Mental block

Last updated September 30, 2023

A mental block is an uncontrollable suppression or repression of painful or unwanted thoughts/memories. It can also be an inability to continue or complete a train of thought, as in the case of writer's block. In the case of writer's block, many find it helpful to take a break and revisit their topic. Another tactic that is used when people with mental blocks are learning new information is repetition. A similar phenomenon occurs when one cannot solve a problem in mathematics which one would normally consider as simple. Mental blocks can be caused by physical disabilities or simply a lack of focus. Mental blocks are also often used to describe a temporary inability to recall a name or other information. A sudden cessation of speech or a thought process without an immediate observable cause sometimes can be considered a consequence of repression.^[1]^{[ unreliable medical source? ]}

Incidental forgetting

Forgetting curves could be associated with mental blocking. The forgetting curve was first described by Ebbinghaus as the natural loss of memory retention over time. Memories can also simply disappear over time from Trace decay which is the weakening of memories over time. This kind of decay stems from both the visual and verbal working memory. Although this triggers decay, some of the information remains stored. Interference is the phenomenon that a memory can be distorted due to the existence of related memories when it comes to retrieval.^[2]

Although incidental forgetting is unintentional, it is an important process. A person's brain can become overwhelmed with information, so it is beneficial when unneeded stored information is forgotten. Two interferences are associated with incidental forgetting, proactive and retroactive.^[3] Proactive interference is the effect on a person's ability to recall information on a learned subject. An example of this would be a person having trouble remembering a friend's new address when they had the old addresses memorized. Retroactive interference is when new learning affects one's memory on a previously learned task.^[4] An example would be an actor learning new lines for an upcoming episode they are filming. When they are learning the new script, this could affect their ability to remember the script that went along with the previous episode. Another interference that some scientists believe is the main culprit of incidental forgetting is one's ability to pay attention which therefore hinders one's brain's ability to properly encode the learned information.

A noteworthy cognitive research study showed study participants a 9-minute video about recognition-induced forgetting. This followed a series of tests that evaluated the participant's comprehension after watching the video. Because the participants watched this video, they were aware of unintentional forgetting and how it occurs. Still, participants fell victim to incidental forgetting when being tested on what they were supposed to remember from the video shown. This led researchers to believe that even when people are aware of the phenomenon of incidental forgetting and challenged not to forget, they still have trouble remembering.^[5]

Incidental forgetting differs from incidental forgetting at a rapid pace. Losing memories at a rapid pace is an indicator of amnesia, dementia, mild cognitive impairment, and other conditions that can be caused by age or a traumatic injury.^[6]

Associative blocking

Associative blocking is explained as the effects of an interference during retrieval.^[7] Associative blocking can be caused by the failure of a cue to reach a specific target because the cue is being replaced by a new cue that grows stronger. This causes the initial cue to deteriorate because each separated memory is competing for first access to the conscious when the shared cue is presented. When interference occurs, two memories that are similar to each other are competing to be remembered. Therefore, the recall of one of those two memories will be more difficult to decipher. To avoid the interference theory from affecting one's recall between multiple memories, researchers say to make it memorable.^[7]

Unlearning

Unlearning is associated with two separate stimuli that are attached to a memory trace; the trace is then weakened because it isn't accessed often enough. When one attempted to recover said memory an error happens when a different cue is presented. The studies regarding unlearning are now being associated with interference theory. Interference theory can be defined as the how and the why of long-term memory loss. This theory also suggests that the more information someone learns at one given time, the more quickly they will forget.^[8]

The process of unlearning does have positive qualities. Unlearning can be helpful if the information being stored was false or untrue. However, confirmation bias can make it more difficult to unlearn. This is due to the information supporting one's beliefs or views. Decay theory is believed to play a role in the unlearning process as well.

The process of intentionally unlearning has three major parts according to the Harvard Business Review. The first step is to understand mental models are not effective. A mental model can be understood as an assumption on how things work and function. The second step is defined as creating a mental model one is aware of and is accurately aligned with their goals. The last step is changing mental habits. A person needs to change their behaviors and habits. This type of unlearning could be done for many reasons. For example, changing a person's thought process from a negative view to a more positive outlook.^[9] The process of unintentionally unlearning is known as "forgetting" since it was not deliberate to unlearn information. Forgetting can happen when information is unused long enough it eventually becomes completely forgotten. A term called fading can also be to blame for forgetting. Fading just means that past learned information can slip away after an extended period of time.^[10]

Motivated forgetting

Directed forgetting is another name for Motivated Forgetting, meaning that one is forgetting consciously any recent experience that was unwanted. Motivated forgetting is a psychological behavior that can occur consciously or unconsciously.^[3] One may be affected by motivated forgetting due to a traumatic event, to intentionally or unintentionally protect themselves, and other types of defense mechanisms.

Cognitive control is known as the ability to access thoughts and memories, but as well as the ability to have control over unwanted thoughts surfacing from the unconscious. This kind of suppression can be linked to the think/no think (TNT) paradigm, which is a practice that is designed to remind one of the undesired life experiences that result in unwanted feelings, such as a first heartbreak, that one would normally try to avoid thinking about. This forgetting type is surrounded by awareness, so it is categorized under thought suppression.^[3]

Also, repression a Freudian theory theorizes that it is a defense mechanism that destroys undesired feelings, ideas, and memories in the unconscious.^[2] This defense mechanism is due to the attempt to resolve and eliminate psychological hurt. More specifically, Sigmund Freud, Joseph Breuer, and Pierre Janet's study found that defense mechanisms can be derived from hysteria due to sexual traumas. The decay theory and interference theory can be associated with psychological suppression. The decay theory is memory loss due to time. A painful memory is always going to be stored away, whether one remembers it or not, but the decay theory can help speed along the forgetting process depending on the trauma or association with the memory. Although the interference theory is related to incidental forgetting, it is also a part of the motivated forgetting process. This is because it can create false memories, also known as false memory syndrome. If the memory does not have much detail with it, your brain can create other memories in place of the missing ones. This then creates a false memory.^[3]

When unwelcome reminders occur, people often try to exclude unwanted memories from awareness. Stopping retrieval of an unwanted memory is known as ‘retrieval suppression’, a process that engages response override mechanisms formally similar to stopping a reflexive motor action.^[11]

Related Research Articles

Forgetting or disremembering is the apparent loss or modification of information already encoded and stored in an individual's short or long-term memory. It is a spontaneous or gradual process in which old memories are unable to be recalled from memory storage. Problems with remembering, learning and retaining new information are a few of the most common complaints of older adults. Studies show that retention improves with increased rehearsal. This improvement occurs because rehearsal helps to transfer information into long-term memory.

Recall in memory refers to the mental process of retrieval of information from the past. Along with encoding and storage, it is one of the three core processes of memory. There are three main types of recall: free recall, cued recall and serial recall. Psychologists test these forms of recall as a way to study the memory processes of humans and animals. Two main theories of the process of recall are the two-stage theory and the theory of encoding specificity.

The interference theory is a theory regarding human memory. Interference occurs in learning. The notion is that memories encoded in long-term memory (LTM) are forgotten and cannot be retrieved into short-term memory (STM) because either memory could interfere with the other. There is an immense number of encoded memories within the storage of LTM. The challenge for memory retrieval is recalling the specific memory and working in the temporary workspace provided in STM. Retaining information regarding the relevant time of encoding memories into LTM influences interference strength. There are two types of interference effects: proactive and retroactive interference.

The Decay theory is a theory that proposes that memory fades due to the mere passage of time. Information is therefore less available for later retrieval as time passes and memory, as well as memory strength, wears away. When an individual learns something new, a neurochemical "memory trace" is created. However, over time this trace slowly disintegrates. Actively rehearsing information is believed to be a major factor counteracting this temporal decline. It is widely believed that neurons die off gradually as we age, yet some older memories can be stronger than most recent memories. Thus, decay theory mostly affects the short-term memory system, meaning that older memories are often more resistant to shocks or physical attacks on the brain. It is also thought that the passage of time alone cannot cause forgetting, and that decay theory must also take into account some processes that occur as more time passes.

A flashback, or involuntary recurrent memory, is a psychological phenomenon in which an individual has a sudden, usually powerful, re-experiencing of a past experience or elements of a past experience. These experiences can be frightful, happy, sad, exciting, or any number of other emotions. The term is used particularly when the memory is recalled involuntarily, especially when it is so intense that the person "relives" the experience, and is unable to fully recognize it as memory of a past experience and not something that is happening in "real time".

In psychology, memory inhibition is the ability not to remember irrelevant information. The scientific concept of memory inhibition should not be confused with everyday uses of the word "inhibition". Scientifically speaking, memory inhibition is a type of cognitive inhibition, which is the stopping or overriding of a mental process, in whole or in part, with or without intention.

Thought suppression is a psychological defence mechanism. It is a type of motivated forgetting in which an individual consciously attempts to stop thinking about a particular thought. It is often associated with obsessive–compulsive disorder (OCD). OCD is when a person will repeatedly attempt to prevent or "neutralize" intrusive distressing thoughts centered on one or more obsessions. It is also thought to be a cause of memory inhibition, as shown by research using the think/no think paradigm. Thought suppression is relevant to both mental and behavioral levels, possibly leading to ironic effects that are contrary to intention. Ironic process theory is one cognitive model that can explain the paradoxical effect.

<span class="mw-page-title-main">Negative priming</span> Initial stimulus inhibits response to subsequent stimulus

Negative priming is an implicit memory effect in which prior exposure to a stimulus unfavorably influences the response to the same stimulus. It falls under the category of priming, which refers to the change in the response towards a stimulus due to a subconscious memory effect. Negative priming describes the slow and error-prone reaction to a stimulus that is previously ignored. For example, a subject may be imagined trying to pick a red pen from a pen holder. The red pen becomes the target of attention, so the subject responds by moving their hand towards it. At this time, they mentally block out all other pens as distractors to aid in closing in on just the red pen. After repeatedly picking the red pen over the others, switching to the blue pen results in a momentary delay picking the pen out. The slow reaction due to the change of the distractor stimulus to target stimulus is called the negative priming effect.

In experimental psychology, backward inhibition, is a theory of sequential task control asserting that switching between tasks requires the just-completed task to be suppressed to allow a new task to be completed. Support for the theory comes from research which has observed larger response times when returning to a task after an intermediate task than when completing three, or more, different tasks in a row. This typically comes in an ABA format, with the response time of task A the second time taking longer after having completed task B. Backward inhibition is not seen in scenarios with an ABC format, where no task is being repeated.

In psychology, context-dependent memory is the improved recall of specific episodes or information when the context present at encoding and retrieval are the same. In a simpler manner, "when events are represented in memory, contextual information is stored along with memory targets; the context can therefore cue memories containing that contextual information". One particularly common example of context-dependence at work occurs when an individual has lost an item in an unknown location. Typically, people try to systematically "retrace their steps" to determine all of the possible places where the item might be located. Based on the role that context plays in determining recall, it is not at all surprising that individuals often quite easily discover the lost item upon returning to the correct context. This concept is heavily related to the encoding specificity principle.

Motivated forgetting is a theorized psychological behavior in which people may forget unwanted memories, either consciously or unconsciously. It is an example of defence mechanism, since these are unconscious or conscious coping techniques used to reduce anxiety arising from unacceptable or potentially harmful impulses thus it can be a defence mechanism in some ways. Defence mechanisms are not to be confused with conscious coping strategies.

Memory gaps and errors refer to the incorrect recall, or complete loss, of information in the memory system for a specific detail and/or event. Memory errors may include remembering events that never occurred, or remembering them differently from the way they actually happened. These errors or gaps can occur due to a number of different reasons, including the emotional involvement in the situation, expectations and environmental changes. As the retention interval between encoding and retrieval of the memory lengthens, there is an increase in both the amount that is forgotten, and the likelihood of a memory error occurring.

Childhood memory refers to memories formed during childhood. Among its other roles, memory functions to guide present behaviour and to predict future outcomes. Memory in childhood is qualitatively and quantitatively different from the memories formed and retrieved in late adolescence and the adult years. Childhood memory research is relatively recent in relation to the study of other types of cognitive processes underpinning behaviour. Understanding the mechanisms by which memories in childhood are encoded and later retrieved has important implications in many areas. Research into childhood memory includes topics such as childhood memory formation and retrieval mechanisms in relation to those in adults, controversies surrounding infantile amnesia and the fact that adults have relatively poor memories of early childhood, the ways in which school environment and family environment influence memory, and the ways in which memory can be improved in childhood to improve overall cognition, performance in school, and well-being, both in childhood and in adulthood.

Retrieval-induced forgetting (RIF) is a memory phenomenon where remembering causes forgetting of other information in memory. The phenomenon was first demonstrated in 1994, although the concept of RIF has been previously discussed in the context of retrieval inhibition.

Post-hypnotic amnesia is the inability in hypnotic subjects to recall events that took place while under hypnosis. This can be achieved by giving individuals a suggestion during hypnosis to forget certain material that they have learned, either before or during hypnosis. Individuals who are experiencing post-hypnotic amnesia cannot have their memories recovered once put back under hypnosis; it is therefore not state-dependent. Nevertheless, memories may return when presented with a pre-arranged cue. This makes post-hypnotic amnesia similar to psychogenic amnesia, as it disrupts the retrieval process of memory. It has been suggested that inconsistencies in methodologies used to study post-hypnotic amnesia cause varying results.

Reconstructive memory is a theory of memory recall, in which the act of remembering is influenced by various other cognitive processes including perception, imagination, motivation, semantic memory and beliefs, amongst others. People view their memories as being a coherent and truthful account of episodic memory and believe that their perspective is free from an error during recall. However, the reconstructive process of memory recall is subject to distortion by other intervening cognitive functions such as individual perceptions, social influences, and world knowledge, all of which can lead to errors during reconstruction.

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.

Unitary theories of memory are hypotheses that attempt to unify mechanisms of short-term and long-term memory. One can find early contributions to unitary memory theories in the works of John McGeoch in the 1930s and Benton Underwood, Geoffrey Keppel, and Arthur Melton in the 1950s and 1960s. Robert Crowder argued against a separate short-term store starting in the late 1980s. James Nairne proposed one of the first unitary theories, which criticized Alan Baddeley's working memory model, which is the dominant theory of the functions of short-term memory. Other theories since Nairne have been proposed; they highlight alternative mechanisms that the working memory model initially overlooked.

Human memory is the process in which information and material is encoded, stored and retrieved in the brain. Memory is a property of the central nervous system, with three different classifications: short-term, long-term and sensory memory. The three types of memory have specific, different functions but each are equally important for memory processes. Sensory information is transformed and encoded in a certain way in the brain, which forms a memory representation. This unique coding of information creates a memory.

Associative interference is a cognitive theory established on the concept of associative learning, which suggests that the brain links related elements. When one element is stimulated, its associates can also be activated. The most known study demonstrating the credibility of this concept was Pavlov's experiment in 1927 which was later developed into the learning procedure known as classical conditioning.

References

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