Explicit memory

Explicit memory (or declarative memory) is one of the two main types of long-term human memory, the other of which is implicit memory. Explicit memory is the conscious, intentional recollection of factual information, previous experiences, and concepts.[1] This type of memory is dependent upon three processes: acquisition, consolidation, and retrieval.[2][3]

Explicit memory can be divided into two categories: episodic memory, which stores specific personal experiences, and semantic memory, which stores factual information.[4] Explicit memory requires gradual learning, with multiple presentations of a stimulus and response.

The type of knowledge that is stored in explicit memory is called declarative knowledge, the counterpart to explicit memory is known as implicit memory, refers to memories acquired and used unconsciously such as skills (e.g. knowing how to get dressed) or perception. Unlike explicit memory, implicit memory learns rapidly, even from a single stimulus, and it is influenced by other mental systems.

Sometimes a distinction is made between explicit memory and declarative memory. In such cases, explicit memory relates to any kind of conscious memory, and declarative memory relates to any kind of memory that can be described in words; however, if it is assumed that a memory cannot be described without being conscious and vice versa, then the two concepts are identical.

  1. ^ Ullman, MT (2004). "Contributions of memory circuits to language: the declarative/procedural model". Cognition. 92 (1–2): 231–70. doi:10.1016/j.cognition.2003.10.008. PMID 15037131. S2CID 14611894.
  2. ^ Lazzarim, Mayla K, Targa, Adriano, Sardi, Natalia F, et al. Pain impairs consolidation, but not acquisition or retrieval of a declarative memory. Behavioural Pharmacology. 2020;31(8):707-715. doi:10.1097/FBP.0000000000000576.
  3. ^ Kandel ER, Dudai, Y, Mayford MR. (2014). The molecular and systems biology of memory. Cell157:163–186
  4. ^ Tulving E. 1972. Episodic and semantic memory. In Organization of Memory, ed. E Tulving, W Donaldson, pp. 381–403. New York: Academic

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