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Memory Systems of the Brain

When thinking about memories many people group them into only two groups, which are short-term and long-term. Most people don’t know that when it comes to long-term memory you can categorize them into two groups, one being Explicit memory (declarative) and the second one would be Implicit memory (non-declarative). Within both of these categories, there are two more subdivisions. Knowing this people can learn how their memory works and what makes it a long-term memory. I know a few people who have wondered why they remembered a particular thing.

Knowing the divisions and subdivisions will allow one to understand why the brain may have stored it into their long-term memory.

When reading Chapter 7.4, I learned about the different types of long-term memories and their subtypes. In this chapter, the author explains the Explicit Memory and the Implicit Memory with its two subtypes. Explicit memory requires conscious effort and can usually be explained, Episodic Memory and Sematic Memory are the subtypes.

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Episodic memory is based on a persons’ personal experience. An example of two of my favorite Episodic memories would be my first Christmas in Houston, Texas, and camping. I remember getting so many presents and it was exactly everything that I wanted. Another one of my favorite Episodic memories would be the first time I went camping in the woods as a field trip from my school. I slept in a cabin, went fishing for mussels, had my first S’more, and went navigating in the forest. It was such a great experience that I wouldn’t mind doing it again.

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Sematic memory is based on remembering facts and knowledge; it may require a little more thought. Most of the time it becomes very useful when it comes to school and work. I never really used my sematic memory, not that I know of in high school, middle school, or elementary. My sematic memory has been used in

Memory System

college plenty of times within the first semester. When it came to my finals I had to study everything from the beginning of the semester till the second to last week. I had to retain so much information and it was extremely stressful.

Implicit memory does not require conscious effort and frequently cannot be explained verbally. Classical conditioning and Procedural memory would be subtypes. Classical conditioning would use two stimuli to obtain a response. I know I have classical conditioning with bleu cheese. Whenever I smell or taste bleu cheese I have an urge to puke due to the fact that it tastes horrible and it gave me a bad stomach ache in the past. Procedural memory is responsible for remembering how to do something (motor skill) and habits. I remember being able to ride a bike without no hands and when my brother asked me, “How do you do that?”. I couldn’t give him any directions or explain it to him I was only able to show him.

Reading this chapter can teach an individual all about their long-term memories and why some things are stored in the long-term rather than short-term. I’ve learned the reasoning behind why some things are long-term rather than it is short-termed. Before this course, I thought that it was simply short-term and long term and that memory were classified under each based on what the individual finds more important. This is not a smart way of thinking, because the brain isn’t that simple so nothing about the brain should be that simple. Reading this chapter, I learned that it really depends on the brain and the person. Memories also require a conscious effort to retain the information.

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Memory Systems of the Brain. (2020, Nov 14). Retrieved from

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