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Little John was born only six months ago， as his optic nerve has not yet fully developed， he can not see clearly the surrounding environment. But he has been able to district red， green， and blue three colors （Teller， Morse， Borton， & Regal， 1974）. When a toy is vibrant red which means the only one long wavelength is present （Grison， p165）， he pays more attention and get more excited by the toy. Fortunately， his auditory sensory ability is more fully developed at birth than his visual ability. In fact， he has been able to hear outside sounds in the womb（c &Fifer， 1980）.He likes very much his mother's voice which is usually features in low amplitude and low frequency. When his mother is talking， because of auditory localization， he always turns his head and searches his mother.
Now he was 3 years old， and he went to the kindergarten. In the kindergarten， a few rabbits were raised. He likes the lovely white fluffy animal very much. Because now he has a limited schema about animals， he builds a wrong category. He thinks that all white four-leg animals are a rabbit. One day， his father and mother take home a white cat. He happily says：" lovely rabbit！". His mom and dad smiled and told him that ："this was a cat，my boy. You can see that a cat has a long tail， pointed ears and a cat meows."He now built a new concept in his memory. One day this little cat knocked over a cup made of glass. His parents were quite frustrated and the cat was punished by one-day closure in the cave. He felt sorry for the cat. But he also learned through vicarious conditioning. From then on， he was quite careful when he held a glass cup.
John was 6 years old now， the whole family moved to another city. He was reluctant to leave his friends in the kindergarten. He said to his friends that he would remember them forever. However when he made his new friends in the primary school， due to the retroactive interference
Which means his could no longer access to his older memory （Grison， p259）， he gradually forgot those friends. Even at the age of 12， his parents took him back to the small town； he was surprised to find that the familiar road in his memory was quite different although the town people told that there was no great change. Surly his memory has its memory bias.
In elementary school， he learned how to swim through watching his father swim， to be more specific， which is called observational learning （Grison， p221）. He felt quite happy when he swam. His father always praised him for every little progress， which greatly motivates him to swim more often. At the beginning， it was not that easy. He had some problems in his swimming posture， which always caused swimming choke. By dozens of choke， a kind of negative punishment， he progressed a lot. Now the most effective and correct posture has been strongly caved in his memory. It is a kind of implicit memory， to be more specific， a procedural memory functions without conscious and lasts a long time （Grison， p249）. He now didn't need to think and even he might have not swum for a long time， he could still swim easily. In John's secondary school， he found that unlike sports， he did not like other courses especially when one need to recite. Because the lack of interest， he was not able to pay attention thus he usually remembered very little what the teacher had said. He could not set up an elaborative rehearsal which encodes the information deeply （Grison， p241）. After school， he did not do the homework and watch books， due to the lack of maintenance rehearsal which means encoding information by repeating （Grison， p241）， he could barely remember anything. However he thought that it was the problem of his memory system. He even asked his parents to take him go to have an IQ test， a test used for measuring intelligence created by two French teachers， Bison and Simon in 1990s（Grison，p287）. Finally he scored 115 which was a above average score. And his mental age was 11， one year older than his physical age.
He was now puzzled and he asked his parents："Mom， Dad， why it is so easy to learn swimming. It is so hard to learn history， English， mathematics？ My friend Ben， however， is good at all the courses" His parents told him that firstly there were multiple aspects of intelligence everyone had a good place and secondly if he could concentrate on the class， he would progress. It seemed that John has a good bodily-kinesthetic intelligence.
As the age grows， John continued to grow. He has entered the University， majored in science of computer. At the first time he encountered a big project， he felt helpless. He thought that it could not be finished forever. Gradually he found that it would be easier when one divide a large project into small tasks， one by one， large projects naturally followed completion. He used the sub goal method which truly helps to solve problem and achieve a complex goal.
Sometimes the code is too difficult， really cannot think of， he went for a swim， tired to sleep. Thanks to the sudden insight， the solutions seemed to occur in his brain and just before his eyes. During his college life， he rememdeed once he has won a first place in a swimming competition. This memory was always fresh and vivid， a typical episodic memory.
References：
DeCasper，A.J.， & Fifer， W. P. （1980）. Of human bonding： Newborns prefer their mothers'voices. Science， 208， 1174-1176.
Grison， Sarah； Heatherton， Todd； Gazzaniga， Michael. Psychology in Your Life. W. W. Norton & Company.
Teller， D. Y.， Morse， R.， Borton， R.， & Regal， C. （1974）. Visual acuity for vertical and diagonalgratings in human infants. Vision Research， 14， 1433-1439.
Now he was 3 years old， and he went to the kindergarten. In the kindergarten， a few rabbits were raised. He likes the lovely white fluffy animal very much. Because now he has a limited schema about animals， he builds a wrong category. He thinks that all white four-leg animals are a rabbit. One day， his father and mother take home a white cat. He happily says：" lovely rabbit！". His mom and dad smiled and told him that ："this was a cat，my boy. You can see that a cat has a long tail， pointed ears and a cat meows."He now built a new concept in his memory. One day this little cat knocked over a cup made of glass. His parents were quite frustrated and the cat was punished by one-day closure in the cave. He felt sorry for the cat. But he also learned through vicarious conditioning. From then on， he was quite careful when he held a glass cup.
John was 6 years old now， the whole family moved to another city. He was reluctant to leave his friends in the kindergarten. He said to his friends that he would remember them forever. However when he made his new friends in the primary school， due to the retroactive interference
Which means his could no longer access to his older memory （Grison， p259）， he gradually forgot those friends. Even at the age of 12， his parents took him back to the small town； he was surprised to find that the familiar road in his memory was quite different although the town people told that there was no great change. Surly his memory has its memory bias.
In elementary school， he learned how to swim through watching his father swim， to be more specific， which is called observational learning （Grison， p221）. He felt quite happy when he swam. His father always praised him for every little progress， which greatly motivates him to swim more often. At the beginning， it was not that easy. He had some problems in his swimming posture， which always caused swimming choke. By dozens of choke， a kind of negative punishment， he progressed a lot. Now the most effective and correct posture has been strongly caved in his memory. It is a kind of implicit memory， to be more specific， a procedural memory functions without conscious and lasts a long time （Grison， p249）. He now didn't need to think and even he might have not swum for a long time， he could still swim easily. In John's secondary school， he found that unlike sports， he did not like other courses especially when one need to recite. Because the lack of interest， he was not able to pay attention thus he usually remembered very little what the teacher had said. He could not set up an elaborative rehearsal which encodes the information deeply （Grison， p241）. After school， he did not do the homework and watch books， due to the lack of maintenance rehearsal which means encoding information by repeating （Grison， p241）， he could barely remember anything. However he thought that it was the problem of his memory system. He even asked his parents to take him go to have an IQ test， a test used for measuring intelligence created by two French teachers， Bison and Simon in 1990s（Grison，p287）. Finally he scored 115 which was a above average score. And his mental age was 11， one year older than his physical age.
He was now puzzled and he asked his parents："Mom， Dad， why it is so easy to learn swimming. It is so hard to learn history， English， mathematics？ My friend Ben， however， is good at all the courses" His parents told him that firstly there were multiple aspects of intelligence everyone had a good place and secondly if he could concentrate on the class， he would progress. It seemed that John has a good bodily-kinesthetic intelligence.
As the age grows， John continued to grow. He has entered the University， majored in science of computer. At the first time he encountered a big project， he felt helpless. He thought that it could not be finished forever. Gradually he found that it would be easier when one divide a large project into small tasks， one by one， large projects naturally followed completion. He used the sub goal method which truly helps to solve problem and achieve a complex goal.
Sometimes the code is too difficult， really cannot think of， he went for a swim， tired to sleep. Thanks to the sudden insight， the solutions seemed to occur in his brain and just before his eyes. During his college life， he rememdeed once he has won a first place in a swimming competition. This memory was always fresh and vivid， a typical episodic memory.
References：
DeCasper，A.J.， & Fifer， W. P. （1980）. Of human bonding： Newborns prefer their mothers'voices. Science， 208， 1174-1176.
Grison， Sarah； Heatherton， Todd； Gazzaniga， Michael. Psychology in Your Life. W. W. Norton & Company.
Teller， D. Y.， Morse， R.， Borton， R.， & Regal， C. （1974）. Visual acuity for vertical and diagonalgratings in human infants. Vision Research， 14， 1433-1439.