Working Memory Beats Age: Evidence of the Influence of Working Memory on the Production of Children’S Emotional False Memories
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Reducing False Memories Chad S
MacLeod and MacDonald – The Stroop effect and attention Review 17 Dunbar, K.N. and MacLeod, C.M. (1984) A horse race of a different 28 Carter, C.S. et al. (2000) Parsing executive processes: strategic versus color: Stroop interference patterns with transformed words. J. Exp. evaluative functions of the anterior cingulate cortex. Proc. Natl. Acad. Psychol. Hum. Percept. Perform. 10, 622–639 Sci. U. S. A. 97, 1944–1948 18 Fraisse, P. (1969) Why is naming longer than reading? Acta Psychol. 29 Derbyshire, S.W.G. et al. (1998) Pain and Stroop interference activate 30, 96–103 separate processing modules in anterior cingulate. Exp. Brain Res. 19 Kolers, P.A. (1975) Memorial consequences of automatized encoding. 118, 52–60 J. Exp. Psychol. Hum. Learn. Mem. 1, 689–701 30 Bush, G. et al. (2000) Cognitive and emotional influences in anterior 20 Tzelgov, J. et al. (1992) Controlling Stroop effects by manipulating cingulate cortex. Trends Cognit. Sci. 4, 215–222 expectations for color words. Mem. Cognit. 20, 727–735 31 Corbetta, M. et al. (1991) Selective and divided attention during visual 21 Duncan-Johnson, C.C. (1981) P300 latency: a new metric of discriminations of shape, color, and speed: functional anatomy by information processing. Psychophysiology 18, 207–215 positron emission tomography. J. Neurosci. 11, 2383–2402 22 Duncan-Johnson, C.C. and Kopell, B.S. (1981) The Stroop effect: brain 32 Petersen, S.E. et al. (1988) Positron emission tomographic studies potentials localize the source of interference. Science 214, 938–940 of the cortical anatomy of single-word processing. Nature 23 Bench, C.J. -
Development of Strategies for Recall and Recognition
Developmental Psvchology 1976, Vol. 12, No'. 5. 406-410 Development of Strategies for Recall and Recognition BARBARA TVERSKY AND EVELYN TEIFFER Hebrew University of Jerusalem, Jerusalem, Israel Kindergartners, third graders, and fifth graders viewed 30 pictures of familiar objects, and then their free recall of the object names and their recognition of the original pictures were tested. The recognition test included pairing each picture with another similar picture of the same object. Half the subjects in each age-group were prepared for recall with a strategy known to improve it in adults, and half were prepared for recognition with a strategy known to improve recognition in adults. Children encoded the stimuli differentially in accordance with the expected mem- ory task and retrieved different stored information for each task. Both free recall and picture recognition memory improved with age. The recall strategy improved free recall performance at all ages, but the recognition strategy improved recogni- tion performance only at the oldest age tested. Investigators of both children's and ing pictorial comparison (Tversky, 1973a). adults' memory have found different Finally, there is evidence that the cognitive strategies beneficial for different memory skills underlying various strategies develop tasks (e.g., Flavell, 1970; Paivio, 1971). at different ages. Rohwer (1970) has argued Strategies are ways of encoding or repre- that children are unable to utilize imaginal senting material to facilitate later retrieval. codes effectively until they are efficient at For instance, Paivio and Csapo (1969) found verbal encoding; presumably the verbal that whereas verbal codes are particularly code allows effective access or retrieval of effective in sequential memory tasks, imagi- the image. -
False-Memory Stories
Telling Incest: Narratives of Dangerous Remembering from Stein to Sapphire Janice Doane and Devon Hodges http://www.press.umich.edu/titleDetailDesc.do?id=10780 The University of Michigan Press, 2009. Chapter 5 The Science of Memory False-Memory Stories False Memory Syndrome Foundation members, largely those who have been accused of child abuse and expert witnesses on their behalf, have compelling reasons to insist that repressed memories of abuse be veri‹ed by clear and con- vincing empirical evidence, precisely the kind of evidence often lacking in incestuous abuse cases.1 While there are cases where a child with venereal dis- ease or a bleeding vagina is admitted to an emergency room and evidence obtained of abuse, signs of molestation may not be at all obvious. Adults have been mistakenly charged with abuse as a result of misreadings of physical evi- dence, resulting, for example, from incorrect assumptions about what “nor- mal” genitals and hymens are supposed to look like (Nathan and Snedeker, 180–81). And children enjoined to silence may long delay reports of abuse, with the result that physical marks of molestation, should they exist, would be healed by the time accusations are made. Without damning physical evidence, charges of incestuous abuse are hard to prove. If the memory wars re›ect deep ambivalence about the declining fortunes of patriarchal authority, they are sus- tained by problems with collecting incontrovertible evidence of sexual abuse, whether to vindicate accusers or the accused. What is debated are less tangible archives of the past. As we have seen, proponents of recovered memory focus on psychological processes, such as repression and dissociation, that long impede the recollection of sexual abuse. -
The Neuroscience of Memory Development: Implications for Adults Recalling Childhood Experiences in the Courtroom
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by City Research Online Howe, M. L. (2013). Memory development: implications for adults recalling childhood experiences in the courtroom. Nature Reviews Neuroscience, 14(12), pp. 869-876. doi: 10.1038/nrn3627 City Research Online Original citation: Howe, M. L. (2013). Memory development: implications for adults recalling childhood experiences in the courtroom. Nature Reviews Neuroscience, 14(12), pp. 869-876. doi: 10.1038/nrn3627 Permanent City Research Online URL: http://openaccess.city.ac.uk/4186/ Copyright & reuse City University London has developed City Research Online so that its users may access the research outputs of City University London's staff. Copyright © and Moral Rights for this paper are retained by the individual author(s) and/ or other copyright holders. All material in City Research Online is checked for eligibility for copyright before being made available in the live archive. URLs from City Research Online may be freely distributed and linked to from other web pages. Versions of research The version in City Research Online may differ from the final published version. Users are advised to check the Permanent City Research Online URL above for the status of the paper. Enquiries If you have any enquiries about any aspect of City Research Online, or if you wish to make contact with the author(s) of this paper, please email the team at [email protected]. 1 The Neuroscience of Memory Development: Implications for Adults Recalling Childhood Experiences in the Courtroom Mark L. Howe1 1Department of Psychology City University London Northampton Square London EC1V 0HB UK [email protected] IN PRESS: Nature Reviews Neuroscience Preface Adults frequently provide compelling, detailed accounts of early childhood experiences in the courtroom. -
Memory Search
Memory Search Michael J. Kahana Department of Psychology University of Pennsylvania Draft: Do not quote Abstract Much has been learned about the dynamics of memory search in the last two decades, primarily through the lens of the free recall task. Here I review the major empirical findings obtained using this memory-search paradigm. I also discuss how these findings have been used to advance theories of memory search. Specific topics covered include serial-position effects, recall dynam- ics and organizational processes, false recall, repetition and spacing effects, inter-response times, and individual differences. At our dinner table each evening my wife and I ask our children to tell us what hap- pened to them at school that day; our older ones sometimes ask us to tell them stories from our day at work. Answering these questions requires that we each search our memories for the day's events, and evaluate each memory's interest value for the dinner table conversa- tion. Our search must target those memories that belong to a particular context, usually defined by the time and place in which the event occurred. In the psychological laboratory, this task is referred to as free recall, and is studied by first having subjects experience a series of items (the study list), Then, either immediately or after some delay, subjects attempt to recall as many items as they can remember irrespective of the items' order of presentation. Unlike other memory tasks, free recall does not provide a specific retrieval cue for each target item. Typically, items are common words presented one at a time on a computer monitor. -
{Download PDF} False Memories
FALSE MEMORIES PDF, EPUB, EBOOK Isaku Natsume | 202 pages | 01 Aug 2013 | Viz Media, Subs. of Shogakukan Inc | 9781421558561 | English | San Francisco, CA, United States False Memories PDF Book We may also include misinformation we encountered after the event. Recent research suggests negative emotions lead to more false memories than positive or neutral emotions. Archived from the original on 12 March Psychological phenomenon. Audio help More spoken articles. You say yes, then quickly correct yourself to say it was black. The researchers then asked the participants if they had seen any broken glass, knowing that there was no broken glass in the video. Marsh , Dept. Upon asking a respondent a question that provides a presupposition, the respondent will provide a recall in accordance with the presupposition if accepted to exist in the first place. American Psychologist. Instead, fuzzy trace theory puts forward the idea that there are two types of memory: verbatim and gist. This is sometimes called the Mandela effect. New York: Oxford University Press; This is what a lot of people think happened in the Netflix series "Making a Murderer," for instance. The data was scored so that if a child made one false affirmation during the interview, the child was classified as inaccurate. In , Elizabeth Loftus and John Palmer conducted a study [5] to investigate the effects of language on the development of false memory. Cognitive Psychology, 22, Hidden categories: Articles with short description Short description is different from Wikidata Use dmy dates from June All articles with unsourced statements Articles with unsourced statements from February CS1 maint: BOT: original-url status unknown Spoken articles Articles with hAudio microformats. -
THE ROLE of WORKING MEMORY CAPACITY in FALSE MEMORY a Thesis Presented to the Faculty of the Department of Psychology California
THE ROLE OF WORKING MEMORY CAPACITY IN FALSE MEMORY A Thesis Presented to the faculty of the Department of Psychology California State University, Sacramento Submitted in partial satisfaction of the requirements for the degree of MASTER OF ARTS in Psychology by Lilian Edith Cabrera SUMMER 2016 © 2016 Lilian Edith Cabrera ALL RIGHTS RESERVED ii THE ROLE OF WORKING MEMORY CAPACITY IN FALSE MEMORY A Thesis by Lilian Edith Cabrera Approved by: __________________________________, Committee Chair Jianjian Qin, Ph.D. __________________________________, Second Reader Lawrence S. Meyers, Ph.D. __________________________________, Third Reader Jeffrey Calton, Ph.D. ____________________________ Date iii Student: Lilian Edith Cabrera I certify that this student has met the requirements for format contained in the University format manual, and that this thesis is suitable for shelving in the Library and credit is to be awarded for the thesis. __________________________, Graduate Coordinator ___________________ Lisa M. Bohon, Ph.D. Date Department of Psychology iv Abstract of THE ROLE OF WORKING MEMORY CAPACITY IN FALSE MEMORY by Lilian Edith Cabrera The present study examined the effect of working memory capacity in false memory elicited by the DRM paradigm in two experiments (Experiment 1: N = 31, 80.6% female, age M = 21.29 years, SD = 4.26; Experiment 2: N = 29, 72.4% female, age M = 20.28 years, SD = 3.02). A concurrent digit load task was introduced to reduce available working memory capacity for the DRM task. The results of Experiment 1 revealed that false recall of critical lures was marginally higher when participants had a concurrent digit load task. While the initial increase in the digit load increased false recognition of critical lures, a further increase in the digit load reduced false recognition. -
Source Misattributions May Increase the Accuracy of Source Judgments
Memory & Cognition 2007, 35 (5), 1024-1033 Source misattributions may increase the accuracy of source judgments KEITH B. LYLE University of Louisville, Louisville, Kentucky AND MARCIA K. JOHNSON Yale University, New Haven, Connecticut Misattribution of remembered information from one source to another is commonly associated with false memories, but we demonstrate that it also may underlie memories that accord with past events. Participants imagined drawings of objects in four different locations. For each, a drawing of a similarly shaped object was seen in the same location, a different location, or not seen. When tested on memory for objects’ origin (seen/ imagined) and location, more false “seen” responses, but also more correct location responses, were given to imagined objects if a similar object had been seen, versus not seen, in the same location. We argue that misat- tribution of feature information (e.g., shape, location) from seen objects to similar imagined ones increased false memories of seeing objects but also increased correct location memories, provided the misattributed location matched the imagined objects’ location. Thus, consistent with the source-monitoring framework, imperfect source-attribution processes underlie false and true memories. The idea that remembered information from one source Geraci & Franklin, 2004; Henkel & Franklin, 1998). This may be mistakenly attributed to a different source (i.e., increase in false memory for having seen the drawings is source misattribution) has proven useful in explaining thought to be due to the misattribution of perceived fea- a variety of false memory phenomena (Johnson, Hash- ture information from seen objects to similar imagined troudi, & Lindsay, 1993; Mitchell & Johnson, 2000). -
Inquiry Into the Practice of Recovered Memory Therapy
INQUIRY INTO THE PRACTICE OF RECOVERED MEMORY THERAPY September 2005 Report by the Health Services Commissioner to the Minister for Health, the Hon. Bronwyn Pike MP under Section 9(1)(m) of the Health Services (Conciliation and Review) Act 1987 TABLE OF CONTENTS 1 DEFINITIONS...............................................................................................................................4 2 EXECUTIVE SUMMARY ............................................................................................................7 3 RECOMMENDATIONS .............................................................................................................17 4 BACKGROUND TO THE INQUIRY.....................................................................................18 4.1 Introduction ...........................................................................................................................18 4.2 Terms of Reference.............................................................................................................19 4.3 The Inquiry Team ................................................................................................................20 4.4 Methodology...........................................................................................................................20 4.4.1 Literature review ..........................................................................................................20 4.4.2 Legislative review ........................................................................................................20 -
Memory: Issues of Import to School Psychologists
DOCUMENT RESUME ED 365 927 CG 025 192 AUTHOR John, Kirk R. TITLE Memory: Issues of Import to School Psychologists PUB DATE Apr 93 NOTE 24p.; Paper presented at the Annual Meeting of the National Association of School Psychologists (25th, Washington, DC, April 13-17, 1993). PUB TYPE Speeches/Conference Papers (150) Guides General (050) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Adolescent Development; Adolescents; Child Development; Children; *Cognitive Development; Elementary Secondary Education; *Memory; *School Psychologists ABSTRACT This document defines memory as a complex, interactive process that is a prerequisite for all higher learning. Without intact memory skills, a host of disorders may ensue ranging frow mild learning problems to disorientation and helplessness (Lezak, 1983). Because of the pervasive and central role memory plays in people's lives, school psychologists should have at the very least a basic understanding of the memory process. In this regard, this paper addresses selected topics from the knowledge base on memory that have relevance for school psychologists. First, an information-processing model of memory is presented and the three separate memory systems through which information is processed are described (sensory memory, short-term memory, and long-term memory). A section on the developmental aspects of memory considers memory development in infants, children and adolescents. Metamemory, or the individual's conscious awareness of his/her own memory capabilities and functions, also is explained in this section. The final major section of the paper focuses on memory and reading. This information is discussed in the context of how it can be applied by school psychologists in their decision-making. -
Developmental Trends in the Metamemory-Memory Behavior Relationship: an Lntegrative Review*
CHAPTER 3 Developmental Trends in the Metamemory-Memory Behavior Relationship: An lntegrative Review* Wolfgang Schneider lntroduction Since the beginning of the 1970s, increasing attention has been di rected toward the development of children's awareness of their own mem ory. This phenomenon has been termed metamemory by John Flavell (1971), who broadly defined it as the individual's potentially verbalizable knowledge concerning any aspect of inforrnation storage and retrieval. Whereas the interest in metamemory development has been growing rap idly since then, documenting the construct's general usefulness in a wide area of different memory situations, there are at least two critical points that deserve special consideration: (1) the conceptualization of the con struct and (2) its status as a predictor of actual memory behavior. While the latter is the topic of the present chapter and is discussed in more detail, we first concentrate on some problems related to the definition of meta memory. The first taxonomy of classes of memory knowledge was provided in the metamemoryinterview study by Kreutzer, Leonard, and Flavell (1975). •This manuscript was prepared during a stay at the Department of Psychology, Stan ford University, which was made possible by a grant from the Stiftung Volkswagenwerk, Hannover, Federal Republic of Germany. METACOGN!TIO , COGNIT IO , 57 Copyright © 1985 by Academic PTess AND HUMA PERFORMA CE All rights of reproduction in any form reserved. VOL. l ISBN 0-12-262301-0 58 Wolfgang Schneider Subsequently, Flavell and WeHman (1977) offered a more systematic and elaborated attempt to classify different types or contents of metamemory. Although alternative conceptualizations have been presented (see Chi, 1983), and more extended and general models of metacognition have been developed since (see FlaveH, 1978, 1979, 1981; Kluwe, 1982), the classifi cation scheme of FlaveH and WeHman has been used in the majority of empirical studies concerned with the development of metamemory. -
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.