Unspringing the Witness Memory and Demeanor Trap: What Every Judge and Juror Needs to Know About Cognitive Psychology and Witness Credibility
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The Wandering Mind What the Brain Does When You Are Not Looking the University of Chicago Press, Chicago 2015, Pp
Michael C. Corballis The Wandering Mind What the Brain Does When You are Not Looking The University of Chicago Press, Chicago 2015, pp. 184 It is commonplace to consider mind-wandering as a secondary, useless ac- tivity of our mind to which we guiltily abandon ourselves for laziness or dis- traction. The aim of the book is to show that, far from being the slaves of a blamable indolence, every time we are absent-minded or lost in thought, we are involved in an essential mental activity. Not only is mind-wandering a funda- mental component of our life (whether we want it or not, our mind meanders at night and for half the time during the day), but it also has a constructive and adaptive function that is crucial for facing the contingencies of a complex world. Without a wandering mind we would be stuck in the present, unable to invent stories and to escape the here and now through mental time travel. Mind-wandering takes us into unexplored regions of the unconscious mind that are inaccessible to the conscious will. Not only does this capacity allows us to build and consolidate the sense of our personality but it also helps to multiply our self into imagined possible selves and to expand the range of our experience. Creativity, too, lies in the randomness of mind-wandering, which makes possible unpredictable connections of ideas. The book therefore takes into account different forms of mind-wandering. Mental traveling depends on memory, which provides the material that feeds our imagination. Memory is so important to mind-wandering that some syn- dromes, such as amnesia and hyperthymesia, can impair the ability to mind- travel. -
Early Childhood Memory and Attention As Predictors of Academic Growth Trajectories
Running head: MEMORY, ATTENTION AND ACADEMIC ACHIEVEMENT 1 Early Childhood Memory and Attention as Predictors of Academic Growth Trajectories Deborah Stipek and Rachel Valentino Stanford University Correspondence concerning this article should be addressed to Deborah Stipek, Graduate School of Education, Stanford University, Stanford CA 94305. Email: [email protected] Running head: MEMORY, ATTENTION AND ACADEMIC ACHIEVEMENT 2 Abstract Longitudinal data from the children of the National Longitudinal Survey of Youth (NLSY) were used to assess how well measures of short-term and working memory and attention in early childhood predicted longitudinal growth trajectories in mathematics and reading comprehension. Analyses also examined whether changes in memory and attention were more strongly predictive of changes in academic skills in early childhood than in later childhood. All predictors were significantly associated with academic achievement and years of schooling attained, although the latter was at least partially mediated by predictors’ effect on academic achievement in adolescence. The relationship of working memory and attention with academic outcomes was also found to be strong and positive in early childhood, but non-significant or small and negative in later years. The study results provide support for a “fade-out” hypothesis, which suggests that underlying cognitive capacities predict learning in the early elementary grades, but the relationship fades by late elementary school. These findings suggest that whereas efforts to develop attention and memory may improve academic achievement in the early grades, in the later grades interventions that focus directly on subject matter learning are more likely to improve achievement. Running head: MEMORY, ATTENTION AND ACADEMIC ACHIEVEMENT 3 Early Childhood Memory and Attention as Predictors of Academic Growth Trajectories Success in school requires many skills. -
Emotionally Charged Autobiographical Memories Across the Life Span: the Recall of Happy, Sad, Traumatic, and Involuntary Memories
Psychology and Aging Copyright 2002 by the American Psychological Association, Inc. 2002, Vol. 17, No. 4, 636–652 0882-7974/02/$5.00 DOI: 10.1037//0882-7974.17.4.636 Emotionally Charged Autobiographical Memories Across the Life Span: The Recall of Happy, Sad, Traumatic, and Involuntary Memories Dorthe Berntsen David C. Rubin University of Aarhus Duke University A sample of 1,241 respondents between 20 and 93 years old were asked their age in their happiest, saddest, most traumatic, most important memory, and most recent involuntary memory. For older respondents, there was a clear bump in the 20s for the most important and happiest memories. In contrast, saddest and most traumatic memories showed a monotonically decreasing retention function. Happy involuntary memories were over twice as common as unhappy ones, and only happy involuntary memories showed a bump in the 20s. Life scripts favoring positive events in young adulthood can account for the findings. Standard accounts of the bump need to be modified, for example, by repression or reduced rehearsal of negative events due to life change or social censure. Many studies have examined the distribution of autobiographi- (1885/1964) drew attention to conscious memories that arise un- cal memories across the life span. No studies have examined intendedly and treated them as one of three distinct classes of whether this distribution is different for different classes of emo- memory, but did not study them himself. In his well-known tional memories. Here, we compare the event ages of people’s textbook, Miller (1962/1974) opened his chapter on memory by most important, happiest, saddest, and most traumatic memories quoting Marcel Proust’s description of how the taste of a Made- and most recent involuntary memory to explore whether different leine cookie unintendedly brought to his mind a long-forgotten kinds of emotional memories follow similar patterns of retention. -
Culture Effects on Adults' Earliest Childhood Recollection and Self-Description: Implications for the Relation Between Memory and the Self
Journal of Personality and Social Psychology Copyright 2001 by the American Psychological Association, Inc. 2001, Vol. 81, No. 2, 220-233 0022-3514/01/S5.00 DOI: 10.1037//OO22-3514.81.2.220 Culture Effects on Adults' Earliest Childhood Recollection and Self-Description: Implications for the Relation Between Memory and the Self Qi Wang Cornell University American and Chinese college students (N = 256) reported their earliest childhood memory on a memory questionnaire and provided self-descriptions on a shortened 20 Statements Test (M. H. Kuhn & T. S. McPartland, 1954). The average age at earliest memory of Americans was almost 6 months earlier than that of Chinese. Americans reported lengthy, specific, self-focused, and emotionally elaborate memories; they also placed emphasis on individual attributes in describing themselves. Chinese provided brief accounts of childhood memories centering on collective activities, general routines, and emotionally neutral events; they also included a great number of social roles in their self-descriptions. Across the entire sample, individuals who described themselves in more self-focused and positive terms provided more specific and self-focused memories. Findings are discussed in light of the interactive relation between autobiographical memory and cultural self-construal. When asked to think of her earliest childhood memory, a Har- The work of early theorists (e.g., Greenwald, 1980; Kelly, 1955; vard undergraduate wrote down the following episode that hap- Markus, 1977; Rogers, Kuiper, & Kirker, 1977; Schachtel, 1947) pened when she was about 3 years old: foreshadowed the interface between the self and autobiographical memory. For example, George Kelly (1955) proposed that a per- I remember standing in my aunt's spacious blue bedroom and looking sonal experience must be supported within an existing self- up at the ceiling. -
Ms. Scott's A.P. Psychology Summer Assignment Due on the First Day Of
Ms. Scott’s A.P. Psychology Summer Assignment due on the first day of class, August 12th. If you have any questions, please email me at [email protected]. Summer Assignment 2019-2020 “You Are Not So Smart” by David McRaney ***Note: you can order this book through amazon.com and many other resources online, but you can also ask your local libraries to get it for you. If you have trouble attaining this book, email me asap because I can assist you with this. Humans like to think that we are rational and logical beings, however decades of research in cognitive psychology has proven otherwise. The book, “You are Not so Smart” by David McRaney explores the failings of memory, how we do things without having a clue why we are doing them, and the narratives we construct and tell ourselves to make us feel better about our choices and decisions. This book is a fabulous summer read for many reasons. First of all, we will be learning about every single concept presented in the book at some point this year. Second of all, each chapter is very short and engaging. Best of all, as you read, your mind will be flooded with memories and personal experiences that connect with the concepts and stories presented in the book. After reading the entire book, please complete these two assignments: 1. There are many very important AP Psychology concepts presented in the book. Complete the attached chart where you define each concept using your own words and provide a specific example from the book or in your own life. -
Cognitive Psychology
COGNITIVE PSYCHOLOGY PSYCH 126 Acknowledgements College of the Canyons would like to extend appreciation to the following people and organizations for allowing this textbook to be created: California Community Colleges Chancellor’s Office Chancellor Diane Van Hook Santa Clarita Community College District College of the Canyons Distance Learning Office In providing content for this textbook, the following professionals were invaluable: Mehgan Andrade, who was the major contributor and compiler of this work and Neil Walker, without whose help the book could not have been completed. Special Thank You to Trudi Radtke for editing, formatting, readability, and aesthetics. The contents of this textbook were developed under the Title V grant from the Department of Education (Award #P031S140092). However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. Unless otherwise noted, the content in this textbook is licensed under CC BY 4.0 Table of Contents Psychology .................................................................................................................................................... 1 126 ................................................................................................................................................................ 1 Chapter 1 - History of Cognitive Psychology ............................................................................................. 7 Definition of Cognitive Psychology -
Memory-Modulation: Self-Improvement Or Self-Depletion?
HYPOTHESIS AND THEORY published: 05 April 2018 doi: 10.3389/fpsyg.2018.00469 Memory-Modulation: Self-Improvement or Self-Depletion? Andrea Lavazza* Neuroethics, Centro Universitario Internazionale, Arezzo, Italy Autobiographical memory is fundamental to the process of self-construction. Therefore, the possibility of modifying autobiographical memories, in particular with memory-modulation and memory-erasing, is a very important topic both from the theoretical and from the practical point of view. The aim of this paper is to illustrate the state of the art of some of the most promising areas of memory-modulation and memory-erasing, considering how they can affect the self and the overall balance of the “self and autobiographical memory” system. Indeed, different conceptualizations of the self and of personal identity in relation to autobiographical memory are what makes memory-modulation and memory-erasing more or less desirable. Because of the current limitations (both practical and ethical) to interventions on memory, I can Edited by: only sketch some hypotheses. However, it can be argued that the choice to mitigate Rossella Guerini, painful memories (or edit memories for other reasons) is somehow problematic, from an Università degli Studi Roma Tre, Italy ethical point of view, according to some of the theories of the self and personal identity Reviewed by: in relation to autobiographical memory, in particular for the so-called narrative theories Tillmann Vierkant, University of Edinburgh, of personal identity, chosen here as the main case of study. Other conceptualizations of United Kingdom the “self and autobiographical memory” system, namely the constructivist theories, do Antonella Marchetti, Università Cattolica del Sacro Cuore, not have this sort of critical concerns. -
Infographic I.10
The Digital Health Revolution: Leaving No One Behind The global AI in healthcare market is growing fast, with an expected increase from $4.9 billion in 2020 to $45.2 billion by 2026. There are new solutions introduced every day that address all areas: from clinical care and diagnosis, to remote patient monitoring to EHR support, and beyond. But, AI is still relatively new to the industry, and it can be difficult to determine which solutions can actually make a difference in care delivery and business operations. 59 Jan 2021 % of Americans believe returning Jan-June 2019 to pre-coronavirus life poses a risk to health and well being. 11 41 % % ...expect it will take at least 6 The pandemic has greatly increased the 65 months before things get number of US adults reporting depression % back to normal (updated April and/or anxiety.5 2021).4 Up to of consumers now interested in telehealth going forward. $250B 76 57% of providers view telehealth more of current US healthcare spend % favorably than they did before COVID-19.7 could potentially be virtualized.6 The dramatic increase in of Medicare primary care visits the conducted through 90% $3.5T telehealth has shown longevity, with rates in annual U.S. health expenditures are for people with chronic and mental health conditions. since April 2020 0.1 43.5 leveling off % % Most of these can be prevented by simple around 30%.8 lifestyle changes and regular health screenings9 Feb. 2020 Apr. 2020 OCCAM’S RAZOR • CONJUNCTION FALLACY • DELMORE EFFECT • LAW OF TRIVIALITY • COGNITIVE FLUENCY • BELIEF BIAS • INFORMATION BIAS Digital health ecosystems are transforming• AMBIGUITY BIAS • STATUS medicineQUO BIAS • SOCIAL COMPARISONfrom BIASa rea• DECOYctive EFFECT • REACTANCEdiscipline, • REVERSE PSYCHOLOGY • SYSTEM JUSTIFICATION • BACKFIRE EFFECT • ENDOWMENT EFFECT • PROCESSING DIFFICULTY EFFECT • PSEUDOCERTAINTY EFFECT • DISPOSITION becoming precise, preventive,EFFECT • ZERO-RISK personalized, BIAS • UNIT BIAS • IKEA EFFECT and • LOSS AVERSION participatory. -
Program Committee
Welcome to SARMAC VIII this is that place kore ya kono of going away and coming back yuku mo kaeru mo of parting time and again wakarete wa both friends and strangers shiru mo shiranu mo the Ausaka Barrier Ausaka no Seki Semimaru, 9th century, Hyakunin Isshu (“One Hundred Poets, One Poem Each”) Welcome to Kyoto, and to the 8th SARMAC meeting. In this ancient city dotted with temples, shrines and gardens, we showcase the best of contemporary applied research in memory and cognition. It's a wide and varied program, sure to intrigue you. To those of you who have never joined us before, SARMAC is known for its friendliness: we don't have an "inner circle" here. To our long-time SARMACsters, welcome back. And to those of you who haven't been back for a while, welcome home. Maryanne Garry President, Governing Board Society for Applied Research in Memory and Cognition SARMAC Japan Program Committee Kazuo Mori, Tokyo University of Agriculture and Technology, Chair Amy Bradfield Douglass, Bates College Maryanne Garry, Victoria University of Wellington Harlene Hayne, University of Otago Emily Holmes, University of Oxford Christian Meissner, University of Texas at El Paso Makiko Naka, Hokkaido University Aldert Vrij, University of Portsmouth SARMAC Japan Organizing Committee Yukio Itsukushima, Nihon University, Chair Jun Kawaguchi, Nagoya University, Vice-Chair Yuji Itoh, Keio University, Secretary General Kazuo Mori, Tokyo University of Agriculture and Technology Makiko Naka, Hokkaido University Masanobu Takahashi, University of Sacred Heart Yuji -
Overview and History of Memory Research
M01_RADV4825_02_SE_CH01.QXD 10/16/10 10:41 AM Page 1 CHAPTER ONE OVERVIEW AND HISTORY OF MEMORY RESEARCH Memory is perhaps the most central aspect of human thought. Any question about human behavior, cognition, development, and nature requires an understanding of mem- ory. Our memory makes us who we are, and it is one of the most intimate parts of our- selves. This may be why when we get close to someone, when we want them to know who we are and we want to know who they are, there is a sharing of memories. Many feel that the study of human memory is the closest one can get to a systematic study of the human soul. The aim of this book is to provide you, the student, with a survey and guide to what is known about human memory. As with most courses, there are a number of facts and ideas to learn. However, as any good professor will tell you, the slow accu- mulation of facts is not the main point of course work. The primary aim is to provide you with a deeper understanding and appreciation of some aspect of the world—and, hopefully, yourself. I trust that the ideas presented in this book will be useful in your life after this course is completed. A SMATTERING OF DEFINITIONS Before diving into the subject matter, we need to establish some points. Specifically, we need to define how the terms memory and learning are used. The primary subject of this book is, of course, memory. So what is memory? Well, the problem, and the beauty, of this term is that it has many meanings. -
The New BRAIN
SPECIAL EDITION The New BRAIN MACLEAN’S EBOOK Contents Introduction Join us for a giant brainstorming session on what the world’s neuroscience superstars are keeping top of mind The glia club Once dismissed as ‘glue,’ glial cells, neuron’s little brother, have become the lodestone of brain research. But is it a good idea for scientists to herd in one direction? Charlie Gillis How to build a brain A philosopher and engineer has created the most complex simulated brain in the world. On $30,000 a year. Nick Taylor-Vaisey Mad beauty A conceptual photographer dusts off the jars of a brain collection from a Texas mental hospital David Graham They grow up so fast The latest research on a baby’s remarkable brain development, from recognizing right and wrong to the gift of memory Rosemary Counter Gone baby gone Why don’t we remember anything from earliest childhood? It’s called infantile amnesia. Emma Teitel MACLEAN’S EBOOK THE NEW BRAIN Memory and gender Emma Teitel The young and the restless No one knows why autistic kids are often night owls, but their parents can take heart: science is looking at some biological causes based in the brain Katherine DeClerq Crying out for attention How one psychologist is offering hope to parents worried about the stigma, safety and side effects of ADHD medication Hannah Hoag Mind the age gap Previously dismissed as lesser or defective, new research is revealing that the teenage brain is just as powerful as any adult’s Rosemary Counter No brawn, no brains Genetics may decide your upper and lower limits for cognitive -
Hyper Memory, Synaesthesia, Savants Luria and Borges Revisited
Dement Neuropsychol 2018 June;12(2):101-104 Views & Reviews http://dx.doi.org/10.1590/1980-57642018dn12-020001 Hyper memory, synaesthesia, savants Luria and Borges revisited Luis Fornazzari1, Melissa Leggieri2, Tom A. Schweizer3, Raul L. Arizaga4, Ricardo F. Allegri5, Corinne E. Fischer6 ABSTRACT. In this paper, we investigated two subjects with superior memory, or hyper memory: Solomon Shereshevsky, who was followed clinically for years by A. R. Luria, and Funes the Memorious, a fictional character created by J. L. Borges. The subjects possessed hyper memory, synaesthesia and symptoms of what we now call autistic spectrum disorder (ASD). We will discuss interactions of these characteristics and their possible role in hyper memory. Our study suggests that the hyper memory in our synaesthetes may have been due to their ASD-savant syndrome characteristics. However, this talent was markedly diminished by their severe deficit in categorization, abstraction and metaphorical functions. As investigated by previous studies, we suggest that there is altered connectivity between the medial temporal lobe and its connections to the prefrontal cingulate and amygdala, either due to lack of specific neurons or to a more general neuronal dysfunction. Key words: memory, hyper memory, savantism, synaesthesia, autistic spectrum disorder, Solomon Shereshevsky, Funes the memorious. HIPERMEMÓRIA, SINESTESIA, SAVANTS: LURIA E BORGES REVISITADOS RESUMO. Neste artigo, investigamos dois sujeitos com memória superior ou hipermemória: Solomon Shereshevsky, que foi seguido clinicamente por anos por A. R. Luria, e Funes o memorioso, um personagem fictício criado por J. L. Borges. Os sujeitos possuem hipermemória, sinestesia e sintomas do que hoje chamamos de transtorno do espectro autista (TEA).