Yale researchers reveal why we forget baby memories

In a recent study conducted by researchers at Yale University, it was discovered that humans may encode memories in their early years of life, despite commonly held beliefs that memory retention is limited during infancy. The research focused on 26 infants, aged between four months and two years, who were shown new images and later tested for memory recognition through brain imaging techniques. The study's findings challenge previous theories, showing that while the hippocampus develops well into adolescence, it is capable of encoding episodic memories earlier than once thought. This points to a deeper understanding of infant cognitive development and memory retention. The focus of the research rested on differentiating between episodic memory and a type of memory called statistical learning. Statistical learning allows infants to recognize patterns in their environment, such as identifying familiar locations or objects. This form of memory has been shown to occur as early as three months, indicating that infants possess some level of learning ability before they can recall specific past events. However, the study presents evidence suggesting that the encoding of episodic memories, which involve recalling specific experiences, may occur at around one year of age, highlighting a developmental progression in memory function. Among the researchers, Professor Nick Turk-Browne noted the strong correlation between infants’ increased hippocampal activity and their ability to recognize previously viewed images. This empirical evidence leads to implications about the nature of early childhood memory and how memories may persist long after they have been encoded. Turk-Browne theorizes that although these early memories may not always be accessible or converted into long-term storage, they are likely retained within the brain beyond infancy. Ongoing studies aim to uncover whether infants, toddlers, and young children can retrieve memories from home videos recorded when they were babies, with preliminary findings indicating that such memories could last up until preschool age before they diminish. The research raises intriguing questions regarding the underlying mechanisms of memory formation during early childhood. Understanding how the brain develops memory capabilities can inform strategies for education and developmental psychology. It also confronts prevailing assumptions about the limitations of human memory, particularly in infancy, suggesting that the foundations for learning and memory are more complex and earlier in development than previously acknowledged. Future studies may provide further insights into this phenomenon and help to elucidate how memories influence behavior and cognitive development throughout life.