This reflection paper explores three interrelated topics in memory and intelligence. The author begins with their earliest autobiographical memory — a humorous childhood incident from age two — and examines why certain early memories persist while others fade. The paper then investigates flashbulb memories, drawing on both course readings and external research to explain how major events form vivid but sometimes inaccurate recollections, with rehearsal and retelling identified as key mechanisms. Finally, the author recounts taking an online intelligence test, reflecting on the cultural biases embedded in such assessments and questioning whether any brief, internet-administered test can meaningfully capture human intelligence.
The earliest memory I can recall is an event that happened when I was two years old. This was definitively an autobiographical memory — it was not earth-shattering or of great importance to anyone but me, and in fact it did not significantly affect the course of my own life in any way. My earliest memory is of the first time I burped and said a word simultaneously. The word I spoke, or attempted to speak, was a simple "oh," offered in response to some fact that my older (and thus far wiser, to my toddler eyes) sibling had just explained to me. Full of seriousness and gratitude for the lesson, I was responding with my "oh" when a bubble of intestinal gas made its way through my esophagus, erupting in a simultaneous belch and vocal utterance. We were in our backyard at the time, and both of us collapsed into giggles. I have recalled — and retold — this story on countless occasions since.
The reason I remember this event and not others is not entirely clear to me. Research suggests that most adults retain at least some memories from their toddler years, and it is possible that this one endures because it is humorous and consistent with my personality even now. If I were far more serious today than I had been as a two-year-old, I might not remember this incident at all. If it did not fit my current sense of self, it would be less likely to remain accessible. Research also indicates that toddlers can hold memories extending as far back as six months of age. I remember thinking, at the time of the incident, that it was remarkable I had lived so long without burping and talking at the same time — which, in a small way, supports this finding. It is strange to carry a memory that itself involves earlier memories which no longer exist for me, yet that is precisely how I have remembered this incident consistently over many years.
The basic concept of flashbulb memories was explained in the course textbook, but the mechanism of their formation and the curious inaccuracies that seem to emerge were of particular interest to me. To explore this further, I searched the term "flashbulb memories" and found additional material through the University of California, Berkeley. The introductory information from that source largely paralleled what the textbook provided: people tend to form highly detailed memories of major public events, such as the September 11 attacks, the assassination of President Kennedy, and space shuttle disasters — including the Challenger disaster of 1986. What made the outside source especially valuable was its elaboration on the phenomenon of inaccuracy within these otherwise vivid memories.
"Rehearsal and retelling introduce memory errors"
"Personal experience completing an online IQ test"
"Cultural bias and validity concerns in intelligence tests"
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