Introduction
It is often the case that people associate memories as a collection of neurons and synapses working in conjunction with each other in order to record pertinent information on a daily basis yet few think of the way in which the concept of memory can be comparable to that of a library where information is stored, recorded and categorized based on its type and attributes.
For example, have you ever thought of something which brought up a memory of something else which then subsequently brought on a whole host of other memories? Didn’t it feel oddly like the same experience you went through when you borrowed a book from the library where you went in, did a search through their book database then found the book you wanted?
This particular experience can be classified as a type of retrieval mechanism which we all use on a daily yet it is surprisingly similar to the way in which people utilize their local library however in the case of memories it isn’t “you” per see that does the searching rather it is the “thought” that was created that can be considered the patron that does the searching within the library of your mind.
It is based on this that it can be assumed that the various components and processes seen in a library today can actually be comparable to the processes that make up the storage and retrieval of memories within the human mind.
Fiction and Non-Fiction and Other Categories of Separation – The Separation of Memory Categories within the Mind
Within any library you’ll find the classic separation of fiction and non-fiction, it is an ubiquitous aspect of any library no matter the location, culture or size.
Going even further, each section has its own individual set of groups such as the non-fiction section being subdivided even further into the sciences, recent events, history, philosophy, culture, etc. The reason such categories of separation exist is due to the fact that it makes finding exactly what you need that much easier.
If books weren’t classified into individual sections and were instead placed depending on the order in which they were received what would result is a chaotic system of filing wherein hundreds, if not thousands of books, would be placed in whatever shelf or cabinet space is free making it next to impossible to be able to find anything within an appropriate span of time.
The reason this particular facet of library operations was brought up is that similar to the way in which books are arranged based on their category within a library; memories also have a distinct level of separation between them.
The most obvious of course is the separation between long term and short term memory which is comparable to the separation between fiction and nonfiction sections within a library catalogue.
Delving even further into the concept of categorization and separation is the Baddeley and Hitch (1974) multi-component model of memory which states that working memory operates via a system of “slave systems” and a central controller which supervises the transmission and coordination of information (RepovŠ & Baddeley, 2006).
The first “slave system” of the Baddeley and Hitch (1974) model is called the phonological loop which stores the sound of language.
This system operates via a method of continuous repetition where in order to prevent the decay of accumulated words, phrases, meanings etc. the system continuously repeats the content thus refreshing it and ensuring that a person doesn’t forget it (RepovŠ & Baddeley, 2006).
For example, remembering people’s names, numbers and associated information regarding a particular individual is governed by this system. The second “slave system” is called the visual-spatial sketchpad which is involved in the storage and retrieval of visual and spatial information (RepovŠ & Baddeley, 2006).
Aspects related to this system come in form of visual images such as colors, shapes and the location of various objects and places of interest.
The Baddeley and Hitch (1974) model is one of the best methods of understanding how memories are separated in much the same way as the books seen in your school library since through separation and categorization this makes memories easier to store, classify and then subsequently bring up when the need arises.
The Library Card/Computer Catalogue and the Retrieval of Stored Memories
If libraries have a form of storage and classification then they must also have a form of information retrieval, in most cases this comes in the form of a card/ computer catalogue where students can easily find the precise book they’re looking for based on the classification indicated within the catalogue.
The reason behind the existence of this particular mechanism is quite simple, even if books have been classified based on their type there are still hundreds of books within each section.
Through the use of system of numbering and classification the process of find a book speeds up immensely since it enables a person to bypass dozens of books during the search and look for the book within the number section that it is supposed to be found in.
The reason this was brought up is due to the fact that the storage of memory within the mind works the same way however instead of a numbered classification what is used instead is a series of retrieval mechanisms.
One of the best models which enable people to understand the concept of memory storage and retrieval is the Ericsson and Kintsch (1995) model which explains that all individuals utilize skilled memory in everyday tasks however most these memories are stored in long term memory and then subsequently retrieved through various forms of retrieval mechanisms.
Ericsson and Kintsch explain that it would be impossible to “hold” so to speak all memories within our working memory rather what occurs is that individuals hold only a few concepts related to a task within their working memory and then use those as indicators to retrieve the information from long term memory.
This process which they described as “long term working memory” is easily comparable to the card catalog within a library which stores information regarding particular books and then directs people to which specific shelf they are located (Gobet, 2000).
This actually makes a great deal of sense since it is normally impossible to be fully immersed in all the memories we have created in our lives and need some form of “trigger” in order to bring these memories into the forefront of our present thought processes.
The Presence of a Central Controller – The Librarian
Most high school, college and university libraries come equipped with a librarian whose duty is to categorize the books, update the collection, assist students when need be in finding particular books and overall ensure the continued upkeep of the various books within the library.
Going back to the Baddeley and Hitch (1974) model presented in the previous section, it is particularly interesting to note that this model on how memory works states that there is a “central executive” which facilitates the proper operation of the memory storage systems describe by directing the processes related to systematizing information towards relevant processes while at the same time minimizes or outright eliminates inappropriate or irrelevant information from being disseminated.
From a certain perspective this particular role is similar to what a librarian does in terms of ensuring the books are within their appropriate sections, ensuring that the proper types of books are obtained that conforms to what students need for their lessons while at the same time ensuring that what is present within the libraries vast collection is continuously placed where it should be.
As such the central executive within the mind can actually be comparable to a librarian and as such further deepens the metaphorical representation of the process inherent in the storage of memories being similar to what is found in a library.
Conclusion
Based on the examples presented it can be seen that the various processes and systems utilized within a library are actually quite comparable to the methods used to store memories in the human mind.
This could be due to the fact that just as a library tries to store as much information as possible within a limited space the mind does the exact same thing hence the fact there are similar processes behind their operation.
Reference List
Gobet, F. (2000). Retrieval structures and schemata: A brief reply to Ericsson and Kintsch. British Journal Of Psychology, 91(4), 591.
RepovŠ, G. G., & Baddeley, A. A. (2006). The multi-component model of working memory: Explorations in experimental cognitive psychology. Neuroscience, 139(1), 5-21.