-stage model

of processing memory emerged called the

“multi-store model” by Atkinson and Shiffrin’s

1960 model representing its maximum

development. The information starts getting

stored in the sensory register (memory)

for a very little period before being moved to

short-term storage. Then the quantity

of information makes it to long-term

memory storage (Foster, 2009, p. 27).

S E N S O R Y

M E M O R Y

Multistore Model . FIG: 1.1

Rehearsal

Attention

S H O R T

T E R M

Transfer

M E M O R Y

Retrieval

The

Multi-store

Model

First described in

1968 by Atkinson and

shiffrin. This model

offereda very useful

heuristic framework

for an understanding of

memory

L O N G

T E R M

M E M O R Y

The sensory register (memory) is

how the brain collects information from

the outside environment. This activity lasts

for no more than a few seconds. During

sensory registration, the brain passively

assimilates information through auditory

and visual signals, which are referred to as

“iconic” and “echoic” memory used

in the auditory sensory register (memory).

The sensory register indicates that it works

below the level of consciousness, an example

of that would be the ‘cocktail party

phenomena,’ in which when our name is

brought up in a conversation somewhere else

in the room, our focus is immediately drawn

to that other discourse (Foster, 2009, p. 33-

34). Another form of the sensory register

is Masking, which is a method through

which events that happen right before

(ahead masking) or more frequently right

after (reverse masking) the presentation of

a stimulus affect how it is perceived and/

or stored (backward masking) (Baddeley,

A., Eysenck, M. W., & Anderson, M. C., n.d).

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Total Available Information

Immediate - Memory span

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50

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method . FIG: 1.2

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Information gets registered in the sensory

memory, then moves to Short-term

memory, where it temporarily stores a tiny

bit of information (usually for 30 seconds

or less). According to Atkinson and Shiffrin,

information is predominantly encoded in the

STM acoustically, or in terms of sound, and

unless it is regularly practiced, it may be lost in

the STM in less than 30 seconds. STM is brittle,

but not as brittle as sensory registers, where

information automatically degrades with time

in under a second (NCERT, 2017). Shortterm

memory capacity has been connected

to speech articulation speed, therefore the

quicker someone can speak letters, words, or

numbers out loud, the longer their short-term

memory capacity (Foster, 2009, p. 33-34).

Short-term memory is divided into two parts:

short-term memory and working memory,

which is a mechanism in the brain that enables

the temporary storage and processing of

data required for difficult cognitive processes

including language comprehension, learning,

and reasoning. This is the active form

of passive short-term memory. brain

momentarily retains information so that it

may be repeated, for instance calling a phone

number, as seen on TV, this is known as

short-term memory. Utilizing the memory

method known as chunking is one way we

might improve our STM memory capacity.

Chunking is the technique of breaking up large

amounts of data into smaller units (chunks),

which expands the amount of data that

can be stored in STM (Stangor et al., 2014).

49 50

The other part of short-term memory where

the information is transferred is Working

memory which is the term used to describe

how the brain stores data to manipulate it, such

as when solving a math problem and needing

to recall a series of numbers Additionally, the

words “consciousness” and “working memory”

are frequently used interchangeably. This is

so because the person’s working memory is

the place where things that are consciously

thought of are stored or what is being thought

of now. Working memory as a single entity is

made up of three components: the central

executive, the phonological loop, and the

visuospatial sketchpad, these components

have been discovered in 1974 by, Graham

Hitch and Alan Baddeley in his renowned

working memory model, Baddeley codified

these elements as a central executive and two

so-called “slave” systems, the phonological

loop, and the visuospatial sketchpad. After

that, Baddeley updated his working memory

model and included an episodic buffer.

Input

SENSORY

Decay

Working Memory Model . FIG: 1.3

M E M O R Y

Attention

V I S U O

S P A T I A L

SCARTCH

P A D

CENTRAL

EXECUTIVE

P h o n o

l o g i c a l

L o o p

Articulatory Control

Phonological Store

Regarding the suggested functional roles

of these components, it is proposed that

the central executive controls attention

and coordinates the slave systems, ii) the

phonological loop contains a phonological

store which is the (inner ear), where speech

perception temporarily retains spoken

words for 1-2 seconds. and an articulatory

control process and oversees inner speech

(Inner voice), practices using verbal data

from the phonological storage, and saves

it., iii) the visuospatial sketchpad (inner eye)

oversees arranging and modifying mental

images, and iv) the episodic buffer integrates

and modifies information in the episodic

stream, allowing the working memory’s

many subcomponents to communicate with

long-term memory (Foster, 2009, p. 33-34).

L O N G

T E R M

M E M O R Y

EPISODIC

B U F F E R

UPDATED FEATURE TO THE MODEL

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The last step of the multi-store model where

information is transferred is long-term

memory, which is a system that is thought

to provide the ability to retain information

over extended periods. Exists in the brain as

a permanent “bank.” The mind permanently

maintains memories once they are received

there. Long-term is divided into implicit

memories and explicit memories

which work hand in hand as a dual process.

Implicit memories are performance-based

knowledge retrieval from long-term memory

as opposed to explicit conscious recall

or recognition. It is nondeclarative which

means that information is being processed

effortlessly and unconsciously. Implicit

memory types such as Procedural

memory aid in the execution of routine

actions like walking or driving. They might

initially need to learn how to execute these

activities and retain certain abilities, but with

time, these tasks end up becoming ingrained

in their procedural memory (Villines, 2020).

It is dependent on mastering a task, cues,

and context, another form of implicit memory

would be Priming which happens when a

person’s conduct is influenced by events, an

example of that is classical conditioning

which is a form of automatic or unconscious

learning with repetition. On the other hand,

explicit memories are declarative, where

information can be recalled and explained

consciously, encoded in the memory, then

retrieved. Frequently developed consciously

through practice, connected to emotions,

L O N G

T E R M

M E M O R Y

I M P L I C I T

M E M O R Y

Procedural Memory

Priming

(ex: Classical Conditioning )

possibly brought to consciousness through

connections. Explicit memories are divided into

Semantic memory, which is knowledge

of concepts, names, facts, and other common

information, while episodic memories are

when an individual consciousness is aware of

remembering certain events (Cherry, 2022).

The most significant unit of knowledge

representation is in long-term memory.

Concepts are mental classifications for things

and happenings that are comparable to one

another in one or more ways. Once produced,

ideas are grouped into categories. A category

is a concept in and of itself, but it also

serves to group concepts together based on

shared characteristics. Concepts can also be

grouped into a schema. They are conceptual

frameworks that embody our worldview,

knowledge, and presumptions (NCERT, 2017).

A recognition memory test, which assesses

explicit memory by asking if the material

has been seen or remembered previously,

is an example of a multiple-choice test.

EXPLICIT

M E M O R Y

Semantic Memory

Episodic Memory

Long-term Memory. FIG: 1.4

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Based on the multi-store model the

information that is being transferred between

the sensory register, short-term memory,

and long-term memory is processed in

three stages: Encoding, Storing, and

Retrieval. First, is Encoding, which is plotting

data that can be saved as a memory in form,

the effectiveness of learning is determined

by the encoding process, it is a selective and

active procedure influenced by three different

variables: Content, environmental,

and subjective factors. Content factors

determine the type of material to be encoded,

some features that determine constant

factors include the amount of the material

(the bigger the volume, the more difficult the

encoding is), the organization of the material

(the more organized, the easier the encoding),

The level of familiarity, the position where

the information is placed whether it comes

at the beginning, middle or end (information

placed at first and last is usually stored

easier than the information coming in the

middle), the formation of the substance.

The other variable is the environmental

factors, which are not as essential, but still

play an important part in the remembering

process, some types of environmental

factors include affection, noise, temperature,

humidity, and socio-emotional climate, where

the encoding process may be activated

based on these types. The last is subjective

factors, which include information about the

person’s health and level of weariness since

encoding depends on disposition, interest,

and motivation, subjective factors are in use

during the time of encoding (Savage, 2018).

Mean Percentage Correctly Recalled

70

60

50

40

30

20

10

0

3

15 27 40 53 65 77 89 101 113 125

Retention Interval in Months

Long-term Retention Graph . FIG: 1.5

Names

Concepts

There are four primary forms of encoding

and understanding each one can help us

create more effective lessons: acoustic,

visual, semantic, and tactile. The

encoding and processing of speech, sound,

and other auditory information for storage

and subsequent retrieval is known as acoustic

encoding (phonemic processing). The

brain connections get stronger and help with

memory when you sound out the words

and associate the knowledge with sounds.

The process of encoding visual (shallow

processing) information, including

pictures, is known as visual encoding. Before

being encoded into long-term storage,

visual sensory data is first momentarily

stored in the iconic memory. Because it

accepts visual input in addition to input from

other systems and encodes the positive or

negative values of conditioned stimuli, the

medial temporal lobe of the brain’s amygdala,

which is primarily involved in the processing

of emotional reactions, is essential in the

S T O R I N G

MEMORY

PROCESSED

RETRIEVAL

F A C T O R S

Content

Environmental

Subjective

How Memory is Processed Diagram. FIG: 1.5

B Y

encoding of visual information. The encoding

of how something feels through the sense

of touch is known as a tactile encoding

(shallow processing). Neurons in

the brain’s primary somatosensory cortex

physically respond to vibrotactile impulses

brought on by the feeling of an item resulting

in relatively short-term memory retention

since it just includes maintenance rehearsal

(repetition to assist us to retain things in

the STM), on the other hand, elaborative

rehearsal is about how from the short-term

memory, the information is transferred to

the long-term memory. Semantic encoding

(semantic processing), The process of

encoding sensory input that has a specific

meaning or can be applied to a specific

context, as opposed to originating from a

particular sense, is also the act of encoding

a word’s meaning and relating it to words

that have parallel meanings. (Savage, 2018).

I N F L U E N C E D

ENCODING

F O R M S

Acoustic

Visual

Semantic

Tactile

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The second Process of information is

storing, where the encoded data is

preserved as a memory, storing is a particular

and active procedure, even when the subject

is not completely aware of the transformation,

inclusion of new links, and reorganization,

while being stored, the information encoded

is permanently changed. Both qualitative (the

integrity of retention), and quantitative (the

length of retention) are considered when

the information is stored. Both shield and

filter out, the vast amounts of information

we get exposed to every day. The repeated

information usually stays longer in the longterm

memory (that’s why when designing

a learning program, the reinforcement of

the concept learned is important.) This is

the consolidation process after its initially

acquired, the memory is fixed (Savage, 2018).

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The third process Write a description is for your retrieval, map. getting access

to previously encoded and saved data, when

comparing the information with memory, like

when identifying a familiar face or responding

to true-false or multiple-choice questions,

one might recognize something as being

recognized. Identification of an event or thing

with one that has already been experienced

or observed is known as recognition.

Recall requires the immediate recovery of

information from memory, as is the case

when answering fill-in-the-blank questions

or recalling a fact, an event, or an item. It is

simpler to recognize anything since just one

procedure is needed—a simple decision based

on familiarity. Complete recall requires two

steps: first, looking for and collecting diverse

items from memory, and second, choosing

the appropriate information from among

the numerous items obtained (Savage, 2018).

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“In the end we’ll all become

stories”

QUOTE: 02

- Margaret Atwood

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The Link system

:2.3

E C H O I C

M E M O R Y

H A P T I C

M E M O R Y

S O U N D

T O U C H

The linking system connects the multistore

model to all senses of the body and

how the information processed through the

sensory register, short-term memory, and

long-term memory is linked to different

types of memories. Only a short time is

spent retaining sensory memories. They

first appear in the five senses: hearing,

vision, touch, smell, and taste. Only while the

sense is being triggered are they retained in

storage. They are connected to a memory

that may be kept in the short-term memory

after a reprocessing stage. Different types

of sensory memories are associated with

each sense, including Iconic Memory

(being a part of the sensory register), which

is connected to the things viewed. Despite

having a large amount of storage, the

memory is only stored for a limited time. The

more time a photograph spends in the iconic

memory, the more vivid it becomes. (W. M.

D. E. C., 2021). Most of the brain is an image

processor 90% of information sent is visual,

resulting in the creation of Iconic memory. But

as we all use screens more frequently, our

eyes are beginning to tire. We need pauses

so that our eyes can assist us to obtain

and remember information (Abel, 2019). An

MEMORY

T Y P E S

I C O N I C

M E M O R Y

F O R M S

Part of Sensory Register

Eidetic Imagery

example of iconic memory in action: you stare

at a computer screen, look away, and you

can still make out the picture on the screen.

Another form of iconic memory is

eidetic imagery, sometimes referred

to as photographic memory, which is a

phenomenon whereby humans in some

cases can recall specifics of a picture over an

extended period. These people, who frequently

experience mental illnesses like autism,

assert that they can “see” images long after

they have been displayed and can frequently

provide precise descriptions of such images.

Some people say that their echoic memories

survive for exceptionally long periods of time,

which provides some support for eidetic

memories in hearing as well. Composer

Wolfgang Amadeus Mozart may have had an

eidetic memory for music since, even as a

young child with no formal musical training,

he was able to listen to lengthy works and

remember them. (Stangor et al., 2014).

Memory Types Diagram. FIG: 1.6

GUSTATORY

M E M O R Y

T A S T E

OLFACTORY

M E M O R Y

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Echoic Memory This has to do with hearing

and sound. The brain needs a few seconds to

comprehend echoic memories. The sound is

interpreted by the temporal lobe as soon as it

enters the ear. Echoic memory is essential for

learning a language, according to study, and

those who have trouble speaking may have

shorter echoic memory storage durations. (,

W. M. D. E. C., 2021). This has prompted a ton

of studies on the benefits (or lack thereof)

of listening to music while studying, including

the “Mozart Effect.” Even though both the

left and right hemispheres of the brain are

concurrently stimulated by music, which can

increase learning and boost memory, there

is no conclusive evidence that listening to

music would either benefit or hinder our

study time (Abel, 2019). Echoic memory is also

demonstrated when you ask somebody to

repeat themselves during a discussion only to

grasp what they said a short while afterward.

The step of memory formation known as

attention is thought to take place between the

sensory register and short-term memory.

Paying attention to the data received by the

sensory register might aid in the beginning

stages of short-term memory development.

Haptic Memory is connected to the sense

of touch. It may involve pleasant feelings as

well as pressure, discomfort, and itching. (, W.

M. D. E. C., 2021). The capacity to focus and the

sensation of touch are strongly correlated.

Fidgeting, or little, repeated movements, can

raise the brain’s neurotransmitter levels, which

improves our capacity for concentration and

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attention. To put it another way, doing little

amounts of focused fidgeting, such as playing

with a sensory device, squashing a stress ball,

or scribbling on paper, can improve focus and

performance. Haptic memory is activated

during this kind of touch learning (Abel, 2019).

Olfactory memory is connected to odor.

A scent quickly makes its way to the areas

of the brain that support long-term memory

after being inhaled. Because molecules

from the food being chewed enter the

nose, where the olfactory memory aids in

identifying flavors. A person could only taste

simple flavors like sweetness because they

are not able to smell it. (, W. M. D. E. C., 2021).

Some smells have a remarkable capacity to

instantly bring back strong memories. The

French novelist Marcel Proust, who coined

the term “Proust Effect,” described memory

recall as being instinctively linked to specific

odors and is credited with this phenomenon

which explains how memory and scent are

closely related. Incoming scents are initially

processed by the olfactory bulb, which starts

in the nose and spreads down the bottom

of the brain. The hippocampus and amygdala,

two regions of the brain that are crucial for

emotion and memory, are directly connected

to the olfactory bulb. It’s interesting to note

that these brain regions do not process

information from the senses of sight, hearing,

or touch. This might be the reason why scent,

more than any other sense, is so effective at

evoking feelings and memories (Abel, 2019).

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Un

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Write

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Gustatory memory, which is connected

to taste, and olfactory memory have a close

association. The five primary tastes the

tongue detects via the gustatory receptor

cells assist the person in identifying foods:

sour, salty, sweet, bitter, and umami (What

Are Sensory Memory Examples? 2021). The

smell is one of the five senses that has the

greatest ability to arouse memories. Basic

odors that can provoke a broad range of

emotions include the aroma of coffee, the

scent of damp grass, and perfume. They ignite

the imagination and have the power to take

the mind in an instant to another location and

time. The hippocampus, a part of the brain

responsible for forming a recall of the location

and time of the event, receives retrieval

signals from the taste. (, W. M. D. E. C., 2021).

both sexes between the ages of 25 and 45,

showed that while memory can detect up

to 10,000 different odors, it can only identify

200 of them. The study claims that when

perfume is smelled, the fragrance is encoded

in the brain along with a link to an emotion

we are experiencing at the time. As a result,

when the scent is recalled, emotion will also

come to mind, 83% of the participants said

that odors brought back joyful memories for

them, and 46.3% said that they were more

influenced by a familiar scent than by seeing

an object that brought back memories (The

Memories Evoked by Our Five Senses, 2022).

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The sense of smell has the strongest

association with the hippocampus, a part

of the brain involved in remembering, than

any other sense. It is also associated with

the limbic system, the brain’s emotional

hub. The areas of the brain that oversee

our memories and emotions are far away

from the other senses (sight, hearing, taste,

or touch). This explains how fragrance may

trigger extremely vivid memories and imitate

feelings that have a combination of sensitivity

and melancholy that we refer to as nostalgia.

People only recall 5% of what they see

and 35% of what they smell, according to

research by psychologist Silvia lava titled

“Smells and Emotions.” The results of this

study, which involved 1,000 participants of

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“Memory is the diary that we all

carry about with us.”

QUOTE: 03

- Oscar Wilde

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The past & future

:2.4

The memories we have of ourselves and

our relationships with others are referred

to as autobiographical memories.

Is it significant? Certainly. Is it, however, a

distinct type of memory? No, and yes. No, as

the explicit memory types (part of long term),

episodic and semantic memory systems

are very likely involved. Yes, because its

significance in our life is unique and significant

compared to other memory functions. The

ability to recall personal information about

oneself, such as their name, when they last

attended school, and where they now reside,

is autobiographical but also a component of

semantic memory. Memories from our past

also contribute significantly to the development

and upkeep of our current self-perception.

We may use autobiographical memory to

assist us in overcoming hardship. Positive

life memories are harder for depressed

people to recall than bad ones; this retrieval

impact is known as mood-congruent

memory, one type of context-dependent

memory (based on the environment if it

causes the person to be depressed or not).

The richness of autobiographical memory

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and the relative weight of various sorts

of events and experiences may both be

gained from diary research. The probe

approach, which elicits autobiographical

memories by either giving a cue word or by

requesting memories from a certain life era,

is a common research technique (Baddeley,


The technique has also been modified to

look for memories from a certain time, like

childhood, or of a specific kind of experience,

like a pleasant recollection. The distribution of

investigated autobiographical memories over

a lifetime is a notable aspect (NCERT, 2017).

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Autobiographical memories that surface

spontaneously, or without conscious effort to

recall them, are referred to as involuntary

autobiographical memories.

Cognitive psychology, which has traditionally

concentrated on controlled and planned

types of remembering, examined in

laboratory settings, has long neglected such

spontaneously generating memories. Recent

research demonstrates that uncontrollable

memories of the past occur often in daily

life and constitute a context-sensitive,

associative method of remembering the past

that requires little executive control. They work

under limitations that maximize the likelihood

of functional relevance to the ongoing situation

by favoring recent occurrences and events

that have a clear feature overlap with the

present situation. They have been observed

in young children and big apes as well as

adults, and they may be an ontogenetic and

evolutionary precursor to strategic retrieval

of the past. Involuntary memories have traits

in common with other kinds of uncontrollable

thinking, such as unintended daydreaming,

hallucinations, flashbacks, or uncontrollable

musical images (Berntsen D. 2021).

This quality is frequently seen as what makes

this style of idea particularly alluring. Thoughts

and pictures that are unaccompanied by a

conscious and deliberate initiation—and hence

may appear to be emerging spontaneously’—

often have remarkable meaning attached

to them. Religious books (such as passages

in the Bible) offer numerous instances of

unprompted contemplation such as dreams

and visions that are interpreted as messages

from God. The idea of encoding specificity

is congruent with involuntary memories.

By increasing the overlap between the

information available during retrieval (the cue)

and the information preserved in memory.

This concept states that there is a greater

chance of successfully recovering a memory.

Encoding specificity, however, does not fully

account for how involuntary memories are

activated. (Berntsen D. 2021). Since the past

shapes people and connects them to their inner

selves. Retrospective memory plays a

part in the process of the past. Retrospective

memory is a memory of prior encounters

with people, words, and events (Baddeley,


Event Based

I N V O L -

U N T A R Y

MEMORY

MEMORY

AUTOBIO

GRAPHICAL

MEMORY

P R O S P -

E C T I V E

Time Based

Autobiographical Memory Diagram. FIG: 1.7

RETROSP-

E C T I V E

MEMORY

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Autobiographical memories act as a catalyst

for the past, what about the future?

Most human conduct has a purpose. It is

frequently crucial that acts meant to aid

goal accomplishment are carried out at

the proper moment if we are to achieve

our objectives. Successful prospective

memory is required for this. The capacity to

recall information without a particular cue

and in relation to the future is known as

prospective memory. There are two

types of prospective memory: Event-based

prospective memory (responding when an

event happens) and time-based prospective

memory (responding at a given time).

The most important distinction between

retrospective and prospective memory is

the emphasis each type of memory places

on the future (prospective) versus the past

(retrospective). Retrospective memory often

entails recalling what we already know

about something and can contain a lot of

information. In contrast, prospective memory

contains less informative content and is

more concerned with when to act (Baddeley,


The lack of performance on the prospective

memory test is less likely to be the result of

failing the retrospective memory task thanks

to the low informative content. Usually, more

external cues are accessible with retroactive

memory as opposed to with prospective

memory, for instance, checking someone’s

memory by asking them a question about

the past. Plans or objectives can be related

to prospective memory, while retrospective

memory is used more for regular activities.

Failures of the two categories of memory

are seen differently by various people. Others

consider prospective memory errors involving

pledges to another person to be signs of

inadequate motivation and dependability.

Retrospective memory failures, however,

are attributed to a weak memory rather

than to a lack of motivation or dependability.

Therefore, a person with poor prospective

memory is described as “flaky,” and a

person with poor retrospective memory

has a “faulty brain.” The only kind of memory

that closely connects to our objectives and

aspirations is prospective memory, another

significant distinction between the two

types of memory. Prospective memory

errors can have major repercussions, such

as deadly airplane crashes and health

problems if medication is not given (Baddeley,


Artifical

PERCEPTION NO: 03

. . .

.. . .

NO: 3.1 The Classical Art

NO: 3.2 Natural vs Artificial

. . .

. . .

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The classical art

:3.1

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The tale surrounding memory’s beginnings

contains the fundamentals of this skill. It

proceeds as follows. A particular Thessalian

nobleman by the name of Scopas was

hosting a feast, and he had asked the poet

Simonides of Ceos to perform a poem.

Simonides read a magnificent lyric poem,

primarily in favor of his host, but he also

managed to include praise for Castor and Pollux

in his poem. Scopas then cruelly informed the

poet that he would only give him half of the

sum previously agreed upon and advised him

to request the other half from his friends,

the holy Twins. A note was sent to Simonides

during the subsequent lunch informing him

that two young guys had arrived outside and

wanted to meet with him. The poet got up

from the table and went outdoors, but no one

was there. Scopas and all the visitors were

killed when the banquet hall’s roof fell while

he was away. Simonides was the only one

to make it through the feast. It was hard for

the outraged and horrified families to identify

which body was which when they arrived at

the residence to retrieve the bodies of their

deceased for burial since the remains were

all horribly disfigured. However, Simonides

discovered that he could quickly recognize

the bodies from where they had been seated

at the table. The poet then established the

guidelines that would eventually become

the art of remembering after seeing how

vital it was to remember things in relation

to their locations (The nightshirt sightings,

portents, forebodings, suspicions, n.d).

The story of Simonides is the oldest and

most well-known example of the ancient

art of remembering, which is founded

on the principle of loci (a Latin term that

means “place,” “location,” or “region”). It is built

around three tenets: Everything wished for

is to remember must be placed in a certain

location, the locations must be arranged in a

specific sequence, and ultimately, the objects

and locations must be seen using vivid images

the tale of Simonides of Ceos is where “the art

of remembering” concluded that it is essential

for setting up and allocating an organized

organization. Showing the nature of the

human memory and understanding this

technique shapes the current environment

and led to a modernized society (Fabiani, 2017).

Simonides of Ceos . FIG: 2.1

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“Memories may fade as the yearsgo

by but they won’t age a day”

QUOTE: 04

- Michelle C.ustaszeski

79 80

natural vs artificial

:3.2

Personal memory undergoes two different

categories: natural and artificial.

The memory that is ingrained in our minds

naturally is that which is born concurrently

with thinking. On the other hand, artificial

memory is a memory that has been trained

to be stronger or more reliable. It can be

divided into two separate entities based on

how it’s used in the past and modern times.

Human memory systems were formerly

highly prized and developed. Memorization

techniques were included in rhetoric studies

and were seen as essential to public speaking.

Simonides of Ceos’ discovery of ancient art

is out of date now. A collection of methods

developed in ancient Greece is known as the

classical art of remembering. The Greeks,

African Griots, St. Thomas Aquinas, Cicero,

and other well-known orators employed

these methods to memorize their speeches.

The technique demands the creation of

mental images that are so vivid, strange, and

startling that they are unlikely to be forgotten.

Because of this, this ability requires both

imagination and memory (Srebnick, 2012).

This discipline may enhance a strong natural

memory, and people with weaker memories

can benefit from the art’s enhancements.

The common phrase used throughout history

is “the artificial memory is built from locations

and pictures” (Constat igitur artificiosa

memoria ex locis et imaginibus). A locus is

a home, an intercolumnar area, a corner, an

arch, or another well-remembered location.

Images are shapes, signs, or simulations of

the things we want to remember. The first

type of artificial memory is called memoria

rerum, whereas memoria verborum is

the second type. Memoria rerum was the

outcome of memoria verborum, which was

to provide the groundwork for one’s memory.

The ideal would be to have a “solid perception

in the soul” of all things and words. However,

“memory for words” is much more difficult

than “memory for objects” (Yates, F. A, 1966,p.

05 - 06). on both types of memories.

Pictures of beauty and ugliness, scenes of

obscene behavior, or even amusing images

were placed on them so they could all

be easily recalled. Artificial memory in the

past had theories and many concepts.

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Thomas Aquinas (who flourished between

1225 and 1274) and Albertus Magnus were both

contemporaneous intellectuals who employed

artificial memory for ethical, religious, and

spiritual objectives rather than rhetoric. As

yate’s states “If Tullius was its instructor and

Simonides its creator, Thomas Aquinas has

thus far served as something of a patron

saint for the art of remembering”. Yates

inserts a bizarre character like Boncompagno

da Signa in the time to provide color since he

super-spiritually believed that the purpose of

memory is to recall “paradise and hell.” Others

like Giotto, Dante, and Petrarch improved the

Thomist artificial memory model, and once

again the memory’s function was to aid

through interior pictures, to remembering

ethics with the objective of learning and

meditating on the Holy Scripture. The artificial

memory evolved into “Christian didactic art”

as a result (Ghitescu, 2020). Images and

locations are two elements that the creation

of artificial memory has. The element thought

of is the image, and the location is where the

image is kept. It combines spatial navigation

and visual memory. The mind is good at two

things. This technique might have been used

by the individual before without realizing it. The

individual can retrace the misplaced image

needed. This functions because that is how

the mind is wired naturally (Srebnick, 2012).

Collective

PERCEPTION NO: 04

. . .

.. . .

NO: 4.1 The Collective Memory

NO: 4.2 False Memories

NO: 4.3 The Printing Press

NO: 4.4 Flashbulb memory

NO: 4.5 National Identity

NO: 4.6 Societal Co-vid

. . .

. . .

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The Collective memory

:4.1

Going from Personal to collective. The

sociologist Maurice Halbwachs’ (1877 -

1945) work is where the idea of communal

memory first appeared; altered our

perspective on memory from a biological to

a cultural paradigm. Perhaps more precisely,

Halbwachs placed memory into the context

of social interactions. If memory has taught

us anything, it is that it is brittle and prone

to mistakes. Memory is recognized to be a

reconstructive process full of distortions

and even glaring mistakes, far from being a

verbatim record of the past. Despite being

frequently linked to bad outcomes, mounting

evidence suggests memory’s flaws may also

be a strength. The ability to rebuild memories

is thought to enhance cognitive flexibility,

enable mental time travel, and help create and

maintain the creation and upkeep of selfidentity

and life narratives (Brown et al., 2012).

simultaneously reconfigured to be different

from those of other people and merge with

them. Collective memory develops because

of this convergence, helping to forge a group

identity and encourage social interaction.

A community’s common interpretations of

the past have a role in the formation of its

collective identity. They may be seen

as the communal form of autobiographical

memories, which are privately held

experiences that contribute to the formation

of personal identity. It follows that not all

shared experiences are collective memories

due to the identity-constructing role of

collective memories. To put it another way,

memory can only be regarded as communal if

it is widely shared and if it aids in defining and

bringing a group together (Brown et al., 2012).

Since the same attitudes, schemata, and social

and physical environments that distinguish

a person’s memory may also merge initially

disparate recollections into unified memories,

the malleability of memory serves more than

just the self. Arguing that because of social

interactions, autobiographical memories are



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Since Bartlett (1932) initially introduced

the concept of schema, many techniques

for producing shared memories have

been addressed in various ways. Bartlett

proposed that shared memories may be

created through social interactions because

community members who are brought up

together, attend the same school, read the

same books, and generally share many of the

same experiences will have similar schemata,

which in turn will shape how community

members remember the past. Despite

these findings, it is not always the case that

one’s memory will be shaped by a common

culture and shared schemata. Community

members’ unique attitudes and schemata

help them to realize their identity. Members

of the same group may recall a common

incident extremely differently because of

the differences. Ironically, memories that are

unique to each person can eventually become

common. Despite the dissonance that occurs

among rememberers, several mechanisms

and processes will result in mnemonic

convergence, which is what leads us to believe

that memory is well-designed for the creation

of collective memory (Brown et al., 2012).

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QUOTE: 05

“I dont decide to represent anything

except myself. But that self is full

of collective memory.”

- Mahmoud Darwish

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False Memories

:4.2

N

Individuals become susceptible to absorbing

things about the past that they did not truly

encounter through acts of social remembering.

In other words, discussions can act as a tool

for the transmission of memories from one

person to another. Social contagion

is a common term used to describe this

phenomenon. Social interactions, such as the

words an experimenter uses with a subject,

can be a successful strategy for generating

false memories; the social transmission

of knowledge, exposure to incorrect

information, and the malleability of memory

can all result in false recollections. Regarding

social transmission, false memories

can appear in several social circumstances,

whether it be due to a colleague mistakenly

giving incorrect information in a discussion

or on social media, or a group of coworkers

collectively recalling the specifics of a

meeting incorrectly (Maswood et al., 2018).

False memories form among people and

groups, spread across social networks

through regular contacts, and alter individual

and group memories. Individuals who are

impacted by these social ties may then exhibit

collective behaviors and make collective

decisions because of the collective memory

of the group. Due to these occurrences, it is

crucial to research the social transmission of

false memories because of their importance

for both science and society. A greater

comprehension of how false memories

arise through social interactions can help in

attempts to minimize the spread of false

memories, much as with the objectives to

develop strategies that can combat the

impacts of disinformation on memory.

Variations in experimental protocols as well

as social and interpersonal characteristics

are factors that lessen social contagion.

Regarding experimental techniques,

subsequent collaborations with extra study

chances reduce social contagion, and a first

cued-recall test encourages more precise

source monitoring. Giving strong instructions

to recollect factual material and receiving

warnings about probable inaccuracies in their

partner’s replies both help to prevent social

contagion mistakes. So is being warned to

refrain from including information from poststudy

encounters. Additionally, compared to

neutral information, emotional information

may be more resistant to social contagion,

perhaps because it has undergone more

thorough processing (Maswood et al., 2018).

93 94

Because social contacts are incorporated

into broader social networks, false memories

that develop in small-scale situations, such

as those involving friends, spouses, and

other small groups, can spread over greater

and increasingly intricate networks. The

social transmission of false memories is a

common occurrence, even though cognitiveexperimental

research has only just begun

to address this subject. Individual memory

is known to be unstable and changing due

to the accessibility of false information in

our environment, and the psychological

mechanisms involved in social memory

sharing are conducive to its transmission.

Collective memory is inevitably biased. Some

things from the past are remembered

when individuals think back on them, while

others are forgotten. Understanding how

different memories grow more similar

across individuals is becoming increasingly

interesting in the consequences of those

things not being recovered (Brown et al., 2012).

““We suffer from incurable malady:

Hope.”

QUOTE: 06

- Mahmoud Darwish

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:4.3

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Johannes Gutenberg . FIG: 2.2

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One of the most significant innovations in

history that influenced collective memory

is the printing press invented by Johannes

Gutenberg (1395 – 1468). It had political

repercussions that changed the course

of history in addition to being a tremendous

breakthrough for literature and art. The

printing press, which also made mass

production possible, allowed for the creation

of texts at a rate that was far faster than

ever before. Because more individuals could

now learn to read, this signaled a turning

point in the literacy rate. It also advanced

research by making numerous scientific

articles available, which increased scientists’

reading comprehension and enabled them

to interact with other scientists across

Europe. This immediately contributed to

the Age of Enlightenment when European

culture started to emerge and transitioned

its way to the modern society of today. The

“printing revolution” refers to the profound

societal change that the invention of the

printing press sparked. It accelerated literary

change and lowered book costs to make

them more accessible to a wider audience.

Furthermore, this led to a significant increase

in literacy rates. The development of printing

affected social connections and interpersonal

communication. (Forgeard, 2022).

“We are captives of what we love,

what we desire, and what we are.”

QUOTE: 07

- Mahmoud Darwish

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Flashbulb memory

:4.4

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The Mourning of Sheikh Zayed bin Sultan Al

Nahyan’s passing has brought back a variety

of feelings and recollections from his time as

President of the United Arab Emirates and

Ruler of Abu Dhabi. Most individuals who were

living in the UAE at the time will be able to

remember the day, the time, where they were,

who they were with, and what they were doing

when they learned of his departure. These

memories are an example of “flashbulb

memories,” which are intensely longlasting

and vivid memories of significant and

spectacular occurrences. These experiences

are preserved in the mind as though an

image had been snapped at the very moment

the experience occurred. Other instances of

these memories might be personal, joyful

occasions like the birth of children, marriages,

or other significant life celebrations, as well as

tragic occasions like being in an accident or

enduring major surgery (The National, 2008).

N

In 1977, Roger Brown and James Kulik

conducted research on people’s recollections

of significant and unexpected occurrences.

That’s how they came up with the phrase

“flashbulb memory.” The key components

of a flashbulb memory also include the

informant (who delivered the news), their

personal affect (how they felt), the event’s

importance, the aftermath, another effect

(how others felt), their current activity (what

they were doing), and the location (where

they were when the event happened). This

theory claimed to show the presence of a

unique specific brain mechanism underlying

flashbulb memories. The “now print” technique

was so called because it felt like the entire

episode was captured at a single moment

and stored in memory as such (Prera, A, 2021).

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Because flashbulb memories are fixed, longterm

memory may not always be able to

access them. Furthermore, Brown and Kulik’s

special-mechanism theory maintained that

flashbulb memories had characteristics that

are different from those of regular memory

systems. The distinctive characteristics of

flashbulb memories were first characterized

as detail, vividness, precision, and

resistance to forgetting. The validity

of these characteristics has, however,

been questioned throughout time, and

several models have since been created to

comprehend and account for the phenomena

of flashbulb memory (Prera, A, 2021). A unique

category of episodic memory is flash memory.

The way that episodic memories unfold is

like a television show. Being excluded from a

person’s perspective, recalling some memories

tends to bring back specific similarities to the

sights, sounds, and scents associated with

such recollections. This private information

is distinct from semantic memory, which

provides context for episodic recollections.

General knowledge and facts are stored

as semantic memories. (T. Theodore, 2022).

Photographic

EMOTIONAL

INTEGRATIVE

M O D E L

Comprehensive

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According to the photographic model,

a stimulus event may only result in a

flashbulb memory if it is sufficiently shocking,

emotionally upsetting, and momentous. A

surprise factor first aids in registering an

event in memory, and the significance of

the event would afterward cause emotional

arousal. The comprehensive model

highlights the value of including a wider

sample of participants from a greater variety

of backgrounds. The photographic model and

the comprehensive model are both included

in the emotional-integrative model.

This model asserts, like the photographic

model, that the first registration of the event is

determined by the shock level. In addition, this

model suggests that the factors of surprise

and consequentiality, as well as one’s attitude,

might set off an emotional state that directly

contributes to the formation of a flashbulb

memory. Individual Variations in vividness

and accuracy of flashbulb memories may

differ according to Age, in general, younger

persons are more prone than older ones to

create flashbulb memories. Additionally, older

people retain flashbulb memories for different

reasons than their younger counterparts.

For instance, emotional connection to an

experience was the main predictor among

the younger group. However, among older

people, the need for rehearsal appeared to

be the more obvious deciding factor. A higher

propensity to forget the context of the event

was also seen in older people (Prera, A, 2021).

Flashbulb Memory Models. FIG: 1.8

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However, if the relevant event had had a

significant impact on older individuals, then

they would be able to create flashbulb

memories that are just as precise as those

created by their younger counterparts. The

“reminiscence bump” is the name given to

this phenomenon. Older individuals can recall

flashbulb memories from their childhood

and early adulthood better than flashbulb

memories from the recent past because of the

“reminiscence bump.” The remaining elements

that affect flashbulb recollections are not

influenced by cultural differences. The

main determinants of memory formation are

often viewed as proximity to an event and

personal participation. However, some studies

indicate that cultural influences may have

elements that influence flashbulb memories

generally thought to be independent of cultural

variance. The main determinants of memory

formation are often viewed as proximity

to an event and personal participation.

However, some studies indicate that cultural

influences may have an impact on how vivid

flashbulb memories are (Prera, A, 2021).

Not everyone can recall every important

historical event like it happened yesterday.

Not every historical event has meaning for

everyone. The significance of the event and its

surrounding circumstances may contribute

to why flashbulb memories develop and

linger in our minds in the manner that they

do. A person’s own past experiences may

also come to mind suddenly. The memory

is clear when it comes to situations like

meeting siblings for the first time or the

moment a person gets admitted to college.

Because there is frequently such a strong

emotional component to them, memorable

or significant events are more likely to

remain vivid in the long-term memory.

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National Identity

:4.5

Psychosocial processes associated with

emotional memories are connected to events

that are important to cultural values and social

identity. According to studies, social identity and

cultural values-related events serve as the

fuel for communal and flashbulb memories.

The memory of historical events or collective

memories at the national level is, of course,

closely tied to social identity (Páez, 2008).

Cultural memory is a type of collective

memory that a group of people share. It is

the constructed knowledge of the past that

is passed down from one generation to

the next through written and oral traditions,

monuments, rites, and other symbols. Objects

like museums or historical monuments are

frequently where cultural memory is kept.

Humans have access to a wide variety

of cultural symbols, such as books, to

comprehend society. Findings from the past

help us understand our origins. A seemingly

endless quantity of information about what

it means to be a part of a culture is available

online and in libraries. The most durable type of

memory is cultural memory. Cultural memory

may, in fact, last for thousands of years. Like

other memory types, cultural memory serves

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crucial purposes. It crystallizes common

experiences, for instance. Cultural memory

helps people understand the past as well as

the standards and beliefs of the group (or,

more precisely, groups) to which they belong.

Additionally, it develops a common identity

and a way to convey that identity to new

members. (National Geographic Society, n.d).

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The fastest transition from a nomadic lifestyle

to civilization provided the Emirati population

a new sense of identity and served as the

basis for their common national narrative.

This community experience of modernization

was the most powerful factor driving the

establishment of national identity in the

UAE. (Alexander. K et al., 2021). For instance,

Al Bastakia, commonly referred to as the

Al Fahidi Historical District is a historic area

in Dubai that preserves recollections from

the Emirates Federation. The area provides

a novel viewpoint on the way of life and

culture of those who lived there before

the UAE was created (Shriniketh, 2020).

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:4.6

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People did have flashbulb recollections

when they heard about the pandemic-related

shutdown. They could recall their locations,

activities, and the time of day when they first

learned of the news. Since the pandemic

altered the mind for processing memories

and caused persistent Trauma. How to

encode, store, and retrieve these memories. In

addition to the everyday stress brought on by

the pandemic, has also seen several flashbulb

traumas, or individual occurrences like deaths,

illnesses, and unexpected job losses that may

have been more transient in nature but had

a lasting effect. According to Crystal Reeck,

a neuroscientist and assistant professor at

Temple University’s Fox School of Business,

“flashbulb traumas become stored a lot more

vividly in our memories. “The details become

incredibly clear as if they were brightly

colored engravings in our brains. We retain

every detail” (Wellington, 2021). The world was

altered by COVID. It impacted the world in both

clear and less obvious ways, and it continues

to demonstrate that it is still affecting it.

LOSS

PERCEPTION NO: 05

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.. . .

NO: 5.1 The Oblivion

NO: 5.2 Personal Loss

NO: 5.3 Motivated Forgetting

NO: 5.4 Aging

NO: 5.5 Collective Loss

. . .

. . .

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25 50 75 100

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Amount

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Amount

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0 1 2 3 4 5 6 30 31 100

Time since Learning (In Days)

75 50 25 0

Amount Forgotten (Per Cent)

Ebbinghaus Forgetting Curve . FIG: 1.9

Each individual and community has almost

certainly experienced forgetfulness and

its effects. What makes us forget? the

initial systematic effort to comprehend

Hermann created the concept of forgetting.

Hermann Ebbinghaus’ (1850 – 1909)

repeatedly recited lists of nonsense syllables

(CVC trigrams like NOK or SEP, etc.) and then

calculated how many repetitions of the same

list he needed to memorize at various times

over longer intervals (NCERT, 2017). Results

showed a connection between time and

forgetfulness. When first taught, information

is frequently forgotten after a short period. The

speed at which these memories fade depends

on a variety of factors, including how the

knowledge was learned and how frequently

it was practiced. The stability of information

retained in long-term memory is unexpected.

Additionally, the forgetting curve

demonstrated that forgetting stops declining

before all the information is gone. The rate of

forgetting eventually levels out (Cherry, 2021).

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When something is forgotten, how can

we tell? There are several methods for

measuring this, such as recall: People can

be asked to recall knowledge they were told

to study, such a list of terms. By keeping

track of the number of things remembered,

researchers may calculate the amount of

information that has been lost. This method

may include prompted recall or free recall

(recalling material without reminders) (utilizing

hints to trigger memories). Recognition:

This method recognizes previously acquired

knowledge. Many different things might

lead to forgetting. When learning anything

new, a person could occasionally become

sidetracked, which could mean that they

never actually retained the knowledge long

enough to recall it later. Elizabeth Loftus, a

renowned memory expert, has put out four

main theories to explain why people forget

things. These have sparked several significant

hypotheses on forgetting (Cherry, 2021).

D I S P L A -

C E M E N T

T H E O R Y

FORGETTING

HYPOTHESIS

The displacement theory explains

how forgetting is influenced by short-term

memory. Due to its limited storage capacity,

short-term memory can only hold up to

seven items at once. When the memory

is full, new data will replace the outdated

data.. Studies using the free recall approach

frequently add credibility to the displacement

theory of forgetting. This notion has mostly

held up throughout time and is rather reliable.

The Multi-Store Model of Memory and

displacement theory fit together perfectly.

This model demonstrates that while some

knowledge is retained in long-term memory,

some information stored in short-term

memory is simply lost (T. Theodore, 2022).

The early memory research of Hermann

Ebbinghaus (Forgetting Curve) served as

the foundation for the trace decay

theory, which was developed by American

I N T E R -

F E R E N C E

RETRIEVAL

F A I L U R E

T R A C E

D E C A Y

T H E O R Y

T H E O R Y

Proactive Interference

Retroactive Interference

Retrieval Cues

T H E O R Y

Semantic Cues

Context-Dependent Cues

CONSOLI-

D A T I O N

Forgetting Hypothesis Diagram . FIG: 1.10

State-Dependent Cues

T H E O R Y

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psychologist Edward Thorndike in 1914.

According to the notion, memories will

deteriorate over time if we don’t access

them. The brain experiences neurochemical

alterations known as memory traces caused

when the individual learns something new.

It’s a must to go back over the traces

that the brain created when encoding the

memory to retrieve it. According to the trace

decay theory, whether people remember

or forget a piece of information depends

on how long it takes between memory

and recollection. Recalling more and more

over a shorter period (T. Theodore, 2022).

Throughout the 20th century, the

interference theory predominated as

the leading explanation for forgetfulness. It

claims that both prior knowledge and new

information have the potential to interfere with

memory. Fundamentally, there are at least

two different types of interferences that can

cause memories to conflict with one another

and induce forgetting. When rooted memories

interfere with the formation of fresh ones,

proactive interferences occur. This

frequently happens when memories are

formed in a comparable setting or contain

almost identical details. When fresh memories

change old ones, this phenomenon is known

as retroactive interference. They

frequently occur when there are two sets

of memories that are comparable, just like

in proactive interference (T. Theodore, 2022).

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Endel Tulving, a Canadian psychologist,

and cognitive neuroscientist created the

retrieval failure theory in 1974. This

idea states that memory retrieval failure

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Although the data kept in long-term memory

is not destroyed, it’s inaccessible right away.

The tip-of-the-tongue effect, which occurs

when individuals can’t recall a familiar name

or word, is a typical illustration. Failures in

memory retrieval can be attributed to two basic

factors. Information that was never stored in

the long-term memory can’t be remembered

due to encoding failure. Or the data could be

kept in long-term memory, but no retrieval

due to a shortage of retrieval cues, which

serve as a memory trigger, or semantic

cues which are associations with other

memories, or context-dependent

cues, which are environmental factors such

as sounds, sight, and smell, or lack of statedependent

cues are tied to the emotional

state at the moment of the encounter, such

as being highly joyful or anxious. People

might be able to recall some previous

experiences if they discover that they are in

a similar frame of mind (T. Theodore, 2022).

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The consolidation theory is focused on

the physiological components of forgetting, as

opposed to the previous theories of forgetting

that primarily focus on psychological data.

The crucial process of solidifying a memory

and reducing its vulnerability to interruptions

is known as memory consolidation. After

consolidation, memory is transferred from

temporary short-term storage to more

permanent long-term storage, becoming

significantly less forgettable (T. Theodore, 2022).

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“Memory loss is one wayof coping

with damage.”

QUOTE: 09

- Jeanette Winterson

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Personal Loss

:5.2

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All healthy participants, young and old, tend

to remember a few personal experiences

from their first five years of life when

given the freedom to recollect memories

from any time in their lives. This is known

as infantile amnesia. Although this

approach is straightforward and offers a little

amount of control, it has been frequently and

successfully applied. They frequently trigger

a lot of memories from the most recent

time. However, those over 40 also exhibit a

notable rise in recollections from the decade

between the ages of 15 and 30, known as

the “reminiscence bump.” a propensity

for people over 40 to recall personal events

often from their late teens and early 20s.

The temporal distribution of recalled events

often exhibits a peak in the late teens to

early thirties for those over the age of 40

(Baddeley, A., Eysenck, M. W., & Anderson,

M. C., n.d). The frequency of recollections

dramatically rises immediately after early

adulthood, or in the twenties. Perhaps this is

influenced by the occurrences’ emotionality,

freshness, and significance. The most

recent years of one’s life are probably well

recalled in later years. Before this, though,

around the age of 30, certain types of

memory start to deteriorate (NCERT, 2017).



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The term post-traumatic stress

disorder (PTSD) is an emotional disorder

discovered in the 1980s where a traumatic

and stressful experience causes ongoing

anxiety and frequently comes with vivid

flashback memories of the incident. This

implies a distinction between situationally

accessible memory, which is very detailed

when it happens as a flashback but cannot

be called to mind consciously, and vocally

accessible memory, which connects with the

regular memory system. It is unquestionably

true that people with amnesia for other parts

of the circumstance can nonetheless have

a strong recollection of details. Emotional

memory may be affected in Post-Traumatic

Stress Disorder (PTSD), which may impact

symptoms. A better understanding of how

memory and emotional inputs interact in

PTSD may advance our understanding of

the condition and lead to the development of

novel therapeutic management techniques.

To examine the evidence of unique emotional

memory in PTSD patients, we used a

systematic approach (Durand, F. et al., 2019).

N

Chronic 10-30%

Disruption in Normal Functioning

Moderate Severe

Mild

Delayed 5-10%

Recovery 15-35%

N

Resilience 35-55%

Event

1 Year

Time since Event

2 Years

Patterns of Recovery Function Following Patients

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A disease defined by abnormal memory

functioning that is not brought on by

structural brain injury or any recognized

neurobiological cause is known as

psychogenic amnesia, also known as

functional or dissociative amnesia. Strong

unpleasant emotion that prevents recovery

from autobiographical memory might cause

psychogenic amnesia. Retrograde amnesia,

or the inability to recall previously stored

memories as well as those before the

beginning of amnesia, is what distinguishes

it (especially those that are of a traumatic or

stressful nature). The absence of retrograde

amnesia and the inability to create new longterm

memories are other characteristics.

There are two kinds of psychogenic amnesia:

general and situational. Global amnesia, often

known as a fugue state, is the temporary

loss of memory that lasts a few hours

or days (Psychogenic Amnesia, 2021).

The fugue state, in which a person loses

track of their own identity and the memories

associated with it, is an illustration of a

dissociative state. Fugue state patients

frequently take on a new persona and are

typically oblivious that anything is wrong.

The patient “comes to” days, months, or

even years after the triggering incident, and

frequently finds themselves some distance

from their initial residence (the word “fugue”

is derived from the Latin for “flight”) (Foster,

2009, p. 97-98). Even though the condition is

extremely uncommon, people who experience

it typically lose their autobiographical memory

and sense of self but are still able to learn

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new things and carry on with their daily lives.

After being exposed to or witnessing a highly

stressful incident, situation-specific amnesia

develops (Psychogenic Amnesia, 2021).

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intense emotion, such as in crimes of passion,

and its likelihood rises with the severity of

the offense. Additionally, it is more likely to

occur when drinking is involved, presumably

because of “blackout” effects, which might

signify a failure of memory consolidation or

a retrieval-based deficiency reflecting the

state reliance (Baddeley, A., Eysenck, M. W.,

& Anderson, M. C., n.d). Typically, there is a

gradient, with older possessions being better

kept. Traumatic brain injury happens when a

blow or abrupt braking tears or twists the

white matter in the brain. In severe situations,

a coma may be followed by post-traumatic

amnesia, which impairs the ability to pay

attention and learn new things (Baddeley,


N

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The novel Dr. Jekyll and Mr. Hyde by Robert

Louis Stevenson made the concept

that one person may have two or more

extremely distinct personalities popular.

According to Kihlstrom and Schacter

(2000), this condition is “the crown gem...

among the functional amnesias” (Baddeley,


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What is now recognized as dissociative

identity disorder was formerly known as

multiple personality disorder (DID).

A disturbance in memory, self-awareness,

identity, or perception is what it is known

for. The term “alters” refers to the various

identities that people with this illness develop.

People who have the disease are sometimes

described as having split personalities or

multiple personas. Autobiographical memory

lapses are frequent in patients with multiple

personality disorder or DID, particularly

those involving private information, daily

routines, and traumatic situations. These

symptoms may impair a person’s mental

clarity and psychological health, which may

cause problems in a variety of areas of

their life. (Multiple Personality Disorder, n.d).

Individuals with obsessive-compulsive

disorder lack faith in their memories and feel

overly responsible for their actions. People

with OCD performed worse on a variety of

upcoming memory tasks. Metamemory,

or our knowledge and ideas about our

memory, is a significant factor in such

performance deficiencies (Baddeley, A.,

Eysenck, M. W., & Anderson, M. C., n.d).

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Before the invention of the printing press,

a scholar would have to rely on how the

text was stored in the minds of other

academics. The printing machine reduced

the need for memory and knowledge. As the

dependence on memory being necessary for

interpretation and comprehension decreased,

information became more broadly diffused.

The combined strength of the human intellect

increased as a result (Memory and the

Printing Press, 2020). That affected today’s

modern age with the creation of smart

devices in the contemporary environment.

Where any kind of information can easily

be found by performing a Google search.

These are excellent tools that help humans

with our work every day, but one unintended

consequence of having these tools is that

memory training is no longer needed. People

no longer possess the valuable capacity to

retain thoughts, talks, and poems in the mind

and to recall them when necessary. On the

other hand, the ancients spent time cultivating

and honing their memory. While the memories

of this modern society are stored on external

devices. As a result, communities no longer

have faith in their recollections (Srebnick, 2012).

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QUOTE: 10

“What I like about photographs is

that they capture a moment that’s

gone forever, impossible to reproduce.”

- Karl Lagerfeld

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Motivated Forgetting

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One of the earliest psychologists to propose

that humans purposefully forget their

memories was Friedrich Nietzsche. Memory

loss that doesn’t involve intentional forgetting

is called Incidental forgetting, while the

process of purposefully discarding memories

is known as motivated forgetting.

Although these two procedures operate

somewhat differently, they both aim

to achieve the same result. When we

deliberately forget memories, it’s typically to

calm ourselves down or stop us from acting

impulsively. The act of consciously erasing

memories is known as suppression.

Repression is the term used to describe

the method through which we unconsciously

forget memories. Forgetting both ways

is a coping technique (T. Theodore, 2022).

A decade or two before Sigmund Freud began

discussing repression, the psychological field

of psychology was exposed to suppression

or the deliberate elimination of memories.

According to Friedrich Nietzsche, repression

is the mind’s strategy for progressing

in life. Psychologists who embrace the

concept of motivated forgetting today

continue to characterize this process as

a defensive mechanism that is carried out

with the purpose of self-preservation.

He was the first to refer to motivated

forgetting as a coping mechanism or a

“defense mechanism.” (T. Theodore, 2022).

Repression as a concept was first proposed

by Sigmund Freud in the early 20th century. He

held the opinion that some memories, ideas,

and emotions were subconsciously pushed

to the back of our minds. He frequently used

abuse as an example because he thought

that the memories of these incidents, which

were suppressed, nevertheless stayed in

our subconscious, and affected how we

behaved as adults. Motivated forgetting and

its connection to trauma. Post-traumatic

stress disorder was frequently connected to

motivated forgetfulness (T. Theodore, 2022).

The Gestalt Theory of Forgetting is an effort

to describe how memories might be distorted

and then forgotten. Additionally, this does not

have to be a deliberate procedure. The brain

will fill in the gaps if memory is foggy or has

missing information. Despite feeling realistic,

the recollection is twisted (T. Theodore, 2022).

QUOTE: 11

“The worst part of holding the

memories is not the pain. It’s the

loneliness of it. Memories need to

be shared.”

- Lois Lowry

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The ability to remember things as getting older

is a problem that affects everyone. People

occasionally encounter memory lapses,

failures, and blunders, but older individuals

may have a propensity to reflexively blame

them on the effects of aging rather than

merely on typical individual variability. The

study of change, longitudinal or crosssectional

research approaches can be used

to further the study of aging. Studies using

longitudinal designs follow the same

subjects (people) across time. People of all

ages are tested in cross-sectional studies at

a particular point in time. An issue with both

designs is the so-called cohort effect, which

reflects the profound changes in society,

health, and nutrition that have taken place

over several decades and may very well have

a significant impact on the performance of

Cross-sectional studies by introducing a new

cohort of participants at each test point, it is

possible to combine longitudinal and crosssectional

methodologies to address these

issues, which make up a large portion of

the current research on aging and memory,

imply the following: The short-term memory

is still mostly intact (working memory is less

so). Although episodic memory deteriorates,

it can still be helped by assistance and

143 144

signals from the environment. However,

according to the associative deficit theory,

aging causes a decreased ability to create

new associations. When examined in a lab

setting, prospective memory deteriorates, but

it is effectively retained in a natural setting.

As seen by growing vocabulary, the content

of semantic memory continues to grow, but

access speed and reliability are deteriorating.

Implicit memory varies by task but often holds

up well. Many unified models of cognitive

aging have been put up, but it is difficult to

draw firm conclusions because so many

distinct measurements seem to deteriorate

at the same time (Baddeley, A., Eysenck, M. W.,

& Anderson, M. C., n.d) Performance on longterm

explicit memory (memory with activities

involving memory experiencing awareness

usually falls sharply, especially on free-form

assessments. recall, while aging doesn’t

seem to affect recognition. Recognition does

appear to alter qualitatively - by apparently

becoming more rooted in familiarity. So,

when an acknowledgment is required

Specifically, the more recollective portion

of contextual memory Deficits do occur as

we age, even in the recognition memory

that we have already discussed (Baddeley,


Aging causes the brain to shrink. According

to neuroimaging studies, elderly people often

have a greater distribution of brain activity,

potentially because of an effort to make

up for a cognitive deficiency (Baddeley,

A., Eysenck, M. W., & Anderson, M. C., n.d)

There is some proof that aging is a

factor in memory loss. from the frontal

lobes of the brain’s relative deterioration,

balancing the organizational and strategic

components of memory (Baddeley, A.,

Eysenck, M. W., & Anderson, M. C., n.d).

The prevalence of dementia is on the

rise due to aging populations. The most

prevalent type of this condition, which

causes memory deficits of increasing

severity, is Alzheimer’s disease (Baddeley,


0

-5

Age (Years)

35 40 45 50 55 60 65 70 75 80 85

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1909 1914 1919 1924 1929 1934 19391944194919541959 1964 1969

Birth Cohort

The Cohort Effect (Observation) of aging

for people born in different years

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Body Height

Sibsize

Education (Years)

1909 1914 1919 1924 1929 193419391944194919541959 1964 1969

Birth Cohort

The Cohort Effect (Observation) of aging

for people born in different years

(1909 -1969) . FIG: 1.13

Episodic Memory

-10

-15

-20

-25

Longitudinal

Cross Sectional

Decline in EpisodiC Memory performance

between ages of (35-80) . FIG: 1.14

QUOTE: 11

“But i can see us lost in the memory,

august slipped away into a

moment in time, casue it was never

mine.”

- Taylor Swift

147 148

Collective Loss

:5.5

Effect Size

Elementary School (3-5)

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Middle School (6-5)

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The educational landscape has altered

significantly since COVID first appeared,

maybe permanently, and it is still struggling

to function. Schools are infamous for being

strongholds of tradition, slow to adapt, and

even slower to welcome innovation. Students,

who were once inherently social beings, have

been reduced to antisocial beings resting in

the glare of their screens (Mounce, D., 2022).

0.0

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COVID Score

Drops

COVID-19 Impacts

Intervention ES

Reduction in

Class Size

Summer

Program

Tutoring

Math COVID-19 test-score drops compared to the effect sizes of

various educational interventions . FIG: 1.15

This caused several governments to decide

to close schools for several weeks in the

spring of 2020 and convert learning to

online platforms. This led to significant

staff shortages, high absence rates, and

quarantines. Additionally, there are still mental

health issues among children and teachers,

greater rates of violence and disobedience,

and worries about wasted instructional

time. The COVID-19 pandemic has had

a significant overall negative influence on

kids’ school performance. Using information

from 5.4 million American kids in grades 3

through 8, there were witnessing changes

in mathematics and reading exam results

throughout the course of the first two

years of the pandemic (Kuhfeld et al., 2022).

Effect Size

0.6

0.4

0.2

0.0

0.6

0.4

0.2

0.0

Elementary School (3-5)

0.17 0.05 0.11 0.10

Middle School (6-5)

0.10 0.05 0.11 0.10

COVID Score

Drops

Extended

School Day

Reduction in

Class Size

Summer

Program

Reading COVID-19 test-score drops compared to the effect sizes

of various educational interventions . FIG: 1.16

0.22

0.22

Tutoring

149 150

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According to statistics, there was an

increase in the proportion of students who

slept more than 9 hours and those who

slept fewer than 6 hours. Screen time has

substantially grown for both enjoyment

and instructional purposes. This shows

how students experience this flashbulb of

memory differently within each other, and it

shows how the learning was affected by the

storage of memories (Sajwani, N. et al., 2022).

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Another form of collective loss is when, people

who heard the news of the 9/11 attacks or the

murder of Martin Luther King for the first time

found it to be incredibly terrible (T. Theodore,

2022). Learning about these unfortunate

events, society tends to experience more than

simply pain as individuals. The community’s

identity is frequently connected to these

things. Americans are probably more affected

by the 9/11 attacks than are those in Australia

or Cameroon. Someone living in South Africa

is probably more likely to be affected by news

about the end of apartheid than someone living

in the US or Costa Rica (T. Theodore, 2022).

Enhancement

PERCEPTION NO: 06

. . .

.. . .

NO: 6.1 Architectonics

NO: 6.2 The Scientific Method

NO: 6.3 Mnemonics Methods

. . .

. . .

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Architectonics

:6.1

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Simonides of Ceos (556 – 468 BCE), is

known as the creator of the art of trained

memory, or loci which is a technique that

enables humans to memorize enormous

volumes of information. It is sometimes

referred to as the memory palace method.

However, the technique’s true history

dates to prehistory. The loci approach has

been used by humans since the huntergatherer

era. The presence of locations in

the mind helps the memory, and everyone

can speak to the validity of this claim based

on personal experience. This is because

when individuals go back to a place after a

period has passed, they can identify what

they did there and remember it. (Simonides

of Ceos and the Method of Loci, 2022).

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The word “mnemonic” derives from the

Greek goddess of memory known as

Mnemosyne, which means “remembrance.”

Mnemonics were employed in antiquity

to practice the Art of Memory, which the

ancient Greeks and Romans named,

and on which Aristotle and Cicero authored

in-depth works. It was evident that when

speaking to a crowd, orators needed to keep

their points in mind (Cunff, 2020). Although

the practice of memory has changed over

time, its fundamental ideas have remained

constant: For each distinct object that must

be recalled, create a vivid image, and “put” it

in a framework. Then, recall is only a question

of mentally going back to the locations in

the individual’s memory that had previously

been stored as vivid visuals. Memory works

by separating things into pieces and putting

them back together (The nightshirt sightings,

portents, forebodings, suspicions, n.d).

To remember something not known (which is

the goal of memorizing), the key is to relate it

to something known, according to the method

used in the art of memory. Connecting the

unknown to the established. Since nothing,

the individual knows better than their own

experiences, the more personal, the better.

And the more dissimilar the better, as memory

is built on nonsense. The art of memory

involves exercising conscious control over the

imagination while the individual is awake

to significantly speed up the learning process.

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The Renaissance term for the planned

and organized arrangement of spaces

was mental grids that were either square,

circular, or semicircular and were based on

“theatre.” The idea of a theater of memory

is organized similarly to the classical Greek

theater; throughout the Renaissance, some

people attempted to construct a true wooden

theater. Giulio Camillo Delminio, an Italian

philosopher and humanist, described a theater

that was comparable to the classical one but

with the spectators’ and performers’ roles

reversed in a work titled Idea “del Theatro”,

published in Venice in 1550. In his concept, the

audience member (the mnemonist) is seated

in the proscenium above the stage while

watching the actors (the representations of

the subject he wishes to memorize) from the

stalls. A grid of rows and columns is made

up of regular groupings of loci (cells) that

can contain content, much like the interiors

of buildings. The key to this approach

is adopting a cross-referencing coding

scheme since, unlike the various sections of

a structure, cells in a grid are not inherently

distinctive and memorable (Fabiani, 2017).

The rows and columns of the grid system

are divided into several recognized series,

whether they be numerical, alphabetical, or

anything else. The row letter and column

number combination in each cell serve as

a hook for the thought that belongs in that

cell. Each mental representation only contains

the cell’s code (The nightshirt sightings,

portents, forebodings, suspicions, n.d). altering

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items in the theater’s various locations is

fine, but the order won’t change. The theater

becomes a different theater if there is

a change in the sequence. (Fabiani, 2017).

This was essentially how the Renaissance’s

memory masters, like Giordano Bruno, worked

to encode and preserve enormous volumes of

knowledge. The zodiac, pantheons of classical

deities, Biblical genealogy, etc. were just a few

list-like sequences that they were normally

aware of. Though theoretically a memory

grid might be created using straightforward

number- and alphabetic codes, these objects

already came with vivid connotations to aid

in creating memory pictures (Ghitescu, 2020).

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QUOTE: 12

“Science and technology revolutionize

our lives, but memory tradition

and myth frame our response.”

- Arthur M.Schlesinger

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The Scientific Method

:6.2

The science of memory is currently

employed to aid in the scientific investigation

into the principles underlying order, followed

by a classification scheme in which the

importance of imagination in memorization is

acknowledged but not necessarily stressed.

Greek, Egyptian, Arabic, and Chinese symbols,

and characters have a specific purpose

in mathematics, where a written calculus

alphabet evolves from an arithmetic Lullism

art, creating a global language of signs,

symbols, and formulas (focuses on the

triangulation of geometric shapes, and letters

combinatory figures are all art forms that aid

readers’ artificial memory). The advancement

accomplished thus far is, in large part, based

on the trip of the mnemonics and the role

that they played in human history, but it

appears that the new scientific era will

climb far beyond the “old” part of the art of

memory, adjusting to the great changes that

are coming in the world (Ghitescu, 2020).

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QUOTE: 13

“Memory is not just the imprint

of the past time upon us; itis the

keeper of what is meaningful for

our deepest hopes and fears.”

- Rollo May

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:6.3

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It’s extremely common for mnemonics to

turn rather dry and abstract material into

something more accessible and enjoyable

that the human mind can more readily recall.

The most well-liked mnemonic method types

are as follows: Architectural mnemonics:

These include seeing a structure in the mind,

such as a home, and “putting” the details

desired to remember in certain locations

inside that structure. Other methods include:

Auditory mnemonics: These mnemonics

employ tunes, such as those from childhood

lullabies or even well-known jingles, to help

recall information. By committing the new

lyrics to memory. But be careful—it can

be effective by having trouble recalling

the original lyrics. Graphical mnemonics:

To remember information more easily, by

creating mental tables, charts, and symbols.

drawing their shapes using fingers in the air.

Textual mnemonics: PEMDAS stands for

parenthesis, exponents, multiplication,

division, addition, and subtraction. This type

of mnemonic method is frequently used

in schools to help students remember the

order of operations. Additionally, employing

rhymes and alliterations, such as “Memorial

Day is in May; Labor Day occurs later in

the year.” Even the spelling of the word

may be remembered using the mnemonic

“Memory Needs Every Method of Nurturing

Its Capacity.” Visual mnemonics: These

aid in memorization by connecting the

information to a picture. (Cunff, 2020).

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Physical mnemonics: The most well-known

physical mnemonic probably involves using the

knuckles to recall the number of days in each

Gregorian calendar month, with each knuckle

standing in for a month with 31 days. Physical

mnemonics include touching different areas

of the body to represent each item on a list or

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QUOTE: 14

“Architecture is made of memory.

The slope of a roof, the shape of

a window, and the color of a door

contain the record of the minds

that conceived them and the

hands that crafted them.”

- Anthony Lawlor

SECTION IV

For Vol I

SECTION IV

For Vol I

“Memories are the Architecture

of our identity”

- Unkown

PERCEPTION NO: 12A

. . .

. . .

BIBLIOGRAPHY

NO: 12A.1 Work Cited

NO: 12A.2 List of Figures

. . .

.

. . .

177 178

work Cited

:12A.1

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List Of Figures

:12A.2

FIGURES: 1.1 - 1.16

Self Made Diagrams and Graphs By Author (taken from the work sited)

FIGURES: 2.1 - 2.2

Self Made Diagrams and Graphs By Author (taken from Pinterest and edited)

PERCEPTION II

The Beautiful Loss

MEMENTO: LEthe OF

MEMENTO: LEthe OF

To be Found....

➤

➤

Untitled Map


Legend

2000 ft

N

Untitled Map


Legend

2000 ft

N

As humans, memory plays a significant role in shaping who we are

and strengthening our individuality as individuals and as a community

at large. The next step was for the brain to store and encode the information.

Learning, perception, reasoning, and problem-solving cannot

exist without memory. The ability to recall the most important events in

life, such as those involving love, suffering, hatred, or even birth, is crucial

for understanding mistakes and comprehending conflict resolutions.

Memory also has an impact on how society addresses challenges.

BANDAR: ALKAYYAL

Memento: Lethe of Perception I

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