Embodied Memory

This work is a phenomenological exploration of overgeneral memory in depressed patients. It reviews the current philosophical literature on the first-person experience of depression, which has so far omitted the phenomenon of overgeneral memory. However, this phenomenon is well documented within psychology; and this essay will show that its symptomatic appearance in depression and subsequent disturbance of self- experience justifies attention to the phenomenon within the phenomenology of depression. Both the theory of embodiment and the extended mind thesis work extensively (...) with the nature of memory in other conditions such as Alzheimer's and dementia. Thus, these philosophical approaches will be utilised in an analysis of overgeneral memory; this will enrich the philosophy of depression, memory and self and highlight the value of the concepts of embodiment and the extended mind. Moreover, this philosophical interrogation suggests a route toward therapeutic interventions to help patients suffering from overgeneral memory applying techniques from extended mind and cognition studies. (shrink)

In this paper, we evaluate the pragmatic turn towards embodied, enactive thinking in cognitive science, in the context of recent empirical research on the memory palace technique. The memory palace is a powerful method for remembering yet it faces two problems. First, cognitive scientists are currently unable to clarify its efficacy. Second, the technique faces significant practical challenges to its users. Virtual reality devices are sometimes presented as a way to solve these practical challenges, but currently fall short of delivering (...) on that promise. We address both issues in this paper. First, we argue that an embodied, enactive approach to memory can better help us understand the effectiveness of the memory palace. Second, we present design recommendations for a virtual memory palace. Our theoretical proposal and design recommendations contribute to solving both problems and provide reasons for preferring an embodied, enactive account over an information-processing treatment of the memory palace. (shrink)

Reconstruction of Émile Durkheim’s views on collective memory is the focus of the article. Durkheim had not created the completed concept of collective memory and his main attention was concentrated on its concrete form, that is to say the commemorative ritual. Thereby he laid the methodological foundations for further development of the concept of collective memory and influenced on later memory studies. Durkheim’s sociology leads with the necessity for a conclusion that for the support of stability of a community, its (...) members have to remember certain things in a certain way and to forget, in an orderly way, other things. The general theme of Durkheim’s sociology is that a community needs a certain degree of intellectual, moral and emotional conformism of its members. This provision results in a more particular conclusion about the social necessity of the “memorial conformism”. The paper explores Durkheim’s work The Elementary Forms of Religious Life which takes a special position in the logic of Durkheim's research program. This book demonstrates the way to development of the general cultural theory of social, constructed on the basis of the category of sacred. However, for a long time this work, on the contrary, has been considered as less significant, almost marginal, written on a secondary ethnographic material. Only recently, in the context of the general cultural and anthropological movement in modern sociology, the “later Durkheim” was read anew. (shrink)

Current approaches in psychology have replaced the idea of a centralized, self-present identity with that of a diffuse system of contextually changing states distributed ecologically as psychologically embodied and socially embedded. However, the failure of contemporary perspectives to banish the lingering notion of a literal, if fleeting, status residing within the parts of a psycho-bio-social organization may result in the covering over of a rich, profoundly intricate process of change within the assumed frozen space of each part. In this paper (...) I show how Heidegger, Derrida and Gendlin help us think from this more intimate process to transform current views of metaphor, the unconscious, and the relation between affect and cognition. (shrink)

Memory is everywhere in Blade Runner 2049. From the dead tree that serves as a memorial and a site of remembrance (“Who keeps a dead tree?”), to the ‘flashbulb’ memories individuals hold about the moment of the ‘blackout’, when all the electronic stores of data were irretrievably erased (“everyone remembers where they were at the blackout”). Indeed, the data wiped out in the blackout itself involves a loss of memory (“all our memory bearings from the time, they were all damaged (...) in the blackout”). Memory, and lack of it, permeates place, where from the post-blackout Las Vegas Deckard remembers it as somewhere you could “forget your troubles.” Memory is a commodity, called upon and consumed by the Wallace Corporation, purchased from the memory-maker, Dr Ana Stelline, who constructs and implants “the best memories” in replicants so as to instil in them real human responses. Memory is ubiquitous in Blade Runner 2049, involving humans, replicants, objects, and machines. Even “God,” we are told, “remembered Rachael.” Nowhere, though, is the depiction of memory more important than in the attempt to solve a question of identity. Officer K has a memory of his past. Even though he knows it is an implant, it is a memory he is emotionally attached to, frequently narrating it to Joi, his digital girlfriend. But it is a memory that starts to puzzle and trouble him. When K discovers the remains of a dead replicant, a female NEXUS-7, he uncovers a secret—this replicant was pregnant and died during childbirth, a discovery that could “break the world.” K is charged with hunting down the child and making the problem disappear. Yet as K starts seeking answers to the question of the child’s identity he gets inextricably caught up in the mystery. Is he merely Officer K, or is he Joe, the miracle child of Rachael and Deckard? The answer to this question hinges on K’s memory. But is the memory genuine? Is the memory his? Blade Runner 2049 encourages us to think deeply about the nature of memory, identity, and the relation between them. Indeed, the film does not just serve as a starting point for thinking about philosophical issues related to memory and identity. Rather, as we show in this chapter, the film seems to offer a view on these philosophical issues. Blade Runner 2049 offers us a view of memory as spread out over people, objects, and the environment, and it shows us that memory’s role in questions of identity goes beyond merely accurately recalling one’s past. Identity depends not on memory per se, but partly on what we use memory for. (shrink)

Why is our knowledge of the past so much more ‘expansive’ (to pick a suitably vague term) than our knowledge of the future, and what is the best way to capture the difference(s) (i.e., in what sense is knowledge of the past more ‘expansive’)? One could reasonably approach these questions by giving necessary conditions for different kinds of knowledge, and showing how some were satisfied by certain propositions about the past, and not by corresponding propositions about the future. I take (...) it that such is the approach of Chapter 6 of Time and Chance (T&C). Here’s another such a proposal, similar to that of, but significantly different from T&C; my purpose in this section is to highlight the differences, by showing how this account fails. (shrink)

The shift from print to screen has bodily effects on how we read. We distinguish two dimensions of embodied reading: the spatio-temporal and the imaginary. The former relates to what the body does during the act of reading and the latter relates to the role of the body in the imagined scenarios we create from what we read. At the level of neurons, these two dimensions are related to how we make sense of the world. From this perspective, we explain (...) how the bodily activity of reading changes from print to screen. Our focus is on the decreased material anchoring of memories. (shrink)

Education has recently been shaped by the cognitive science of memory. In turn, the science of memory has been infused by revolutionary ideas found in Wittgenstein’s works. However, the memory science presently applied to education draws mainly on traditional models that are quickly becoming outmoded; Wittgenstein’s insights have yet to be fruitfully applied, though they have helped to develop the science of memory. In this chapter, I examine three Wittgensteinian reforms in memory science as they pertain to education . First, (...) Wittgenstein has inspired a particular strain of enactive models of memory and cognition, with important implications for theories of situated learning in education. Second, researchers have begun modeling memory as public practice , which deeply informs, inter alia, fraught theoretical discussions of assessment. Third, a number of memory researchers have rejected models based on a stored trace, a fundamental, Wittgensteinian revision with broad implications for characterizations of learning. (shrink)

Models of memory in cognitive science and philosophy have traditionally explained human remembering in terms of storage and retrieval. This tendency has been entrenched by reliance on computationalist explanations over the course of the twentieth century; even research programs that eschew computationalism in name, or attempt the revision of traditional models, demonstrate tacit commitment to computationalist assumptions. It is assumed that memory must be stored by means of an isomorphic trace, that memory processes must divide into conceptually distinct systems and (...) phases, and that human remembering consists in inner, cognitive processes that are implemented by distinct neural processes. This dissertation draws on recent empirical work, and on philosophical arguments from Ludwig Wittgenstein and others, to demonstrate that this latent computationalism in the study of memory is problematic, and that it can and should be eliminated. Cognitive psychologists studying memory have encountered numerous data in recent decades that belie archival models. In cognitive neuroscience, establishing the neural basis of storage and retrieval processes has proven elusive. A number of revised models on offer in memory science, that have taken these issues into account, fail to sufficiently extricate the archival framework. Several impasses in memory science are products of these underlying computationalist assumptions. Wittgenstein and other philosophers offer a number of arguments against the need for, and the efficacy of, the storage and retrieval of traces in human remembering. A study of these arguments clarifies the ways that these computationalist assumptions are presently impeding the science of memory, and provides ways forward in removing them. We can and should characterize and model human memory without invoking the storage and retrieval of traces. A range of work in connectionism, dynamical systems theory, and recent philosophical accounts of memory demonstrate how the science of memory can proceed without these assumptions, toward non-archival models of remembering. (shrink)

In the history of external information systems, the World Wide Web presents a significant change in terms of the accessibility and amount of available information. Constant access to various kinds of online information has consequences for the way we think, act and remember. Philosophers and cognitive scientists have recently started to examine the interactions between the human mind and the Web, mainly focussing on the way online information influences our biological memory systems. In this article, we use concepts from the (...) extended cognition and distributed cognition frameworks and from transactive memory theory to analyse the cognitive relations between humans and the Web. We first argue that while neither of these approaches neatly capture the nature of human-Web interactions, both offer useful concepts to describe aspects of such interactions. We then conceptualize relations between the Web and its users in terms of cognitive integration, arguing that most current Web applications are not deeply integrated and are better seen as a scaffold for memory and cognition. Some highly personalised applications accessed on wearable computing devices, however, may already have the capacity for deep integration. Finally, we draw out some of the epistemic implications of our cognitive analysis. (shrink)

This chapter proposes a radically enactive account of remembering that casts it as creative, dynamic, and wide-reaching. It paints a picture of remembering that no longer conceives of it as involving passive recollections – always occurring wholly and solely inside heads. Integrating empirical findings from various sources, the chapter puts pressure on familiar cognitivist visions of remembering. Pivotally, it is argued, that we achieve a stronger and more elegant account of remembering by abandoning the widely held assumption that it is (...) rooted in the retrieval of stored information or content in order to represent past events. We demonstrate how a radically enactive account of the roots of remembering can successfully handle classic cases discussed in the extended memory literature while, at same time, accommodating experientially rich forms of episodic memory. (shrink)

In biosemiotics, life and living phenomena are described by means of originally anthropomorphic semiotic concepts. This can be justified if we can show that living systems as self-maintaining far from equilibrium systems create and update some kind of representation about the conditions of their self-maintenance. The point of view is the one of semiotic realism where signs and representations are considered as real and objective natural phenomena without any reference to the specifically human interpreter. It is argued that the most (...) basic concept of representation must be forward looking and that both C. Peirce’s and J. v. Uexküll’s concepts of sign assume an unnecessarily complex semiotic agent. The simplest representative systems do not have phenomenal objects or Umwelten at all. Instead, the minimal concept of representation and the source of normativity that is needed in its interpretation can be based on M. Bickhard’s interactivism. The initial normativity or natural self-interest is based on the ‘utility-concept’ of function: anything that contributes to the maintenance of a far from equilibrium system is functional to that system — every self-maintaining far from equilibrium system has a minimal natural self-interest to serve that function, it is its existential precondition. Minimal interactive representation emerges when such systems become able to switch appropriately between two or more means ofmaintaining themselves. At the level of such representations, a potentiality to detect an error may develop although no objects of representation for the system are provided. Phenomenal objects emerge in systems that are more complex. If a system creates a set of ongoingly updated ’situation images’ and can detect temporal invariances in the updating process, these invariances constitute objects for the system itself. Within them, a representative system gets an Umwelt and becomes capable of experiencing triadic signs. The relation between representation and its object is either iconic or indexical at this level. Correspondingly as in Peirce’s semeiotic, symbolic signs appear as more developed — for the symbolic signs, a more complex system is needed. (shrink)

The self, Joseph LeDoux tells us, is “the totality of the living organism”. Most disciplines in the natural sciences focus on only one or two levels of organization. Indeed, Dmitri Mendeleev figured out the periodic table of the elements without knowing any of the underlying quantum mechanics or stereochemistry. There are, however, at least a dozen levels of organization within the neurosciences — and, if we use a metaphor, we temporarily create yet another. This leads to considerable confusion and arguments (...) at cross purposes over whether learning is an alteration at the level of gene expression, ion channels, synapses, neurons or circuits. Each neuron has thousands of synapses, which produce currents that summate to form an impulse train. But only rarely is the activity of a single neuron sufficient to cause a perception or trigger an action. Neurons usually act as members of ‘committees’ — what Donald Hebb in 1949 called cellassemblies. Just as in academia, one individual may function in different committees on different occasions. A concept, including any explicit memory that we can talk about, is probably formed by such a committee. Implicit memories are less differentiated — they are part of the ‘feltwork’, together with motivations and emotions, that biases the choice of one’s next act. In this well-written 400-page appreciation of behavioural neuroscience, LeDoux argues that synapses are the seat of self. He says, in effect, that you are your memories; that it is the uniqueness of an array of synaptic strengths that distinguishes one twin from another. Fair enough, but why not instead focus on one’s unique array of ion channels? Or neurons, because a neuron is the closest thing we have to a computational unit? Or one’s unique arrangement of those overlapping, redundant hebbian committees? None of these make for a catchy book title, but relating other things to the synapses proves to be a good way of covering a lot of fascinating material at the overlying levels, including a few updates to LeDoux’s earlier book The Emotional Brain. (shrink)

: We provide empirical examples to conceptually clarify some items on Firestone & Scholl’s (F&S’s) checklist, and to explain perceptual effects from an attentional and memory perspective. We also note that action and embodied cognition studies seem to be most susceptible to misattributing attentional and memory effects as perceptual, and identify four characteristics unique to action studies and possibly responsible for misattributions.

Experiences of embodied remembering are familiar and diverse. We settle bodily into familiar chairs or find our way easily round familiar rooms. We inhabit our own kitchens or cars or workspaces effectively and comfortably, and feel disrupted when our habitual and accustomed objects or technologies change or break or are not available. Hearing a particular song can viscerally bring back either one conversation long ago, or just the urge to dance. Some people explicitly use their bodies to record, store, or (...) cue memories. Others can move skilfully, without stopping to think, in complex and changing environments thanks to the cumulative expertise accrued in their history of fighting fires, or dancing, or playing hockey. The forms of memory involved in these cases may be distinct, operating at different timescales and levels, and by way of different mechanisms and media, but they often cooperate in the many contexts of our practices of remembering. (shrink)

Do dissociations imply independent systems? In the memory field, the view that there are independent implicit and explicit memory systems has been predominantly supported by dissociation evidence. Here, we argue that many of these dissociations do not necessarily imply distinct memory systems. We review recent work with a single-system computational model that extends signal-detection theory (SDT) to implicit memory. SDT has had a major influence on research in a variety of domains. The current work shows that it can be broadened (...) even further in its range of application. Indeed, the single-system model that we present does surprisingly well in accounting for some key dissociations that have been taken as evidence for independent implicit and explicit memory systems. (shrink)

Matthew Walker's model overcomes the unrefined classical concept of consolidation as a unitary process. Presently still confined in its scope to selective data mainly referring to procedural motor learning, the model nonetheless provides a valuable starting point for further refinements, which would be required for a more comprehensive account of different types and aspects of human memory consolidation.

In this chapter, we analyze the relationships between the Internet and its users in terms of situated cognition theory. We first argue that the Internet is a new kind of cognitive ecology, providing almost constant access to a vast amount of digital information that is increasingly more integrated into our cognitive routines. We then briefly introduce situated cognition theory and its species of embedded, embodied, extended, distributed and collective cognition. Having thus set the stage, we begin by taking an embedded (...) cognition view and analyze how the Internet aids certain cognitive tasks. After that, we conceptualize how the Internet enables new kinds of embodied interaction, extends certain aspects of our embodiment, and examine how wearable technologies that monitor physiological, behavioral and contextual states transform the embodied self. On the basis of the degree of cognitive integration between a user and Internet resource, we then look at how and when the Internet extends our cognitive processes. We end this chapter with a discussion of distributed and collective cognition as facilitated by the Internet. (shrink)

Through a selective historical, theoretical, and critical survey of the uses of the concept of scaffolding over the past 30 years, this chapter traces the development of the concept across developmental psychology, educational theory, and cognitive anthropology, and its place in the interdisciplinary field of distributed cognition from the 1990s. Offering a big-picture overview of the uses of the notion of scaffolding, it suggests three ways to taxonomise forms of scaffolding, and addresses the possible criticism that the metaphor of scaffolding (...) retains an overly individualist vision of cognition. The chapter is aimed at a broad interdisciplinary audience interested in processes of learning, teaching, and apprenticeship as they apply to the study of memory. (shrink)

I hope that this wonderful book, written with a passionate and sympathetic intelligence, reaches a wide audience. It's not an easy read, for Janice Haaken deliberately spins a dense web of reference, pursuing paths across the contemporary psycho-political landscape. But her scholarship is marvellously diverse and well-directed, and her writing easily shifts between sad or playful fantasy, and insistently engaged political or empirical analysis.

Sometimes I remember my past experiences from an ‘observer’ perspective, seeing myself in the remembered scene. This paper analyses the distinction in personal memory between such external observer visuospatial perspectives and ‘field’ perspectives, in which I experience the remembered actions and events as from my original point of view. It argues that Richard Wollheim’s related distinction between centred and acentred memory fails to capture the key phenomena, and criticizes Wollheim’s reasons for doubting that observer ‘memories’ are genuine personal memories. Since (...) field perspectives in personal memory are also likely to be the product of constructive processes, we should reject the common assumption that such constructive processes inevitably bring distortion and error. Yet field perspectives tend to be treated as privileged also in the domains of memory for skilled movement, and memory for trauma. In each case, it is argued that visuospatial perspective in personal memory should be distinguished from other kinds of perspective such as kinesthetic perspective and emotional perspective. (shrink)

In his oft-cited book Descartes' Error, Antonio Damasio claims that Descartes is responsible for having stifled the development of modern neurobiological science, in particular as regards the objective study of the physical and physiological bases for emotive and socially-conditioned cognition. Most of Damasio’s book would stand without reference to Descartes, so it is intriguing to ask why he launched this attack. What seems to fuel such claims is a desire for a more holistic understanding of the mind, the brain and (...) the self. For Descartes however, here allowed to answer back, the question of accounting for the whole diversity of human potential experiences was what could not be left out of sight. Concerning the question of his neglect of the mind said to be "abysmally" detached from the body, it is claimed here that, in the light of Descartes' move which was to break with the scholastic practice of putting more and more things under the control of the soul, the program of using the reality of embodiment to understand the mind was one he actually started. An answer is also suggested to counter the charge that Descartes failed to account for the interaction of the two substances, the mind and the material body, by showing why and how Descartes actually believed in the substantial union of mind and body. Yet, he kept in the picture an ingenium, a faculty of pure understanding overarching a cybernetic model of the body-mind, of which we also here seek to appreciate the significance. This project of accounting for the mind-body interaction ended-up in a study the "passions," as emotions were then called. (shrink)

Remembrance is constitutive of music. For music emerges not as an isolated physical stimulus. Rather, it is experienced, i.e., a present musical moment is tied to its temporal antecedents. It is tempting to conceive of remembrance as repetition and as thus opposed to oblivion. Yet to memory selectivity is crucial. What is not selected, falls into oblivion. Hence as we remember we have forgotten already. The present moment evokes remembrance, and exhibits what was then in the light of what is (...) now. Remembrance changes the past it recovers. Listening to music, we may experience anamnesis to be metamorphosis. (shrink)

In this paper an "unconscious" structure common to such altered psychological states as dreaming, schizophrenic disintegration, out-of body experiences, and creative acts is described. This description is accomplished by setting psychoanalytic, clinical, and empirical studies zuithin a phenomenological framework. Phenomenological self-reflection is first made a party to discussions which focus on memories and the experience of the lived body. The configurations of "unconsciousness" then take precedence in describing relationships between the "I" of waking consciousness and a transformative body image . (...) A unique experience of the self-as undergoing a process of ego "duplication" and body "doubling"-is highlighted. (shrink)

A concert pianist the second author videotaped herself learning J.S. Bach's Italian Concerto Presto , and commented on the problems she encountered as she practised. Approximately two years later the pianist wrote out the first page of the score from memory. The pianist's verbal reports indicated that in the early sessions she identified and memorised the formal structure of the piece, and in the later sessions she practised using this organisation to retrieve the memory cues that controlled her playing. The (...) practice and recall data supported this account. Both were organised by the formal structure of the music. Practice segments were more likely to start and stop at boundaries of the formal structure than at other locations, and recall was higher for the beginnings of sections than for later portions. Like other forms of expert memory, pianistic memory appears to be based on use of a highly practised retrieval scheme which permits rapid retrieval of information from long-term memory. (shrink)

We are sympathetic to most of what Glenberg says in his target article, but we consider it common wisdom rather than something radically new. Others have argued persuasively against the idea of abstraction in cognition, for example. On the other hand, Hebbian connectionism cannot get along without the idea of association, at least at the neural level.