Memory Chapter 8
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Confabulation Morris Moscovitch N
Confabulation Morris Moscovitch n Memory distortion, rather than memory loss, occurs because re- membering is often a reconstructive process. To convince oneself of this, one only has to try to remember yesterday's events and the order in which they occurred; or even, as sometimes happens, what day yesterday was. Damage to neural structures involved in the storage, retention, and auto- matic recovery of encoded information produces memory loss which in its most severe form is amnesia (see Squire, 1992; Squire, Chapter 7 of this volume). Memory distortion, however, is no more a feature of the memory deficit of these patients than it is of the benign, and all too common, memory failure of normal people. When, however, neural structures involved in the reconstructive process are damaged, memory distortion becomes prominent and results in confabulation, even though memory loss may not be severe. Though flagrantly distorted and easily elicited, confabulations nonetheless share many characteristics with the type of memory distortions we all pro- duce. Studying confabulation from a cognitive neuroscience perspective, of interest in its own right, may also contribute to our understanding of how memories are normally distorted. Confabulation is a symptom that accompanies many neuropsychological disorders and some psychiatric ones, such as schizophrenia (Enoch, Tretho- wan, and Baker, 1967; Joseph, 1986). What distinguishes confabulation from lying is that typically there is no intent to deceive and the patient is unaware of the falsehoods. It is an "honest lying." Confabulation is simple to detect when the information the patient provides is patently false, self- contradictory, bizarre, or at least highly improbable. -
PAVOL JOZEF ŠAFARIK UNIVERSITY in KOŠICE Dissociative Amnesia: a Clinical and Theoretical Reconsideration DEGREE THESIS
PAVOL JOZEF ŠAFARIK UNIVERSITY IN KOŠICE FACULTY OF MEDICINE Dissociative amnesia: a clinical and theoretical reconsideration Paulo Alexandre Rocha Simão DEGREE THESIS Košice 2017 PAVOL JOZEF ŠAFARIK UNIVERSITY IN KOŠICE FACULTY OF MEDICINE FIRST DEPARTMENT OF PSYCHIATRY Dissociative amnesia: a clinical and theoretical reconsideration Paulo Alexandre Rocha Simão DEGREE THESIS Thesis supervisor: Mgr. MUDr. Jozef Dragašek, PhD., MHA Košice 2017 Analytical sheet Author Paulo Alexandre Rocha Simão Thesis title Dissociative amnesia: a clinical and theoretical reconsideration Language of the thesis English Type of thesis Degree thesis Number of pages 89 Academic degree M.D. University Pavol Jozef Šafárik University in Košice Faculty Faculty of Medicine Department/Institute Department of Psychiatry Study branch General Medicine Study programme General Medicine City Košice Thesis supervisor Mgr. MUDr. Jozef Dragašek, PhD., MHA Date of submission 06/2017 Date of defence 09/2017 Key words Dissociative amnesia, dissociative fugue, dissociative identity disorder Thesis title in the Disociatívna amnézia: klinické a teoretické prehodnotenie Slovak language Key words in the Disociatívna amnézia, disociatívna fuga, disociatívna porucha identity Slovak language Abstract in the English language Dissociative amnesia is a one of the most intriguing, misdiagnosed conditions in the psychiatric world. Dissociative amnesia is related to other dissociative disorders, such as dissociative identity disorder and dissociative fugue. Its clinical features are known -
Learning Styles and Memory
Learning Styles and Memory Sandra E. Davis Auburn University Abstract The purpose of this article is to examine the relationship between learning styles and memory. Two learning styles were addressed in order to increase the understanding of learning styles and how they are applied to the individual. Specifically, memory phases and layers of memory will also be discussed. In conclusion, an increased understanding of the relationship between learning styles and memory seems to help the learner gain a better understanding of how to the maximize benefits for the preferred leaning style and how to retain the information in long-term memory. Introduction Learning styles, as identified in the Perpetual Learning Styles Theory and memory, as identified in the Memletics Accelerated Learning, will be overviewed. Factors involving information being retained into memory will then be discussed. This article will explain how the relationship between learning styles and memory can help the learner maximize his or her learning potential. Learning Styles The Perceptual Learning Styles Theory lists seven different styles. They are print, aural, interactive, visual, haptic, kinesthetic, and olfactory (Institute for Learning Styles Research, 2003). This theory says that most of what we learn comes from our five senses. The Perceptual Learning Style Theory defines the seven learning styles as follows: The print learning style individual prefers to see the written word (Institute for Learning Styles Research, 2003). They like taking notes, reading books, and seeing the written word, either on a chalk board or thru a media presentation such as Microsoft Powerpoint. The aural learner refers to listening (Institute for Learning Styles Research, 2003). -
High 1 Effectiveness of Echoic and Iconic Memory in Short-Term and Long-Term Recall Courtney N. High 01/14/13 Mr. Mengel Psychol
High 1 Effectiveness of Echoic and Iconic Memory in Short-term and Long-term Recall Courtney N. High 01/14/13 Mr. Mengel Psychology 1 High 2 Abstract Objective: To see whether iconic memory or echoic memory is more effective at being stored and recalled as short-term and long-term memory in healthy adults. Method: Eight healthy adults between the ages of 18 and 45 were tested in the study. Participants were shown a video containing ten pictures and ten sounds of easily recognizable objects. Participants were asked to recall as many items as they could immediately after the video and were then asked again after a series of questions. Results: In younger adults more visual objects are able to be recalled both short and long term, but with older adults, in short term recall, the same number of sound and visual items where remembered, and with long term recall, sound items were remembered slightly better. Results also showed that iconic memory fades faster than echoic memory. Conclusion: The ability to store and recall iconic and echoic information both short and long term varies with age. The study has several faults including relying on self-reporting on health for participants, and testing environments not being quiet in all tests. Introduction There are three main different types of memory: Sensory memory, short-term memory, and long-term memory. Sensory memory deals with the brief storage of information immediately after stimulation. Sensory memory is then converted to short-term memory if deemed necessary by the brain where it is held. After that, some information will then be stored as long-term memory for later recall. -
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 . -
A Controlled Experimental Method for Studying Tip-Of-The-Tongue States
Bulletin of the Psychonomic Society /99/. 29 (5). 445-447 TOTimals: A controlled experimental method for studying tip-of-the-tongue states STEVEN M. SMITH, JEFFREY M. BROWN, and STEPHEN P. BALFOUR Texas A&M University, College Station, Texas In empirical studies of the tip-of-the-tongue (TOT) phenomenon, memory of information learned outside of the laboratory has been examined. Problems with the interpretations of such studies limit the usefulness of this technique for controlled experimentation. Such problems include in sufficient control and verification of acquisition and retention factors; not knowing the intended target of the subject's memory search; and relatively low levels of observed positive TOT states. The present study demonstrates the efficacy ofTOTimals-imaginary animals-for inducing TOT states. In two experiments, subjects studied a list of TOTimals and were tested for TOT states as they tried to recall the names, given the TOTimal pictures as cues. High frequencies of reported TOT states (as high as 45%) were observed in both experiments. For unrecalled items, feeling of knowing, recognition of the name, and correct recall of the first letter were higher for names that were in TOT states than for those not in TOT states, validating the subjective TOT report. The experiments demonstrate a powerful new method for examining TOT states. In a landmark study of tip-of-the-tongue (TOT) states, sible. An experimenter cannot control or know whether Brown and McNeill (1966) brought the phenomenon into or not a subject knows a target word . Likewise, the an experimental setting by giving subjects definitions of recency and frequency of encounters with the target can rare words and asking for recall of the words defined. -
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. -
Negative Affect Does Not Impact Semantic Retrieval Failure Monitoring
This is a repository copy of Negative affect does not impact semantic retrieval failure monitoring. White Rose Research Online URL for this paper: http://eprints.whiterose.ac.uk/89131/ Version: Accepted Version Article: Jersakova, R, Souchay, C and Allen, RJ (2015) Negative affect does not impact semantic retrieval failure monitoring. Canadian Journal of Experimental Psychology, 69 (4). pp. 314-326. ISSN 1196-1961 https://doi.org/10.1037/cep0000065 Reuse Unless indicated otherwise, fulltext items are protected by copyright with all rights reserved. The copyright exception in section 29 of the Copyright, Designs and Patents Act 1988 allows the making of a single copy solely for the purpose of non-commercial research or private study within the limits of fair dealing. The publisher or other rights-holder may allow further reproduction and re-use of this version - refer to the White Rose Research Online record for this item. Where records identify the publisher as the copyright holder, users can verify any specific terms of use on the publisher’s website. Takedown If you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing [email protected] including the URL of the record and the reason for the withdrawal request. [email protected] https://eprints.whiterose.ac.uk/ Negative affect does not impact semantic retrieval failure monitoring Radka Jersakova a, Celine Souchay b, * Richard J. Allen a a School of Psychology, University of Leeds, Leeds, LS2 9JT, UK b LEAD CNRS UMR 5022, Pole AAFE, Université de Bourgogne, Esplanade Erasme, 21065 Dijon, France Corresponding author at: Celine Souchay LEAD CNRS UMR 5022 Pole AAFE Université de Bourgogne Esplanade Erasme 21065 Dijon France [email protected] +33 (0)3 80 39 90 25 Abstract This study investigated the effect of the emotional nature of to-be-retrieved material on semantic retrieval monitoring. -
Role of Sleep in Memory 1Racheal Fernandes, 2Preeti Devnani
IJSM Racheal Fernandes, Preeti Devnani 10.5005/jp-journals-10069-0003 REVIEW ARTICLE Role of Sleep in Memory 1Racheal Fernandes, 2Preeti Devnani ABSTRACT on the specific conditions of learning and the timing of Sleep is essential to our survival. The various stages of sleep sleep periods. play a significant role in brain maturation. Memory is an important There are two broad types of memory: Short memory essential feature of the human brain. Memory is information that is and long-term memory. It is generally assumed that there encoded, retained, and recalled. This review summarizes various are two kinds of memory: Natural memory, those that are subtypes of memory and provides insight into the role of sleep inborn memory that are required to live our day-to-day in the formation of memory and the impact of sleep deprivation. life, and artificial memory, those that are acquired during Keywords: Memory formation, Sleep deprivation and memory. the course of our lives. Memory is essential to behavior, How to cite this article: Fernandes R, Devnani P. Role of Sleep enabling organisms to draw on past experience to guide in Memory. Indian Sleep Med 2017;12(2):12-14. choices and actions. Source of support: Nil Conflict of interest: None TYPES OF MEMORY The human memory is divided into sensory memory, INTRODUCTION short-term memory (working memory), and long-term memory (Flow Chart 1), each of which has a particular Sleep is not just “time out” from daily life. Sleep is an mode of operation and is involved in the process of active dynamic process and is important for renewing memorization. -
Can Cognitive Neuroscience Illuminate the Nature of Traumatic Childhood Memories? Daniel L Schacterl, Wilma Koutstaal and Kenneth a Norman
207 Can cognitive neuroscience illuminate the nature of traumatic childhood memories? Daniel L Schacterl, Wilma Koutstaal and Kenneth A Norman Recent findings from cognitive neuroscience and cognitive distortion? Can traumatic events be forgotten, and if so, psychology may help explain why recovered memories of can they be later recovered? We first consider evidence trauma are sometimes illusory. In particular, the notion of that pertains to claims of recovered memories of trauma. defective source monitoring has been used to explain a wide We then consider the relevant memory phenomena in the range of recently established memory distortions and illusions. context of concepts and findings from the contemporary Conversely, the results of a number of studies may potentially cognitive neuroscience of memory. be relevant to forgetting and recovery of accurate memories, including studies demonstrating reduced hippocampal volume The recovered memories debate: what do we in survivors of sexual abuse, and recovery from functional and know? organic retrograde amnesia. Other recent findings of interest The controversy over recovered memories is a complex include the possibility that state-dependent memory could be affair that involves several intertwined psychological and induced by stress-related hormones, new pharmacological social issues (for elaboration of this point, see [8-131). models of dissociative states, and evidence for ‘repression’ in Here, we consider four critical questions. First, can patients with right parietal brain damage. memories -
Cognitive Psychology Overview
By the Numbers http://ipt.byu.edu/isee/admin/print/index.php?story=2 Cognitive Psychology Overview How does memory affect learning? What types of information are more difficult to remember? What strategies are useful for storing and retrieving information? How can a teacher facilitate learning by better understanding memory? The purpose of this chapter is to help you learn about the Information Processing Model and other related cognitive concepts through encountering and resolving a classroom problem. The problem this story is based on was a regular concern with one of the authors' 3rd-grade classes, and one you're likely to encounter as a teacher. Cognitive psychology (also known as cognitivism), a term used to describe "the process of thought," is a branch of educational psychology that explores internal mental processes (Neisser, 1967). There are 6 different thought processes in cognitive psychology that have been researched extensively. 1. perception 2. attention 3. memory 4. problem solving 5. reasoning 6. decision making PAMPRD is a mnemonic to help you remember these 6 mental processes of cognition. They combine to influence behavior and learning. These will be discussed in greater detail in this chapter. Various models have been developed by cognitive theorists to describe how individuals think and process information. The most commonly accepted model of how the brain structures memory is referred to as the Information Processing Model (Atkinson & Shiffrin, 1968), which addresses perception, attention, and memory (PAM) in the six thought processes described above. Cognitive theories propose that the mind has a general architecture for processing information, often comparing the way our minds process information to the workings of a computer. -
Okami Study Guide: Chapter 8 1
Okami Study Guide: Chapter 8 1 Chapter in Review 1. Memory may be defined as a group of mechanisms and systems that encode, store, and retrieve information. The modal model of memory describes three stages and stores in the memory process: sensory memory, short-term memory (STM), and long- term memory (LTM). 2. Sensory memory very briefly stores fleeing sensory impressions for further processing in STM and LTM. Sensory memory is divided into two categories: iconic store, which stores fleeting visual impressions; and echoic store, which stores fleeting auditory impressions. In addition to storing sensory impressions for further processing, sensory memory allows us to perceive the world as a continuous stream of events instead of a series of “snapshots.” 3. When you consciously or unconsciously decide to pay attention to specific pieces of information in sensory memory, the information is transferred into short-term memory. The duration and capacity of STM are limited. In general, information can remain in STM for no longer than 20 seconds unless maintenance rehearsal takes place, and no more than 4 single items or chunks of information can be held in STM at any one time. A chunk is any grouping of items that are strongly associated with one another. 4. Long-term memory (LTM) is theoretically limitless and relatively permanent. Information moves from STM to LTM when it is encoded in one of three ways: through sound (acoustic encoding), imagery (visual encoding), or meaning (semantic encoding). Encoding in STM tends to be primarily acoustic, secondarily visual, and much less often semantic. However, encoding in LTM is most effective if it is semantic.