Best Neuroscience and Psychoanalysis

The classical conceptualization of memory leads to many theoretical problems, as has been discussed extensively in the cognitive science literature 6 and in the psychoanalytic literature . It cannot, for example, be used to give a plausible explanation of how knowledge can be applied repeatedly to new situations, i.e., how learning processes occur that require new situational analysis, how problem solutions can be transferred from one domain to another, and how new categories are established. Just one example: it is no problem for us to recognize the Jupiter symphony by Mozart even if a neighbor is practicing parts of it on the piano. This process of remembering cannot be based on simple pattern matching because the current pattern (piano music) is different from the earlier one (orchestral music). It would therefore not be helpful to just store a pattern somewhere in the brain. Recognition is rather a constructive inner process relating a past experience (listening to the symphony) to the present situation (hearing Mozart played on the piano).

For this reason (and many cognitive scientists today agree) it is necessary to conceptualize memory in a fundamentally different way; in other words, a change of paradigm seems indispensable a topic that we want to discuss now.7 Most of these alternative conceptualizations capitalize on the notion of embodiment which means–as we will discuss below–that memory can only be understood in the interaction of an organism with its environment. It turns out that if memory is conceptualized according to this new paradigm, some of the fundamental problems in understanding memory can be resolved.

For an extended time I found that complicated to know thoroughly the fundamental distinctions relating to the methods associated with memory in conventional and in embodied cognitive science, that's recently been intensively influenced with the neurobiological human brain study with the final decades. We all for that reason want to discuss about three with the central subjects rather broadly:

− memory as a theoretical construct
− the frame-of-reference problem
− the developmental perspective
− illustrating them briefly with psychoanalytic discourses and our case material.