 Epistemic theorists (e.g., Ayer 1956; Annis 1980; A. Holland 1974; D. Locke 1971; Munsat 1967; Naylor 1971; Ryle [1949] 2009; Zemach 1968) see remembering something as being a matter of having known it continuously since once first learned  it.[1]  The epistemic theory of remembering may capture important features of our ordinary use of the verb “to remember” (Moon 2013), and it has found a number of contemporary advocates (e.g., T. Williamson 2000; Adams 2011; Audi 2002), but it also faces a number of serious problems. One problem is that, because the epistemic theory is couched in terms of propositional knowledge, it applies to episodic remembering only if we take episodic representations to be propositional in character. Even if the theory is entertained as a theory of semantic remembering, moreover, it remains problematic. Semantic memory may correspond roughly to propositional memory, but this correspondence is only rough: on most accounts, semantic memory includes nonpropositional representations of various kinds. Thus the theory applies at best to a subset of semantic memories.