The Implicit and Explicit Memory of Static and Interactive Objects in Virtual Reality
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How Trauma Impacts Four Different Types of Memory
How Trauma Impacts Four Different Types of Memory EXPLICIT MEMORY IMPLICIT MEMORY SEMANTIC MEMORY EPISODIC MEMORY EMOTIONAL MEMORY PROCEDURAL MEMORY What It Is What It Is What It Is What It Is The memory of general knowledge and The autobiographical memory of an event The memory of the emotions you felt The memory of how to perform a facts. or experience – including the who, what, during an experience. common task without actively thinking and where. Example Example Example Example You remember what a bicycle is. You remember who was there and what When a wave of shame or anxiety grabs You can ride a bicycle automatically, with- street you were on when you fell off your you the next time you see your bicycle out having to stop and recall how it’s bicycle in front of a crowd. after the big fall. done. How Trauma Can Affect It How Trauma Can Affect It How Trauma Can Affect It How Trauma Can Affect It Trauma can prevent information (like Trauma can shutdown episodic memory After trauma, a person may get triggered Trauma can change patterns of words, images, sounds, etc.) from differ- and fragment the sequence of events. and experience painful emotions, often procedural memory. For example, a ent parts of the brain from combining to without context. person might tense up and unconsciously make a semantic memory. alter their posture, which could lead to pain or even numbness. Related Brain Area Related Brain Area Related Brain Area Related Brain Area The temporal lobe and inferior parietal The hippocampus is responsible for The amygdala plays a key role in The striatum is associated with producing cortex collect information from different creating and recalling episodic memory. -
Explicit Memory Bias for Body-Related Stimuli in Eating Disorders
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1994 Explicit Memory Bias for Body-Related Stimuli in Eating Disorders. Shannon Buckles Sebastian Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Sebastian, Shannon Buckles, "Explicit Memory Bias for Body-Related Stimuli in Eating Disorders." (1994). LSU Historical Dissertations and Theses. 5826. https://digitalcommons.lsu.edu/gradschool_disstheses/5826 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. -
1968 Booklet
#Jwm, Your Neighbor's Kitchen As Published In The I 9TH EDITIO - 1968 I ilaurq.ent.er 1-Eu.euiug 11;.eralh MANCHESTER, CONNECTICUT PREFACE Dear Readers: To those who for the past seven years have made m ~' job of filling a Herald cook book a pleasant job indeed, I give my heartfelt thanks for their gracious cooperation. Since I have foresaken my career at The Herald for that of wife, I will make my farewell brief but sincere, and wish one and all a Merry Christmas and a Bright and Happy New Year. Doris Belding Gorsch From Your Neighbor's Kitchen by Doris Belding Gorsch COOK BOOK ILLUSTRATIONS BY BILL WHITAKER PHOTOGRAPHS BY REGINALD PINTO AND ALBERT E. BUCEIVICIUS OF THE HERALD as pitblished in the ilaurqr.atrr 1£uruiug il;rralh INDEX ALMOND BREJ\.D . 6 APPLE CAKE . 16 APRICOT-PARFAIT PIE . .. .. .... ... ... ...... 34 ASPARAGUS AND SHRIMP TARTS ..... .. .... 45 B AKED STUFFED MUSHROOMS . ..... ..... .... 65 BEEF BOURGUINONNE . .. .. ... .. .. ... ...... 49 BEEF FONDUE . ....... .. ..... .. .. ...... .. .. 50 BEEF ROULADE (RALAUDIN) . .. .... .. ...... 55 BING CHERRY SALAD . 59 BLACK WALNUT CAKE . .. .. ....... .... .. 26 BLUEBERRY SQUARES . 18 BLUEBERRY TORTE .. .. .. .. ... .. .... .. 41 BURGUNDY PUNCH . 69 CABBAGE-BURGER BAK E .. ..... .. .. ... 46 CARDAMON CAKE .. ....... .. .... .. .... 16 CARNITAS . ... .. .. .. .. .. ... .. ... .. ... f8 CARROWAY AND CHEESE SPREAD . ... .. .... 68 CHAMPAGNE PUNCH . 69 CHEESE SCALLOPED ONIONS . 61 CHICKEN JUBILEE ...... .. .. ...... .. .. ...... 54 CHDCKEN WITH ORZO ... ..... ... ... ... 53 CHICKEN -
Effect of the Time-Of-Day of Training on Explicit Memory
Time-of-dayBrazilian Journal of training of Medical and memory and Biological Research (2008) 41: 477-481 477 ISSN 0100-879X Effect of the time-of-day of training on explicit memory F.F. Barbosa and F.S. Albuquerque Departamento de Fisiologia, Universidade Federal do Rio Grande do Norte, Natal, RN, Brasil Correspondence to: F.F. Barbosa, Departamento de Fisiologia, Universidade Federal do Rio Grande do Norte, Lagoa Nova, Caixa Postal 1511, 59072-970 Natal, RN, Brasil Fax: +55-84-211-9206. E-mail: [email protected] Studies have shown a time-of-day of training effect on long-term explicit memory with a greater effect being shown in the afternoon than in the morning. However, these studies did not control the chronotype variable. Therefore, the purpose of this study was to assess if the time-of-day effect on explicit memory would continue if this variable were controlled, in addition to identifying the occurrence of a possible synchronic effect. A total of 68 undergraduates were classified as morning, intermediate, or afternoon types. The subjects listened to a list of 10 words during the training phase and immediately performed a recognition task, a procedure which they repeated twice. One week later, they underwent an unannounced recognition test. The target list and the distractor words were the same in all series. The subjects were allocated to two groups according to acquisition time: a morning group (N = 32), and an afternoon group (N = 36). One week later, some of the subjects in each of these groups were subjected to a test in the morning (N = 35) or in the afternoon (N = 33). -
Charmören Och Materialisten – Jakten På Den Nya Svenska Mannen
Magisteruppsats Januari 2010 Charmören och Materialisten – Jakten på Den Nya Svenska Mannen. En studie om heterogenitet inom segmentet svenska män. Handledare: Författare: Cecilia Cassinger Dmitrijs Dimants Susanne Lundholm Elina Elvholm Anna Tynor Stelmach Sammanfattning Uppsatsens titel Charmören och Materialisten – Jakten på Den Nya Svenska Mannen. En studie om heterogenitet inom segmentet svenska män. Seminariedatum 29 januari 2010 Ämnesområde Magisteruppsats inom Marknadsföring, FEKP01 15 hp Författare Dmitrijs Dimants Elina Elvholm Anna Tynor Stelmach Handledare Cecilia Cassinger Susanne Lundholm Nyckelord Segmentering Män Genus Maskulinitet TV-reklam Syfte Syftet med uppsatsen är att utifrån det socialkonstruktionistiska perspektivet undersöka en möjlig heterogenitet inom segmentet män i Sverige och vilka implikationer denna eventuella heterogenitet har för segmentering. Metod Vi har genomfört en kvalitativ studie i form av individuella djupintervjuer med ett antal manliga respondenter. Som verktyg för att undersöka den valda problemställningen använde vi oss av TV-reklam riktad mot män. Förutom att analysera och tolka respondenternas svar har vi dessutom genomfört en semiotisk analys av valda reklamfilmer. Teoretiska perspektiv Vi börjar teoriavsnittet med teorier om maskulinitet. Därefter presenteras teorier om identitet samt om samhällets, kulturens och kontextens roll i hur 2 maskulinitet konstrueras och teorier om förändringar inom maskulinitet. Det här leder oss fram till vårt teoretiska ramverk i vilket vi knyter samman de huvudsakliga teorierna. Avslutningsvis presenteras teorier om TV-reklam som socialisationsagent. Empiri Vi börjar med att göra en semiotisk analys av valda reklamfilmer med fokus på maskulinitet. Vi analyserar genusroller och beteenden samt miljö. Därefter analyserar vi respondenternas syn på maskulinitet och hur de har internaliserat konceptet "maskulinitet" från omgivningen samt respondenternas identitet i förhållande till maskulinitet. -
TRAUMATIC AMNESIA a Dissociative Survival Mechanism
TRAUMATIC AMNESIA a dissociative survival mechanism Dr. Muriel Salmona, psychiatrist, Paris, January 19, 2018 I - Presentation Complete or fragmented traumatic amnesia is a common memory disorder found in victims of violence. Numerous clinical studies have described this well- known phenomenon since the beginning of the twentieth century, when the first systematic studies explored amnesia among traumatized combat soldiers, and later among victims of sexual violence. Studies found almost 40 % complete amnesia among these participants, and 60% partial amnesia when childhood sexual abuse was concerned (Brière 1993, Williams 1994, IVSEA 2015). These amnesias are psychotraumatic consequences of violence. They are neuro- psychological survival mechanisms based on dissociation (Van der Kolk, 1995, 2001). Since 2015, dissociative traumatic amnesias have been recognized as a defining criterium for Post-Traumatic Stress Disorder (DSM-5, 2015). They can last several decades and lead to amnesia for entire sections of childhood, with almost no retrievable memory, which results in a painful impression of having no past, nor landmarks. When amnesia fades away, traumatic memories most often return brutally, invasively, as uncontrolled, unintegrated, fragmented traumatic memories (flashbacks, nightmares) and trigger re-experiences of violence with identitical distress and sensations, and a vividness as if the trauma was happening all over again. Care professionals should be better acquainted with these phenomena in order to improve how they care for the victims, by treating such reminiscences without confusing them with hallucinations, identifying violence, and its psychotraumatic consequences for the victims. Similarly, justice professionals, when faced with sexual violence complaints after recovered memories, should be more aware of the reality of such frequent memory disorder. -
The Evolution Trilogy
1 The Evolution Trilogy Todd Borho 2 Contents Part 1 – James Bong Series - 4 Part 2 – SeAgora Novel - 184 Part 3 – Agora One Novel - 264 3 James Bong Premise: Anarchism, action, and comedy blended into a spoof of the James Bond franchise. Setting: Year: 2028 Characters and Locations: James Bong – Former MI6 asset for special operations. Now an anarchist committed to freeing people from statist hands. 30 years old, well built, steely gray eyes, dirty blond hair. Bong moves frequently. K – Nerdy anarchist hacker in his early twenties based in Acapulco, Mexico. Miss Moneybit – Feisty, attractive blogger in her late twenties and based in Washington, DC. General Small - Bumbling and incompetent General. Former Army Intel and now with the CIA. Sir Hugo Trax – MI6 officer who was involved in training and controlling Bong during Bong’s MI6 days. Episode 1 – Part 1 Scene 1 Bong is driving at a scorching speed down a desert highway in a black open-source 3D printed vehicle modeled after the Acura NSX. K’s voice: Bong! Bong (narrows eyes at encrypted blockchain based smartwatch): K, what the hell? I had my watch off! K (proud, sitting in his ridiculously overstuffed highback office chair): I know, I turned it on remotely. I’ve got great news! Bong (looking ahead at the cop car and the cop’s victim on the side of the road): Kinda busy right now. K (twirling in his chair): It can’t wait! It’s a go! It’s a go! I’m so excited! Bong (sarcastically): You’re breaking up on me. -
Rethinking Trauma
How to Use Brain Science to Help Patients Accelerate Healing after Trauma Daniel Siegel, MD - Main Session - pg. 1 Rethinking Trauma How to Use Brain Science to Help Patients Accelerate Healing after Trauma the Main Session with Daniel Siegel, MD and Ruth Buczynski, PhD National Institute for the Clinical Application of Behavioral Medicine How to Use Brain Science to Help Patients Accelerate Healing after Trauma Daniel Siegel, MD - Main Session - pg. 2 Rethinking Trauma: Daniel Siegel, MD How to Use Brain Science to Help Patients Accelerate Healing after Trauma Table of Contents (click to go to a page) How To Define What Happens in the Brain During Trauma ................................... 3 The Optimally Functioning vs. Traumatized Brain as Defined by FACES ................. 4 How Age Affects the Impact of Trauma on the Brain .............................................. 7 Trauma Leads to the Chemical Release of Cortisol and Adrenaline ....................... 8 How Trauma Impairs the Brain’s Memory Systems ............................................... 10 Why the Brain’s Developmental Period Is Crucial to Working with Trauma ............ 11 The Layers of Memory and Encoding Implicit Memory .......................................... 13 The Retrieval of Implicit Memory and the Experience of Flashback ...................... 15 Putting the Science into Clinical Practice ............................................................... 17 What Happens in the Brain during Dissociation? ................................................... 18 -
Interactions Between Attention and Memory Marvin M Chun and Nicholas B Turk-Browne
Interactions between attention and memory Marvin M Chun and Nicholas B Turk-Browne Attention and memory cannot operate without each other. In form of selective attention to internal representations this review, we discuss two lines of recent evidence that [1,2]. support this interdependence. First, memory has a limited capacity, and thus attention determines what will be Classic psychologists such as William James stated long encoded. Division of attention during encoding prevents the ago that ‘we cannot deny that an object once attended to formation of conscious memories, although the role of attention will remain in the memory, while one inattentively in formation of unconscious memories is more complex. Such allowed to pass will leave no traces behind’ [3]. More memories can be encoded even when there is another recently, leading neuroscientists such as Eric Kandel have concurrent task, but the stimuli that are to be encoded must be stated that one of the most important problems for 21st selected from among other competing stimuli. Second, century neuroscience is to understand how attention memory from past experience guides what should be attended. regulates the processes that stabilize experiential mem- Brain areas that are important for memory, such as the ories [4]. Here, we review studies from the past two years hippocampus and medial temporal lobe structures, are that reveal progress towards understanding the inter- recruited in attention tasks, and memory directly affects frontal- actions between attention and memory in neural systems. parietal networks involved in spatial orienting. Thus, exploring the interactions between attention and memory can provide Attention at encoding new insights into these fundamental topics of cognitive A major question in many people’s minds is how to neuroscience. -
How Do We Learn from Experience?
TSI Graphics: Worth—Kolb/Whishaw: An Introduction to Brain and Behavior C H A P T E R 13 How Do We Learn from Experience? What Are Learning and Memory? The Structural Basis of Brain Studying Memory in the Laboratory Plasticity Two Types of Memory Measuring Synaptic Change What Makes Explicit and Implicit Enriched Experience and Plasticity Memory Different? Sensory or Motor Training and Plasticity Plasticity, Hormones, Trophic Factors, and Drugs Dissociating Memory Circuits Focus on Disorders: Patient Boswell’s Amnesia Recovery from Brain Injury The Three-Legged Cat Solution Neural Systems Underlying The New-Circuit Solution Explicit and Implicit Memories The Lost-Neuron-Replacement Solution A Neural Circuit for Explicit Memories Focus on Disorders: Alzheimer’s Disease A Neural Circuit for Implicit Memories Focus on Disorders: Korsakoff’s Syndrome A Neural Circuit for Emotional Memories Dimitri Messinis/AP Photo Micrograph: Oliver Meckes/Ottawa/Photo Researchers 488 ■ D TSI Graphics: Worth—Kolb/Whishaw: An Introduction to Brain and Behavior onna was born on June 14, 1933. Her memory of Over the ensuing 10 months, Donna regained most of the period from 1933 to 1937 is sketchy, but her motor abilities and language skills, and her spatial abil- D those who knew her as a baby report that she was ities improved significantly. Nonetheless, she was short- like most other infants. At first, she could not talk, walk, or tempered and easily frustrated by the slowness of her use a toilet. Indeed, she did not even seem to recognize her recovery, symptoms that are typical of people with closed father, although her mother seemed more familiar to her. -
CHILDREN's MEMORY, TRAUMATIC MEMORIES and the CHILD WITNESS
CHILD MEMORY, TRAUMATIC MEMORY and the CHILD WITNESS George E. Davis, MD 2017 Children’s Law Institute INTERPRETING THE RESEARCH • The complications of memory study • Test conditions and questions don’t always match real life situations and motivations • Divergent interests • Although broad rules can be proposed for different ages and conditions, reliability depends on the individual case REFERENCES 1. Memory and Suggestibility in the Forensic Interview (Eisen, Quas and Goodman, 2002) 2. Stress, Trauma and Children’s Memory Development (Howe, Goodman and Cicchetti, 2008) 3. Children as Victims, Witnesses, and Offenders (Bottoms, Najdowski and Goodman, 2009) MEMORY PROCESS • MEMORY COMPONENTS – Encoding • PerceptionConstruct • Child age and knowledge – Storage • Combination, sorting, comparison in the hippocampus • Short term, long term and working memory – Retrieval • Reconstruction from associations and neural networks that are frontal and temporal TYPES of MEMORY • TYPES OF MEMORY – Explicit / Declarative / Conscious • Episodic—events • Semantic—facts • Intentional, whether learned or recalled • Organized and encoded by hippocampus and medial temporal – Implicit / Contextual / Unconscious • Procedural—riding a bike, driving to work, tying shoes, etc • Encoded and stored in motor control and brain stem – Conditioned responses—eg, fear of certain people – Autobiographical—the continuous sense of self over time DISSOCIATION • Dissociation is a breakdown in memory, consciousness and sense of self provoked by extreme fear, pain or psychological -
Explicit and Implicit Memory by Richard H
Explicit and Implicit Memory by Richard H. Hall, 1998 Overview As you might suspect, researchers and theorists have extended the basic multi-store model in many ways, among these is the differentiation of different types of long term memories. Perhaps the most fundamental such differentiation is the distinction between explicit and implicit memories (Figure 1). Implicit memories are sometimes referred to as "non-declarative" because an individual is unable to verbally "declare" these memories. Implicit memories are nonconscious, and often involve memories for specific step-by-step procedures, or specific feelings/emotions. For example, your ability to carry out the various processes involved in driving a car are largely nonconscious, they have been "proceduralized". Further, your conditioned emotional response to a "scary" situation is not something that you consciously or verbally recall. On the other hand, explicit memories are conscious memories that can easily be verbalized. They are more complex types of memories because they are often holistic, in that they involve the recall of many different aspects of a situation. In order to consciously recall something, such as your memory of events that occurred yesterday, you not only recall the event, but you also recall the context in which the event occurred, that is, the time of day, the place, and other objects and people that were present, etc. Figure 1. Comparison of Implicit and Explicit Memory Explicit Memory Storage Research, in particular with brain damaged patients such as those suffering from Korsakoff's and the case of HM, indicates that these two fundamental types of long term memory are more than theoretical abstractions.