Henry Molaison and Mystery of Memory Loss
Henry Gustav Molaison, famously known as H.M., continues to intrigue researchers in the realm of neuroscience and cognitive psychology. The case of Henry Molaison shed light on the complexities of human memory. Molaison's profound amnesia, resulting from a groundbreaking surgical procedure, not only contributed to our understanding of memory but also holds relevance in the context of learnography, brainpage theory and knowledge transfer.
 |
| Henry Molaison |
Henry Molaison's profound amnesia, though tragic, has been instrumental in advancing our understanding of memory science. In the context of learnography, brainpage theory and knowledge transfer, his case highlights the critical role of hippocampus in memory formation and consolidation. It emphasizes the need for motor active learning strategies and repeated cyclozeid practice to enhance memory and optimize knowledge transfer.
Henry Molaison
Henry Molaison contributed in the study and formation of new theories on learning spectrum and human memory. This article aims to explore the extraordinary case of Henry Molaison within the framework of these educational concepts and their implications for memory and brain-based learning transfer.
After brain surgery, Henry Molaison faced cognitive decline and memory impairment in his life. Some of the past events were lost and future was never experienced. He was showing the permanent present tense in his regular life.
Learnography, Knowledge Transfer and Brainpage Theory
Learnography, a system of knowledge transfer developed by Shiva Narayan, focuses on understanding how the brain learns and processes information and learning in neuronal circuits. It encompasses the Brainpage Theory, which posits that the brain creates neural connections or brainpage modules, to store and retrieve knowledge effectively. Henry Molaison's case provides valuable insights into the functioning of the brain's memory systems, particularly in relation to knowledge transfer and learnography.
Hippocampus is responsible for conscious recall of facts and events. In the absence of a functional hippocampus, Molaison's declarative memory was severely impaired. This impairment suggests that the hippocampus plays a critical role in the formation and consolidation of new declarative memories, supporting the tenets of learnography and brainpage theory.
Researchers studying Molaison's condition found that he could still acquire and retain procedural motor memories, which are responsible for unconscious retention of skills and habits. This differentiation between declarative and procedural memory aligns with the notion of different memory systems within the brain, as proposed by the brainpage theory of knowledge transfer.
Neuroscience of Permanent Present Tense
Henry Molaison (HM) was famous in neuroscience for the study of knowledge he provided about memory impairment and amnesia. He was not a neuroscientist but a patient who contributed in the study of learning mechanism and memory formation. It was thought that his exact brain surgery allowed a good understanding of how particular areas of brain may be linked to learning process and memory formation.
The process of managing memory in brain mechanism was hypothesized previously but it was not verified by the findings of Molaison’s memory loss and learning disabilities. In this way, his case was taken to provide information about brain pathology and helped to form the theories of normal memory function.
The imaging of Molaison’s brain in the late 1990s revealed that the extent of damage was more widespread than previous theories had accounted for anterograde and retrograde amnesia. It was making very hard to identify any one particular region or even isolated set of regions that were responsible for his deficits and inability.
The study of Molaison’s living and working revolutionized understanding for the organization of human memory and working mechanism. It has provided broad evidence for the rejection of old theories and the formation of new theories on human memory and learning spectrum. The major insights of modern theory were outlined for learning mechanism and memory formation, in particular about its processes and underlying neural structures (Kolb and Whishaw 1996).
Pathological Study of Henry Molaison’s Brain
After the death of Henry Molaison, his brain was fixed and preserved for further study. On December 4, 2009, Annese’s group acquired 2401 brain slices with only two damaged slices and 16 potentially problematic slices.
The digital 3D reconstruction of his brain was finished at the beginning of 2014. It opened the new frontier of neuroscience which could help in finding the facts of learning mechanism and the memory formation of human brain. Results of the pathological study were published in Nature Communications for January 2014. It was a great surprise, the researchers found that the half of Molaison’s hippocampus had survived the 1953 brain surgery.
The remaining part of hippocampus had deep implications on past and future interpretations of Molaison’s neuro-behavioral profile. The previous literature of findings was not true which described Henry Molaison as a pure hippocampus lesion patient.
Molaison’s brain was the subject of an unprecedented anatomical study funded by the Dana Foundation and the National Science Foundation. The project of Brain Observatory at UC San Diego headed by Jacopo Annese provided a complete microscopic survey of entire brain. It has revealed the neurological basis of Molaison’s historical memory impairment at cellular resolution.
Molaison’s Memory Loss and Learning Disabilities
Henry Gustav Molaison (February 26, 1926 – December 2, 2008) was widely known as HM in the study of behavioral neuroscience. He was an American memory disorder patient who had a bilateral medial temporal lobectomy. The anterior two thirds of his hippocampus, parahippocampal cortices, entorhinal cortices, piriform cortices and amygdalae were surgically resected in an attempt to cure the seizures of his epilepsy. He was widely studied from late 1957 until his death in 2008.
Henry Molaison’s case played an important role in the development of theories that explain the link between brain function and memory formation. Cognitive neuropsychology is a branch of psychology that aims to understand how the structure and function of human brain relate to specific psychological processes. He resided in a care institute in Windsor Locks, Connecticut, where he was the subject of ongoing investigation to develop the modern theories of cognitive science.
Molaison’s apparent ability was observed to complete the tasks that require the recall of information from short-term memory and procedural memory. But long-term episodic memory was not found to mediate the recall from these memory systems, at least in part by the different areas of brain.
Similarly, his ability to recall long-term memories that existed well before his surgery was intact. But new long-term memory was not possible. Molaison’s inability suggests that the encoding and retrieval of long-term memory information may also be mediated by the distinct systems of amygdala, entorhinal cortex and hippocampus.
Amygdala and Hippocampus of Student’s Brain
The driving force of human life comes from the fear and reward systems of amygdala whereas hippocampus acts as a search engine compass for the working mechanism of brain.
In fact, zeid markers are produced by anterior cingulate cortex and projected to the amygdala system of brain to identify the pattern of informative objects for long term potentiation. This is the part of limbic system, an evolutionarily highly conserved area that was well developed in animals before man, and is the part of an active vigilance for survival mechanism.
There are three phases of brain learnography – working, learning and building. So school learnography has also three phases like working phase, learning phase and building phase to make the complete brainpage of knowledge transfer.
Working is the practice of chapter tasks and learning is the brainpage making process of knowledge transfer. While building is the formation of design and objects to describe the structure and function of subject matter. The sensory input system of cerebral cortex is the processor of stimulus and information.
Learnography is the school of knowledge transfer which deals with the science of learning mechanism based on the neurological studies of amygdala, entorhinal cortex and hippocampus. It is obvious that the school system of modern education is based on the teaching theories of cognitive science and high motivation, and its center is the prefrontal cortex and limbic system of teacher’s brain.
Impacts of Classroom Teaching on Student’s Brain
Prefrontal cortex is the moderator of facts, ideas and thoughts. But amygdala system of brain is the modulator of working, learning and building. It is connected with prefrontal cortex, an area involved with our highest intellectual properties, receiving sensory inputs from it all the time.
Deep learning is acquired from the hippocampal phase of student’s brain. It extracts knowledge modules from the temporal region of brain, and amygdala with zeid marker takes part in the processing of modular learning.
During high class teaching, student’s amygdala is hijacked and hippocampus is blocked in the learning pathways of classroom. - Brainpage School
It’s true that the amygdala system of student’s brain is hijacked in the highly motivated classroom of cognitive teaching, and students often become Henry Molaison in the learning transfer of school system.
The contribution of Molaison’s living gave knowledge and evidence to show the significance of amygdala and hippocampus in learning activities, memory recall and brainpage module processing. After brain surgery, Henry Molaison faced cognitive decline and memory impairment in his life. Some of the past events were lost and future was never experienced. He was showing the permanent present tense in his regular life.
New Frontier of Neuroscience for Learning Theories and Memory Modulation
The study of Molaison’s living and working revolutionized understanding for the organization of human memory and working mechanism. It has provided broad evidence for the rejection of old theories and the formation of new theories on human memory and learning spectrum.
The major insights of modern theory were outlined for learning mechanism and memory formation, in particular about its processes and underlying neural structures (Kolb and Whishaw 1996). These findings suggested revisiting raw data from behavioral testing.
A discrete lesion was discovered in the prefrontal cortex of his brain that was never suspected. The 3D virtual model of Molaison's brain allowed the dynamics of surgery to be reconstructed. It was found that the brain damage above left orbit could have been created by Dr Scoville when he lifted frontal lobe to reach into the medial temporal lobes of Molaison’s brain.
It has been discovered that the hippocampus and amygdala of brain play a significant role in cognitive improvement and memory formation. The researchers of neurobiology observed the living, thinking and learning of Molaison’s brain to develop the new theories of behavioral neuroscience.
The study of brain parts described the general neuro-pathological state of brain via multiple imaging modalities. Molaison was living in the care center and he died when he was 82 years old. His brain had aged considerably and showed several pathological features which were severe to his cognitive decline.
Implications for Brain Memory Disorder, Learnography and Knowledge Transfer
While Henry Molaison's story was one of immense tragedy, his contribution to science cannot be overstated. The selflessness with which he participated in countless experiments, eventhough he would not remember them, opened new doors to understanding the intricacies of human cognition. His condition paved the way for a greater comprehension of memory disorders, such as Alzheimer's disease, and fueled the development of potential treatments.
Knowledge transfer is a fundamental aspect of education, encompassing the process of acquiring, retaining and applying knowledge in various contexts. Understanding how memory works and how it can be optimized is crucial for effective knowledge transfer. Henry Molaison's case highlights the importance of the hippocampus in the transfer of information from short-term to long-term memory storage.
In the context of learnography and knowledge transfer, Molaison's amnesia emphasizes the significance of repeated practice, reinforcement and active engagement to strengthen neural connections and facilitate knowledge retention.
Molaison's case study suggests that the consolidation of new information requires conscious effort and repetition to compensate for impaired hippocampus. Big teachers can utilize this knowledge to design transfer learning strategies that promote repeated practice, active motor learning and meaningful engagement to enhance memory and knowledge transfer in their pre-trained students.
Research Resources
- Case Study of Henry Molaison's Memory Loss: Wikipedia
- Exploring Learnography, Brainpage School and Memory Science
- Henry Molaison and Neuro-educational Landscape
- Roles of Amygdala and Hippocampus in the Process of Knowledge Transfer
- New Frontier of Neuroscience for Learning Theories and Memory Modulation
- Beyond Amnesia: Henry Molaison's Contribution to Understanding Memory and Learnography
- Memory Science and Knowledge Transfer: Lessons from Henry Molaison's Amnesia
Comments
Post a Comment