If Our Brains Are So Active During Infancy, Why Don’t We Remember Anything From That Time?


If our brains are so active and developing during infancy, why don’t we remember anything from that time?

Fabian van den Berg:

Ah, infantile amnesia as it’s better known. Weird, isn’t it? It’s a pretty universal phenomenon where people tend to have no memories before the age of four-ish and very few memories of the ages five to seven. What you say in the question is true, our brains are indeed very actively developing in that time, but they are still developing after five years as well.

The specifics aren’t known just yet. It’s tricky because memory itself is very complicated and there are swaths of unknowns that make it difficult to say for certain why we forget these early memories. This will be mostly about consensus and what can be supported with experiments.

(Image based on data from Rubin & Schulkind, 1997 [1] )

I’ll skip the whole introduction to memory bit and state that we focus on the episodic/autobiographical memories only—events that happened to us in a certain place at a certain time. And we have two forgetting phases, the early one until about four years old, and a later one from about five to seven years old, where we have very few memories.

The first notion to go is that this is “just normal forgetting,” where it’s just difficult to remember something from that long ago. This has been tested and it was found that forgetting happens quite predictably, and that the early years show less memories than they should if it was just regular old forgetting.

This leaves us with infantile amnesia, where there are probably two large camps of explanations: One says that children simply lack the ability to remember and that we don’t have these memories because the ability to make them doesn’t develop until later. This is the late emergence of autobiographical memory category.

The second big camp is the disappearance of early memory category, which says that the memories are still there, but cannot be accessed. This is also where the language aspect plays a part, where language changes the way memories are encoded, making the more visual memories incompatible with the adult system.

Both of them are sort of right and sort of wrong; the reality likely lies somewhere in between. Children do have memories, we know they do, so it’s not like they cannot form new memories. It’s also not likely that the memories are still there, just inaccessible.

Children do remember differently. When adults recall, there is a who, what, where, when, why, and how. Kids can remember all of these too, but not as well as adults can. Some memories might only contain a who and when (M1), some might have a how,
where, and when (M3), but very few, if any, memories have all the elements. These elements are also not as tightly connected and elaborated.

Kids need to learn this; they need to learn what is important [and] how to build a narrative. Try talking to a child about their day: It will be very scripted [and] filled with meaningless details. They tell you about waking up, eating breakfast, going to school, coming home from school, etc. Almost instinctively an adult will start guiding the story, asking things like, “Who was there?" or "What did we do?”

It also helps quite a bit to be aware of your own self, something that doesn’t develop until about 18 months (give or take a few). Making an autobiographical memory is a bit easier if you can center it around yourself.

(Image from Bauer (2015) based on the Complementary Process Account [2] )

This method of forming memories makes for weak memories, random spots of memories that are barely linked and sort of incomplete (lacking all the elements). Language acquisition can’t account for all that. Ever met a three-year old? They can talk your ears off! So they definitely have language. Children make weak memories, but that doesn’t completely tell you why those memories disappear, but I’ll get there.

The brain is still growing, very plastic, and things are going on that would amaze you. Large structures in the brain are still specifying and changing, the memory systems are part of that change. There’s a lot of biology involved and I’ll spare you all the science-y sounding brain structures. The best way to see a memory is as a skeleton of elements, stored in a sort of web.

When you remember something, one of the elements is activated (which can be by seeing something, smelling something, or any kind of stimulus), which travels through the web activating all the other elements. Once they are all activated, the memory can be built, the blanks are filled in, and we “remember."

This is all well and good in adults, but as you can imagine this requires an intact web. The weak childhood memories barely hung together as they were, and time is not generous to them. Biological changes can break the weak memories apart, leaving only small isolated elements that can no longer form a memory. New neurons are formed in the hippocampus, squeezing in between existing memories, breaking the pattern. New strategies, new knowledge, new skills—they all interfere with what and how we remember things. And all of that is happening very fast in the first years of our lives.

We forget because inefficient memories are created by inefficient cognitive systems, trying to be stored by inefficient structures. Early memories are weak, but strong enough to survive some time. This is why children can still remember. Ask a four-year-old about something important that happened last year and chances are they will have a memory of it. Eventually the memories will decay over the long term, much faster than normal forgetting, resulting in infantile amnesia when the brain matures.

It’s not that children cannot make memories, and it’s not that the memories are inaccessible. It’s a little bit of both, where the brain grows and changes the way it stores and retrieves memories, and where old memories decay faster due to biological changes.

All that plasticity, all that development, is part of why you forget. Which makes you wonder what might happen if we reactivate neurogenesis and allow the brain to be that plastic in adults, huh? Might heal brain damage, with permanent amnesia as a side-effect ... who knows!


[1] Rubin, D. C., & Schulkind, M. D. (1997). Distribution of important and word-cued autobiographical memories in 20-, 35-, and 70-year-old adults. Psychol Aging.

[2] Bauer, P. J. (2015). A complementary processes account of the development of childhood amnesia and a personal past. Psychological review, 122(2), 204.

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Big Questions
What Do Morticians Do With the Blood They Take Out of Dead Bodies?

Zoe-Anne Barcellos:

The blood goes down the sink drain, into the sewer system.

I am not a mortician, but I work for a medical examiner/coroner. During an autopsy, most blood is drained from the decedent. This is not on purpose, but a result of gravity. Later a mortician may or may not embalm, depending on the wishes of the family.

Autopsies are done on a table that has a drain at one end; this drain is placed over a sink—a regular sink, with a garbage disposal in it. The blood and bodily fluids just drain down the table, into the sink, and down the drain. This goes into the sewer, like every other sink and toilet, and (usually) goes to a water treatment plant.

You may be thinking that this is biohazardous waste and needs to be treated differently. [If] we can’t put oil, or chemicals (like formalin) down the drains due to regulations, why is blood not treated similarly? I would assume because it is effectively handled by the water treatment plants. If it wasn’t, I am sure the regulations would be changed.

Now any items that are soiled with blood—those cannot be thrown away in the regular trash. Most clothing worn by the decedent is either retained for evidence or released with the decedent to the funeral home—even if they were bloody.

But any gauze, medical tubing, papers, etc. that have blood or bodily fluids on them must be thrown away into a biohazardous trash. These are lined with bright red trash liners, and these are placed in a specially marked box and taped closed. These boxes are stacked up in the garage until they are picked up by a specialty garbage company. I am not sure, but I am pretty sure they are incinerated.

Additionally anything sharp or pointy—like needles, scalpels, etc.—must go into a rigid “sharps” container. When they are 2/3 full we just toss these into one of the biotrash containers.

The biotrash is treated differently, as, if it went to a landfill, then the blood (and therefore the bloodborne pathogens like Hepatitis and HIV) could be exposed to people or animals. Rain could wash it into untreated water systems.

This post originally appeared on Quora. Click here to view.

Big Questions
Why Does Asparagus Make Your Pee Smell Funny?

The asparagus has a long and storied history. It was mentioned in the myths and the scholarly writings of ancient Greece, and its cultivation was the subject of a detailed lesson in Cato the Elder's treatise, On Agriculture. But it wasn't until the turn of the 18th century that discussion of the link between asparagus and odorous urine emerged. In 1731, John Arbuthnot, physician to Queen Anne, noted in a book about food that asparagus "affects the urine with a foetid smell ... and therefore have been suspected by some physicians as not friendly to the kidneys." Benjamin Franklin also noticed that eating asparagus "shall give our urine a disagreeable odor."

Since then, there has been debate over what is responsible for the stinky pee phenomenon. Polish chemist and doctor Marceli Nencki identified a compound called methanethiol as the cause in 1891, after a study that involved four men eating about three and a half pounds of asparagus apiece. In 1975, Robert H. White, a chemist at the University of California at San Diego, used gas chromatography to pin down several compounds known as S-methyl thioesters as the culprits. Other researchers have blamed various "sulfur-containing compounds" and, simply, "metabolites."

More recently, a study demonstrated that asparagusic acid taken orally by subjects known to produce stinky asparagus pee produced odorous urine, which contained the same volatile compounds found in their asparagus-induced odorous urine. Other subjects, who normally didn't experience asparagus-induced odorous urine, likewise were spared stinky pee after taking asparagusic acid.

The researchers concluded that asparagusic acid and its derivatives are the precursors of urinary odor (compared, in different scientific papers, to the smell of "rotten cabbage," "boiling cabbage" and "vegetable soup"). The various compounds that contribute to the distinct smell—and were sometimes blamed as the sole cause in the past—are metabolized from asparagusic acid.

Exactly how these compounds are produced as we digest asparagus remains unclear, so let's turn to an equally compelling, but more answerable question:


Remember when I said that some people don't produce stinky asparagus pee? Several studies have shown that only some of us experience stinky pee (ranging from 20 to 40 percent of the subjects taking part in the study, depending on which paper you read), while the majority have never had the pleasure.

For a while, the world was divided into those whose pee stank after eating asparagus and those whose didn't. Then in 1980, a study complicated matters: Subjects whose pee stank sniffed the urine of subjects whose pee didn't. Guess what? The pee stank. It turns out we're not only divided by the ability to produce odorous asparagus pee, but the ability to smell it.

An anosmia—an inability to perceive a smell—keeps certain people from smelling the compounds that make up even the most offensive asparagus pee, and like the stinky pee non-producers, they're in the majority.

Producing and perceiving asparagus pee don't go hand-in-hand, either. The 1980 study found that some people who don't produce stinky pee could detect the rotten cabbage smell in another person's urine. On the flip side, some stink producers aren't able to pick up the scent in their own urine or the urine of others.

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