Instruct: Given a question, retrieve relevant documents that can help answer the question.
Query: Who developed the Mind Palace technique of memorization?
The designation is not used with strict consistency. In some cases it refers broadly to what is otherwise known as the art of memory, the origins of which are related, according to tradition, in the story of Simonides of Ceos and the collapsing banquet hall. For example, after relating the story of how Simonides relied on remembered seating arrangements to call to mind the faces of recently deceased guests, Stephen M. Kosslyn remarks "[t]his insight led to the development of a technique the Greeks called the method of loci, which is a systematic way of improving one's memory by using imagery." Skoyles and Sagan indicate that "an ancient technique of memorization called Method of Loci, by which memories are referenced directly onto spatial maps" originated with the story of Simonides. Referring to mnemonic methods, Verlee Williams mentions, "One such strategy is the 'loci' method, which was developed by Simonides, a Greek poet of the fifth and sixth centuries BC." Loftus cites the foundation story of Simonides (more or less taken from Frances Yates) and describes some of the most basic aspects of the use of space in the art of memory. She states, "This particular mnemonic technique has come to be called the "method of loci". While place or position certainly figured prominently in ancient mnemonic techniques, no designation equivalent to "method of loci" was used exclusively to refer to mnemonic schemes relying upon space for organization.
The neuroscientist Donald Hebb (1904–1985) was the first to distinguish between short-term memory and long-term memory. According to current theories in neuroscience, things that we "notice" are stored in short-term memory for up to a few minutes; this memory depends on "reverberating" electrical activity in neuronal circuits, and is very easily destroyed by interruption or interference. Memories stored for longer than this are stored in "long-term memory". Whether information is stored in long-term memory depends on its "importance"; for any animal, memories of traumatic events are potentially important for the adaptive value that they have for future avoidance behavior, and hormones that are released during stress have a role in determining what memories are preserved. In humans, traumatic stress is associated with acute secretion of epinephrine and norepinephrine (adrenaline and noradrenaline) from the adrenal medulla and cortisol from the adrenal cortex. Increases in these facilitate memory, but chronic stress associated with prolonged hypersecretion of cortisol may have the opposite effect. The limbic system is involved in memory storage and retrieval as well as giving emotional significance to sensory inputs. Within the limbic system, the hippocampus is important for explicit memory, and for memory consolidation; it is also sensitive to stress hormones, and has a role in recording the emotions of a stressful event. The amygdala may be particularly important in assigning emotional values to sensory inputs.
There are three main types of memories: sensory memory, short-term memory, and long-term memory. Sensory memory in short is the ability to hold sensory information for a short period of time, for example looking at an object and being able to remember what it looked like moments after. Short-term memory is memory that allows a person to recall a short period of time; this can be a few seconds to a minute. Short-term memory allows people to remember what happened during that short time span without actually practicing the memory. Long-term memory has a much larger capacity than the prior two and actually stores information from both these types of memories to create a long lasting and large memory. Long-term memory is the largest target for research involving selective memory erasure.
Priming studies on Cochrane revealed that individuals with severe amnesia can display intact priming capabilities regardless of episodic memory damage. Priming involves initially exposing a subject to a word or image so that a memory of that word or image can be formed. This is meant to improve a subject's recall of that word or image when that word or image is shown at a later time. Cochrane additionally showed that priming effects can last for long periods of time; in one study, researchers presented Cochrane with a list of words, and after 12 months showed him the same words with letters missing. Cochrane was able to complete these fragmented words as successfully as a person with normal brain function who was shown the same list initially. This challenged the previous opinion that patients with anterograde amnesia are incapable of adding information to their declarative memory.
Short-term memory is supported by transient patterns of neuronal communication, dependent on regions of the frontal lobe (especially dorsolateral prefrontal cortex) and the parietal lobe. Long-term memory, on the other hand, is maintained by more stable and permanent changes in neural connections widely spread throughout the brain. The hippocampus is essential (for learning new information) to the consolidation of information from short-term to long-term memory, although it does not seem to store information itself. It was thought that without the hippocampus new memories were unable to be stored into long-term memory and that there would be a very short attention span, as first gleaned from patient Henry Molaison after what was thought to be the full removal of both his hippocampi. More recent examination of his brain, post-mortem, shows that the hippocampus was more intact than first thought, throwing theories drawn from the initial data into question. The hippocampus may be involved in changing neural connections for a period of three months or more after the initial learning.
In 1974 Baddeley and Hitch proposed an alternative theory of short-term memory: Baddeley's model of working memory. According to this theory, short-term memory is divided into different slave systems for different types of input items, and there is an executive control supervising what items enter and exit those systems. The slave systems include the phonological loop, the visuo-spatial sketchpad, and the episodic buffer (later added by Baddeley).
Studies were completed consistently throughout Molaison's lifetime to discover more about amnesia. Researchers did a 14-year follow-up study on Molaison. They studied him for a period of two weeks to learn more about his amnesia. After 14 years, Molaison still could not recall things that had happened since his surgery. However, he could still remember things that had happened prior to the operation. Researchers also found that, when asked, Molaison could answer questions about national or international events, but he could not remember his own personal memories. After his death Molaison donated his brain to science, where they were able to discover the areas of the brain that had the lesions which caused his amnesia. This case study provided important insight to the areas of the brain that are affected in anterograde amnesia, as well as how amnesia works.
Memory has typically been divided into sensory, short term, and long term processes. According to Rasmuseen & Berntsen, 2009, "long-term memory processes may form the core of spontaneous thought". Thus the memory process most related to flashbacks is long term memory. As well, studies by Rasmuseen & Berntsen, 2009, have shown that long term memory is also susceptible to extraneous factors such as recency effect, arousal and rehearsal as it pertains to accessibility. Compared to voluntary memories, involuntary memories show shorter retrieval times and little cognitive effort. Finally, involuntary memories arise due to automatic processing, which does not rely on higher-order cognitive monitoring, or executive control processing. Voluntary memory is normally associated with contextual information, which is what allows for correspondence between time and place, this is not true of flashbacks. According to Brewin, Lanius et, al, 2009, flashbacks, are disconnected from contextual information, and as a result are disconnected from time and place.
Fechner, along with Wilhelm Wundt and Hermann von Helmholtz, is recognized as one of the founders of modern experimental psychology. His clearest contribution was the demonstration that because the mind was susceptible to measurement and mathematical treatment, psychology had the potential to become a quantified science. Theorists such as Immanuel Kant had long stated that this was impossible, and that therefore, a science of psychology was also impossible.
Within long-term memory there are also different types of long-term memories. Implicit memory is one type of long-term memory that is generally described as the ability to remember how to use objects or specific movements of the body (e.g. using a hammer). Another type of long-term memory, explicit memory, refers to memories that can be consciously drawn upon by a person to remember. Explicit memory can be split into further subcategories, one being episodic memory, which is the memory of specific events and the information surrounding it, as well as semantic memory, which is the ability to remember factual information (e.g. what numbers mean).
Obsessive-compulsive individuals have difficulty forgetting unwanted thoughts. When they encode this information into memory they encode it as a neutral or positive thought. This is inconsistent with what a person without OCD would think about this thought, leading the individual with OCD to continue displaying their specific "ritual" to help deal with their anxiety. When asked to forget information they have encoded, OCD patients have difficulty forgetting what they are told to forget only when the subject is negative. Individuals not affected by OCD do not show this tendency. Researchers have proposed a general deficit hypothesis for memory related problems in OCD. There are limited studies investigating this hypothesis. These studies propose that memory is enhanced for menacing events that have occurred during the individuals life. For example, a study demonstrated that individuals with OCD exhibit exceptional recall for previously encountered events, but only when the event promoted anxiety in the individual.
Anders Ericsson and Walter Kintsch have introduced the notion of "long-term working memory", which they define as a set of "retrieval structures" in long-term memory that enable seamless access to the information relevant for everyday tasks. In this way, parts of long-term memory effectively function as working memory. In a similar vein, Cowan does not regard working memory as a separate system from long-term memory. Representations in working memory are a subset of representations in long-term memory. Working memory is organized into two embedded levels. The first consists of long-term memory representations that are activated. There can be many of these—there is theoretically no limit to the activation of representations in long-term memory. The second level is called the focus of attention. The focus is regarded as having a limited capacity and holds up to four of the activated representations.
People learning Morse code using the Farnsworth method are taught to send and receive letters and other symbols at their full target speed, that is with normal relative timing of the dots, dashes, and spaces within each symbol for that speed. The Farnsworth method is named for Donald R. "Russ" Farnsworth, also known by his call sign, W6TTB. However, initially exaggerated spaces between symbols and words are used, to give "thinking time" to make the sound "shape" of the letters and symbols easier to learn. The spacing can then be reduced with practice and familiarity.
Alfred Binet (; July 8, 1857 – October 18, 1911) was a French psychologist who invented the first practical IQ test, the Binet–Simon test. In 1904, the French Ministry of Education asked psychologist Alfred Binet to devise a method that would determine which students did not learn effectively from regular classroom instruction so they could be given remedial work. Along with his collaborator Théodore Simon, Binet published revisions of his test in 1908 and 1911, the last of which appeared just before his death.
In the 12th century, a development in teaching and learning music in a more efficient manner had arisen. Guido of Arezzo's alleged development of the Guidonian hand, more than a hundred years after his death, allowed for musicians to label a specific joint or fingertip with the gamut (also referred to as the hexachord in the modern era). Using specific joints of the hand and fingertips transformed the way one would learn and memorize solmization syllables. Not only did the Guidonian hand become a standard use in preparing music in the 12th century, its popularity grew more widespread well into the 17th and 18th century. The knowledge and use of the Guidonian hand would allow a musician to simply transpose, identify intervals, and aid in use of notation and the creation of new music. Musicians were able to sing and memorize longer sections of music and counterpoint during performances and the amount of time spent diminished dramatically.
At Columbia, Dwight was the creator of the Dwight method of legal instruction, which emphasized memorization of treatises, practice drills, and frequent moot courts. The Dwight method was in competition with the case method developed by Christopher Columbus Langdell, then Dean of Harvard, which emphasized the study of individual cases, and inductive reasoning. As described by Columbia Professor Peter Strauss, "Where Dwight aimed to give a sound knowledge of the law to men of average ability, Harvard's case method aimed to give as much intellectual stimulation as possible to those who would become the profession's elite." Today, the more abstract case method dominates legal education, even at New York Law School. However, the Dwight method, while not described as such, is still used in some law schools. Dwight-like memorization techniques are also widely used to prepare for state bar exams.
Spontaneous recovery is a phenomenon of learning and memory that was first named and described by Ivan Pavlov in his studies of classical (Pavlovian) conditioning. In that context, it refers to the re-emergence of a previously extinguished conditioned response after a delay. Such a recovery of "lost" behaviors can be observed within a variety of domains, and the recovery of lost human memories is often of particular interest. For a mathematical model for spontaneous recovery see Further Reading.
Psychology was a branch of the domain of philosophy until the 1870s, when it developed as an independent scientific discipline in Germany and the United States. Psychology as a self-conscious field of experimental study began in 1879, in Leipzig Germany, when Wilhelm Wundt founded the first laboratory dedicated exclusively to psychological research in Germany. Wundt was also the first person to refer to himself as "a psychologist". Other important early contributors to the field include Hermann Ebbinghaus (a pioneer in the study of memory), William James (the American father of pragmatism), and Ivan Pavlov (who developed the procedures associated with classical conditioning).
Electric sound recording and reproduction are electrical or mechanical techniques and devices for the inscription and re-creation of sound waves, such as spoken voice, singing, instrumental music, or sound effects. Acoustic analog recording is achieved by a small microphone diaphragm that can record sound waves on a phonograph (in which a stylus senses grooves on a record) or magnetic tape. The first practical sound recording and reproduction device was the mechanical phonograph cylinder, invented by Thomas Edison in 1877 and patented in 1878. 
The next major technical development was the invention of the gramophone disc in 1889. For much of the 20th century, records were the most common way of selling sound recordings. The widespread availability of records and the development of radio broadcasting enabled a much larger proportion of people to listen to songs and pieces performed by the top artists, enabling the development of national and even international musical stars. In the 1970s, the compact cassette became a major consumer audio format. Advances in electronic and mechanical miniaturization led to the development of the Sony Walkman, a pocket-sized cassette player introduced in 1979, which allowed consumers to listen to their favourite albums outside of their home.
The founding father of the independent Psychology major, available from the turn of the millennium, is Professor Csaba Pléh, member of the Hungarian Academy of Sciences, who organized the Cognitive Science Group at the Department of Psychology, and in 1999, started the Cognitive Science and Neuropsychology Program of Szeged, or in short, the Cognitive Program. He laid the foundation for a professional psychology training course at the University of Szeged. The university's Medical Faculty and the Cognitive Science Group, led by Csaba Pléh, organized the VIII. Conference of the Hungarian Cognitive Science Association (MAKOG), titled The Development and Disorders of Cognitive Functions for 4–6 February 2000 in Szeged.
Peter of Ravenna (c. 1448–1508) was an Italian jurist. He is now best known for his memorization techniques, published in a 1491 work "Phoenix" ("Fenix") on the art of memory, a work that received an early form of copyright.
He began developing his mnemonic techniques in 1987 when he saw Creighton Carvello memorize a pack of 52 playing cards in less than three minutes on the BBC television programme "Record Breakers". In order to memorize numbers, O'Brien developed the mnemonic Dominic system, which is similar to the Major System. He has written books about memorization techniques such as "How to Develop a Perfect Memory", "Quantum Memory Power", "Learn to Remember", "How to Pass Exams", "The Winning Hand", and "The Amazing Memory Box".
Hermann Ebbinghaus began the scientific study of human memory with this treatise "On Memory" is 1885. Ebbinghaus experimented on himself by testing his own ability to memorize lists of randomly arranged syllables presented at regular pace of 2.5 syllables per second. He would record how long it took him to memorize a list of syllables and also how quickly he would lose the memorization. With this data, he traced learning and forgetting curves. Ebbinghaus also collected data on his ability to memorize at different times of the day and under different conditions. His work later influenced G.E. Müller who continued the tradition of lists of items to conduct memory experiments on human subjects and using behavioral data to develop models of memory. The two most common types of memory studied using these methods are recognition and recall.
Foer describes his book as participatory journalism in the world of competitive memorization and attempts to delineate the capacity of the human mind. He sets out to investigate the underpinnings of those with enhanced memory, soon finding himself at the 2005 U.S. Memory Championship. He covers the scientific basis of memory creation and historical attitudes towards memory, including its negative reputation in the Western educational system, a perception which Foer is largely opposed to. He explores common mnemonic tools for improving memory: the techniques of Roman rhetoricians and the tannaim ("reciters") of Judea, the Major System and the PAO System for memorizing numbers and cards, and Mind Mapping, a note-taking technique developed by Tony Buzan. These methods are all a form of the method of loci, in which data is stored in a sequence of memorable images that can be translated back into their original form. He espouses deliberate practice as the path to expertise, and declares psychological barriers as the largest obstacles to improved human performance.
O'Keefe and Nadel refer to "'the method of loci', an imaginal technique known to the ancient Greeks and Romans and described by Yates (1966) in her book "The Art of Memory" as well as by Luria (1969). In this technique the subject memorizes the layout of some building, or the arrangement of shops on a street, or a video game, or any geographical entity which is composed of a number of discrete loci. When desiring to remember a set of items the subject 'walks' through these loci and commits an item to each one by forming an image between the item and any distinguishing feature of that locus. Retrieval of items is achieved by 'walking' through the loci, allowing the latter to activate the desired items. The efficacy of this technique has been well established (Ross and Lawrence 1968, Crovitz 1969, 1971, Briggs, Hawkins and Crovitz 1970, Lea 1975), as is the minimal interference seen with its use."