Emotionally Charged Autobiographical Memories Across the Life Span: the Recall of Happy, Sad, Traumatic, and Involuntary Memories
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The Influence of Emotional States on Short-Term Memory Retention by Using Electroencephalography (EEG) Measurements: a Case Study
The Influence of Emotional States on Short-term Memory Retention by using Electroencephalography (EEG) Measurements: A Case Study Ioana A. Badara1, Shobhitha Sarab2, Abhilash Medisetty2, Allen P. Cook1, Joyce Cook1 and Buket D. Barkana2 1School of Education, University of Bridgeport, 221 University Ave., Bridgeport, Connecticut, 06604, U.S.A. 2Department of Electrical Engineering, University of Bridgeport, 221 University Ave., Bridgeport, Connecticut, 06604, U.S.A. Keywords: Memory, Learning, Emotions, EEG, ERP, Neuroscience, Education. Abstract: This study explored how emotions can impact short-term memory retention, and thus the process of learning, by analyzing five mental tasks. EEG measurements were used to explore the effects of three emotional states (e.g., neutral, positive, and negative states) on memory retention. The ANT Neuro system with 625Hz sampling frequency was used for EEG recordings. A public-domain library with emotion-annotated images was used to evoke the three emotional states in study participants. EEG recordings were performed while each participant was asked to memorize a list of words and numbers, followed by exposure to images from the library corresponding to each of the three emotional states, and recall of the words and numbers from the list. The ASA software and EEGLab were utilized for the analysis of the data in five EEG bands, which were Alpha, Beta, Delta, Gamma, and Theta. The frequency of recalled event-related words and numbers after emotion arousal were found to be significantly different when compared to those following exposure to neutral emotions. The highest average energy for all tasks was observed in the Delta activity. Alpha, Beta, and Gamma activities were found to be slightly higher during the recall after positive emotion arousal. -
Spontaneous Recognition Memory Measured by Performance in a Memory Stroop Paradigm Benjamin Anderson Washington University in St
Washington University in St. Louis Washington University Open Scholarship All Theses and Dissertations (ETDs) January 2011 Spontaneous Recognition Memory Measured by Performance in a Memory Stroop Paradigm Benjamin Anderson Washington University in St. Louis Follow this and additional works at: https://openscholarship.wustl.edu/etd Recommended Citation Anderson, Benjamin, "Spontaneous Recognition Memory Measured by Performance in a Memory Stroop Paradigm" (2011). All Theses and Dissertations (ETDs). 19. https://openscholarship.wustl.edu/etd/19 This Dissertation is brought to you for free and open access by Washington University Open Scholarship. It has been accepted for inclusion in All Theses and Dissertations (ETDs) by an authorized administrator of Washington University Open Scholarship. For more information, please contact [email protected]. WASHINGTON UNIVERSITY IN ST. LOUIS Department of Psychology Dissertation Committee: Larry L. Jacoby, Chair David A. Balota Todd S. Braver Brian D. Carpenter James V. Wertsch SPONTANEOUS RECOGNTION MEMORY MEASURED BY PERFORMANCE IN A MEMORY STROOP PARADIGM by Benjamin Axel Anderson A dissertation presented to the Graduate School of Arts and Sciences of Washington University in partial fulfillment of the requirements for the degree of Doctor of Philosophy May 2011 Saint Louis, Missouri Table of Contents Acknowledgements iii List of Tables iv List of Figures vii Abstract viii Introduction 1 Controlled and Automatic Processes: Retrieval Constraint 6 Results from Prior Investigations of Involuntary -
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. -
Memory for Emotional and Nonemotional Events in Depression: a Question of Habit?
Trinity University Digital Commons @ Trinity Psychology Faculty Research Psychology Department 2004 Memory for Emotional and Nonemotional Events in Depression: A Question of Habit? Paula T. Hertel Trinity University, [email protected] Follow this and additional works at: https://digitalcommons.trinity.edu/psych_faculty Part of the Psychology Commons Publication Details Memory and Emotion Repository Citation Hertel, P. T. (2004). Memory for emotional and nonemotional events in depression: A question of habit? In D. Reisberg & P. Hertel (Eds.), Memory and emotion (pp. 186-216). Oxford University Press. This Contribution to Book is brought to you for free and open access by the Psychology Department at Digital Commons @ Trinity. It has been accepted for inclusion in Psychology Faculty Research by an authorized administrator of Digital Commons @ Trinity. For more information, please contact [email protected]. MEMORY FOR EMOTIONAL AND NONEMOTIONAL EVENTS IN DEPRESSION A Question of Habit? PAULA HERTEL he truest claim that cognitive science can make might also be the Tleast sophisticated: the mind tends to do what it has done before. In previous centuries philosophers and psychologists invented constructs such as associations, habit strength, and connectivity to formalize the truism, but others have known about it, too. In small towns in the Ozarks, for example, grandmothers have been overheard doling out warnings such as, "Don't think those ugly thoughts; your mind will freeze that way." Depressed persons, like most of us, usually don't heed this advice. The thoughts frozen in their minds might not be "ugly," but they often reflect disappointments, losses, failures, other unhappy events, and a generally negative interpretive stance toward ongoing experience. -
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. -
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. -
2.18 Controlled Processes in Voluntary Remembering A
2.18 Controlled Processes in Voluntary Remembering A. Koriat, M. Goldsmith, and V. Halamish, University of Haifa, Haifa, Israel ª 2008 Elsevier Ltd. All rights reserved. 2.18.1 Introduction 307 2.18.2 Processes Involved in Remembering 307 2.18.2.1 Retrieval Cues and Retrieval-Encoding Interactions 308 2.18.2.2 Metacognitive Monitoring and Control Processes 309 2.18.2.3 A Schematic Framework 309 2.18.3 Controlled Preretrieval Processes 310 2.18.3.1 Deciding Whether to Initiate or Forgo a Memory Search 310 2.18.3.2 Choosing a Search Strategy 311 2.18.3.3 Specifying the Initial Context of Search and Generating Internal Retrieval Cues 312 2.18.4 Retrieval (Ecphory) 314 2.18.5 Controlled Postretrieval Processes 314 2.18.5.1 Updating and Refining the Search Strategy and Internal Retrieval Cues 314 2.18.5.2 Evaluating the Correctness of Retrieved Information 314 2.18.5.3 Inhibiting Wrong/Irrelevant Information 316 2.18.5.4 Deciding Whether to Continue or Terminate the Search 317 2.18.6 Controlled Report Processes 317 2.18.6.1 Deciding Whether or Not to Report an Answer 317 2.18.6.2 Deciding on the Grain Size of the Reported Answer 319 2.18.7 Concluding Remarks 320 References 320 2.18.1 Introduction failure of control over retrieval, because the person is unable to prevent these memories from arising, or The focus of this chapter is on voluntary remember- fails to terminate them once they arise. ing, in which memories are retrieved through a Although we concentrate here on voluntary deliberate, goal-directed search process. -
''Did Not/Am Not'': the Remains of Memory in Gabriel Josipovici's Works
”Did not/Am not”: The Remains of Memory in Gabriel Josipovici’s Works Marcin Stawiarski To cite this version: Marcin Stawiarski. ”Did not/Am not”: The Remains of Memory in Gabriel Josipovici’s Works. Colloque International “ Acts of Remembrance in Contemporary Narratives in English: Opening the Past for the Future ”, Apr 2013, Saragossa, Spain. hal-02267928 HAL Id: hal-02267928 https://hal.archives-ouvertes.fr/hal-02267928 Submitted on 20 Aug 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. “Did not/Am not”: The Remains of Memory in Gabriel Josipovici’s Works Marcin STAWIARSKI Normandie Univ, France ; UNICAEN, ERIBIA (E.A. 2610), F-14032, France Introduction This paper aims to examine the ways in which the British contemporary writer Gabriel Josipovici raises question relating to memory, reminiscence, and commemoration in his short stories, novels, and literary criticism. Born in France, in 1940, after settling in England, Josipovici has been writing in English and has so far published numerous novels as well as critical essays, theatre plays and short story collections. Many of Josipovici’s texts deal with memory issues, and the specificity of narrative in Josipovici seems to have something to do with the very process of remembrance. -
Pervasive Autobiographical Memory Loss Encompassing Personali
Autobiographical memory unknown 1 Autobiographical memory unknown: Pervasive autobiographical memory loss encompassing personality trait knowledge in an individual with medial temporal lobe amnesia Aubrey A. Wanka,b, Anna Robertsona1, Sean C. Thayera, Mieke Verfaelliec,d, Steven Z. Rapcsaka,b,f, & Matthew D. Grillia,e,f* aDepartment of Psychology, 1503 E University Blvd., University of Arizona, Tucson, Arizona 85721, USA; bBanner Alzheimer’s Institute, 2626 E River Rd., Tucson, Arizona 85718, USA; cMemory Disorders Research Center, 150 South Huntington Ave., VA Boston Healthcare System, Boston, Massachusetts 02130, USA; dDepartment of Psychiatry, Boston University School of Medicine, 72 East Concord St. Boston, Massachusetts 02118 ; eEvelyn F. McKnight Brain Institute, 1503 E University Blvd., University of Arizona, Tucson, Arizona, 85721, USA; fDepartment of Neurology, 1501 N Campbell Ave., University of Arizona, Tucson, Arizona, 85724, USA. 1Anna Robertson is now at the University of Colorado Colorado Springs Psychology Department, 1420 Austin Bluffs Pkwy., Colorado Springs, Colorado 80918, USA Email addresses: [email protected], [email protected], [email protected], [email protected], [email protected], [email protected] Corresponding Authors: Matthew D. Grilli; Aubrey A. Wank Email Address: [email protected]; [email protected] Postal Address: 1503 E University Blvd., Tucson, Arizona 85721 Autobiographical memory unknown 2 Abstract Autobiographical memory consists of distinct memory types varying from highly abstract to episodic. Self trait knowledge, which is considered one of the more abstract types of autobiographical memory, is thought to rely on regions of the autobiographical memory neural network implicated in schema representation, including the ventromedial prefrontal cortex, and critically, not the medial temporal lobes. -
The Episodic Nature of Involuntary Autobiographical Memories
Memory & Cognition 2004, 32 (5), 789-803 The episodic nature of involuntary autobiographical memories DORTHE BERNTSEN and NICOLINE MARIE HALL University of Aarhus, Aarhus, Denmark Involuntary autobiographical memories are conscious and unintended recollections of personal ex- periences. In Study 1, involuntary memories were compared with voluntary word-cued memories, both retrieved in naturalistic settings via a self-paced procedure. The involuntary memories more frequently referred to specific episodes, came with more physical reaction, had more impact on mood, and dealt with more unusual and less positive events. Study 2 demonstrated that these differences were not due to differences between verbal and nonverbal cues, by using Francis Galton’s “memory walk” as a non- verbal method to cue voluntary memories. In both studies, systematic differences were found between specific and nonspecific memories. The findings show that the way autobiographical memories are sampled greatly affects the findings and that involuntary retrieval more often provides access to mem- ories of specific episodes and associated emotional states. I was waiting at the bus-stop, thinking that it was a bit of a gists have tended to neglect them. For example, in his clas- gloomy place to be standing all by myself. Some strange sic work, Miller (1962/1974) opens his chapter on mem- sounds were coming from the neighboring factory. In the ory by quoting Proust’s (1932–1938) example of a long- street, the cars are passing me. A car with unusually sharp forgotten childhood memory triggered by the taste of a headlights is approaching me. I suddenly remember my Madeleine cookie, and Miller adds the following: “A pru- younger brother’s eight years birthday. -
Memory in Mind and Culture
This page intentionally left blank Memory in Mind and Culture This text introduces students, scholars, and interested educated readers to the issues of human memory broadly considered, encompassing individual mem- ory, collective remembering by societies, and the construction of history. The book is organized around several major questions: How do memories construct our past? How do we build shared collective memories? How does memory shape history? This volume presents a special perspective, emphasizing the role of memory processes in the construction of self-identity, of shared cultural norms and concepts, and of historical awareness. Although the results are fairly new and the techniques suitably modern, the vision itself is of course related to the work of such precursors as Frederic Bartlett and Aleksandr Luria, who in very different ways represent the starting point of a serious psychology of human culture. Pascal Boyer is Henry Luce Professor of Individual and Collective Memory, departments of psychology and anthropology, at Washington University in St. Louis. He studied philosophy and anthropology at the universities of Paris and Cambridge, where he did his graduate work with Professor Jack Goody, on memory constraints on the transmission of oral literature. He has done anthro- pological fieldwork in Cameroon on the transmission of the Fang oral epics and on Fang traditional religion. Since then, he has worked mostly on the experi- mental study of cognitive capacities underlying cultural transmission. After teaching in Cambridge, San Diego, Lyon, and Santa Barbara, Boyer moved to his present position at the departments of anthropology and psychology at Washington University, St. Louis. James V. -
Disordered Memory Awareness: Recollective Confabulation in Two Cases of Persistent Déj`A Vecu
Neuropsychologia 43 (2005) 1362–1378 Disordered memory awareness: recollective confabulation in two cases of persistent dej´ a` vecu Christopher J.A. Moulin a,b,∗, Martin A. Conway b, Rebecca G. Thompson a, Niamh James a, Roy W. Jones a a The Research Institute for the Care of the Elderly, St. Martin’s Hospital, UK b Institute of Psychological Sciences, University of Leeds, Leeds LS2 9JT, UK Received 7 April 2004; received in revised form 10 December 2004; accepted 16 December 2004 Available online 11 March 2005 Abstract We describe two cases of false recognition in patients with dementia and diffuse temporal lobe pathology who report their memory difficulty as being one of persistent dej´ a` vecu—the sensation that they have lived through the present moment before. On a number of recognition tasks, the patients were found to have high levels of false positives. They also made a large number of guess responses but otherwise appeared metacognitively intact. Informal reports suggested that the episodes of dej´ a` vecu were characterised by sensations similar to those present when the past is recollectively experienced in normal remembering. Two further experiments found that both patients had high levels of recollective experience for items they falsely recognized. Most strikingly, they were likely to recollectively experience incorrectly recognised low frequency words, suggesting that their false recognition was not driven by familiarity processes or vague sensations of having encountered events and stimuli before. Importantly, both patients made reasonable justifications for their false recognitions both in the experiments and in their everyday lives and these we term ‘recollective confabulation’.