![]() ![]() Pavlov’s studies are related to a type of memory that later would be called associative memory. The importance of Pavlov (1927) and Fitts and Posner (1967) are especially noteworthy during the first two thirds of the 20th century. Therein, James distinguishes between primary and secondary memory, thereby referring to short- and long-term memory, respectively. The philosopher James, and his book The Principles of Psychology ( James, 1890), is also especially worth highlighting. These include Maine de Biran (1804/1929) ( Maine de Biran, 1929) who, at the beginning of the century, wrote of mechanical memory, sensitive memory, and representative memory. This information may be retrieved consciously (explicit memory) or unconsciously (implicit memory).Īs Squire (2004) points out, the first theoretical approaches relevant to current neuroscience come from the 19th century. Long-term memory allows us to store information for long periods of time. Short-term memory refers to the information processed by the individual in a short period of time. Information from the world around us begins to be stored by sensory memory, making it possible for this information to be accessible in the future. The three major classifications of memory that the scientific community deals with today are as follows: sensory memory, short-term memory, and long-term memory. We believe it is important to consider previous developments without which one cannot adequately understand the classifications of memories and the kinds of memory models that are now current in the scientific literature. In addition, knowledge gained from neuroimaging studies ( Binder and Desai, 2011), as well as knowledge of the neural markers associated with memory ( Meneses, 2015), will likely play a key role in future models of memory mechanisms, but in this review, as stated above, we focus mainly on neuroanatomical, neurophysiological, and psychological mechanisms. ![]() ![]() We will focus on neuroanatomical, neurophysiological, and psychological mechanisms of the different types of memory.Īlthough knowledge of molecular mechanisms is important for constructing a complete vision of memory models, in this article we can only point out general traits as summarized in this introduction. This review attempts to provide a rigorous overview that permits anyone who wants to approach the latest scientific findings on memory to do so, as well as to understand them and properly order them. The full range of this complex capacity’s neuroanatomical, neurobiological, neurophysiological, and psychological mechanism remain unknown and it presents a challenge for psychologists and neuroscientists who try to explain it. In short, it allows us to build our story. Memory is precisely the capacity that allows us to connect experiences, learn and make sense of our lives. Long-term memory allows us to store information for long periods of time, including information that can be retrieved consciously (explicit memory) or unconsciously (implicit memory).Ī life full of unconnected events, of errors that do not lead to any lessons and of emotions without the ability to remember them is no life at all. Short-term memory (or memory) refers to information processed in a short period of time. Information from the world around us is first stored by sensory memory, thus enabling the storage and future use of such information. The main forms of memory presented include sensory memory, short-term memory, and long-term memory. This article intends to provide a comprehensive and rigorous overview for understanding and ordering the latest scientific advances related to this subject. We believe it is important to consider previous developments without which one cannot adequately understand the kinds of models that are now current in the scientific literature. This review aims to classify and clarify, from a neuroanatomical, neurophysiological, and psychological perspective, different memory models that are currently widespread in the literature as well as to describe their origins. 2Department of Learning and Curriculum, Faculty of Education and Psychology, University of Navarra, Pamplona, Spain.1Mind-Brain Group: Biology and Subjectivity in Philosophy and Contemporary Neuroscience, Institute for Culture and Society, University of Navarra, Pamplona, Spain.Eduardo Camina 1,2 and Francisco Güell 1* ![]()
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