Brain Structure

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.