On the Consequences of Living with a Perfect Artificial Memory
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Semantic Memory - Psychology - Oxford Bibliographies
1/16/2019 Semantic Memory - Psychology - Oxford Bibliographies Semantic Memory Michael N. Jones, Johnathan Avery LAST MODIFIED: 15 JANUARY 2019 DOI: 10.1093/OBO/97801998283400231 Introduction Semantic memory refers to our general world knowledge that encompasses memory for concepts, facts, and the meanings of words and other symbolic units that constitute formal communication systems such as language or math. In the classic hierarchical view of memory, declarative memory was subdivided into two independent modules: episodic memory, which is our autobiographical store of individual events, and semantic memory, which is our general store of abstracted knowledge. However, more recent theoretical accounts have greatly reduced the independence of these two memory systems, and episodic memory is typically viewed as a gateway to semantic memory accessed through the process of abstraction. Modern accounts view semantic memory as deeply rooted in sensorimotor experience, abstracted across many episodic memories to highlight the stable characteristics and mute the idiosyncratic ones. A great deal of research in neuroscience has focused on both how the brain creates semantic memories and what brain regions share the responsibility for storage and retrieval of semantic knowledge. These include many classic experiments that studied the behavior of individuals with brain damage and various types of semantic disorders but also more modern studies that employ neuroimaging techniques to study how the brain creates and stores semantic memories. Classically, semantic memory had been treated as a miscellaneous area of study for anything in declarative memory that was not clearly within the realm of episodic memory, and formal models of meaning in memory did not advance at the pace of models of episodic memory. -
Effect of Emotional Arousal 1 Running Head
Effect of Emotional Arousal 1 Running Head: THE EFFECT OF EMOTIONAL AROUSAL ON RECALL The Effect of Emotional Arousal and Valence on Memory Recall 500181765 Bangor University Group 14, Thursday Afternoon Effect of Emotional Arousal 2 Abstract This study examined the effect of emotion on memory when recalling positive, negative and neutral events. Four hundred and fourteen participants aged over 18 years were asked to read stories that differed in emotional arousal and valence, and then performed a spatial distraction task before they were asked to recall the details of the stories. Afterwards, participants rated the stories on how emotional they found them, from ‘Very Negative’ to ‘Very Positive’. It was found that the emotional stories were remembered significantly better than the neutral story; however there was no significant difference in recall when a negative mood was induced versus a positive mood. Therefore this research suggests that emotional valence does not affect recall but emotional arousal affects recall to a large extent. Effect of Emotional Arousal 3 Emotional arousal has often been found to influence an individual’s recall of past events. It has been documented that highly emotional autobiographical memories tend to be remembered in better detail than neutral events in a person’s life. Structures involved in memory and emotions, the hippocampus and amygdala respectively, are joined in the limbic system within the brain. Therefore, it would seem true that emotions and memory are linked. Many studies have investigated this topic, finding that emotional arousal increases recall. For instance, Kensinger and Corkin (2003) found that individuals remember emotionally arousing words (such as swear words) more than they remember neutral words. -
All in the Mind Psychology for the Curious
All in the Mind Psychology for the Curious Third Edition Adrian Furnham and Dimitrios Tsivrikos www.ebook3000.com This third edition first published 2017 © 2017 John Wiley & Sons, Ltd Edition history: Whurr Publishers Ltd (1e, 1996); Whurr Publishers Ltd (2e, 2001) Registered Office John Wiley & Sons, Ltd, The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK Editorial Offices 350 Main Street, Malden, MA 02148‐5020, USA 9600 Garsington Road, Oxford, OX4 2DQ, UK The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK For details of our global editorial offices, for customer services, and for information about how to apply for permission to reuse the copyright material in this book please see our website at www.wiley.com/wiley‐blackwell. The right of Adrian Furnham and Dimitrios Tsivrikos to be identified as the authors of this work has been asserted in accordance with the UK Copyright, Designs and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs and Patents Act 1988, without the prior permission of the publisher. Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. Designations used by companies to distinguish their products are often claimed as trademarks. All brand names and product names used in this book are trade names, service marks, trademarks or registered trademarks of their respective owners. -
Dissociation Between Declarative and Procedural Mechanisms in Long-Term Memory
! DISSOCIATION BETWEEN DECLARATIVE AND PROCEDURAL MECHANISMS IN LONG-TERM MEMORY A dissertation submitted to the Kent State University College of Education, Health, and Human Services in partial fulfillment of the requirements for the degree of Doctor of Philosophy By Dale A. Hirsch August, 2017 ! A dissertation written by Dale A. Hirsch B.A., Cleveland State University, 2010 M.A., Cleveland State University, 2013 Ph.D., Kent State University, 2017 Approved by _________________________, Director, Doctoral Dissertation Committee Bradley Morris _________________________, Member, Doctoral Dissertation Committee Christopher Was _________________________, Member, Doctoral Dissertation Committee Karrie Godwin Accepted by _________________________, Director, School of Lifespan Development and Mary Dellmann-Jenkins Educational Sciences _________________________, Dean, College of Education, Health and Human James C. Hannon Services ! ""! ! HIRSCH, DALE A., Ph.D., August 2017 Educational Psychology DISSOCIATION BETWEEN DECLARATIVE AND PROCEDURAL MECHANISMS IN LONG-TERM MEMORY (66 pp.) Director of Dissertation: Bradley Morris The purpose of this study was to investigate the potential dissociation between declarative and procedural elements in long-term memory for a facilitation of procedural memory (FPM) paradigm. FPM coupled with a directed forgetting (DF) manipulation was utilized to highlight the dissociation. Three experiments were conducted to that end. All three experiments resulted in facilitation for categorization operations. Experiments one and two additionally found relatively poor recognition for items that participants were told to forget despite the fact that relevant categorization operations were facilitated. Experiment three resulted in similarly poor recognition for category names that participants were told to forget. Taken together, the three experiments in this investigation demonstrate a clear dissociation between the procedural and declarative elements of the FPM task. -
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]. -
Episodic Memory in Transient Global Amnesia: Encoding, Storage, Or Retrieval Deficit?
J Neurol Neurosurg Psychiatry: first published as 10.1136/jnnp.66.2.148 on 1 February 1999. Downloaded from 148 J Neurol Neurosurg Psychiatry 1999;66:148–154 Episodic memory in transient global amnesia: encoding, storage, or retrieval deficit? Francis Eustache, Béatrice Desgranges, Peggy Laville, Bérengère Guillery, Catherine Lalevée, Stéphane SchaeVer, Vincent de la Sayette, Serge Iglesias, Jean-Claude Baron, Fausto Viader Abstract evertheless this division into processing stages Objectives—To assess episodic memory continues to be useful in helping understand (especially anterograde amnesia) during the working of memory systems”. These three the acute phase of transient global amne- stages may be defined in the following way: (1) sia to diVerentiate an encoding, a storage, encoding, during which perceptive information or a retrieval deficit. is transformed into more or less stable mental Methods—In three patients, whose am- representations; (2) storage (or consolidation), nestic episode fulfilled all current criteria during which mnemonic information is associ- for transient global amnesia, a neuro- ated with other representations and maintained psychological protocol was administered in long term memory; (3) retrieval, during which included a word learning task which the subject can momentarily reactivate derived from the Grober and Buschke’s mnemonic representations. These definitions procedure. will be used in the present study. Results—In one patient, the results sug- Regarding the retrograde amnesia of TGA, it gested an encoding deficit, -
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. -
Mnemonics in a Mnutshell: 32 Aids to Psychiatric Diagnosis
Mnemonics in a mnutshell: 32 aids to psychiatric diagnosis Clever, irreverent, or amusing, a mnemonic you remember is a lifelong learning tool ® Dowden Health Media rom SIG: E CAPS to CAGE and WWHHHHIMPS, mnemonics help practitioners and trainees recall Fimportant lists (suchCopyright as criteriaFor for depression,personal use only screening questions for alcoholism, or life-threatening causes of delirium, respectively). Mnemonics’ effi cacy rests on the principle that grouped information is easi- er to remember than individual points of data. Not everyone loves mnemonics, but recollecting diagnostic criteria is useful in clinical practice and research, on board examinations, and for insurance reimbursement. Thus, tools that assist in recalling di- agnostic criteria have a role in psychiatric practice and IMAGES teaching. JUPITER In this article, we present 32 mnemonics to help cli- © nicians diagnose: • affective disorders (Box 1, page 28)1,2 Jason P. Caplan, MD Assistant clinical professor of psychiatry • anxiety disorders (Box 2, page 29)3-6 Creighton University School of Medicine 7,8 • medication adverse effects (Box 3, page 29) Omaha, NE • personality disorders (Box 4, page 30)9-11 Chief of psychiatry • addiction disorders (Box 5, page 32)12,13 St. Joseph’s Hospital and Medical Center Phoenix, AZ • causes of delirium (Box 6, page 32).14 We also discuss how mnemonics improve one’s Theodore A. Stern, MD Professor of psychiatry memory, based on the principles of learning theory. Harvard Medical School Chief, psychiatric consultation service Massachusetts General Hospital How mnemonics work Boston, MA A mnemonic—from the Greek word “mnemonikos” (“of memory”)—links new data with previously learned information. -
Working Memory and Cued Recall Max V
Georgia Southern University Digital Commons@Georgia Southern University Honors Program Theses 2016 Working memory and cued recall Max V. Fey 8602950 Karen Naufel Georgia Southern University Lawrence Locker Georgia Southern University Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/honors-theses Part of the Cognitive Psychology Commons Recommended Citation Fey, Max V. 8602950; Naufel, Karen; and Locker, Lawrence, "Working memory and cued recall" (2016). University Honors Program Theses. 220. https://digitalcommons.georgiasouthern.edu/honors-theses/220 This thesis (open access) is brought to you for free and open access by Digital Commons@Georgia Southern. It has been accepted for inclusion in University Honors Program Theses by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. 1 Working Memory and Cued Recall Working Memory and Cued Recall An Honors Thesis submitted in partial fulfillment of the requirements for Honors in the Department of Psychology. By Maximilian Fey Under the mentorship of Dr. Karen Naufel ABSTRACT Previous research has found that individuals with high working memory have greater recall capabilities than those with low working memory (Unsworth, Spiller, & Brewers, 2012). Research did not test the extent to which cues affect one’s recall ability in relation to working memory. The present study will examine this issue. Participants completed a working memory measure. Then, they were provided with cued recall tasks whereby they recalled Facebook friends. The cues varied to be no cues, ambiguous cues high in imageability, and cues directly related to Facebook. The results showed that there was no difference between individual’s ability to recall their Facebook friends and their working memory scores. -
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. -
How Trauma Impacts Four Different Types of Memory
How Trauma Impacts Four Different Types of Memory EXPLICIT MEMORY IMPLICIT MEMORY SEMANTIC MEMORY EPISODIC MEMORY EMOTIONAL MEMORY PROCEDURAL MEMORY What It Is What It Is What It Is What It Is The memory of general knowledge and The autobiographical memory of an event The memory of the emotions you felt The memory of how to perform a facts. or experience – including the who, what, during an experience. common task without actively thinking and where. Example Example Example Example You remember what a bicycle is. You remember who was there and what When a wave of shame or anxiety grabs You can ride a bicycle automatically, with- street you were on when you fell off your you the next time you see your bicycle out having to stop and recall how it’s bicycle in front of a crowd. after the big fall. done. How Trauma Can Affect It How Trauma Can Affect It How Trauma Can Affect It How Trauma Can Affect It Trauma can prevent information (like Trauma can shutdown episodic memory After trauma, a person may get triggered Trauma can change patterns of words, images, sounds, etc.) from differ- and fragment the sequence of events. and experience painful emotions, often procedural memory. For example, a ent parts of the brain from combining to without context. person might tense up and unconsciously make a semantic memory. alter their posture, which could lead to pain or even numbness. Related Brain Area Related Brain Area Related Brain Area Related Brain Area The temporal lobe and inferior parietal The hippocampus is responsible for The amygdala plays a key role in The striatum is associated with producing cortex collect information from different creating and recalling episodic memory. -
Webinar Lecture #5
5/20/20 Foundations for Integrating Hypnosis into Your Therapies for Treating Anxiety, Depression, and Pain with Michael D. Yapko, Ph.D. Webinar Section 5 of 12 Michael D. Yapko, Ph.D. www.yapko.com 1 • Direct regression to a specific time, context • Imagery of special vehicles • Metaphorical and indirect approaches Michael D. Yapko, Ph.D. www.yapko.com 2 • Orient to hypnosis • Induction • Response set regarding memory • Regression strategy; emphasize positive memory • Interaction (remember to ask neutrally) • PHS (integrate a positive learning from the experience) • Closure and disengagement Michael D. Yapko, Ph.D. www.yapko.com 3 1 5/20/20 •Encoding •Storage •Retrieval Distortions can occur at any stage Michael D. Yapko, Ph.D. www.yapko.com 4 “Memory is reconstructive, not reproductive” Michael D. Yapko, Ph.D. www.yapko.com 5 “I have the feeling…but I don’t have the memory” Stage hypnosis: “What’s so funny about your movie?” Michael D. Yapko, Ph.D. www.yapko.com 6 2 5/20/20 That’s why hypnotically obtained testimony is generally excluded from court proceedings In Search of Memory by Eric Kandel Searching for Memory by Daniel Schacter The Seven Sins of Memory by Daniel Schacter The Memory Illusion by Julia Shaw Memory by Bennett Schwartz Michael D. Yapko, Ph.D. www.yapko.com 8 And a whole new generation of therapists is starting to make some of the same mistakes all over again… Michael D. Yapko, Ph.D. www.yapko.com 9 3 5/20/20 See “Divided Memories,” a PBS 4-hour documentary on the subject you’ll find on YouTube Also watch the demonstration of implanting a false memory on YouTube by Dr.