Ontogenetic memory developed from present experience
Draft to be completed
It’s quite obvious that we didn’t have a say in our choice of body. I didn’t choose this skin color, nor did I choose to be tall or have this hair color. But on the other hand, I can choose to be thin or muscular. I can choose to have short or long hair. These choices are different from evolutionary or inherited forms of memory like phylogenetic (species-wide genetics) or epigenetic (gene expression influenced by environmental factors).
All choices are a product of influence derived from memory. And, each choice shapes our experience. These choices are based on formation of memories or influences during the lifetime of an individual. These encompasses various types of memories that then provide context to our experience by shaping our perception, thinking and emotions. All these types of memories can be classified under ontogenetic memory.
Genetic memory, in the context of ontogenetic memory, refers to the instinctual or reflexive behaviors that are inherited from one’s ancestors. This form of memory influences behaviors without conscious awareness.
While genetic memory is primarily discussed in the context of phylogenetic and epigenetic influences, certain instinctual behaviors within an individual's lifetime can be seen as a continuation of this memory (Jablonka & Lamb, 2005).
Example: Fear responses that seem innate, such as fear of heights or snakes, even without direct exposure.
Episodic Memory is the ability to recall specific events from one’s personal life. They include the "what, when, and where" of personal experiences, such as recalling a birthday party or a vacation, remembering your first day at school or a specific conversation with a loved one. They are linked to particular points of experience in space and time.
Episodic memories are crucial to the formation of personal identity, as they allow individuals to connect past experiences with their current selves. They are autobiographical in nature and deeply tied to self-awareness and reflection (Tulving, 1985).
Semantic memory refers to general world knowledge that is not tied to specific personal experiences. It encompasses facts, concepts, and meanings that are shared culturally and linguistically. Unlike episodic memory, semantic memory does not require the recollection of the exact context in which the information was learned. It is important for everyday functioning and is part of an individual's accumulated knowledge over a lifetime (Binder & Desai, 2011).
Example: Knowing that Paris is the capital of France or that water boils at 100°C.
Collective memory refers to the shared memories of a group or society, transmitted across generations through storytelling, rituals, language, and traditions. This type of memory is distinct from individual memories but can strongly influence personal identity.
While cultural memory is part of a larger societal structure, individuals internalize these memories through social learning, contributing to cultural identity (Halbwachs, 1992). It helps shape a person’s understanding of their role within their community or society.
Example: National historical events like Independence Day or collective memories of shared experiences like wartime.
Procedural memory refers to the memory of how to perform tasks and actions. This includes motor skills and habits learned over time, often through repetition and practice.
Procedural memory is vital for skill acquisition and is typically unconscious once mastered (Squire, 2004). It allows individuals to perform complex tasks without needing to consciously recall each step.
Example: Riding a bicycle, typing on a keyboard, or playing a musical instrument.
All these memories have further types and can be classified in various ways. But the most important classification would be to know which ones are consciously recalled and which ones play out unconsciously.
References:
Tulving, E. (1985). "Memory and consciousness." Canadian Psychology
Binder, J. R., & Desai, R. H. (2011). "The neurobiology of semantic memory." Trends in Cognitive Sciences.
McDaniel, M. A., & Einstein, G. O. (2007). "Prospective memory: An overview and synthesis of an emerging field." Sage Publications.
Conway, M. A., & Pleydell-Pearce, C. W. (2000). "The construction of autobiographical memories in the self-memory system." Psychological Review.
Halbwachs, M. (1992). "On collective memory." University of Chicago Press.
Squire, L. R. (2004). "Memory systems of the brain: A brief history and current perspective." Neurobiology of Learning and Memory.
Jablonka, E., & Lamb, M. J. (2005). "Evolution in Four Dimensions: Genetic, Epigenetic, Behavioral, and Symbolic Variation in the History of Life." MIT Press.
