Neurocase (2006) 12, 3549

Copyright Taylor & Francis Group, LLC

ISSN: 1355-4795 print
DOI: 10.1080/13554790500473680

A Case of Unusual Autobiographical Remembering

NNCS

ELIZABETH S. PARKER1, LARRY CAHILL2 and JAMES L. MCGAUGH2

Unusual Autobiographical Remembering

Department of Neurology, University of California, Los Angeles, Irvine, and Psychiatry & Neurology, University of Southern California,
California, USA
2
Center for the Neurobiology of Learning and Memory and Department of Neurobiology and Behavior, University of California, Irvine,
California, USA

This report describes AJ, a woman whose remembering dominates her life. Her memory is nonstop, uncontrollable, and automatic. AJ
spends an excessive amount of time recalling her personal past with considerable accuracy and reliability. If given a date, she can tell you
what she was doing and what day of the week it fell on. She differs from other cases of superior memory who use practiced mnemonics to
remember vast amounts of personally irrelevant information. We propose the name hyperthymestic syndrome, from the Greek word
thymesis meaning remembering, and that AJ is the first reported case.

Introduction
What would it be like to live with a memory so powerful that
it dominates ones waking life? We present here the case of
AJ, a woman who told us:
My memory has ruled my life . It is like my sixth sense
There is no effort to it I want to know why I remember
everything. I think about the past all the time . Its like a
running movie that never stops. Its like a split screen. Ill be
talking to someone and seeing something else Like were
sitting here talking and Im talking to you and in my head Im
thinking about something that happened to me in December
1982, December 17, 1982, it was a Friday, I started to work at
Gs (a store) . Its all about dates . I just know these
things about dates . I used to spend all my time thinking
about dates . When I hear a date, I see it, the day, the
month, the year . I can go back over the years since 1980
on a date When I hear a date I see the day . I see it as I
saw it that day I get to a portion of the day so I can see
what day it was and whatever sticks out in my mind . .I
only have to experience something one time and I can be
totally scarred by it I cant let go of things because of my
memory Happy memories hold my head together I treasure these memories, good and bad . I cant let go of things
because of my memory, its part of me When I think of
these things it is kind of soothing I knew a long time ago I

Received 22 July 2005; accepted 7 November 2005.

We are indebted to AJ for her eagerness to share her time and her
story for science. Her willingness to be queried, probed, tested, and
videotaped has been unwavering. AJ knew that she possessed a
unique memory and told us over and over that she hoped understanding it might some day help others. We thank Endel Tulving for
his help with this conceptualization of AJs remembering. We thank
Spiros Koulouris for his input on naming the syndrome.
Address correspondence to James L. McGaugh, 320 QRL CNLM,
UC Irvine, Irvine, CA 92697-3800. E-mail: jlmcgaug@uci.edu

had an exceptional memory I dont think I would never

want to have this but its a burden.

These are quotes from various conversations we have had

with A.J.
This delightful and fascinating woman contacted JLM with
the following email that describes in her own words her
extraordinary recollective abilities and how they impact her
life:
Dear Dr. McGaugh,
As I sit here trying to figure out where to begin explaining
why I am writing you and your colleague (LC) I just hope
somehow you can help me.
I am thirty-four years old and since I was eleven I have
had this unbelievable ability to recall my past, but not just
recollections. My first memories are of being a toddler in the
crib (circa 1967) however I can take a date, between 1974
and today, and tell you what day it falls on, what I was doing
that day and if anything of great importance (i.e.: The Challenger Explosion, Tuesday, January 28, 1986) occurred on
that day I can describe that to you as well. I do not look at
calendars beforehand and I do not read twenty-four years of
my journals either. Whenever I see a date flash on the television (or anywhere else for that matter) I automatically go
back to that day and remember where I was, what I was
doing, what day it fell on and on and on and on and on. It is
non-stop, uncontrollable and totally exhausting.
Some people call me the human calendar while others run
out of the room in complete fear but the one reaction I get
from everyone who eventually finds out about this gift is
total amazement. Then they start throwing dates at me to try
to stump me . I havent been stumped yet. Most have called
it a gift but I call it a burden. I run my entire life through my
head every day and it drives me crazy!!! .

It was with great skepticism and curiosity that we met AJ.

Over the past five years, she has graciously consented to being
queried and probed about her memory, tested with novel and

36
standardized tests, and shared her personal experiences with
considerable openness. It became clear, early on, that her
memory was different from other cases of superior memory
reported in the literature. She was not gifted at encoding and
retrieving long strings of digits and numbers. Over and over
again, she told us that her memories are deeply personal, tied
to what she is interested in, closely linked to dates that are
within her personal experience and uncontrollable. So unique
is her presentation that we decided to let the subject herself
guide this inquiry.
In contrast to the vast literature on impaired memory and
the amnesic syndrome, relatively little is known about
forms of superior memory. Previously reported cases of
superior memory seem to have in common the ability to
perform memory feats with meaningless information such
as learning long displays of words or digits and repeating
them back. None were reported to have superior autobiographical memory or to be bothered by constant remembering of personal experiences. Luria (1987) wrote in detail
about the superior memory of S, who became a professional mnemonist and earned his living by amazing audiences with his ability to recall almost limitless amounts of
information. S was not bothered by an extraordinary autobiographical memory, indeed he was described as living his
personal life as in a haze (p. 159). Nor did S think of
himself as having an exceptional memory. When sent to
Luria for examination by the editor of the newspaper where
he was then working as a journalist, S was perplexed as to
why he had been singled out. He did not see his memory as
unusual or remarkable. Nor is there evidence of remarkable
autobiographical memory in VP, another case of superior
memory described by Hunt and Love (1972, 1983). VP was
a man who could play up to 60 games of correspondence
chess without notes, and who, by the age of five, had memorized the street map of Riga, his home town of 500,000
people. VP memorized Bartletts tale, War of the Ghosts
producing it nearly verbatim after two readings and a year
later without warning was able to recall the tale as he had
the year before. VP did not see his memory as above the
norm. In fact he told Hunt and Love that many of his fellow
classmates had better memories than his, as the educational
system in Riga placed such strong emphasis on rote learning. TE reported by Gordon et al. (1984) began studying
mnemonics at the age of 15 and could memorize eight
rows of six digits using complex strategies. In their pathbreaking book on superior memory, Wilding and Valentine
(1997) have written in depth about ten cases. The majority
of their cases had either performed or been spectators at the
World Memory Championships where people perform
feats such as learning and remembering long strings of
binary digits. Wilding and Valentine found that their ten
cases each had very different but highly domain-specific
forms of superior memory. For example, their Subject A
had worked as a telephone operator and was able to recall
nearly all the telephone exchange codes of the British
Isles in response to town names (p. 119). According to

E. S. Parker et al.
Wilding and Valentine (1997, p. 159), none of the ten cases,
despite superior ability on laboratory memory tasks, had
more than average ability to recall autobiographical detail
from their past.
The current view of superior rememberers studied to date
is that their skills are due to the application of strategies
acquired through practice, and not to innate abilities (see
Ericsson et al. 2004). AJ seemed to differ from this characterization as she told us she could not consciously apply
strategies to help her learn and retain new information. She
was not able to use her talents to memorize in school, telling
us she had great difficulty with rote memorization. She
repeatedly told us her memory was automatic, not strategic.
Luria studied, in considerable depth, the mnemonic strategies used by S, including visual images and his complex synesthetic constructions that allowed him to retain prodigious
amounts of information for years. Maguire et al. (2003)
asked their ten cases with superior memory about mnemonic
strategies they used to remember memory tasks during a
brain fMRI. All ten reported using mnemonics and nine
reported using the method of loci for some or all of the
tasks. The method of loci is attributed to the Greek poet,
Simonedes of Kos in 447 BC (Yates, 1966) and basically
consists of taking a mental walk through a familiar route,
attaching to-be-remembered items to places along the route
which in turn serve as retrieval cues during another mental
walk at retrieval. Lurias case S, with his rich capacity for
visual imagery, used a variation of the method of loci to
recall strings of 50 to 70 words and digits, which he could
recall both forward and backward depending on where he
started his mental walk at retrieval. Ericsson et al. (2004)
undertook extensive reevaluation of the famous Rajan
(Thompson et al. 1991), who had superior abilities to
remember digits and letters. They concluded that his memory skill was due to encoding techniques he had acquired
through extensive practice, and not to an innately superior
memory.
Lurias classical study of S influenced our approach to AJ.
Luria carefully described Ss memory skills and abilities in
the context of the total person, considering his memory skills
as part of and causally related to his overall psychological
makeup. Most psychological studies of superior rememberers
have focused on laboratory tasks to document subjects memory performance, with less attention to the cases broader
psychological makeup. Surprisingly little has been written
about how a superior memory relates to the persons inner
makeup or how it affects their everyday functioning. In addition, very little is known about neuropsychological domains
outside memory in cases of superior memory. General intellectual functioning, as measured by tests of IQ (e.g., Wilding
and Valentine, 1997; Maguire et al., 2003), has not been
found to correlate with superior memory. Interestingly, Luria
reported that S was viewed by people as disorganized and
dimwitted, and had trouble with abstraction. We therefore
undertook an extensive neuropsychological evaluation of AJ,
to examine her memory performance on standard clinical

37

Unusual Autobiographical Remembering

instruments and to examine her memory in the context of her
overall neuropsychological profile.

Methods
Research data were collected through a protocol approved by
the University of California, Irvine IRB and informed written
consent was obtained from AJ. Much of the research methodology was guided by what AJ told us and we observed. We
interviewed her extensively about her history and her memory. We made video recordings to study her in depth. AJ was
never told what she would be asked about or tested on in
advance. She arrived at each visit completely nave about
dates and events that would be queried on that day. Her recall
of dates and events from her own life were noted for their
high reliability. As AJ kept a diary from the age of 10 to the
age of 34, a subset of her personal recollections was verified
with her diary entries. This verification occurred by asking
her to bring a box of her diaries and then checking in the diaries a subset of dates for which she had, in earlier meetings,
provided us an account of events. Her mother verified some
facts. Her ability to recall dates and newsworthy events was
tested from a book of news events over the past 100 years
(Lucas, 2000). Her ability to tell what day of the week was a
certain date was checked from calendars. Results are presented in a manner to protect AJs confidentiality and
privacy.
Formal neuropsychological testing was conducted by a
clinical neuropsychologist (ESP) according to standard clinical procedures and interpreted according to relevant norms.
Each test is described in Lezak (1995) except for tests from
the Delis-Kaplan Executive Function System [(D-KEFS)
Delis et al. 2001]. Clinical tests of memory are designed to
measure memory deficits, not superior memory, and can suffer from ceiling effects. It is noted where AJs scores were at
the maximum possible. Memory tests included: global memory indices (Wechsler Memory Scale Revised (WMS-R));
memory tests requiring organizational strategies [word-list
recall (California Verbal Learning Test-Research Edition
(CVLT)]; and recall of complex visual information (ReyOsterrieth Complex Figure Test (Rey-O CFT)); memory tests
with strong external cues (Warringtons Word and Face Recognition Tests; paired associates from the WMS-R; recognition on the CVLT); working memory (Letter-Number
Sequencing subtest of the Wechsler Adult Intelligence Scale
III (WAIS-III), maximum number of digits in the reverse
directions and maximum number of items in reverse visual
span from the WMS-R); semantic memory (Information subtest of WAIS-R); and autobiographical memory (Autobiographical Memory Index (AMI)).
To measure neuropsychological domains beyond memory,
the following domains and tests were selected: General intellectual functioning (Wechsler Adult Intelligence ScaleRevised (WAIS-R); lateralization (Edinburgh Handedness
Inventory, Grooved Pegboard Test and Finger Tapping Test);

executive functions (Wisconsin Card Sorting Test, Halstead

Category Test, three subtests of the D-KEFS namely the Sorting Test, Twenty Questions Test, Proverbs Test and Tower
Test; the Stroop Test; written fluency, i.e., generation of
words beginning with the letter S and four-letter words
beginning with C, with five minutes allowed for each letter,
letter and category fluency from the D-KEFS, Ruff Figural
Fluency Test; and Trailmaking Tests Parts A and B; language functions (Boston Naming Test, Reading and Spelling
sections of the Wide Range Achievement Test-Revised
(WRAT-R), Vocabulary and Comprehension subtests of the
WAIS-R); visual spatial functions (Picture Completion, Picture Arrangement, Block Design and Object Assembly subtests from the WAIS-R, ability to copy the Rey-O CFT,
Benton Face Recognition Test, Hooper Visual Organization
Test); calculations (Arithmetic portion of the WRAT-R and
Arithmetic subtest of the WAIS-R); visual-motor functions
(Digit Symbol subtest of the WAIS-R, and Symbol Search
subtest of the WAIS-III).

Results
Background Information
Family History
AJ was born in 1965 after a normal pregnancy and delivery to
a family she describes as close and protective. She has one
younger sibling, a left-handed brother who is nearly four
years her junior. Her father is a businessman and her mother
works as an assistant in a medical office. The family is Jewish
with her fathers parents coming from Hungary and Russia,
and her mothers parents coming from Germany and Romania.
Family history is positive for depression, anxiety and ocular
migraines. According to AJ, several other members of her
family have good memories but nothing like hers with her
phenomenal memory for dates. These other relatives are a
paternal aunt, paternal cousin and paternal great uncle. She
was married for the first and only time at the age of 37.
Development of her Memory
AJ reports that her earliest memory is being in her crib,
around the age of 18 to 24 months, and frightened when
woken by her uncles dog. She says she can recall her
brothers birth when she was three years, nine months old.
According to AJ she had always had a richly detailed memory for episodes but there was a change in her memory when
at age eight her family moved from the east coast to the west.
She reports she had loved their life in the east and did not
want to move. She says she was traumatized by the move
and that after the move she started to organize her memories, making lists of friends from back east, looking at pictures of her house and thinking about the past a lot. She
states that after the move, her memories became clearer. In
1976 when she was ten years old she began keeping a diary.

38
She says that she first became aware of her detailed memory
in 1978 at age twelve. She told us the same story on several
different occasions. She recalls that she was studying with
her mother and started to drift off thinking about the year
before in school, which she had loved. It was then she says
she became aware that she was able to vividly recall the
details of the year before and exact dates. From 19741979,
ages eight to thirteen, she can remember many days but not
every day. She often has to think about things (for a few seconds). As the years went by, she remembered more and more
dates and events. She says that from 1980, age 14 onward,
her recall became automatic . give me the day and I see
it. I go back to the day and I just see the day and what I was
doing. Her mother reports that the family noticed AJs superior memory when she was in her twenties.
Diaries
From the age of 10 to the age of 34, AJ kept diaries, nearly
every day. Her diaries were various forms of scheduling calendars with small entry areas, some just one inch by one inch.
Some years, her entries were completely filled with writing
so micrographic that even AJ read them to us with great difficulty. Other years, her entries were less detailed, and more
readable, with 67 brief entries per day. She said that she was
obsessed with writing things down because things would
stay in her mind if she didnt write them down in her diary. It
made her feel better to have things written down. She said she
rarely went back to review them. These diaries provided a
resource for our verification of her recollections.
Educational History
Despite her remarkable memory, AJ reports that she never
excelled in school and says she hated it. She insists that she
must be interested in something in order to remember it. She
said her grades were mostly Cs with some Bs and an A here
and there. When asked why she didnt apply her great memory to school, she said It (meaning her memory) doesnt
work that way. I had to study hard. Im not a genius. She
reports she had trouble memorizing dates in history, arithmetic, foreign languages, sciences and got Ds in geometry.
She told us she received an A in algebra which came much
more easily to her. She said she had math tutors from second
grade to help her memorize math facts. She readily admits
that she hates authority to which she attributes her dislike
of school. Memorizing poetry was painfully difficult. Yet she
can recall with ease every one of her teachers since kindergarten. She did complete a bachelors degree in a social science, graduating at the age of 23.
Occupational History
AJ has had periods where she has been unemployed by
choice. Upon returning home from university, she worked for
a year in the entertainment field. This was followed by a
three-year period, when she was 25 to 27, where she did not

E. S. Parker et al.
work and lived at home with what she describes as an
extreme bout of depression. She then worked as an assistant
in a law office where her memory for events and dates was a
significant asset. After that, she worked as an executive assistant for the next six years until she married. AJs goal is to be
a wife and have a family, rather than having a career outside
the home. That is all she has wanted since she was three years
old. She is working on plans to start her own business that
involves selling a product she will make.

Medical and Psychological History

She reports migraines since childhood, about five times a
year up to her early thirties, when she took 5 ibuprofen tablets
every day to prevent headaches. She stopped the Advil at 37
and only had one migraine in the year and a half since then.
She was sickly until the age of five suffering frequent sore
throats and ear infections. Surgeries include tonsillectomy at
age four and two facial reconstructive surgeries following an
automobile accident when she was 16. There was no reported
loss of consciousness from this head injury or another when
she hit her head at age eight. Lactose intolerance developed
when she was 30 and lasted until she was 33.
AJ told us she had taken medication for anxiety for
years, initially Prozac and later Zoloft (200 mg a day). On
her own, she tapered off Zoloft but with some difficulty,
experiencing significant gastric distress and twitching.
During her period of depression, from the ages of 2527 as
described previously, she underwent counseling but was not
put on medication. She had counseling on and off from the
ages of 26 to 35. There is a history of sleep problems with
insomnia that stopped when she was in her early thirties. She
has not had insomnia in nearly seven years.
AJ reports having numerous phobias but does not think
there is any relationship between her memory and her phobias. Early on she told us she was phobic about doctors,
hospitals and universities, making us wonder how she would
take to participating in research in a university setting. This
has not turned out to be a problem, for reasons she explains
only that this is different. One day she brought in a list of
phobias with twenty items checked. She recalled that her bird
phobia started on July 16, 1988 when she was hit on the head
by a pigeon. She also listed as phobias: bird droppings, stage
fright, rats, and many specific foods and smells. She can
name the dates and events that triggered many of the
phobias.
AJ told us that she has always needed order in her life.
She told us she was traumatized by the family move from
the east to the west coast and is insistent in her belief that this
trauma changed her memory. She refers to herself as a neat
freak and recalls even when she was three years old, she
insisted on keeping her dolls in a very precise and complicated order in her doll carriage. She recalled that around the
age of five she would throw a fit if anyone moved things in
her bedroom. She said she would go nuts and get hysterical

39

Unusual Autobiographical Remembering

because things were moved. Her attachment to her family,
familiar places and things is a frequently repeated theme. She
told us that up to the age of five she would cry hysterically
if her parents went out. After that she continued to have
severe separation anxiety about her parents. She has lived
with her parents most of her life, even after she married.
Shortly after her marriage, she and her husband somewhat
abruptly packed up and moved to another part of the country
only to immediately turn around and return to her parents
home. When AJ was 37, her parents sold the family home
where she had lived most of her life. She was most upset
about having to pack her lifes treasures and leave the bedroom which had remained pretty much in the same state as
when she was nine. These descriptions fit with her reported
history of anxiety.
Her knowledge of and interest in certain television programs is remarkable and she collects TV guides. She says she
is fascinated with the macabre. She says she is a very social
person and interested in people. She is the family historian
and her friends turn to her to remember things they did
together and when.
Behavioral Observations
AJ has been extremely co-operative and open during these
investigations. She clearly enjoys telling us about her memory and can talk at great length about events from her personal past. For example, when asked about her second grade
teacher, she, without hesitation, provided the name and
described with considerable positive affect the teacher, her
appearance, and information about the teacher. AJs recall of
events from her past is immediate, confident, and with considerable emotion. She lights up when she recalls. If she does
not know the answer to a question, she says she doesnt
know. She did not confabulate or guess. She told us often that
she could not remember something because she did not care
about the topic or the question was outside the time period of
her memory calendar (generally 1974 to the present).
AJ did not enjoy being asked questions she could not
answer nor did she like neuropsychological tests on which
she had difficulty. For example, she told us in no uncertain
terms that she did not like the word-list recall tests. She said
she hated trying to recall the War of the Ghosts story.
During the Halstead Category Test of executive functions she
repeatedly said she hoped the test would be over soon. This
pattern of discomfort and even antipathy towards certain
tasks contrasts with her engaging affect when recalling stories and dates from her personal life.
Examples of AJs Associative Autobiographical
Recollections
She says her personal memories are vivid, like a running
movie and full of emotion. As described in the Introduction,
AJ told us that her remembering is automatic and not under

her conscious control. Her answers were immediate and

quick, not deliberate and reflective. Once given a date within
her period of strong memory she would, within seconds,
produce the day of the week, or what she did on that day,
or what event took place on that day. If allowed to talk
uninterrupted, AJ would go on at length telling stories
about what she did on that day, or something she did before
or after that day, such as a trip home from college with a
friend, or the restaurant where she ate and with whom.
Although she can recall dates and events with incredible
accuracy, her memory is deeply personal. A date, a public
event, the name of a television program, the name of a public
figure can cue her personal recollections, seemingly effortlessly and automatically.
One recollection for AJ cues another and another and
another, linking one recollection to the next, as if her retrieval
mode, once turned on goes on automatic. For example, when
asked about JFK Jrs fatal plane crash, she immediately told
us it had occurred on July 16, 1999. She spontaneously associated to what she was doing, telling us I just remember they
had flown away on Friday night and on Saturday morning I
remember being like almost asleep because I sleep with the
TV on and I probably had the news going and it was like
seven oclock in the morning. I remember hearing this and
sitting up and thinking I didnt hear what I just heard. I lay
down for two hours listening.
Another example of how one recollection cues the next
was illustrated when she wrote about how watching a television program can cue emotional memories from her personal past. She wrote: The Waltons I will think about
my Grandmother (because we used to watch the show
together) who died 15 years ago this May and I will also
think about how much I miss the 1970s and then memories
start to flood my brain. I get that 1970s feeling (what that
decade felt to me). There are other shows that give me that
same feeling. For instance, I just found the music for the
CBS Movie of the Week from 1974 and I play it over and
over while I am on the computer because it gives me a
safe feeling.
Dates as Cues for Personal Recollections
When given a specific date she would immediately, and without prompting, tell her recollections. She did not know in
advance what dates we would ask her about, so there was no
opportunity for preparation or rehearsal. It is noted where
events were later verified from her diary.
April 3, 1980? I see it. Spring break. Passover, I went to
that week. I was on Spring Break. I see the week. I was in 9th
grade. The week before I was on Spring Break. I was into
General Hospital.
July 1, 1986? I see it all, that day, that month, that summer. Tuesday. Went with (friends name) to (restaurant
name). Day of week correct, event later verified from her
diary.

40

E. S. Parker et al.

October 3, 1987? That was a Saturday. Hung out at the

apartment all weekend, wearing a sling hurt my elbow.
Day of week correct. Entry later verified in diary.
April 27, 1994? That was Wednesday. That was easy for
me because I knew where I was exactly. I was down in Florida. I
was summoned to come down and to say goodbye to my Grandmother who they all thought was dying but she ended up living.
My Dad and my Mom went to New York for a wedding. Then
my Mom went to Baltimore to see her family. I went to Florida
on the 25th which was a Monday. This was also the weekend
that Nixon died. And then I flew to Florida and my Dad flew to
Florida the next day. Then I flew home and my Dad flew to
Baltimore to be with my Mom. Day of week correct.
The Easter Test for Recall of Dates and Personal Events
AJ told us on many occasions that she could see the day
particularly after age 13, and all other days with that same
date. In 2003, we decided to test this by asking her to write
down all the Easter dates from 1980 onward. In ten minutes,
with no prior warning, she wrote the 24 dates presented in
Table 1. All but one date is accurate and it is off by two days.
This struck us as particularly impressive in that Easter falls
on different days, anywhere between March 22 and April 15,
based on the Paschal full moon, and AJ is Jewish. On her
own initiative, she included notations about what she was

doing on each of these Easter weekends. The notations have

been abbreviated and edited for confidentiality.
Two years later, and again without forewarning, we asked
AJ to write down the dates for Easter and notations of personal events. Again in less than ten minutes, she produced
another table, this time with every Easter date correct and
with similar notations about personal events. After she had
completed the second table, she was shown the one she had
done two years before. She immediately pointed out the one
incorrect date from two years before (April 17, 1987 should
be April 19, 1987). We reviewed the notations to compare
and there was perfect reliability. For example, in 2005 for
1981, she wrote only 10th grade. When asked if she was dating anyone, she elaborated on her new boyfriend, providing
his name. In 2005, she provided us with a box of her diaries
from 19861989. We found the entries for Easter Sunday for
those four years and compared them to the notations she had
produced that day and two years before. Every one of the
notations she had made for the four Easter Sundays matched
with what she had written in her diary for that day.
There was high reliability to AJs recollections. She provided the same events to the same dates and there was no
instance where she provided different responses. We were
able to verify the accuracy of her memory when she was
asked, without forewarning, in May 2003 the dates of previous

Table 1. AJs recollections of every Easter from 19802003, produced November 21, 2003
AJs unexpected recall of all Easters since 1980. Next to each day, she also wrote a personal
event for that day. This list was produced within 10 minutes. There is one error and it is off
by two days. We have not found anyone who can find the error without resorting to a printed
calendar. Nor have we found anyone who can produce this list of dates.
Date
Personal entry
April 6,1980
9th Grade-Easter vacation ends
April 19,1981
10th Grade-new boyfriend, H
April 11,1982
11th Grade, Grandparents visiting for Passover
April 3,1983
12th Grade, just had second nose reconstruction
April 22, 1984
Freshman at (school), Cs (friend) parents visiting
April 7,1985
Just returned from a week in AZ, sick as a dog
March 30,1986
Parents in Palm Springs, W, G, A (friends) staying at house
April 17, 1987
B (friend) for Easter, vomit up carrots
April 3, 1988
personal
March 26, 1989
Bs (friend) for Easter
April 15, 1990
make cookies, S breaks up with me next day
March 31, 1991
R (friend) visiting, gets carded for cigs
April 19, 1992
Easter Dinner at T(friend) comes over
April 11, 1993
hang all day, spaghetti dinner with R
April 3, 1994
wake up at Hs house
April 16, 1995
rainy day, brunch with H (friend)
April 7, 1996
personal
March 30, 1997
dinner with J and C (friends)
April 12, 1998
house smells like ham, M (friend) over
April 4, 1999
hang, describes specific event at work
April 23, 2000
Las Vegas for weekend
April 15, 2001
personal
March 31, 2002
hang
April 20, 2003
hang with J (husband) and family

41

Unusual Autobiographical Remembering

meetings with us. Without hesitation, she told us: June 24,
2000 July 8, 2000 July 15, 2000 July 23, 2000
August 19, 2000 (saying this was just before JLM left for a
trip to Germany, which only she recalled), each date being
correct. None of us was able to recall this list and it was
absolutely accurate.
Memory for Public Events and Dates
We quizzed AJ from a book of dates and significant world
events (Lucas, 2000), on several occasions and on one occasion, on video. She was able to recall an event when given a
date, and a date when given an event, if the questions were
within her areas of interest and the period of her good memory (approximately 14 years old and onward). Some examples of her recollective abilities are illustrated in Table 2.
Again, the reader is reminded that she was never forewarned
about what dates or events she would be questioned.
AJs Mental Calendar
AJ has a highly developed knowledge of dates, knowing
years that repeat and leap years. She can produce what day of

the week a particular date fell on if it falls within her memorized mental calendar. She readily admits she has trouble
with dates outside her calendar span. When asked what day
of the week was April 3, 1955 she told us she didnt know, as
she couldnt see it. She spent several minutes trying to figure this out but was uncertain of the answer.
When given a date within her mental calendar, she says I
see it. I dont see the whole day at one time. I get to a portion
of the day so I can see what day it was and whatever sticks
out in my mind. She places herself in the day or event and
associates to it. She reports that her facility with dates starts
around 1974, when she was eight, strengthens around 1978
when she is 12 and was phenomenally accurate from 1980 on
when she was fourteen. She enjoys dates, dating events and
going over them in her mind. AJ talks about dates in terms
consistent with the mental calendar as being part of her
semantic memory. When asked about her knowledge of dates
she says I just know it. She says she has no idea how her
knowledge of dates developed. All she can tell us is I have
always been about dates. I just know these things. This quality of knowing is characteristic of information in semantic
memory (Tulving, 1983, p. 49).

Table 2. Examples of AJs excellent memory for events and dates if within her areas and time
period of interest. Answers given below so reader can self-test
Name the day of the week and the significant event on this date
August 16, 1977; June 6, 1978; May 25, 1979; November 4, 1979 (book wrong date, AJ
correct); May 18, 1980; October 5, 1983; January 17, 1994; December 21, 1988; May 3, 1991;
May 4, 2001
Name the date for the event
Plane crash in San Diego? Who shot JR episode? Persian Gulf War begins?
Rodney King beating? OJ Simpson verdict? Bombing at Atlanta Olympics?
Death of Princess Diana? Concorde Crash? Election dates for G.W. Bush and Clinton?
Answers (events) AJ gave to dates:
8/16/77 Tuesday, Elvis died
6/6/78 Proposition 13 passed in CA
5/25/79 plane crash, Chicago
11/4/79 Iranian invasion of US Embassy
5/18/80 Sunday, Mt. St Helens erupted
10/5/83 Wednesday, bombing in Beirut, killed 300
1/17/94 Monday, Northridge earthquake
12/21/88 Lockerby plane crash
5/3/91 last episode of Dallas
5/4/01 Robert Blakes wife killed
Answers (dates) A.J. gave to events:
San Diego crash September 25, 1978
JR November 21, 1980
Gulf War Wednesday, January 16, 1991
Rodney King beating March 3, 1991
OJ Simpson verdict Tuesday, October 3, 1995
Atlanta bombing July 26, 1996
Princess Diana August 30 or 31, 1997 (depending on France or US)
Concorde July 25, 2000
Elections date G.W. Bush November 7, 2000, Clinton Nov 3, 1992 and November 5, 1996.

42
On four occasions we asked AJ to draw her mental calendars
and she drew virtually the same calendars each time and in the
same way. She drew one for years and another for months. Her
calendar for years was drawn from left to right and at 1970
changed orientation from top to bottom. She told us her demarcation of years is based on her internal schema that she cannot
explain. She said this is how I see it. 1965 is when I was born.
1963 is when everything changed for the world I am interested in all that even though I wasnt born yet. 1965 is when I
was born. 1960 I feel that with President Kennedy the world
changed, and these are significant things the way I see my own
life. 1974 is when we moved to California. She had no idea
why she turned at 1970 and simply repeated this was they way
she saw it, the way she had always seen it.
For months she first drew January in the 11 oclock position, then counterclockwise filled in the rest of the months.
She has no idea why she drew the months this way but
insisted again it was how she saw it and always had.
Observations on AJs Memory Weaknesses
In contrast to AJs strong autobiographical memory, and her
ability to recall dates and events, she is not a gifted memorizer. For example, she told us she has five keys on her keyring and can never recall which key is for what. She says she
has to make lists to help her remember. She reports always
having a terrible time with rote memorization for things such
as learning history dates and poetry. Although she describes
her mind like having a movie running, she is not recording
her world verbatim in its totality. One day after several hours
together, she was asked to close her eyes and tell what her
two interviewers were wearing. She was unable to do so.
After making a videotape of AJ, we brought her back a
month later and, without warning, interviewed her about specific events from the month before. When we asked her specific questions such as, had she talked about her second grade
teacher, or had she talked about the date April 27, 1994, she
told us she did not recall. We devised a recognition test to see
if recognition would be better than free recall. She was asked
about dates and events that had been covered during the
video (targets) mixed with ones that had not been discussed
on the video but had been at another time (distractors). She
was very uncertain when answering questions on the recognition test and had to be prompted to answer. She only recognized one of four target dates and she mistakenly thought that
three of the distractor dates might have been discussed on
that date. She had similar difficulty recognizing which events
had been discussed on the video. How paradoxical that someone with such a powerful autobiographical memory, and
extraordinary ability to recall dates and events, was unable to
recall or recognize the details of a videotaping from the
month before. Her autobiographical memory, while incredible, is also selective and even ordinary in some respects.
The neuropsychological test data reported next also demonstrate AJs strengths and weaknesses in different forms of

E. S. Parker et al.
memory, adding more evidence for the selectivity in her
superior memory.

Neuropsychological Test Results

Global Test Performance
Information about AJs general intellectual functioning,
global memory and lateralization is presented in Table 3.
Scores for Full Scale, Verbal and Performance Intellectual
Quotient (IQ) are in the normal range. Her general memory
index on the WMS-R is 122, 29 points above her Full Scale
IQ and one and a half standard deviations above average.
Traditionally the amnesic syndrome has been characterized
by a 15 to 20 decrement between general memory and IQ,
with the latter being in the normal range. These results document AJs memory superiority on standardized tests.
The reader is reminded that neuropsychological tests of
memory are designed to measure impairments, not superior
memory. There can be ceiling effects due to limited capacity
to measure high levels of performance. On a number of memory tests, AJ obtained the maximum possible score and those
are indicated.
Anomalous Brain Lateralization
Anomalies in brain lateralization are characteristic of many
neurodevelopmental disorders (Bradshaw and Sheppard,
2000). Although AJ insists she is right-handed and was
entirely right-dominant on the Edinburgh Handedness Inventory, there were indications that she has anomalous lateralization (see Table 3). In a photograph of her at two years,
eleven months of age, she is shown using her left hand to
hammer a toy. She turned pages with her left hand during her
neuropsychological examination. She worked from left to
right on neuropsychological tasks that a normal right-dominant
Table 3. Memory index superiority to intelligence measures and
lateralization
Wechsler Adult Intelligence Scale-Revised:
Full Scale IQ = 93, Verbal IQ = 96, Performance IQ = 91,
all average range
Wechsler Memory Scale Revised
General Memory Index = 122, 1.5 sd above average
General Memory Index vs Full Scale IQ
Memory Index is 29 points above Full Scale IQ
(note amnesic patients are defined by a Memory Index
20 points below IQ)
Atypical Lateralization:
Entirely right dominant on Edinburgh handedness inventory
Brought picture of her at 2 years, 11 months using left hand
During BNT, turned pages on test with left hand
Worked right to left on several tasks, CFT, Trails
One relative, brother, left-handed
Mental calendars go right to left

43

Unusual Autobiographical Remembering

person works right to left. She drew the CFT right to left.
Her mental calendars all go from right to left or counterclockwise. Motor speed in her right hand was slower than
her left hand, as well as being 1.6 standard deviations below
average.
Atypical Variablility in Neuropsychological Test Scores
One of the main areas of disparity in the scores, described
previously, is AJs significantly higher General Memory Index
relative to her overall IQ. However, in spite of her superiority
on certain memory tasks, she had impaired performance on
tests of executive functioning, language and tests of memory
that require the subject to organize the to-be-remembered
material, as well as memory for faces. Moreover, she had
normal performance on many other neurocognitive domains.
The data are presented accordingly so the reader can consider
her strengths, deficits and normal performance. This pattern
of scatter among test scores is clinically significant and provides objective evidence of AJs atypical brain functioning,
beyond memory.
Areas of Strength on Neuropsychological Tests
In Table 4, neuropsychological strengths are identified as
performance more than 1.5 standard deviations above average. AJs strengths in memory are evident on certain tests. To
orient the reader who may not be familiar with the particular
tests, AJs memory superiority is seen on tests of episodic
memory, particularly when she is provided with some degree
of structure in the material at encoding and/or at retrieval.
Take for example the visual paired-associates test on the
WMS-R where the subject sees six meaningless symbols

each paired with a different color. After a single study trial of

these six pairs, AJ correctly selected the color that matched
each of the six symbols and retained this over a 20-minute
delay. In addition, she obtained a perfect score on the Warrington Word Recognition where she studied 50 words and
then was asked to select the studied words from pairs of
words, one being a studied word and the other a new word.
Yet, as will be described shortly, her performance on the
Warrington Face Recognition test was impaired. Her extraordinary autobiographical memory was supported on standardized testing with her perfect score on the Autobiographical
Memory Test (AMT).
Strong attention was measured by both her excellent performance on Digit Span and on the Attention/Concentration
Index of the WMS-R. The perfect performance on the Smell
Identification Test supports her statements about sensitive
olfactory functions. The Sensory-Perceptual Exam did not
uncover any problems in those domains.
Areas of Weaknesses on Neuropsychological Tests
Deficit performance was defined as a score more than 1.5
standard deviations below average and results are presented
in Table 5. Her deficits are observed on tests of executive
functioning and reasoning, anterior left hemisphere functions,
organizationally demanding memory tests and memory for
faces.
The areas where AJ is showing difficulty include executive
functioning, a term often used to mean frontal lobe functioning (Stuss and Levine, 2002), and even more specifically prefrontal (Miller and Cohen, 2001). Deficits of executive
function were observed on one of the classic tests of frontal
lobe functioning, the Wisconsin Card Sorting Test (Stuss

Table 4. AJs strengths on neuropsychological tests

Strengths: Defined as performance more than 1.5 sd above average or perfect
Raw Score
Memory Tests
General Memory Index on WMS-R
Visual Memory Index on WMS-R
Visual Paired Associates on WMS-R
Immediate Test
Delayed Test
Word Recognition, Warrington Test
Word Recognition from CVLT
Autobiographical Memory from AMT
Personal Semantic Memory from AMT
Attention and Working Memory Tests
Digit Span subtest of WAIS-R
Attn/Concentration Index on WMS-R
Face Perception
Face Perception on Benton Face Test
Olfactory Functions
Smell Identification Test
Sensory-Perceptual Exam

122
128

Z-score
1.5
1.9

18/18
8/8
50/50
16/16
27/27
63/63
15
122

Comment
near ceiling
near ceiling
perfect
perfect
perfect
perfect
perfect
perfect

1.67
1.5

near ceiling
near ceiling

27/27

perfect

40/40

perfect
perfect

44

E. S. Parker et al.
Table 5. AJs deficits on neuropsychological tests
Deficits: Defined as performance more than 1.5 sd above/below average
Raw Score
Executive Function and Reasoning Tests
Concept Formation and Shifting from WCST
Perseverative Responses
Executive Functions from HCT
Analogical Reasoning from WAIS-R
Anterior Left Hemisphere Tests
Motor Speed, Right Dominant Hand
Dysnomia from Boston Naming
Organizationally-Demanding Memory Tests
Recall of Word-List from CVLT
Recall of Complex Figure, both delays
Face Memory Test
Face Recognition, Warrington Test

et al., 2000). AJ had a strong tendency to perseverate, a sign

of abnormal functioning of the dorsolateral prefrontal cortex
(Milner, 1963). She had great difficulty on the Halstead Category Test, a widely used neuropsychological test of abstraction and concept formation, although its sensitivity to specific
brain regions has not been established (Demakis, 2004). As
was the case for Lurias S, AJ was not strong in analogical
reasoning as seen in her low score on the Similarities subtest
of the WAIS-R. There was a notable tendency towards concrete versus abstract answers.
Two neuropsychological scores point to possible deficits in
the anterior left hemisphere, namely, slowed motor speed with
the right dominant hand and naming problems (dysnomia)
on the Boston Naming Test (Lezak, 1995) where she made
semantic paraphasias, calling dominoes dice, a latch lock,
a scroll declaration, tongs clampers, a sphinx pharaoh
statue, a palette paint, and an abacus Chinese checkers.
Her trouble producing specific words was also observed in her
spontaneous speech. She often has trouble providing linguistically precise responses to specific questions.
The deficits in specific memory tests are particularly interesting. Her performance was significantly impaired on wordlist recall as measured by the California Verbal Learning
Test. Impaired performance such as hers has been described
in patients with frontal lobe-based memory impairments, particularly those with damage to the left posterior dorsolateral
regions (Alexander et al., 2003). In this test, the subject studies a list of 16 words belonging to four semantic categories
(fruits, articles of clothing, tools and spices) with four words
from each category. Her recall was poor under free and cued
conditions as well as at short and long delay. She used serial
clustering over semantic clustering, a much less effective
strategy for recall. Recall from the end of the list was poor
and she had significantly more perseverations, that is,
repeated words during recall, than average. Nevertheless her
delayed recognition performance was perfect, with no false
alarms. Although the CVLT is a memory test, the recall

Z-score

Comment

38
78 errors
5

<2.0
2.3
1.67

impaired
impaired
impaired

36.5
51/60

1.6
2.7

impaired
impaired

>2.0

impaired
impaired

1.6

impaired

13/36 & 11.5/36

38/50

portion requires a great deal of organization on the part of the

subject so that the material is encoded in a way that makes it
accessible for retrieval without external cues as is the case
with free recall. When cues are re-presented in the recognition portion, the subjects reliance on organization and internal cues is reduced.
Difficulty with memory for subject-organized material was
in the visual domain as well as the verbal. Her recall of the
Complex Figure Test was below average both for immediate
and delayed recall. This test requires the subject to use their
own strategies to copy a complex figure, which they then
draw without cueing immediately after the copy trial and with
delay. There was significant loss of detail in AJs recall, a
qualitative signal of left hemisphere dysfunction (Lezak,
1995, p. 478). Her poor recall on the CFT was not due to a
global deficit in visual memory as her Visual Memory Index
on the WMS-R was superior and her performance on VisualPaired associates from the WMS-R was perfect (see Table 4).
Performance on the Face Recognition Test was markedly
impaired. In this test, the subject is shown a set of 50 unfamiliar faces at study and at test is asked to pick the face just
studied from 50 pairs of faces where one is the target face
and the other a new face. AJ kept saying that neither face
was familiar and thought she was being shown two completely new faces. In view of her very good performance on
the face perception test (Benton Face Perception Test), her
impairment is specific to facial memory. Disorders of
visual recognition of faces can reflect neuropsychological
deficits associated with right hemisphere lesions (Hcaen
and Albert, 1978); however, research with fMRI found face
recognition positively correlated with left parietal and left
medial frontal/anterior cingulate cortex (Leube et al.,
2003).
Areas of Normal Performance on Neuropsychological Tests
The normal areas of her test performance are listed in Table 6.
Her normal Verbal Memory on the WMS-R contrasts with

45

Unusual Autobiographical Remembering

Table 6. Other neuropsychological domains in normal range (within 1.5 sd)
Domain
Memory Tests
Semantic Memory
Executive Functions

Manual Dexterity
Motor Speed
Language

Visual Spatial

Calculations
Visual-motor

Test

Score

WMS-R Verbal Memory

WMS-R Delayed Recall
WAIS-R Information
Written Fluency
Oral Fluency: Letters
Oral Fluency: Category
Ruff Figural Fluency
Trails A
Trails B
Stoelting Stroop Test
Grooved Peg, Right
Left
Finger Tapping, Left
Reading Level
Spelling Level
Vocabulary
Comprehension
Picture Completion
Picture Arrangement
Block Design
Object Assembly
Rey-O CFT Copy
Hooper Visual Organization
Arithmetic Level
Arithmetic
Digit Symbol
Symbol Search

Z = 0.93
Z = 1.0
Z = 0.0
Z = 0.6
Z = 0.3
Z = +1.3
Z = 0.8
Z = 0.6
Z = +0.5
Z = +0.5
Z = 0.6
Z = +0.1
Z = 0.0
Z = +0.2
Z = +0.7
Z = 0.0
Z = 0.33
Z = 1.33
Z = 0.33
Z = 0.33
Z = 1.3
35/36
Z = +0.2
Z = 0.6 eighth grade
Z = 0.0
Z = 0.33
Z = +1.0
never in depressed range

Mood: Beck Depression Inventory

her superior Visual Memory Index (see Table 4) supporting her claims of vivid visual recollections. Semantic
memory as measured by the Information subtest of the
WAIS-R is entirely average, and measures an individuals
acquired knowledge of common facts. The measures of
executive function on which she performs in the normal
range listed on Table 6 differ from those areas of executive functioning where she exhibits impairments listed on
Table 5. The tests on which she is impaired are unstructured and require considerable abstraction, hypothesis
formulation and conceptual shifting. The tests on which
she is normal are tests of fluency, processing speed and
novelty, particularly Trails A and the Stroop Test. Other
areas of normal performance indicate that she has developed average reading, spelling, and arithmetic skills,
despite her complaints of difficulties in school. Her level
of self-reported depression on the Beck Depression Inventory was measured on multiple occasions and was never in
the clinically significant range.

Discussion

AJ Compared to Two Mnemonists, S and VP

To compare AJ to Lurias case S (1987), we asked her to
learn a 4 13 matrix of numbers. After studying such a
matrix for three minutes, S was able to call off all 52 numbers

AJ has led us into new, unexpected terrain as we explored

what we believe to be the first reported case of a person with
this form of superior autobiographical memory. She displays
phenomenal interest and delight in recalling her personal

in succession in 40 seconds. When AJ was handed a matrix to

learn, she laughed, saying it was impossible. After studying
the matrix for 3 min 52 sec, she then tried to recall on a blank
piece of paper. She was able to recall 7 of the 52 numbers, 5
from the first column and the bottom right number.
VP was able to recall Bartletts tale The War of the
Ghosts with considerable detail after reading it through
twice, and counting backwards by sevens from 253 to 0
(Hunt and Love, 1972). When AJ was asked to read through
the story and try to remember it, she again said No way.
After counting backwards, she recalled 7/49 nouns and 8/68
verbs. VPs score at one hour after he had studied the story
was 33/49 nouns and 40/68 verbs, and he had a similarly high
score six weeks later. The story is difficult to remember
because of its lack of meaning. AJs comment about it was
That is the stupidest story Ive ever read.

46
past. Her recollections were highly reliable and accurate
where verification was possible. She obtained a perfect score
on the Autobiographical Memory Test. We have documented
her claim that, when given a date, she can go back to that date
through the years, particularly from age 14 to the present, and
recall what she was doing on that date. Her recollections are
fast, seemingly automatic as she claims. Data include AJs
self-reports, our observations, documentation of her memory
with novel testing procedures developed specifically for AJ,
and standardized neuropsychological testing. Each approach
revealed different but complementary information that, taken
together, offers a profile of her phenomenal memory in the
context of other neuropsychological functions and how it
impacts her life. The following discussion weaves threads
from these typically separate approaches to offer the reader
hypotheses about AJs form of extraordinary memory.
First, it is important to address what several of our colleagues have suggested, namely, that AJ is simply pulling the
wool over our eyes and in fact there is nothing particularly
remarkable about her memory. How do we know that she
isnt rehearsing, practicing, and preparing in order to fool us
into believing her memory is extraordinary? The reader is
reminded that AJ never knew in advance the hundreds of
dates and events she was going to be asked by us, so she
would not know what to prepare. She had no idea we were
going to ask her about Easters from 1980 on before she was
asked to write them down. Nor did she know two years later
that she would be asked to do the same thing again, which she
did entirely accurately again and reliably. When she brought
a box with four years of her diaries, she had no idea which of
the 1,460 days we would be verifying. When we queried her
from the book of news events (Lucas, 2000), often we did not
know in advance which dates we were going to select. It is
also noteworthy that AJ herself told us what she could and
could not recall. Dates and events before 1980 but within her
lifespan were fuzzy but from 1980 on were crystal clear.
She could recall public events only if she was interested in
them, or if something important had happened to her on the
day they occurred. She told us what she could accurately
remember and what she did not remember. She repeatedly
told us she was a terrible memorizer. Her difficulties with
some types of remembering have been described on formal
tests such as the CVLT. Her neuropsychological testing provided no evidence of malingering or invalid performance and
she did have supernormal scores on a subset of standard
memory tests. If anyone can tell us how such a profile could
be faked and why, our position about the validity of AJs
presentation is open to modification.
We know of no other reported case of someone who recalls
personal memories over and over again, who is both the
warden and the prisoner of her memories, as AJ reports. We
took seriously what she told us about her memory. She is
dominated by her constant, uncontrollable remembering,
finds her remembering both soothing and burdensome, thinks
about the past all the time, lives as if she has in her mind a
running movie that never stops and has memories tied

E. S. Parker et al.
closely with dates. We relied on her own reports when it
came to describing her awareness of her memory and the
meaning of her memory to her life, as there are no objective
tests to measure this. Whereas previously reported cases of
superior memory have been described, they are of individuals
who are capable of encoding and reciting prodigious amounts
of new information, using practiced mnemonic strategies
(Hunt and Love, 1972; Luria, 1987; Gordon et al., 1984;
Thompson et al., 1991; Wilding and Valentine, 1997; Maguire
et al., 2003; Ericsson et al., 2004).
One way to conceptualize this phenomenon is to see AJ as
someone who spends a great deal of time remembering her
past and who cannot help but be stimulated by retrieval cues.
Normally people do not dwell on their past but they are oriented to the present, the here and now. Yet AJ is bound by
recollections of her past. As we have described, recollection
of one event from her past links to another and another, with
one memory cueing the retrieval of another in a seemingly
unstoppable manner. According to one theory, it takes a
special neurocognitive state to enable present stimuli to be
interpreted as such cues. Such a state is called episodic
retrieval mode and refers to the orientation of the subject as
she focuses on past happenings (Tulving 1983, 1999). Studies
using positron emission tomography have identified regions
in the right and left prefrontal cortex and anterior cingulate
gyrus that are activated with the maintenance of episodic
retrieval mode (Lepage et al., 2000). AJ seems unable to turn
off episodic retrieval mode as in normal individuals. She has
trouble inhibiting her constant remembering of her personal
past at will. Inhibition is an important cognitive function that
has been associated with the right inferior frontal cortex
based on human lesion-mapping, leading to speculation the
same regions may be important for memory retrieval (Aron
et al., 2000).
This view of AJ is not sufficient to capture fully the nature
of her unique remembering. While she does spend a great
deal of time remembering from her personal past, as do some
older people, there is another remarkable feature which is her
rich repertoire of personal memories that is available and
accessible to her. It is quite possible for someone to be in a
state of remembering ones personal past without vivid, specific recollections as to what one was doing on a particular
date. Like us all, AJ has a rich storehouse of memories latent,
awaiting the right cues to invigorate them. The memories are
there, seemingly dormant, until the right cue brings them to
life. But unlike AJ, most of us would not be able to retrieve
what we were doing five years ago from this date. Given a
date, AJ somehow goes to the day, then what she was doing,
then what she was doing next, and left to her own style of
recalling, what she was doing next. Give her an opportunity
to recall one event and there is a spreading activation of recollection from one island of memory to the next. Her retrieval
mode is open, and her recollections are vast and specific.
There has been research on brain regions involved with episodic retrieval mode, but not on superabundant autobiographical memory as it has not been identified before.

Unusual Autobiographical Remembering

We propose that AJs form of autobiographical memory
syndrome warrants its own definition and terminology. We
suggest calling it the hyperthymestic syndrome, based on the
Greek word thymesis which means remembering, and
hyper meaning more than normal. The two defining features of hyperthymesia are: 1) the person spends an abnormally large amount of time thinking about his or her personal
past, and 2) the person has an extraordinary capacity to recall
specific events from their personal past. Thus hyperthymesia
differs from superior memory which refers to the supranormal ability to acquire and recall new information but not
autobiographical information. We have avoided the term
hypermnesia as this term has its own specific definition in the
field of experimental psychology and refers to an increase in
recall over repeated tests in the laboratory (for review see
Erdelye, 1996).
Why it is that AJ has extraordinarily good memory for
some things and not for others is indeed interesting. Although
she can quickly, reliably and accurately tell what she was
doing on a given date, she had trouble recalling specific
events from a videotaping the month before. This does demonstrate that her memory is selective, and as seen on some
standard memory tests her memory performance ranges from
perfect to below average.
There are indications from AJs neuropsychological test
results, as well as her self-reports, that her hyperthymestic
syndrome may be related to and possibly caused by poor
executive functions in the areas of abstraction, reflection, and
inhibition. Her vulnerability to dwelling on her personal past,
recalling memories over and over, may reflect a form of disinhibition such that she lacks the normal capacity to switch
memories off. Her rich storehouse of memories may have
developed because of her use of concrete, highly structured
encoding and retrieval processes, one of which is the calendar
as will be discussed further.
Neuropsychological tests documented that AJ, while of
average intelligence, has significant deficits in executive
functions involving abstraction, self-generated organization
and mental control. Many researchers agree that the broad
term executive control is the function of the prefrontal cortex (for review see Miller and Cohen, 2001). She had difficulty with tasks that required her to formulate her own
organization on new information (WCST, HCT, CVLT,
CFT) but was superior on tasks that had built in organization
(e.g., Visual Paired-Associates, Word Recognition). She has
difficulty with analogical reasoning giving concrete versus
abstract responses (e.g., Similarities). She had significant deficits on the CVLT, a memory task that depends on executive
functions, strategy formulation, and inhibition of competing
recollection and is particularly impaired in patients with leftposterior frontal lobe lesions (Alexander et al., 2003). Face
recognition has been associated with left medial frontal/
anterior cingulate (BA 32/9) cortex (Leube et al., 2003).
Other indications of atypical frontal lobe functions are her
dysnomia, anomalous lateralization, and obsessive-compulsive
tendencies.

47
AJ may have a variant of a neurodevelopmental, frontostriatal disorder putting her at risk for her hyperthymestic syndrome. Deficits in executive functioning and anomalous lateralization are both found in neurodevelopmental frontostriatal
disorders which include autism, obsessive-compulsive disorder
(OCD), attention deficit hyperactivity disorder, Tourettes syndrome and schizophrenia (Bradshaw and Sheppard, 2000). The
frontostriatal system (dorsolateral prefrontal cortex, lateral orbitofronal cortex, cingulate, supplementary motor area and
associated basal ganglia structures) is vulnerable to neurodevelopmental disorders and this is consistent with AJs history
and presentation. For example, AJ reports that from an early age
she became upset when order in her external environment was
disturbed, a sign of early obsessive-compulsive tendencies.
There are signs of atypical developmental features before she
started to write diaries at the age of ten and become aware of her
detailed memory around the age of twelve and a half, in 1978.
With the exception of some autistic savants (OConner and Hermalin, 1989), superior memory abilities are not characteristic of
neurodevelopmental fronto-striatal disorders. And although AJ
is not autistic, nor do savants remember autobiographical information, there are certain similarities between them. Like autistic
savants, AJ had an interest in dates from an early age, has strong
domain-specific areas of knowledge, has repetitive and obsessive tendencies (Heavey et al., 1999) and has a highly variable
neuropsychological profile with areas of superiority co-existing
with areas of deficit (Winner, 2000). We suggest that it might be
fruitful to examine frontostriatal symptoms in other cases of
superior memory, as they too may have deficits in executive
functions associated with their unusual memory abilities.
The hypothesis that AJs superior memory may be caused
by atypical neurodevelopment is based on her unusual profile
of performance on neuropsychological tests taken in conjunction with hints from published research. It is, however, quite
possible that there is no causal relationship and that the overall parallels between her memory and her neuropsychological
weaknesses are simply correlative. Since there are no previous studies of superior rememberers that have simultaneously
examined neurocognitive domains outside memory, particularly frontal lobe functions, there are no comparative data at
this point. The findings from AJ are sufficiently compelling
to warrant further exploration of the relationships among
forms of superior memory and other cognitive domains in
future research.
AJs highly developed mental calendar provides her with a
structured, concrete framework to encode and retrieve information. It should be noted, however, while dates are linked to
her memories, they are not the only retrieval cues for personal recollections. We have described how she can recall
dates when given an event, and she can recall events when
given a date. Her recollection of dates and public events
was verified from independent sources. Her recollection of
personal events was verified where possible with her diaries.
When given a date, she can tell you what day of the week it
fell on. She told us she places herself in the date, recalling
where she was and what she was doing on it. When given the

48
same date on different occasions, she reliably told us the
same story as to what she recalls doing on that day.
Her mental calendar and tendency to encode and retrieve
information by dates can be viewed as a mnemonic strategy;
however, unlike previously reported cases of superior memory, AJ does not consciously rehearse the use of dates to
facilitate her memory, nor is she able to apply this or any
strategy to learn new information such as word lists. However, she does rehearse dates, but she says this occurs automatically and obsessively. Her calendar can be thought of as
a mnemonic that has become automatized with extensive use.
It is particularly interesting that AJ uses dates to organize
her memories as dates are typically very poor recall cues in
laboratory studies of normal subjects and days of the week
are poorly remembered (see Friedman, 1993).
AJ is not a calendrical calculator, the rare ability found in
people with autism who provide dates based on calculation
rather than memory (Heavey et al., 1999). For example, Horwitz et al. (1965) describe a calendrical calculator who could
provide the day of the week of a given date for a span of some
40,000 years. AJs knowledge of dates is constrained to a
period linked to her personal experience. It is, we suggest, part
of her semantic memory, providing a structured but somewhat
inflexible context for encoding and retrieving personal experiences. She told us over and over that dates are things she
knows, and that sense of knowing characterizes retrieval from
semantic memory. The retrieval of a date can then produce
retrieval of personal experiences from episodic memory, which
is characterized by a sense of remembering, exactly how she
describes such memories (Tulving, 1983; Gardiner et al., 2002).
Current theoretical accounts of autobiographical memory
distinguish between memories for personal facts or personal
knowledge and memories of specific personally experienced
events that are accompanied by rich sensory-perceptual recollections with a special awareness of remembering. According
to one theory, semantic autobiographical memory pertains to
general knowledge of the self and episodic autobiographical
memory pertains to recollections of a specific event with
reexperiencing of contextual details and a sense of awareness
of the self in ones past (Wheeler et al., 1997). A similar distinction has been made between event-specific sensory and
perceptual episodic memory and higher level knowledge of
self that covers a larger time period (Conway, 2001). According to such theoretical distinctions, AJs superiority seems
particularly striking for semantic or general autobiographical
memory. She has a developed self-knowledge particularly
surrounding dates and she just knows these things. Moreover, her episodic recollections are relatively sparse. For
example, she does dismally on word-list recall tasks which
are heavily dependent on episodic memory. She was unable
to recall the details of a video-taping episode from a month
earlier, a clear episodic or event-specific recollection. Yet
when shown the tape again, she was able to reproduce the
same recollection when she heard the same question again.
AJs hyperthymistic syndrome may be a case of highly superior semantic autobiographical memory.

E. S. Parker et al.
It is somewhat surprising that superior memory does not
necessarily facilitate other aspects of everyday life, and in
fact, in the case of AJ her memory was not helpful in school,
and causes her to spend much of her time recollecting the
past instead of orienting to the present and the future. Given
the considerable emphasis placed today on techniques to
facilitate memory skills, particularly with children, but also
with aging adults, it may be worth questioning just what
forms of superior memory benefit everyday functioning.
Who would expect that VP, who could play seven simultaneous chess games blindfolded, and had an estimated IQ of
136, would be employed as a store clerk (Hunt and Love,
1972)? How paradoxical that Lurias case S, who could recall
seemingly unlimited amounts of materials for years, had trouble capturing the meaning of what he read and moved from
one job to another, eventually becoming a professional
mnemonist. In addition, there was nothing consistently noteworthy about the occupations of the ten cases of superior
memory reported by Wilding and Valentine (1997), although
this was not a focus of their investigations. Occupations
included a telephone operator, mathematician working in a
financial institution, an airport cleaning supervisor, a journalist (the only female), business consultant, hypnotist/magician, student of English, nurse, memory improvement teacher
and a 13-year-old too young to be employed.
Just how unique is AJs memory, whether or not there are
other cases of hyperthymesia out there in the world, and
whether there are other forms of superior memory yet-to-be
described, are questions that must await further research for
answers. There is a large literature on patients with amnesic
syndromes that has enriched our understanding of how
memory can fail and the brain regions involved. By comparison, research on forms of superior memory is miniscule,
leaving much to be explored. We suggest that work with AJ
has demonstrated the importance of not only exploring her
memory as she describes it, but also looking at memory in
the broader context of other neuropsychological domains.
Previous research on cases of superior memory have focused
primarily on subjects performance on laboratory memory
tasks, but have yet to examine other neuropsychological
functions in depth. Answers to questions about the relationships between superior memory and other neurocognitive
functions can only be addressed by investigating these cases
of superior memory in the broader context of other neuropsychological functions.

References
Alexander MP, Stuss DT, Fansabedian N. California Verbal Learning Test:
performance by patients with focal frontal and non-frontal lesions.
Brain 2003; 126: 14931503.
Aron AR, Robbins TW, Poldrack RA. Inhibition and the right inferior frontal cortex. Trends in Cognitive Neuroscience 2000; 8: 170177.
Bradshaw JL, Sheppard DM. The neurodevelopmental frontostriatal disorders: Evolutionary adaptiveness and anomalous lateralization. Brain
and Language 2000; 73: 297320.

Unusual Autobiographical Remembering

Conway MA. Sensory-perceptual episodic memory and its context: Autobiographical memory. Philosophical Transactions of the Royal Society
of London. Series B: Biological Sciences 2001; 356: 13751384.
Delis DC, Kaplan E, Kramer JH. The Delis-Kaplan Executive Function
System. San Antonio: The Psychological Corporation, 2001.
Demakis GJ. Frontal lobe damage and tests of executive processing: A metaanalysis of the Category Test, Stroop Test, and Trail-Making Test. Journal of Clinical and Experimental Neuropsychology 2004; 3: 441450.
Erdelye MH. The recovery of unconscious memories: Hypermnesia and
reminiscence. Chicago: University of Chicago Press, 1996.
Ericsson KA, Delaney PF, Weaver G, Mahadevan R. Uncovering the structure of a memorists superior basic memory capacity. Cognitive Psychology 2004; 49: 191237.
Friedman WJ. Memory for the time of past events. Psychological Bulletin
1993; 113: 4466.
Gardiner JM, Ramponi C, Richardson-Klaven A. Recognition memory and
decision processes: A meta-analysis of remember, know and guess
responses. Memory 2002; 10: 8398.
Gordon P, Valentine E, Wilding J. One mans memory: A study of a mnemonist. British Journal of Psychology 1984; 75: 114.
Hcaen H, Albert ML. Human neuropsychology. New York: Wiley, 1978.
Heavey L, Pring L, Hermelin B. A date to remember: The nature of memory in
savant calendrical calculators. Psychological Medicine 1999; 29: 145160.
Horwitz WA, Kestenbaum C, Person E, Jarvik L. Identical twin diot
savantscalendar calculators. Americal Jurnal of Psychiatry 1965;
121: 10751079.
Hunt E, Love T. How good can memory be? In: AW Meltin, E Martin,
editors. Coding processes in human memory. Washington, D.C.:
Winston-Wiley, 1972; 237260.
Hunt E, Love T. The second mnemonist. In: Neisser, editor. Memory
observed: Remembering in natural context. San Francisco: W.H.
Freeman & Co., 1983; 390398.
Lepage M, Ghaffer O, Nyberg L, Tulving E. Prefrontal cortex and episodic
memory retrieval mode. Proceedings of the National Academy of Sciences 2000; 97: 506511.
Leube DT, Erb M, Grodd W, Bartels W, Kircher TTJ. Successful episodic
memory retrieval of newly learned faces activates a left fronto-parietal
network. Cognitive Brain Research 2003; 18: 97101.

49
Lezak MD. Neuropsychological assessment: Third edition. New York:
Oxford University Press, 1995.
Lucas S, editor. 20th Century day-by-day: 100 years of news. New York:
DK Publishing, 2000.
Luria AR. The mind of a mnemonist. Cambridge, MA: Harvard University
Press, 1987.
Maguire EA, Valentine ER, Wilding JM, Kapur N. Routes to remembering:
The brains behind superior memory. Nature Neuroscience 2003; 6:
9095.
Miller EK, Cohen JD. An integrative theory of prefrontal cortex function.
Annual Reviews in Neuroscience 2001; 24: 1672002.
Milner B. Effects of different brain lesions on card sorting: The role of the
frontal lobes. Archives of Neurology 1963; 9: 100110.
OConner N, Hermalin B. The structure of the autistic idiot-savant mnemonists. British Journal of Psychology 1989; 80: 97111.
Stuss DT, Levine B. Adult clinical neuropsychology: Lessons from
studies of the frontal lobes. Annual Review in Psychology 2002; 53:
401433.
Stuss DT, Levine B, Alexander MP, Hong J, Palumbo C, Hamer J, Murphy
KJ, Izukawa D. Wisconsin Card Sorting Test performance in patients
with focal frontal and posterior brain damage: effects of lesion location and test structure on separable cognitive processes. Neuropsychologia 2000; 38: 388402.
Thompson CP, Cowan TM, Frieman J, Mahadevan RS. Rajan: A study of a
memorist. Journal of Memory and Language 1991; 30: 702704.
Tulving E. Elements of episodic memory. New York: Oxford University
Press, 1983.
Tulving E. On the uniqueness of episodic memory. In: LG Nilsson, HJ
Markowitsch, editors. Cognitive neuroscience of memory. Gottingen:
Hogrefe & Huber, 1999; 1142.
Wheeler MA, Stuss DT, Tulving E. Toward a theory of episodic memory:
The frontal lobes and autonoetic consciousness. Psychological Bulletin 1997; 121: 331354.
Wilding J, Valentine E. Superior memory. Hove, East Sussex: Psychology
Press, 1997.
Winner E. Giftedness: Current theory and research. Current Directions in
Pyshological Science 2000; 9: 153156.
Yates FA. The art of memory. London: Pimlico, 1966.