Memory

Memory has always been a main focus of the nation's education system. It is no wonder then that people would begin to associate a good memory with high-intelligence. Is this really a fair assumption, though? To understand the relationship between memory and intelligence, it is first important to understand the different types of memory and how they function. Short-term memory is the activated memory that holds a few items for a brief amount of time. It is theorized that it only holds about seven bits of information before being forgotten. Through rehearsal, however, these bits of information can be stored in long-term memory, the relatively permanent and limitless storehouse of the memory system.

Working memory clarifies short-term memory by stating that people actively associate new and old information to solve problems. But how do memories become stored? The process starts when a fleeting sensory memory is encoded into the brain. It then becomes a short-term memory which can only be retained for a few seconds without being actively maintained and stored in long-term memory through rehearsal, chunking, or mnemonic devices. Once in long-term memory, however, that information is permanently and limitlessly stored for later retrieval. There are different types of rehearsal that have different effects on the quality and certainty that the information will be retained. Maintenance rehearsal is simple recitation. This is effective in storing simple bits of information that require little understanding of a more complex concept. In such a case, a person would need to use elaborate rehearsal in which meaning is more involved and is more likely to be shifted into long-term memory. Chunking is another method of organizing information for easier recall. Most of the time, chunking occurs automatically and also aids recall of unfamiliar information. Mnemonic devices use visual representation of the to-be-remembered topic. Mnemonic systems are used by memory geniuses who can repeat long lists of names and objects.

The ability to remember does not necessarily indicate high intelligence, but it does make a person seem to be that way. Society's idea of intelligence generally includes a large acquisition of knowledge. A person is not born with this knowledge, but he or she must learn and, more importantly, remember knowledge to appear intelligent. The link is, therefore, obvious. No one wants to have a history debate with a person who keeps