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The most important part of cognition, memory, is much more than simply a passive storage system. It is a set of active processes that register, encode, store, and recall information. Memory “packages” information so that it is easy to retrieve. Learning new rituals constantly rearranges the memory store and stimulates the memory system.
There are multiple forms of memory, each mediated by different physical re-gions in the brain. And along with that separation, each has distinct operating characteristics that affect how and when things can go wrong. Immediate memory refers to the registration of new information and its recall within a few minutes. This is stimulated when the candidate is prompted dur-ing the ceremony and repeats after the prompting.
Short term or working memory, refers to the storage of information registered through immediate memory and its association with already stored knowledge,
and its recall within a few hours or days. Though working memory may rely on some stored information, the data it is currently processing does not necessar-ily get stored unless the storage process is activated. Storage is activated through association, imaging, and rehearsal.
Long term memory refers to information that it stored forever, and can be re-called when needed. It is itself subdivided into two broad categories, declara-tive or conscious memory which can be brought to mind whenever needed, and non-declarative or unconscious memory, which holds information that cannot usually be accessed by the conscious mind but is present and used nonetheless.
Declarative memory has subcategories of which episodic, and semantic mem-ory are the most relevant. Episodic memory refers to personal life memories, events that the person takes part in, and is stimulated by the experiences in the lodge. Daily experiences stimulate episodic memory.
Semantic memory is more general knowledge about the world and environment in which the person exists and makes much use of language.
Some think that that episodic memory may be something of a gateway to the storage of semantic memories because such facts were first encountered during a personal experience of one kind or another. Interestingly episodic memories are organized by experience, in something of a time sequence, whereas semantic memories are organized around the logical structure of the subject and are relatively timeless.
Therefore the structured learning is a strong stimulator of all the cognitive systems.
Non-declarative memory includes procedural memory, habits and ingrained skills that have become totally unconscious and automatic. The classic example is being able to drive through heavy traffic using a complicated but familiar route - while being preoccupied consciously by some imminent work - without being aware of the process of driving the car, the traffic, nor anything along the route.
Thus processes (such as driving, and the route) that are learned sequentially initially using immediate and short term memory, are converted to episodic long term memory through rehearsal and gradually become ingrained into non-declarative memory that become a part of the person. Similarly, lessons, learned regularly, and practiced consciously through mind-mapping, imagery, and associatiuon with daily functions and work become a part and parcel of the person, who then unconsciously begins to practice in life, what he has been practicing consciously in the school or college, or other learning atmosphere.
Research provides evidence that repeated cognitive exercises can alter cortical connectivity of the human brain. Several studies suggest that a discrete
program of cognitive exercise in the order of 2-3 months may have long-lasting and persistent protective effects on cognition over a number of years.
Other studies have showed that cognitive training in one domain transfers to non-trained tasks in same cognitive domain, to non-trained tasks in other cog-nitive domains, and to global measures of general cognitive ability and to measures of general function, through a process called Transfer of Effect.
Thus, complex mental activity, such as what occurs during school and college learning, and technical training, clearly alters the structure and function of the brain on a number of levels, through an ability called neuroplasticity.
The cognitive systems originate in and are intricately linked to the limbic or emotional system and the hypothalamus or ignition system of the brain which
is responsible for our drives. Thus the constant exercise of the cognitive sys-tems by Masonic rituals also stimulates development of the emotional system
through transfer of effect.
The discovery that neuroplasticity cannot occur without attention has important implications. If a skill becomes so routine you can do it on autopilot, practicing it will no longer change the brain. And if you take up mental exercises to keep your brain young, they will not be as effective if you become able to do them
without paying much attention.
However Neurobics - a combination of life-long learning, exercise of all parts of the brain, and social interactions - promotes neuroplasticity and keeps brains young.
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Leading Expert Experienced Neuro Psychiatrist | 5 Star Rated | Top Best Psychiatry Clinic | Chennai, India | Depression / Head ache / Anxiety / Stress / Child Behavior / Dementia | Online / Video/ Telemed Consult / Counselling
ph: +91 95661 33660
info