PHOTOGENIC MEMORY(Photographic Memory)

Photographic Memory

Eidetic or photographic memory is popularly defined as the ability to recall images, sounds, or objects in memory with extreme accuracy and in abundant volume.
Photographic memory is a rare element that is found in less than 10% of the population. It will often be found in children, and most of them will lose this ability by the time they become adults. The concept of photographic memory is so rare that someone people don't believe it exists.

What is believed by some researchers is that photographic memory is a result of the brain processing and storing information in an abnormal manner. Many people believe that those who have photographic memories are fortunate. However, this may not be the case.

One of the problems with having a photographic memory is that you may absorb too much information, and you may have to deal with a lot of data that is irrelevant. Having to deal with large amounts of irrelevant data could reduce your ability to efficiently recall information. People who have photographic memories may also have a hard time forgetting things that they don't desire to remember. Humans are not designed to be mere databases which store tremendous amounts of information. Memory is only important when it can be used to recall information that is relevant. Being able to use your memory is much more important than simply being able to store information.

Monks who lived during the Middle Ages would enhance their memories by creating images in their minds which would allow them to store and use information that was important. It was not enough for them to just store and have access to large amounts of information. It was also important for them to use these images to create a number of connections between unrelated elements. A number of famous people were believed to have photographic memories, and some of them were Mozart and Claude Monet. However, there has been some controversy which has arisen on the topic of photographic memory.

Many professionals believe that the concept is a myth. A study was conducted on a number of chess Grandmasters, and while they are able to recall large amounts of information about positions, they performed like people who weren't masters when they were presented with chess piece positions that would not exist in a real world situation. At the same time, there has also been evidence to show that photographic memory is a real phenomenon. A woman who was studied by Charles Stromeyer was capable of remembering poetry that had been written in a different language, and she could recall the information years later.

Solomon V. Shereshevskii is another example of an individual who had memory capabilities that appeared to be photographic. He could memorize large amounts of words, and was capable of remembering them after many years had passed. While some believed that he had an unlimited photographic memory, it is very likely that he used a number of different memory techniques. In addition to this, a number of humans have been placed in the Guinness Book of Records for having abnormal memories. There have also been people with Asperger's syndrome who have demonstrated photographic memories as well.

The overall evidence for photographic memory is strong. However, it is not well understood. The brain of someone who has a photographic memory will store information in a manner which is much different than most people. It is likely that the perception of photographic memory that is viewed by most people is not quite accurate. While there are people who have extraordinary memories, it is unlikely that they are able to perfectly recall every piece of information that they are exposed to. It is likely that the debate for and against the existence of photographic memory will continue to rage on. Some savants have been known to have what appears to be a photographic memory, and the most notable example is Kim Peek

Color and Learning

The color of a room or a computer screen can change the atmosphere of a room and behavior. Find out which colors you may want to select and which ones to avoid.

Colors send signals to the brain without us even thinking about it. Some are soothing, some are not. Some help us focus, some are distracting.
Pale Yellow/Almond
If you were to select the best colors for bedrooms and classrooms, which colors would be best? Dunn and Dunn have found that pale yellow and almond seem to be the best colors for not irritating anyone. These colors would be a good general color for school hallways.
Light Pink/Rose
Light pink and rose are very soothing colors. They would be very suitable for a BD classroom, Behavior Disorder, or a Kindergarten room where activity is high. Some basketball teams paint the opponent's locker room pink hoping to "calm" them before the game. Some jails are painted pink.
Green
Creativity seems to be inspired by the color green. An art room would be the choice for green as well as a creative writing classroom.
Blue
Blue is the color of academics. A science or math room would be a good candidate for this color. Light blue could also be a good overall classroom color. It is also soothing and computer screens are often light blue for a good reason. When bright or irritating colors are used on computers, students are not able to work without figeting, work for shorter lengths of time and become more aggressive toward each other. Computer screens, especially in BD, Behavior Disorder, rooms and for ADHD students, should be pale blue or pale pink.

Orange, Yellow and Red
These are often called Hot Dog colors. Bright yellow excites the brain and body. This may be a great color for an exercise room but not a bedroom or study hall.
The color orange seems to agitate. Painting a bedroom orange would probably keep the child awake longer at night. Putting two siblings into an orange bedroom would probably result in them not sleeping and fighting, as well. Orange would probably be the worst color to paint a school cafeteria.
Color and Food
Red often triggers hunger. What colors are used for fast food restaurant signs? KFC, Hardees, McDonald's, Pizza Hut, Burger King and convenience stores have what colors on their roofs, buildings and signs? You may not have been hungry until you looked at the sign. Suddenly, you have the urge for a shake, fries and a burger. That is not a coincidence.
You send a child to their room to do homework. Red pillows and decorations fill the room. Don't be surprised if the child comes out for snacks often while doing homework.
Color, lighting, temperature all affect our brains, bodies, how we learn and how we behave.
If a picture is worth a thousand words, a picture with natural colors may be worth a million, memory-wise. Psychologists have documented that "living color" does more than appeal to the senses. It also boosts memory for scenes in the natural world. The findings, reported in the May issue of the Journal of Experimental Psychology: Learning, Memory and Cognition, published by the American Psychological Association (APA), shed light on how the visual system efficiently exploits color information. Conceivably, by hanging an extra "tag" of data on visual scenes, color helps us to process and store images more efficiently than colorless (black and white) scenes, and as a result to remember them better, too.
In Europe, a trio of psychologists conducted five experiments (participants, in order, numbered 36, 34, 31, 20 and 20) to explore color's role in memory for natural scenes such as forests, rocks and flowers. In the basic experiment, participants looked at 48 photographs, half in color and half in black and white. Then, they viewed the same 48 images randomly mixed with 48 new images, and indicated if they had seen (or not) each picture. Participants remembered the colored natural scenes significantly better than they remembered black and white images, regardless of how long they saw the images.
People who saw images in color but were tested on them in black and white, and vice versa, did not remember them as well. This finding suggests that image colors are part and parcel of initial storage, attached to how objects "appear" in our memory.
Through experimental variations, the researchers ruled out whether color's built-in appeal caused the advantage by grabbing participants' attention better than would black and white. Among other findings, people did not remember falsely colored natural scenes any better than scenes in black and white -- suggesting that it wasn't any color that strengthened memory, but rather natural color. Says co-author Karl Gegenfurtner, Ph.D., "It appears as if our memory system is tuned, presumably by evolution and/or during development, to the color structure found in the world. If stimuli are too strange, the system simply doesn't engage as well, or deems them unimportant." Gegenfurtner, who was with the Max-Planck Institut fur Biologische Kybernetik when the experiments were conducted, is now with Giessen University.
The visual industries may find these studies valuable. "Perhaps designers should be aware that, in order to engage or grab one's attention (as in advertising), bright colors might well be most suitable," Wichmann observes. "If, on the other hand, the aim is more to have an image stick in the viewer's memory, unnatural colors may not be suitable."
So ultimately we can say that there is relation between colour and learning

INTELLIGENCE AND ENVIRONMENT

Despite what many people think, your social environment can also play an important role in the development of your intelligence. Geniuses aren’t only born – they can be made too. Certainly, you are born with a certain amount of intelligence and you may never achieve the intellectual abilities of someone else born with a different set of genes but equally, poor social nurturing can mean that you may never full realise the potential in your own genes.
The Heritability of IQ
It is widely accepted that intelligence is a trait that is passed down through the generations and the degree to which the intelligence quotient (IQ) is dependent on your genetic background has been extensively researched. For example, several traits are known to be primarily genetic, such as adult height or eye colour whereas other traits have low heritability, meaning that they are heavily influenced by the environment – such as depression in men. The way this is measured is by seeing how much a certain trait varies in people with very similar or different genetic and environmental backgrounds.
Thus, it is believed that genetics can account for 75% of your adult intelligence, with the environment being responsible for the remaining 25%. However, what is interesting is that research has found only a few specific genes which have a distinct, substantial effect on IQ – which means that intelligence is probably the result of the action of numerous genes, and their interaction with environmental stimuli, rather than the product of a specific “intelligence gene”.
The Social Development of IQ
Despite the big role that genetic plays in determining intelligence, social and environmental factors can have an important influence too. In fact, research shows that aside from genes and formal education, early family environments also play a crucial role. Evidence shows that a baby’s intelligence is not fully developed at birth but gradually evolves and changes, especially throughout the early elementary school years.
Parents actually a greater impact on their child’s IQ than any other person or institution in the child’s life, including schools and this impact is greatest during infancy and childhood, up to the age of eight or nine, after which parental influence diminishes. Things parents can do to improve their child’s IQ include: maintaining your own education, getting good nutrition and prenatal care, spending as much time with the child as possible, interacting and stimulating his mind through reading, shapes, numbers, colours, etc and exposing the child to experience outside the home.
Certain studies have linked specific activities with improved mental function. For example, one piece of research suggests that musical training can lead to the development of higher brain functions and in particular, better mathematical ability. Music is believed to enhance the brain's ability to visualise and transform objects in space and time, as well as the ‘hard wiring' for spatial-temporal reasoning. Another study showed that babies brought up in a stimulating environment (starting from in the womb) were more dynamic, alert and curious, with good hand-eye coordination and high social skills.
Keeping up the Challenge
Many researchers believe that human and animal brains remain “plastic” throughout their lifetimes, with a great capacity to change. This means that our brains remain strongly influenced by environmental conditions. In fact, studies have shown that stimulating environments increase brain thickness, the number of neurons in the brain and the number of connections between these neurons. In addition, putting the test subject back in a boring environment produced a decrease in responses by as much as 60% within a week. All this supports the advice to continually stimulate your brain throughout your life, even after reaching adulthood, and to promote the development of a broad range of interest and skills which are mental, physical, aesthetic, social and emotional.
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Intelligence: Heredity-Environment Debate Resolved?
According to neuro and cognitive scientists, different intellectual abilities are based on neural circuits that require environmental stimulation for development -- and are open to change.
However, intelligence researchers argue that there is a general factor of intelligence ("G") that is highly heritable and defines intelligence as an overall innate ability to perform well on different measures of intelligence -- which are not open to change.
This debate is reviewed in an analysis of 124 studies of the underlying basis of intelligence in the January issue of Psychological Review published by the American Psychological Association.
Does one have to be a child Einstein to be an adult Einstein? Yes, if the developing brain has the ability to make the right connections, according to this theory.
"You could present a person with an IQ of 200 with the appropriate phenomena when they are 20 years old, after the critical learning period, and they would not have the capacity to adapt their brains to the new phenomena,"

Intelligence varies with at least 21 factors
Some of the other circumstances and attributes that have been found to vary to a greater or lesser (but always significant) extent in relation with IQ (Bouchard & Segal, 1985; Liungman, 1975) - note that not all of these relationships support an environmental view.
Intelligence varies with:
• Infant malnutrition (-ve)
• Birth weight
• Birth order
• Height
• Number of siblings (-ve)
• Number of years in school
• Social group of parental home
• Father's profession
• Father's economic status
• Degree of parental rigidity (-ve)
• Parental ambition
• Mother's education
• Average TV viewing (-ve)
• Average book-reading
• Self-confidence according to attitude scale measurement
• Age (negative relationship, applies only in adulthood)
• Degree of authority in parental home (-ve)
• Criminality (-ve)
• Alcoholism (-ve)
• Mental disease (-ve)
• Emotional adaptation
"No single environmental factor seems to have a large influence on IQ. Variables widely believed to be important are usually weak....Even though many studies fail to find strong environmental effects....most of the factors studied do influence IQ in the direction predicted by the investigator....environmental effects are multifactorial and largely unrelated to each other."
So, it would appear that there are many psychological and biological factors each contributing a small a small fraction to the variance in IQ scores.

So, what can we say about nature vs. nurture as causal determinants of intelligence?:
"In the field of intelligence, there are three facts about the transmission of intelligence that virtually everyone seems to accept:

1. Both heredity and environment contribute to intelligence.
2. Heredity and environment interact in various ways.
3. Extremely poor as well as highly enriched environments can interfere with the realization of a person's intelligence, regardless of the person's heredity. Although most would accept a causal role of genetics, the exact genetic link and how it operates is very far from being understood - another point that most psychologists would agree on. It is certainly not a single gene, but a complex combination of smaller genetic markers.
5. But likewise, it is difficult to pin-down single, identifiable elements of the environment which directly influence IQ scores. Several environmental factors influence intelligence.

So what have we learned about intelligence: that it’s difficult to define but that there is SOMETHING we call intelligence that appears to relate to ability to reason abstractly, to learn and to adapt. That we can measure some part of it, although poorly; that it’s
partially caused by genetics, partially be environment; that the real causes are the complex, not well understood interplay between genetics and environment; that it is somewhat though not greatly modifiable; that sometimes what we learn from tests is used inappropriately but that IQ tests can be useful in helping children attain their potentia

World’s Most Intelligent People

It was really difficult to come up with a list of the most intelligent people because there are many of them, and it depends on your definition of intelligence. But I was able to list the top 5 that I think they are extraordinary people in terms of excellence and achievements.
Sir Isaac Newton:

This genius was born in 1642 and died in 1727, he was a mathematician and physicist and natural philosopher. Born at Woolsthorpe, near Grantham in Lincolnshire, where he attended school, he entered Cambridge University in 1661; he was elected a Fellow of Trinity College in 1667. He formulated laws of universal gravitation and motion-laws that
isaacnewton

explain how objects move on Earth as well as through the heavens. If you ever taken a physics you would learn about his three popular laws, and you may hear the apply story that led him to discover the theory of force and gravity. He basically saw an apply fall in his orchard at some time during 1665 or 1666 that Newton conceived that the same force governed the motion of the Moon and the apple. He calculated the force needed to hold the Moon in its orbit, as compared with the force pulling an object to the ground. He also calculated the centripetal force needed to hold a stone in a sling, and the relation between the length of a pendulum and the time of its swing. These early explorations were not

soon exploited by Newton, though he studied astronomy and the problems of planetary motion.. Because he was cleaver in math, he invited the area of mathematics called calculus “used to be called method of fluxions“. While still a student, Newton read recent work on optics and light by the English physicists Robert Boyle and Robert Hooke; he also studied both the mathematics and the physics of the French philosopher and scientist René Descartes. All these amazing discoveries made his take our number one of the world’s most intelligent people.
Albert Einstein:

He is considered one of the greatest and most popular scientists of all time. He was born at Ulm, in Württemberg, albert-einsteinGermany, on March 14, 1879. After World War II, Einstein was a leading figure in the World Government Movement, he was offered the Presidency of the State of Israel, which he declined, and he collaborated with Dr. Chaim Weizmann in establishing the Hebrew University of Jerusalem. At the start of his scientific work, Einstein realized the inadequacies of Newtonian mechanics and his special theory of relativity stemmed from an attempt to reconcile the laws of mechanics with the laws of the electromagnetic field. He dealt with classical problems of statistical mechanics and problems in which they were merged with quantum theory: this led to an explanation of the Brownian movement of molecules. He investigated the thermal properties of light with a low radiation density and his observations laid the foundation of the photon theory of light. Albert Einstein received honorary doctorate degrees in science, medicine and philosophy from many European and American universities. One last note, he received the Nobel Prize in Physics 1921.

charles-robert“I have called this principle, by which each slight variation, if useful, is preserved, by the term Natural Selection.” You may have guessed who I am talking about; yes it’s the naturalist Charles Darwin who lived between 1809 -1882. Charles Robert Darwin was born on February 12, 1809 in Shrewsbury, England. Darwin was born on the same day as Abraham Lincoln. He was the fifth child and second son of Robert Waring Darwin and Susannah Wedgwood. Darwin was the British naturalist who became famous for his theories of evolution and natural selection. Like several scientists before him, Darwin believed all the life on earth evolved (developed gradually) over millions of years from a few common ancestors.

Socrates: (469-399)

despite his foundational place in the history of ideas, actually wrote nothing. Socrates wrote nothing because he felt that knowledge was a living, interactive thing. Socrates’ method of philosophical inquiry consisted in questioning socratespeople on the positions they asserted and working them through questions into a contradiction, thus proving to them that their original assertion was wrong. Socrates himself never takes a position; in The Apology he radically and skeptically claims to know nothing at all except that he knows nothing. Socrates and Plato refer to this method of questioning as elenchus , which means something like “cross-examination” The Socratic elenchus eventually gave rise to dialectic, the idea that truth needs to be pursued by modifying one’s position through questioning and conflict with opposing ideas. It is this idea of the truth being pursued, rather than discovered, that characterizes Socratic thought and much of our world view today. The Western notion of dialectic is somewhat Socratic in nature in that it is conceived of as an ongoing process. Although Socrates in The Apology claims to have discovered no other truth than that he knows no truth, the Socrates of Plato’s other earlier dialogues is of the opinion that truth is somehow attainable through this process of elenchus .
Leonardo Da Vinci 1452-1519:

A painter, a sculptor, an architect and an engineer, Leonardo Da Vinci’s numerous skills have earned him the title of renaissance master. Da Vinci’s fascination with science and his in-depth study of human anatomy aided him in mastering the realist art form. While Leonardo’s counterparts were known to create static figures in their works, leonardo-da-vinciLeonardo always tried to incorporate movement and expression into his own paintings. All the personages in his works are painted with great accuracy and detail that it is sometimes said that Da Vinci painted from the bones outward. Leonardo was and is best known as an artist, the creator of such masterpieces as the Mona Lisa, Madonna of the Rocks, and The Last Supper. Yet Leonardo was far more than a great artist: he had one of the best scientific minds of his time. He made painstaking observations and carried out research in fields ranging from architecture and civil engineering to astronomy to anatomy and zoology to geography, geology and paleontology. In the words of his biographer Giorgio Vasari. Leonardo knew well the rocks and fossils (mostly Cenozoic mollusks) found in his native north Italy. No doubt he had ample opportunity to observe them during his service as an engineer and artist at the court of Lodovico Sforza, Duke of Milan, from 1482 to 1499: Vasari wrote that “Leonardo was frequently occupied in the preparation of plans to remove mountains or to pierce them with tunnels from plain to plain.” He made many observations on mountains and rivers, and he grasped the principle that rocks can be formed by deposition of sediments by water, while at the same time the rivers erode rocks and carry their sediments to the sea, in a continuous grand cycle.

INTERESTING FACTS ABOUT BRAIN

Brain is the central organ of the human body. It is extremely complex and sophisticated. The functions of the brain were found by the ancient Egyptians and Greeks in 400 BC. It was Hippocrates who first discovered that brain played an important role in sensation and intelligence. Nowadays, everyone understand the importance of having the brain, but most of us don’t know much about it, so here are some interesting facts for you.

(image credits: jepoirrier)

1) There are no pain receptors in the brain, so the brain can feel no pain.

2) The human brain is the fattest organ in the body and may consists of at least 60% fat.

3) Neurons develop at the rate of 250,000 neurons per minute during early pregnancy.

4) Humans continue to make new neurons throughout life in response to mental activity.

5) Alcohol interferes with brain processes by weakening connections between neurons.

6) Altitude makes the brain see strange visions – Many religions involve special visions that occurred at great heights. For example, Moses encountered a voice emanating from a burning bush on Mount Sinai and Muhammad was visited by an angel on Mount Hira. Similar phenomena are reported by mountain climbers, but they don’t think it’s very mystical. Many of the effects are attributable to the reduced supply of oxygen to the brain. At 8,000ft or higher, some mountaineers report perceiving unseen companions, seeing light emanating from themselves or others, seeing a second body like their own, and suddenly feeling emotions such as fear. Oxygen deprivation is likely to interfere with brain regions active in visual and face processing, and in emotional events.

7) Reading aloud and talking often to a young child promotes brain development.

8 ) Information travels at different speeds within different types of neurons. Not all neurons are the same. There are a few different types within the body and transmission along these different kinds can be as slow as 0.5 meters/sec or as fast as 120 meters/sec.

9) The capacity for such emotions as joy, happiness, fear, and shyness are already developed at birth. The specific type of nurturing a child receives shapes how these emotions are developed.

10) The left side of your brain (left hemisphere) controls the right side of your body; and, the right side of your brain (right hemisphere) controls the left side of your body.

11) Children who learn two languages before the age of five alters the brain structure and adults have a much denser gray matter.

12) Information can be processed as slowly as 0.5 meters/sec or as fast as 120 meters/sec (about 268 miles/hr).

13) While awake, your brain generates between 10 and 23 watts of power–or enough energy to power a light bulb.

14) The old adage of humans only using 10% of their brain is not true. Every part of the brain has a known function.

15) A study of one million students in New York showed that students who ate lunches that did not include artificial flavors, preservatives, and dyes did 14% better on IQ tests than students who ate lunches with these additives.

16) For years, scientists believed that tinnitus was due to a function within the mechanics of the ear, but newer evidence shows that it is actually a function of the brain.

17) Every time you recall a memory or have a new thought, you are creating a new connection in your brain.

18) Memories triggered by scent have a stronger emotional connection, therefore appear more intense than other memory triggers.

19) Each time we blink, our brain kicks in and keeps things illuminated so the whole world doesn’t go dark each time we blink (about 20,000 times a day).

20) Laughing at a joke is no simple task as it requires activity in five different areas of the brain.

21) The average number of thoughts that humans are believed to experience each day is 70,000.

22) There are two different schools of thought as to why we dream: the physiological school, and the psychological school. While many theories have been proposed, not single consensus has emerged as to why we dream. Some researchers suggest that dreams serve no real purpose, while other believe that dreaming is essential to mental, emotional and physical well-being. One theory for dreaming suggests dreams serve to clean up clutter from the mind.

23) The Hypothalamus part of the brain regulates body temperature much like a thermostat. The hypothalamus knows what temperature your body should be (about 98.6 Fahrenheit or 37 Celsius), and if your body is too hot, the hypothalamus tells it to sweat. If you’re too cold, the hypothalamus makes you start shivering. Shivering and sweating helps get your body’s temperature back to normal.

24) Approximately 85,000 neocortical neurons are lost each day in your brain. Fortunately, his goes unnoticed due to the built-in redundancies and the fact that even after three years this loss adds up to less than 1% of the total.

25) Differences in brain weight and size do not equal differences in mental ability. The weight of Albert Einstein’s brain was 1,230 grams that is less than an average weight of the human brain.

26) A living brain is so soft you could cut it with a table knife.

27) There are about 100,000 miles of blood vessels in the brain.

28) London taxi drivers ,famous for knowing all the London streets by heart, have a larger than normal hippocampus, especially the drivers who have been on the job longest. The study suggests that as people memorize more and more information, this part of their brain continues to grow.

29) The brain can live for 4 to 6 minutes without oxygen, and then it begins to die. No oxygen for 5 to 10 minutes will result in permanent brain damage.

30) Our brain often fools us. It often perceives things differently from the reality. Look at those pictures. Square A and B are actually the same shade of gray.