It is now understood that the hippocampus is closely linked to learning and memory (Doidge, 2015; Suzuki, 2015). However, this was not always the case. One prominent experiment investigating memory, learning, and problem-solving was carried out by the American psychologist Karl Lashley in the early 1920s, or possibly in 1923 (Doidge, 2015). The aim of the experiment was to accurately identify the location in the brain where the processes of learning, memory, and problem-solving occur (Doidge, 2015; Suzuki, 2015).
In one set of experiments, Lashley trained a rat to navigate a maze in search of a food reward. As the experiment progressed, the rat was eventually able to find the reward without needing to stop, pause, or search the maze. This indicated to Lashley that learning had taken place. This behavioral achievement also demonstrated to Lashley that the skill had now become neurologically established (Doidge, 2015; Suzuki, 2015).
The next phase of this experiment involved Lashley intentionally damaging the tissue of the outer cortex of the rat’s brain at the specific spot where he believed memory and learning were located. He then placed the rat back in the same maze, expecting that it would be unable to show its previous learning. To his great surprise, although the rat took longer to remember, learn, and complete the maze, it still managed to achieve a successful outcome (Doidge, 2015; Suzuki, 2015).
Lashley continued with this experiment. After each achievement, he continued to systematically damage different parts of the outer cortex layer of the rodent’s brain “to see which area, when damaged, would lead to the most severe memory impairment for performance in the maze” (Suzuki, 2015).
Suzuki reports that, to Lashley’s ongoing astonishment, he discovered that “the location of the damage [to the cortex] did not seem to make any difference” to the rat’s ability to remember the maze’s intricacies and find the reward. As a result of these experiments, Lashley hypothesised that memory and learning are not confined to any single area of the brain.
As far as Lashley was concerned, memory and learning were distributed throughout the entire brain. Importantly, for reasons that will be explained later, Lashley did not mention the hippocampus (Suzuki, 2015). This indicates that he may not have recognised the significance of the hippocampus in relation to memory and learning.
It has now been confirmed that memory and learning can be spread across different regions of the brain. However, no neurologically based distribution of memory or learning to other areas in the brain can happen unless the neurons firing these memories and learnings are first captured and stored in the hippocampus (Doidge, 2015; Suzuki, 2015).
Once in the hippocampus, memories and learning can be transmitted to different parts of the brain and retrieved whenever needed (Doidge, 2015; Suzuki, 2015). Furthermore, Suzuki presented a landmark in neuroscience concerning the case of H.M., which highlighted the crucial role of the hippocampus in memory formation.
After undergoing brain surgery to alleviate severe epilepsy, which involved removing large parts of his medial temporal lobes, including the hippocampus, H.M. was left with profound anterograde amnesia. Anterograde amnesia is the inability to form new long-term memories after brain injury.
While his short-term memory and intelligence remained intact, as noted, H.M. could no longer form new long-term declarative memories. The research consensus reports that this case demonstrates the hippocampus plays a vital role in converting short-term memories into long-term ones, confirming that learning and memory depend on separate, region-specific brain processes (Suzuki, 2015).
Cumulative Electrical Wave Patterns
In terms of how learnings and memories are distributed to other regions of the brain, once first established in the hippocampus, Doidge (2015) acknowledges that even though Lashley was not aware of the importance of the hippocampus for the establishment of memories and learning, Doidge believes that Lashley was perhaps the first person to suggest that learning and skills were possible because “learnings and skills [were] not [being] encoded ‘in’ specific neurons, or even ‘in’ the connections between neurons,” but that all learning and skill development (with associated cortex distribution potential of these learnings and skills) was possible because the learning and skills that were taking place was occurring “in the cumulative electrical wave patterns [in the brain] that are a result of all neurons firing together” (Doidge, 2015, italics in original).
As a result of this neurological process, as suggested by Lashley, Doidge (2015) believes that this creates a situation in which, neurophysiologically, learning and skills can be distributed (as encoded neurons) throughout the brain and then seamlessly utilised by the mind whenever required.
Doidge (2015) articulates this perspective eloquently as follows: “Much of what we consider to be our essence is not in our individual neurons, anyway, all of which are quite similar. So much of the specifics of ‘who we are’ is related to our encoded experience, which is carried in the patterns of energy that our brain generates. The coded patterns of experience can often survive structural damage to the brain.”
Alongside this, the literature also suggests that learning and memory can be enhanced through movement and exercise (Arden, 2010; Doidge, 2015; Suzuki, 2015). These findings are not only inspiring; they also appear to support and expand a possible explanation for how and why John Famechon was able to recover from his debilitating acquired brain injury.
John Famechon
The former World Featherweight Champion John Famechon sustained a severe brain injury in August 1991 when a car, estimated to be travelling at 100 kph (62 mph), struck him while he was crossing the road. On December 18, 1993, I began implementing my new and innovative complex brain-based multi-movement therapy. Ten to 12 weeks later, John was walking independently with the help of a cane.
Four weeks after that, he managed to run 10 metres into the arms of his fiancée, Glenys. This then progressed to the point where John was riding a stationary exercise bike and engaging in boxing. In this, I was directing punches at the Champ, and he was defending. “Yes, the Champ was poetry in motion.”
This level of recovery enabled John to enjoy a life of freedom and independence. John married Glenys on March 16, 1997, walking arm in arm down the aisle. Before this, John had sworn he would not marry Glenys unless he could walk down the aisle. This wedding was a significant celebration that extended beyond the marriage itself. It marked a milestone for John and Glenys, as well as for everyone who knew them.