Presents Psychopathology of Everyday Life
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Compare and Contrast Two Models Or Theories of One Cognitive Process with Reference to Research Studies
! The following sample is for the learning objective: Compare and contrast two models or theories of one cognitive process with reference to research studies. What is the question asking for? * A clear outline of two models of one cognitive process. The cognitive process may be memory, perception, decision-making, language or thinking. * Research is used to support the models as described. The research does not need to be outlined in a lot of detail, but underatanding of the role of research in supporting the models should be apparent.. * Both similarities and differences of the two models should be clearly outlined. Sample response The theory of memory is studied scientifically and several models have been developed to help The cognitive process describe and potentially explain how memory works. Two models that attempt to describe how (memory) and two models are memory works are the Multi-Store Model of Memory, developed by Atkinson & Shiffrin (1968), clearly identified. and the Working Memory Model of Memory, developed by Baddeley & Hitch (1974). The Multi-store model model explains that all memory is taken in through our senses; this is called sensory input. This information is enters our sensory memory, where if it is attended to, it will pass to short-term memory. If not attention is paid to it, it is displaced. Short-term memory Research. is limited in duration and capacity. According to Miller, STM can hold only 7 plus or minus 2 pieces of information. Short-term memory memory lasts for six to twelve seconds. When information in the short-term memory is rehearsed, it enters the long-term memory store in a process called “encoding.” When we recall information, it is retrieved from LTM and moved A satisfactory description of back into STM. -
Brain Disorders and Therapy the Composition of Visual Memory and the Impact of Emotions: the Color of Memory
Brain Disorders and Therapy Extended Abstract The composition of visual memory and the impact of emotions: the color of memory Nydia J Gutierrez ABSTRACT between DE and VR are disparate. It is important to remember that in many visual memory tasks the guess factor in DE is Art therapy creates an implicit memory that helps to reduce smaller than that observed (e.g., 50 percent guess rate for Faces stress and anticipates emotional cognitive changes and in WMS – III). behavior. It creates a regular function between peripheral nervous system, autonomic nervous system, and the somatic nervous system. This model is represented as a neural Long-term memory is a central component of human learning algorithm that defines brain functions and models. The that allows for a range of abilities and behaviors that are also model represents a brain relation, behavior, and correlation to essential to survival. While this core competency for human thought and the human mind. In the peripheral procedural and declarative memory has been widely nervous system we find dividend between the autonomic established, it remains uncertain if specific mechanisms nervous system and the somatic nervous system. subserve basic sensory or perceptual processes. Here we use a visual learning model to demonstrate how people are prepared The model design and created in this research presents daily to look for Different visual features in the environment functioning cognitive variables that serve as a unity to reduce contribute to consistent performance changes over consecutive stress and negative emotional experiences. There is an days but, oddly, the subsequent ability to learn similar visual increase of variation and stimulation that carries effects and features is removed. -
Psychogenic and Organic Amnesia. a Multidimensional Assessment of Clinical, Neuroradiological, Neuropsychological and Psychopathological Features
Behavioural Neurology 18 (2007) 53–64 53 IOS Press Psychogenic and organic amnesia. A multidimensional assessment of clinical, neuroradiological, neuropsychological and psychopathological features Laura Serraa,∗, Lucia Faddaa,b, Ivana Buccionea, Carlo Caltagironea,b and Giovanni A. Carlesimoa,b aFondazione IRCCS Santa Lucia, Roma, Italy bClinica Neurologica, Universita` Tor Vergata, Roma, Italy Abstract. Psychogenic amnesia is a complex disorder characterised by a wide variety of symptoms. Consequently, in a number of cases it is difficult distinguish it from organic memory impairment. The present study reports a new case of global psychogenic amnesia compared with two patients with amnesia underlain by organic brain damage. Our aim was to identify features useful for distinguishing between psychogenic and organic forms of memory impairment. The findings show the usefulness of a multidimensional evaluation of clinical, neuroradiological, neuropsychological and psychopathological aspects, to provide convergent findings useful for differentiating the two forms of memory disorder. Keywords: Amnesia, psychogenic origin, organic origin 1. Introduction ness of the self – and a period of wandering. According to Kopelman [33], there are three main predisposing Psychogenic or dissociative amnesia (DSM-IV- factors for global psychogenic amnesia: i) a history of TR) [1] is a clinical syndrome characterised by a mem- transient, organic amnesia due to epilepsy [52], head ory disorder of nonorganic origin. Following Kopel- injury [4] or alcoholic blackouts [20]; ii) a history of man [31,33], psychogenic amnesia can either be sit- psychiatric disorders such as depressed mood, and iii) uation specific or global. Situation specific amnesia a severe precipitating stress, such as marital or emo- refers to memory loss for a particular incident or part tional discord [23], bereavement [49], financial prob- of an incident and can arise in a variety of circum- lems [23] or war [21,48]. -
Internal Attention to Features in Visual Short-Term Memory Guides Object Learning ⇑ ⇑ Judith E
Cognition 129 (2013) 292–308 Contents lists available at ScienceDirect Cognition journal homepage: www.elsevier.com/locate/COGNIT Internal attention to features in visual short-term memory guides object learning ⇑ ⇑ Judith E. Fan , Nicholas B. Turk-Browne Green Hall, Department of Psychology, Princeton University, Princeton, NJ 08540, United States article info abstract Article history: Attending to objects in the world affects how we perceive and remember them. What are Received 11 October 2012 the consequences of attending to an object in mind? In particular, how does reporting the Revised 1 April 2013 features of a recently seen object guide visual learning? In three experiments, observers Accepted 20 June 2013 were presented with abstract shapes in a particular color, orientation, and location. After viewing each object, observers were cued to report one feature from visual short-term memory (VSTM). In a subsequent test, observers were cued to report features of the same Keywords: objects from visual long-term memory (VLTM). We tested whether reporting a feature Features and objects from VSTM: (1) enhances VLTM for just that feature (practice-benefit hypothesis), (2) Memory encoding Memory retrieval enhances VLTM for all features (object-based hypothesis), or (3) simultaneously enhances Selective attention VLTM for that feature and suppresses VLTM for unreported features (feature-competition Visual short-term memory hypothesis). The results provided support for the feature-competition hypothesis, whereby Visual working memory the representation of an object in VLTM was biased towards features reported from VSTM and away from unreported features (Experiment 1). This bias could not be explained by the amount of sensory exposure or response learning (Experiment 2) and was amplified by the reporting of multiple features (Experiment 3). -
What Is It Like to Be Confabulating?
What is it like to be Confabulating? Sahba Besharati, Aikaterini Fotopoulou and Michael D. Kopelman Kings College London, Institute of Psychiatry, London UK Different kinds of confabulations may arise in neurological and psychiatric disorders. This chapter first offers conceptual distinctions between spontaneous and momentary (“provoked”) confabulations, as well as between these types of confabulation and other kinds of false memories. The chapter then reviews current explanatory theories, emphasizing that both neurocognitive and motivational factors account for the content of confabulations. We place particular emphasis on a general model of confabulation that considers cognitive dysfunctions in memory and executive functioning in parallel with social and emotional factors. It is argued that all these dimensions need to be taken into account for a phenomenologically rich description of confabulation. The role of the motivated content of confabulation and the subjective experience of the patient are particularly relevant in effective management and rehabilitation strategies. Finally, we discuss a case example in order to illustrate how seemingly meaningless false memories are actually meaningful if placed in the context of the patient’s own perspective and autobiographical memory. Key words: Confabulation; False memory; Motivation; Self; Rehabilitation. 1 Memory is often subject to errors of omission and commission such that recollection includes instances of forgetting, or distorting past experience. The study of pathological forms of exaggerated memory distortion has provided useful insights into the mechanisms of normal reconstructive remembering (Johnson, 1991; Kopelman, 1999; Schacter, Norman & Kotstall, 1998). An extreme form of pathological memory distortion is confabulation. Different variants of confabulation are found to arise in neurological and psychiatric disorders. -
Scaling up Visual Attention and Visual Working Memory to the Real World
CHAPTER TWO Scaling up visual attention and visual working memory to the real world Timothy F. Brady*, Viola S. Stormer,€ Anna Shafer-Skelton, Jamal R. Williams, Angus F. Chapman, Hayden M. Schill Department of Psychology, University of California, San Diego, La Jolla, CA, United States *Corresponding author: e-mail address: [email protected] Contents 1. Introduction 30 2. Visual attention 31 2.1 Introduction 31 2.2 From simple features to multi-feature objects: Principles of attentional selection 32 2.3 Attentional selection at the level of real-world objects and semantic categories 35 2.4 Attention to, and processing of, “ensembles” and groups of objects 39 2.5 Cross-modal influences on perception and attention: Real-world objects make sounds 42 2.6 Visual attention conclusion 46 3. Visual working memory 47 3.1 Introduction 47 3.2 Visual working memory stores not just individual items, but ensemble information 48 3.3 The world has more than objects: Scenes and surfaces in visual memory 52 3.4 We have knowledge about the objects we wish to remember: Learning and knowledge in visual working memory 54 3.5 Expertise and visual working memory 58 4. Conclusion 59 References 60 Abstract Both visual attention and visual working memory tend to be studied either with very simple stimuli and low-level paradigms, which are designed to allow us to understand the representations and processes in detail, or with fully realistic stimuli that make such precise understanding difficult but are more representative of the real world. In this chapter we argue for an intermediate approach in which visual attention and visual # Psychology of Learning and Motivation, Volume 70 2019 Elsevier Inc. -
Auditory and Visual Memory Skills in Normal Children
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1977 Auditory and visual memory skills in normal children Joanne Mae Moulton The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Moulton, Joanne Mae, "Auditory and visual memory skills in normal children" (1977). Graduate Student Theses, Dissertations, & Professional Papers. 4956. https://scholarworks.umt.edu/etd/4956 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. AUDITORY AND VISUAL MEMORY SKILLS IN NORMAL CHILDREN By Joanne M. Moulton B.A., University of Montana, 1973 Presented in partial fulfillment of the requirements for the degree of Master of Arts UNIVERSITY OF MONTANA 1977 Approved by: an, Graduate Schoo. UMI Number: EP40420 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the uniikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Oisssrtatteft PsiMisMng UMI EP40420 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. -
Metaphors of Memory a HISTORY of IDEAS ABOUT the MIND
Metaphors of Memory A HISTORY OF IDEAS ABOUT THE MIND DOUWE DRAAISMA Translated by Paul Vincent published by the press syndicate of the university of cambridge The Pitt Building, Trumpington Street, Cambridge cb2 1rp, United Kingdom cambridge university press The Edinburgh Building, Cambridge, cb2 2ru, United Kingdom www.cup.cam.ac.uk 40 West 20th Street, New York, ny 10011–4211, USA www.cup.org 10 Stamford Road, Oakleigh, Melbourne 3166, Australia Ruiz de Alarcón 13, 28014 Madrid, Spain Originally published in Dutch as De Metaforenmachine – een geschiedenis van het geheugen by Historische Uitgeverij 1995 and © Douwe Draaisma 1995, 2000 First published in English by Cambridge University Press 2000 as Metaphors of Memory: A History of Ideas About the Mind English translation © Cambridge University Press 2000 Printed in Great Britain at the University Press, Cambridge This translation was supported by a grant from the Netherlands Organization for Scientific Research Typeface Swift 10/13 pt. System QuarkXPress™ [se] A catalogue record for this book is available from the British Library Library of Congress cataloguing in publication data Draaisma, D. [Metaforenmachine een geschiedenis van het geheugen. English] Metaphors of memory: a history of ideas about the mind / Douwe Draaisma. p. cm. Includes bibliographical references and indexes. isbn 0 521 65024 0 1. Memory – History. I. Title. bf371.d6813 2000 153.1Ј2–dc21 99-088502 isbn 0 521 65024 0 hardback Contents List of illustrations page x Acknowledgements xiv Introduction 1 1 The Mystic Writing-Pad -
The Cognitive Neuroscience of Human Memory Since H.M
NE34CH12-Squire ARI 13 May 2011 12:29 The Cognitive Neuroscience of Human Memory Since H.M. Larry R. Squire1,2,3,4 and John T. Wixted4 1Veterans Affairs Healthcare System, San Diego, California 92161 2Department of Psychiatry, 3Department of Neurosciences, and 4Department of Psychology, University of California, San Diego, La Jolla, California 92093; email: [email protected], [email protected] Annu. Rev. Neurosci. 2011. 34:259–88 Keywords First published online as a Review in Advance on medial temporal lobe, hippocampus, neocortex, anterograde amnesia, March 29, 2011 retrograde amnesia by University of California - San Diego on 09/02/11. For personal use only. The Annual Review of Neuroscience is online at neuro.annualreviews.org Annu. Rev. Neurosci. 2011.34:259-288. Downloaded from www.annualreviews.org Abstract This article’s doi: Work with patient H.M., beginning in the 1950s, established key prin- 10.1146/annurev-neuro-061010-113720 ciples about the organization of memory that inspired decades of experi- Copyright c 2011 by Annual Reviews. mental work. Since H.M., the study of human memory and its disorders All rights reserved has continued to yield new insights and to improve understanding of 0147-006X/11/0721-0259$20.00 the structure and organization of memory. Here we review this work with emphasis on the neuroanatomy of medial temporal lobe and dien- cephalic structures important for memory, multiple memory systems, visual perception, immediate memory, memory consolidation, the locus of long-term memory storage, the concepts of recollection and famil- iarity, and the question of how different medial temporal lobe structures may contribute differently to memory functions. -
Metamemory and Memory Discrepancies in Directed Forgetting of Emotional Information
Research Reports Metamemory and Memory Discrepancies in Directed Forgetting of Emotional Information Dicle Çapan a, Simay Ikier b [a] Department of Psychology, Koç University, Istanbul, Turkey. [b] Department of Psychology, Bahçeşehir University, Istanbul, Turkey. Europe's Journal of Psychology, 2021, Vol. 17(1), 44–52, https://doi.org/10.5964/ejop.2567 Received: 2019-12-17 • Accepted: 2020-04-23 • Published (VoR): 2021-02-26 Handling Editor: Rhian Worth, University of South Wales, Pontypridd, United Kingdom Corresponding Author: Dicle Çapan, Koç University, Rumelifeneri Mahallesi, Sarıyer Rumeli Feneri Yolu, 34450 Sarıyer Istanbul, Turkey. E-mail: [email protected] Abstract Directed Forgetting (DF) studies show that it is possible to exert cognitive control to intentionally forget information. The aim of the present study was to investigate how aware individuals are of the control they have over what they remember and forget when the information is emotional. Participants were presented with positive, negative and neutral photographs, and each photograph was followed by either a Remember or a Forget instruction. Then, for each photograph, participants provided Judgments of Learning (JOLs) by indicating their likelihood of recognizing that item on a subsequent test. In the recognition phase, participants were asked to indicate all old items, irrespective of instruction. Remember items had higher JOLs than Forget items for all item types, indicating that participants believe they can intentionally forget even emotional information—which is not the case based on the actual recognition results. DF effect, which was calculated by subtracting recognition for Forget items from Remember ones was only significant for neutral items. Emotional information disrupted cognitive control, eliminating the DF effect. -
Cognitive Functions of the Brain: Perception, Attention and Memory
IFM LAB TUTORIAL SERIES # 6, COPYRIGHT c IFM LAB Cognitive Functions of the Brain: Perception, Attention and Memory Jiawei Zhang [email protected] Founder and Director Information Fusion and Mining Laboratory (First Version: May 2019; Revision: May 2019.) Abstract This is a follow-up tutorial article of [17] and [16], in this paper, we will introduce several important cognitive functions of the brain. Brain cognitive functions are the mental processes that allow us to receive, select, store, transform, develop, and recover information that we've received from external stimuli. This process allows us to understand and to relate to the world more effectively. Cognitive functions are brain-based skills we need to carry out any task from the simplest to the most complex. They are related with the mechanisms of how we learn, remember, problem-solve, and pay attention, etc. To be more specific, in this paper, we will talk about the perception, attention and memory functions of the human brain. Several other brain cognitive functions, e.g., arousal, decision making, natural language, motor coordination, planning, problem solving and thinking, will be added to this paper in the later versions, respectively. Many of the materials used in this paper are from wikipedia and several other neuroscience introductory articles, which will be properly cited in this paper. This is the last of the three tutorial articles about the brain. The readers are suggested to read this paper after the previous two tutorial articles on brain structure and functions [17] as well as the brain basic neural units [16]. Keywords: The Brain; Cognitive Function; Consciousness; Attention; Learning; Memory Contents 1 Introduction 2 2 Perception 3 2.1 Detailed Process of Perception . -
The Three Amnesias
The Three Amnesias Russell M. Bauer, Ph.D. Department of Clinical and Health Psychology College of Public Health and Health Professions Evelyn F. and William L. McKnight Brain Institute University of Florida PO Box 100165 HSC Gainesville, FL 32610-0165 USA Bauer, R.M. (in press). The Three Amnesias. In J. Morgan and J.E. Ricker (Eds.), Textbook of Clinical Neuropsychology. Philadelphia: Taylor & Francis/Psychology Press. The Three Amnesias - 2 During the past five decades, our understanding of memory and its disorders has increased dramatically. In 1950, very little was known about the localization of brain lesions causing amnesia. Despite a few clues in earlier literature, it came as a complete surprise in the early 1950’s that bilateral medial temporal resection caused amnesia. The importance of the thalamus in memory was hardly suspected until the 1970’s and the basal forebrain was an area virtually unknown to clinicians before the 1980’s. An animal model of the amnesic syndrome was not developed until the 1970’s. The famous case of Henry M. (H.M.), published by Scoville and Milner (1957), marked the beginning of what has been called the “golden age of memory”. Since that time, experimental analyses of amnesic patients, coupled with meticulous clinical description, pathological analysis, and, more recently, structural and functional imaging, has led to a clearer understanding of the nature and characteristics of the human amnesic syndrome. The amnesic syndrome does not affect all kinds of memory, and, conversely, memory disordered patients without full-blown amnesia (e.g., patients with frontal lesions) may have impairment in those cognitive processes that normally support remembering.