In Retrospect: Funes the Memorious
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Memory and Narrative: Reading the Things They Carried for Psyche and Persona Frank Hassebrock and Brenda Boyle, Denison University
Memory and Narrative: Reading The Things They Carried for Psyche and Persona Frank Hassebrock and Brenda Boyle, Denison University Abstract: This essay looks closely at how two disciplines, Psychology and English, can use the same text for similar purposes. A Psychology professor discusses how Tim O'Brien's The Things They Carried can exemplify for his students how memory is used to construct a self, a psyche. A teacher of literature then examines how the same text demonstrates for students the rhetorical construction of a fictional self, a persona, and also how that construction is influenced by the various historical periods represented in the novel's stories. Through the investigation of these two disciplinary approaches, students in our classes gain an appreciation for the psychological functions of remembering and the rhetorical functions of reading. People select and interpret certain memories as self-defining, providing them with privileged status in the life story… . To a certain degree, then, identity is a product of choice. We choose the events we consider most important for defining who we are and providing our lives with some semblance of unity and purpose. And we endow them with symbolism, lessons learned, integrative themes, and other personal meaning that make sense to us in the present as we survey the past and anticipate the future. (McAdams, 2004, p. 104) A rhetoric incorporates more than practical strategies for speaking and writing. Rhetoric reflects the values and perspectives of a culture. It is a distillation of what a given society counts as knowledge and evidence, how it defines social connections and responsibilities, the context in which communicative acts will be interpreted. -
ELA/Literacy Released Item 2018 Grade 11 Research Simulation
ELA/Literacy Released Item 2018 Grade 11 Research Simulation Task Factors Interfering With Memory Accuracy II428729783 © 2019 CCSSO, LLC English Language Arts/Literacy Today you will research scientific discoveries about how memory works. You will read the article “New Discoveries on Optimizing Memory Formation.” Then you will read the passage from “Tricks of Memory” and the article “Exceptional Memory Explained: How Some People Remember What They Had for Lunch 20 Years Ago.” As you review these sources, you will gather and synthesize information and answer questions about scientific concepts so you can write an analytical essay. Read the article “New Discoveries on Optimizing Memory Formation.” Then answer the questions. New Discoveries on Optimizing Memory Formation by William R. Klemm 1 As each of us goes through life, we remember a little and forget a lot. The stockpile of what we remember contributes greatly to define us and our place in the world. Thus, it is important to remember and optimize the processes that make that possible. 2 People who compete in memory contests (“memory athletes”) have long known the value of associational cues (see my Memory Power 101 book). Neuroscientists have known for a long time about memory consolidation (converting short-term memory to long-term form) and the value of associational cues. But now, important new understanding is arising from a research lab at Northwestern that links cueing to “re-consolidation” and reveals new possibilities for optimizing long-term memory formation. 3 The underlying research approach is based on such well-established memory principles as: 1. When information is first acquired, it is tagged for its potential importance or value. -
Highly Superior Autobiographical Memory: Quality and Quantity of Retention Over Time
UC Irvine UC Irvine Previously Published Works Title Highly Superior Autobiographical Memory: Quality and Quantity of Retention Over Time. Permalink https://escholarship.org/uc/item/8bw1f25b Authors LePort, Aurora KR Stark, Shauna M McGaugh, James L et al. Publication Date 2015 DOI 10.3389/fpsyg.2015.02017 Peer reviewed eScholarship.org Powered by the California Digital Library University of California ORIGINAL RESEARCH published: 21 January 2016 doi: 10.3389/fpsyg.2015.02017 Highly Superior Autobiographical Memory: Quality and Quantity of Retention Over Time Aurora K. R. LePort1,2, Shauna M. Stark1,2, James L. McGaugh1,2 and Craig E. L. Stark1,2* 1 Department of Neurobiology and Behavior, University of California, Irvine, Irvine, CA, USA, 2 Center for the Neurobiology of Learning and Memory, Department of Education, University of California, Irvine, Irvine, CA, USA Individuals who have Highly Superior Autobiographical Memory (HSAM) are able to recall, with considerable accuracy, details of daily experiences that occurred over many previous decades. The present study parametrically investigates the quantity and quality of details of autobiographical memories acquired 1-week, 1-month, 1-year, and 10-years prior in HSAMs and controls. In addition, we tested the consistency of details provided at the 1-week delay by testing the subjects 1 month later with a surprise assessment. At the 1-week delay, HSAMs and controls recalled an equivalent number of events. In contrast, HSAM recall performance was superior at more remote delays, with remarkable consistency following a 1-month delay. Further, we revealed a relationship between the consistency of recall and HSAMs’ obsessive– Edited by: compulsive tendencies. -
ICOM-6 Program
Altered video task in 15-month-olds how to bridge the gap between Tulving’s definition and current methods? Bobrowicz, Katarzyna; Haman, Maciej; Bobrowicz, Ryszard 2016 Document Version: Publisher's PDF, also known as Version of record Link to publication Citation for published version (APA): Bobrowicz, K., Haman, M., & Bobrowicz, R. (2016). Altered video task in 15-month-olds: how to bridge the gap between Tulving’s definition and current methods?. 158-158. Abstract from 6th International Conference on Memory (ICOM6), Budapest, Hungary. Total number of authors: 3 General rights Unless other specific re-use rights are stated the following general rights apply: Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal Read more about Creative commons licenses: https://creativecommons.org/licenses/ Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. LUND UNIVERSITY PO Box 117 221 00 Lund +46 46-222 00 00 ICOM-6 Program Keynote session I K1 session Sunday, 17 July 2016 | 17:15 - 18:15 | Room 1 Chair/Organizer: Martin A. -
Book Reviews
--> Europe's Journal of Psychology ejop.psychopen.eu | 1841-0413 Book Reviews Schmidt, Stephen R. (2012). Extraordinary Memories for Exceptional Events: Essays in Cognitive Psychology. Psychology Press Extraordinary Memories for Exceptional Events: Essays in Cognitive Psychology Victoria Wright*a [a] Aberystwyth University, Ceredigion, UK. Europe's Journal of Psychology, 2012, Vol. 8(3), 507–510, doi:10.5964/ejop.v8i3.501 Received: 2012-07-31. Accepted: 2012-08-01. Published: 2012-08-29. *Corresponding author at: Department of Psychology, Aberystwyth University, Aberystwyth, Ceredigion, Wales, UK SY23 3UX, email: [email protected]. This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The Apollo 11 moon landings. The Challenger space shuttle disaster. The 9/11 World Trade Centre attacks. Depending on your age, there’s a good chance you have a particularly vivid and highly detailed memory of at least one of these events. At the same time, your memory for the days immediately preceding, and following, these events is probably poor. Why is it that we are able to remember momentous events better than mundane events? And just how accurate are these exceptional memories that we create? These are the central questions addressed in ‘Extraordinary Memories for Exceptional Events’, by Stephen R. Schmidt, a timely consideration of the vast body of theoretical and empirical evidence that underpins our understanding of memory for exceptional events. The purpose of Schmidt’s book is to draw together key theories and empirical evidence in order to persent a comprehensive overview of memory for extraordinary events. -
Information Processing Models of Learning Applied to Gifted Learning John Munro
Psychology of gifted learning Session 5 Information processing models of learning applied to gifted learning John Munro Objectives of the session. At the end of this session you should be able to • describe the information processing approach to learning , • discuss its implications for teaching and education of gifted children, • discuss the concepts of attention and memory processes in learning. • discuss the concepts of short term and long term memory and their implications for teaching. Content Models of information processing to explain learning Learners learn by processing information. Key questions include: • what types of information can individuals process ? What determines this ? • where does the processing (that is, the ideas-re organizing) take place ? • how much information can a learner process at once ? • what initiates the processing at any time ? Learners as information processors Learners' existing knowledge ('long term memory') provides the 'information processing units' and the ways of linking ideas. Learners can handle several types of information at once. Different types of existing knowledge involves units of meaning organised or linked in different ways: • conceptual • episodic • motoric • knowledge of one's self as a learner The information is processed in site for learning or thinking space; short term working memory . At any time this is limited; learners process a restricted amount of information at once. Two metaphors are used to explain thinking and learning in terms of information processing: • a structures -
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). -
Studying Amnesia Helps Researchers Understand Memory
BRAIN WONDERS, RESEARCH DECEMBER 2020/JANUARY 2021 BY SUSAN FITZGERALD Studying Amnesia Helps Researchers Understand Memory Examining cases of amnesia—the inability to retrieve or make memories—allows researchers to plumb the mysteries of memory. Illustration by Sergio Membrillas Cole Kazdin was a writer and performer in New York City in her twenties when she was playing a cheerleader in a TV pilot. Partway through filming, the director ordered a stunt the cast was unprepared for. It involved her being tossed into the air and caught by other actors. The stunt went horribly wrong, and Kazdin crashed to the floor. When she regained consciousness, she was in an ambulance racing to a New Jersey hospital, dressed in a cheerleading outfit. She had no memory of what had happened. Worse, she couldn't remember basic details of her life. At the hospital, she was told she had sustained a concussion that caused amnesia, wiping out both her long-term and short-term memory. She could not recall much of her pre-injury life nor what she had done only a few moments before. After Kazdin returned home, she kept telling a visiting friend that she needed to call her father, something she had just done three times in a row. She watched Dirty Rotten Scoundrels repeatedly, laughing each time as if she hadn't just seen the movie and couldn't remember that it had been one of her favorites. When a boyfriend she had broken up with before her accident visited, she didn't recognize him or any of the photographs from their life together. -
Making Lasting Memories: Remembering the Significant
Making lasting memories: Remembering the significant James L. McGaugh1 Department of Neurobiology and Behavior, Center for the Neurobiology of Learning and Memory, University of California, Irvine, CA 92697-3800 Edited by Francisco J. Ayala, University of California, Irvine, CA, and approved May 9, 2013 (received for review February 15, 2013) Although forgetting is the common fate of most of our experi- time of the 1989 San Francisco earthquake had better memories ences, much evidence indicates that emotional arousal enhances of the earthquake months later compared with individuals in the storage of memories, thus serving to create, selectively, lasting Atlanta, Georgia (16). Three years after the terrorist attack on memories of our more important experiences. The neurobiological September 11, 2001, individuals who were in downtown Man- systems mediating emotional arousal and memory are very closely hattan at the time of the attack had more detailed memories of linked. The adrenal stress hormones epinephrine and corticoste- the attack compared with individuals who were in midtown rone released by emotional arousal regulate the consolidation of Manhattan, several miles from the attack (18). long-term memory. The amygdala plays a critical role in mediating these stress hormone influences. The release of norepinephrine in Modulation of Memory Consolidation the amygdala and the activation of noradrenergic receptors are These findings clearly support Bacon’s (19) assertion that essential for stress hormone-induced memory enhancement. The “[m]emory is assisted by anything that makes an impression on findings of both animal and human studies provide compelling a powerful passion, inspiring fear, for example or wonder, shame evidence that stress-induced activation of the amygdala and its or joy” (19). -
Argentina's Right to Be Forgotten
Emory International Law Review Volume 27 Issue 1 2013 Argentina's Right to be Forgotten Edward L. Carter Follow this and additional works at: https://scholarlycommons.law.emory.edu/eilr Recommended Citation Edward L. Carter, Argentina's Right to be Forgotten, 27 Emory Int'l L. Rev. 23 (2013). Available at: https://scholarlycommons.law.emory.edu/eilr/vol27/iss1/3 This Recent Development is brought to you for free and open access by the Journals at Emory Law Scholarly Commons. It has been accepted for inclusion in Emory International Law Review by an authorized editor of Emory Law Scholarly Commons. For more information, please contact [email protected]. CARTER GALLEYSFINAL 6/19/2013 11:44 AM ARGENTINA’S RIGHT TO BE FORGOTTEN ∗ Edward L. Carter INTRODUCTION The twentieth century Argentine author Jorge Luis Borges wrote a fictional short story about a boy named Ireneo Funes who suffered the curse of remembering everything.1 For Funes, the present was worthless because it was consumed by his memories of the past. One contemporary author has described the lesson of Funes: “Borges suggests that forgetting—that is, forgetting ceaselessly—is essential and necessary for thought and language and literature, for simply being a human being.”2 The struggle between remembering and forgetting is not unique to Borges or Argentina, but that struggle has manifested itself in Argentina in poignant ways, even outside the writings of Borges. In recent years, the battle has played out in Argentina’s courts in the form of lawsuits by celebrities against the Internet search engines Google and Yahoo. -
Models of Working Memory
MODELS OF WORKING MEMORY Mechanisms of Active Maintenance and Executive Control Edited by AKIRA MIYAKE AND PRITI SHAH PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington Street, Cambridge, United Kingdom CAMBRIDGE UNIVERSITY PRESS The Edinburgh Building, Cambridge CB2 2RU, UK http: //www.cup.cam.ac.uk 40 West 20th Street, New York, NY 10011-4211, USA http: //www.cup.org 10 Stamford Road, Oakleigh, Melbourne 3166, Australia © Cambridge University Press 1999 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 1999 Printed in the United States of America Typeface Stone Serif 9/12 pt. System QuarkXpress™ [HT] A catalog record for this book is available from the British Library. Library of Congress Cataloging-in-Publication Data Models of working memory : mechanisms of active maintenance and executive control / edited by Akira Miyake, Priti Shah. p. cm. Includes bibliographical references and indexes. ISBN 0-521-58325-X. – ISBN 0-521-58721-2 (pbk.) 1. Short-term memory. I. Miyake, Akira, 1966– . II. Shah, Priti, 1968– . BF378.S54M63 1999 153.1´3 – dc21 98–35134 CIP ISBN 0 521 58325 X hardback ISBN 0 521 58721 2 paperback 1 Models of Working Memory An Introduction PRITI SHAH AND AKIRA MIYAKE Working memory plays an essential role in complex cognition. Everyday cog- nitive tasks – such as reading a newspaper article, calculating the appropriate amount to tip in a restaurant, mentally rearranging furniture in one’s living room to create space for a new sofa, and comparing and contrasting various attributes of different apartments to decide which to rent – often involve mul- tiple steps with intermediate results that need to be kept in mind temporarily to accomplish the task at hand successfully. -
The Visualizing Capacity of Magical Realism: Objects and Expression in the Work of Jorge Luis Borges
The Visualizing Capacity of Magical Realism: Objects and Expression in the Work of Jorge Luis Borges Lois Parkinson Zamora University of Houston In those days the world of mirrors and the world of men were not, as they are now, cut off from each other. —Jorge Luis Borges, “Fauna of Mirrors,” Borges and Guerrero 67 The term “magical realism” was first uttered in a discussion of the visual arts. The German art critic Franz Roh, in his 1925 essay, de- scribed a group of painters whom we now categorize generally as Post- Expressionists, and he used the term Magischer Realismus to emphasize (and celebrate) their return to figural representation after a decade or more of abstract art. In the introduction to the expanded Spanish-lan- guage version of this essay published two years later, in 1927, by José Ortega y Gasset by his Revista de Occidente, Roh again emphasized these painters’ engagement of the “everyday,” the “commonplace”: “with the word ‘magic’ as opposed to ‘mystic,’ I wish to indicate that the mystery does not descend to the represented world, but rather hides and palpi- tates behind it” (“Magical” 16). An alternative label circulating at the time for this style of German painting was Neue Sachlichkeit, New Ob- jectivity, a term that has outlived Magischer Realismus, in part because Roh eventually disavowed his own designation. In his 1958 survey of twentieth-century German art, he explicitly retired the term “magical re- 22 Lois Parkinson Zamora alism,” tying its demise to the status of the object itself: “In our day and age, questions about the character of the object … have become irrel- evant … I believe that we can demonstrate that in abstract art the greatest [achievements] are again possible” (German 10).