DOCSLIB.ORG

Psychology in Your Life

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Psychology in Your Life Sarah Grison • Todd Heatherton • Michael Gazzaniga Psychology in Your Life FIRST EDITION Chapter 7 Memory © 2014 W. W. Norton & Company, Inc. Section 7.1 How Do We Acquire Memories? 7.1 How Do We Acquire Memories? • Memory – The nervous system’s capacity to acquire and retain skills and knowledge for later retrieval We Acquire Memories by Processing Information • Encoding – The processing of information so that it can be stored • Storage – The retention of encoded representations over time • Retrieval – The act of recalling or remembering stored information when it is needed • See figure 7.2 next slide Attention Allows Us to Encode a Memory • Attention – Focusing mental resources on information; allows further processing for perception, memory, and response Attention Allows Us to Encode a Memory • Visual attention – We automatically pay attention to and recognize basic visual features in an environment, including color, shape, size, orientation, and movement • Auditory attention – Selective-listening studies examine what we do with auditory information that is not attended to • See figures 7.3, 7.4 next slide Selective Attention Allows Us to Filter Unwanted Information • Filter theory – Filter theory attempts to explain how we selectively attend to the most important information • Change blindness – An individual’s failure to notice large visual changes in the environment Section 7.2 How Do We Maintain Memories over Time? 7.2 How Do We Maintain Memories over Time? • Atkinson and Richard Shiffrin proposed that we have three different types of memory stores: sensory storage, short- term storage, and long-term storage • Each of these memory stores retains different encoded input, and each has the capacity to maintain information for a certain length of time • See figure 7.5 and table 7.1 next slide Sensory Storage Allows Us to Maintain Information Very Briefly • Five types of sensory stores – Sensory storage: A memory storage system that very briefly holds a vast amount of information from the five senses in close to their original sensory formats – One type of sensory storage very briefly maintains visual input. Four other types of sensory stores maintain all the other sensory input: auditory, smell, taste, and touch Sensory Storage Allows Us to Maintain Information Very Briefly • Duration and capacity of sensory storage – Sperling concluded that participants maintained many of the 12 items in sensory storage for about one-third of a second – By maintaining a large amount of information for a fraction of a second, sensory storage enables us to experience the world as a continuous stream of information rather than as discrete sensations • See figure 7.7 next slide Working Memory Allows Us to Actively Maintain Information in Short-Term Storage • Short-term storage – A memory storage system that briefly holds a limited amount of information in awareness • Working memory – An active processing system that allows manipulation of different types of information to keep it available for current use Working Memory Allows Us to Actively Maintain Information in Short-Term Storage • Duration of short-term storage – Short-term storage may be a “location” for maintaining memories. Working memory allows for manipulation of sounds, images, and ideas for longer maintenance in short- term storage Working Memory Allows Us to Actively Maintain Information in Short-Term Storage • Capacity of short-term storage – George Miller noted that the capacity limit of short-term storage is generally seven items (plus or minus two), which is referred to as the memory span – Chunking: Using working memory to organize information into meaningful units to make it easier to remember • See figure 7.8 next slide Long-Term Storage Allows Us to Maintain Memories Relatively Permanently • Long-term storage – A memory storage system that allows relatively permanent storage, of a probably unlimited amount of information Long-Term Storage Allows Us to Maintain Memories Relatively Permanently • Encoding for long-term storage – Maintenance rehearsal: Using working memory processes to repeat information based on how it sounds (auditory information); provides only shallow encoding of information Long-Term Storage Allows Us to Maintain Memories Relatively Permanently • Encoding for long-term storage – Elaborative rehearsal: Using working memory processes to think about how new information relates to ourselves or our prior knowledge (semantic information); provides deeper encoding of information for more successful long-term storage • See figure 7.9 next slide Long-Term Storage Allows Us to Maintain Memories Relatively Permanently • Long-term storage versus short-term storage – Long-term storage lasts longer, has a far greater capacity, and depends on deep encoding of information Long-Term Storage Allows Us to Maintain Memories Relatively Permanently • Long-term storage versus short-term storage – The primacy effect refers to the better memory people have for items presented at the beginning of the list – The recency effect refers to the better memory people have for the most recent items, the ones at the end of the list • See figure 7.10 next slide Our Long-Term Storage Is Organized Based on Meaning • Schemas – Decisions about how to chunk information depend on schemas, ways of structuring memories in long-term storage that help us perceive, organize, process, and use information Our Long-Term Storage Is Organized Based on Meaning • Association networks – Meaning of information is organized in long- term storage based on networks of associations – Spreading activation models of memory. According to these models, information that is heard or seen activates specific nodes for memories in long-term storage • See figure 7.11 next slide Section 7.3 What Are Our Different Long-Term Storage Systems? 7.3 What Are Our Different Long-Term Storage Systems? • Henry Molaison (H.M.) • Retrograde amnesia – A condition in which people lose the ability to access memories they had before a brain injury 7.3 What Are Our Different Long-Term Storage Systems? • Anterograde amnesia – A condition in which people lose the ability to form new memories after experiencing a brain injury • See figures, 7.12, 7.13, 7.14a and 7.14b next slide Our Explicit Memories Involve Conscious Effort • After the surgery, H.M. could not encode new memories in long-term storage Our Explicit Memories Involve Conscious Effort • Amnesia and explicit memory – Explicit memory: The system for long-term storage of conscious memories that can be verbally described Our Explicit Memories Involve Conscious Effort • Episodic and semantic memory – Episodic memory: A type of explicit memory that includes personal experiences – Semantic memory: A type of explicit memory that includes knowledge about the world Our Implicit Memories Function Without Conscious Effort • Implicit memory and amnesia – Implicit memory: The system for long-term storage of unconscious memories that cannot be verbally described Our Implicit Memories Function Without Conscious Effort • Classical conditioning and procedural memory – Classical conditioning employs implicit memory – Procedural memory: A type of implicit memory that involves motor skills and behavioral habits • See figure 7.17 next slide Prospective Memory Lets Us Remember to Do Something • Prospective memory – Remembering to do something at some future time – Remembering to do something takes up valuable cognitive resources • See figure 7.18 next slide Memory Is Processed by Several Regions of Our Brains • Memory’s physical location – Not all brain areas are equally involved in memory; a great deal of specialization occurs • Consolidation of memories – Consolidation: A process by which immediate memories become lasting through long-term storage • See figures 7.19, 7.20 next slide Memory Is Processed by Several Regions of Our Brains • Reconsolidation of memories – Once memories are activated, they need to be consolidated again for long-term storage; this process is known as reconsolidation – Retrieved memories can be affected by new circumstances, so reconsolidated memories may differ from their original versions Memory Is Processed by Several Regions of Our Brains • Reconsolidation of memories – Researchers have shown that using the classical conditioning technique of extinction during the period when memories are susceptible to reconsolidation can be an effective method for altering bad memories Section 7.4 How Do We Access Our Memories? 7.4 How Do We Access Our Memories? Retrieval Cues Help Us Access Our Memories • Retrieval cue – Anything that helps a person access information in long-term storage • Context and state aid retrieval – Context-dependent memory effect – State-dependent memory • See figure 7.22 next slide Retrieval Cues Help Us Access Our Memories • Mnemonics aid retrieval – Mnemonics are learning aids or strategies that use retrieval cues to improve access to memory – Method of loci We Forget Some of Our Memories • Forgetting – The inability to access a memory from long- term storage – Hermann Ebbinghaus examined how long it took him to relearn lists of unfamiliar nonsense syllables and used these data to develop the forgetting curve • See figure 7.23 next slide We Forget Some of Our Memories • Interference – Retroactive interference: When access to older memories is impaired by newer memories – Proactive interference: When access to newer memories is impaired by older memories • See figures 7.24a, 7.24b next slide We Forget Some of Our Memories • Blocking – Tip-of-the-tongue
Load more

Recommended publications
  • Long-Term Memory Vs. Short-Term Memory
    Long-term Memory vs. Short-term Memory Chapter 6 Learning Objective Topics ¢ Divisions of LTM ¢ Are LTM and STM two separate processes? ¢ How do we get information from STM into LTM? l Modal Model l Levels of Processing 1 Division of LTM Working Memory Autobiographical Prospective Other types: source memory, false memory, meta-memory, memory for discourse, memory for pictures, everyday memory, recent vs. remote LTM … 2 Modal Model Decay Focus of Today’s Class… Decay 3 Focus of Today’s Class… Decay Questions for Today Are short term and long term memory are two distinct processes?" " " How do we get information from short term memory into long term memory?" " 4 Nature of Short-Term Memory vs. Long-Term Try to remember these words as I read them aloud Nature of Short-Term Memory vs. Long-Term Now write down all the words that you remember from the list We will tally responses for each word (excel sheet) 5 Two distinct memory stores? ¢! Why does this happen?" ¢! What were you doing to remember them?" ¢! How does this relate to short and long term memory?" Evidence for two distinct memory stores Serial position effect in recall Primacy effect = LTM Recency effect = STM 6 Primacy Effect: Rehearsal" ¢! What do you think would happen if you slowed down the presentation rate?" 7 Evidence for two distinct memory stores Primacy effect boosted by slower Recency effect presentation unaffected by rate presentation rate ¢! What do you think would happen if we added a 30 second delay after I read the list?" 8 Evidence for two distinct memory stores
    [Show full text]
  • The Integrated Nature of Metamemory and Memory
    The Integrated Nature of Metamemory and Memory John Dunlosky and Robert A. Bjork Introduction Memory has been of interest to scholars and laypeople alike for over 2,000 years. In a rather gruesome example from antiquity, Cicero tells the story of Simonides (557– 468 BC), who discovered the method of loci, which is a powerful mental mnemonic for enhancing one’s memory. Simonides was at a banquet of a nobleman, Scopas. To honor him, Simonides sang a poem, but to Scopas’s chagrin, the poem also honored two young men, Castor and Pollux. Being upset, Scopas told Simonides that he was to receive only half his wage. Simonides was later called from the banquet, and legend has it that the banquet room collapsed, and all those inside were crushed. To help bereaved families identify the victims, Simonides reportedly was able to name every- one according to the place where they sat at the table, which gave him the idea that order brings strength to our memories and that to employ this ability people “should choose localities, then form mental images of things they wanted to store in their memory, and place these in the localities” (Cicero, 2001). Tis example highlights an early discovery that has had important applied impli- cations for improving the functioning of memory (see, e.g., Yates, 1997). Memory theory was soon to follow. Aristotle (385–322 BC) claimed that memory arises from three processes: Events are associated (1) through their relative similarity or (2) rela- tive dissimilarity and (3) when they co-occur together in space and time.
    [Show full text]
  • Investigating the Roles of Memory and Metamemory in Trauma-Related Outcomes
    ABSTRACT A PTSD ANALOGUE STUDY: INVESTIGATING THE ROLES OF MEMORY AND METAMEMORY IN TRAUMA-RELATED OUTCOMES Ban Hong (Phylice) Lim, Ph.D. Department of Psychology Northern Illinois University, 2016 Michelle M. Lilly, Director Trauma survivors who develop posttraumatic stress disorder (PTSD) often display symptoms of memory fragmentation such as an impaired ability to recall trauma memories. These observations are consistent with prominent theories of PTSD, which consider memory fragmentation as a central feature of PTSD. Correspondingly, most empirically supported interventions for PTSD focus on addressing dysfunctional thoughts and behaviors and integrating fragmented memories of the event. More recently, this assumption has been challenged by research indicating that metamemory – one’s subjective beliefs about one’s memory functioning and quality – may partially account for reported memory fragmentation among individuals with PTSD. Memory underconfidence, regardless of whether or not it is founded or wholly accurate, may lead to feelings of anxiety, especially in the process of recalling and making sense of one’s trauma memory. Despite the intertwined nature of their relationship, the association between memory and metamemory has been understudied in the trauma literature. This dissertation investigated whether PTSD is a disorder of memory fragmentation, perceived memory fragmentation, or both by examining the association between memory and metamemory. A trauma analogue between-subjects experimental design was employed. Eighty- four healthy participants were randomly assigned to receive either positive feedback or negative feedback after completing a standardized memory assessment. Despite the use of randomization, the manipulation groups systematically differed on both baseline memory ability and baseline memory confidence. Contrary to the first hypothesis, after controlling for the effect of baseline metamemory beliefs, the groups did not differ on their recall task performance, F(1,80) = .34, p = .56.
    [Show full text]
  • Chapter 8: Memory SW
    Chapter 8: Memory SW By: Stephen E. Wisecarver Chapter 8: Memory SW By: Stephen E. Wisecarver Online: < http://cnx.org/content/col11816/1.1/ > OpenStax-CNX This selection and arrangement of content as a collection is copyrighted by Stephen E. Wisecarver. It is licensed under the Creative Commons Attribution License 4.0 (http://creativecommons.org/licenses/by/4.0/). Collection structure revised: June 8, 2015 PDF generated: June 9, 2015 For copyright and attribution information for the modules contained in this collection, see p. 37. Table of Contents 1 8.0 Introduction to Memory .....................................................................1 2 8.1 How Memory Functions ......................................................................5 3 8.2 Parts of the Brain Involved with Memory .................................................13 4 8.3 Problems with Memory .....................................................................19 5 8.4 Ways to Enhance Memory ..................................................................27 Glossary .............................................................................................32 Index ................................................................................................35 Attributions .........................................................................................37 iv Available for free at Connexions <http://cnx.org/content/col11816/1.1> Chapter 1 8.0 Introduction to Memory1 Figure 1.1: Photographs can trigger our memories and bring past experiences back to
    [Show full text]
  • Transposition, 6 | 2016 Copying Machines 2
    Transposition Musique et Sciences Sociales 6 | 2016 Lignes d’écoute, écoute en ligne Copying machines Unconscious musical plagiarism and the mediatisation of listening and memory John Shiga Electronic version URL: http://journals.openedition.org/transposition/1569 DOI: 10.4000/transposition.1569 ISSN: 2110-6134 Publisher CRAL - Centre de recherche sur les arts et le langage Electronic reference John Shiga, « Copying machines », Transposition [Online], 6 | 2016, Online since 20 March 2017, connection on 30 July 2019. URL : http://journals.openedition.org/transposition/1569 ; DOI : 10.4000/ transposition.1569 This text was automatically generated on 30 July 2019. La revue Transposition est mise à disposition selon les termes de la Licence Creative Commons Attribution - Partage dans les Mêmes Conditions 4.0 International. Copying machines 1 Copying machines Unconscious musical plagiarism and the mediatisation of listening and memory John Shiga 1 Introduced into musical copyright discourse in the early twentieth century, the notion of cryptomnesia or unconscious plagiarism highlights a key tension in copyright law. On the one hand, copyright acts as a recognizing authority for claims to authorship and originality, thus providing economic incentives to authors whose work is “original,” which in turn encourages cultural innovation. On the other hand, copyright facilitates ownership and control of cultural works by institutions rather than by authors, since its minimal notion of “originality” and extended period of protection encourage the production
    [Show full text]
  • The Digital Expansion of the Mind: Implications of Internet Usage For
    Journal of Applied Research in Memory and Cognition 8 (2019) 1–14 Contents lists available at ScienceDirect Journal of Applied Research in Memory and Cognition journa l homepage: www.elsevier.com/locate/jarmac The Digital Expansion of the Mind: Implications of Internet Usage for Memory and Cognition a,∗ b Elizabeth J. Marsh , Suparna Rajaram a Duke University, United States b Stony Brook University, United States The internet is rapidly changing what information is available as well as how we find it and share it with others. Here we examine how this “digital expansion of the mind” changes cognition. We begin by identifying ten properties of the internet that likely affect cognition, roughly organized around internet content (e.g., the sheer amount of information available), internet usage (e.g., the requirement to search for information), and the people and communities who create and propagate content (e.g., people are connected in an unprecedented fashion). We use these properties to explain (or ask questions about) internet-related phenomena, such as habitual reliance on the internet, the propagation of misinformation, and consequences for autobiographical memory, among others. Our goal is to consider the impact of internet usage on many aspects of cognition, as people increasingly rely on the internet to seek, post, and share information. Keywords: Memory, Cognition, Internet, External memory, Metacognition, Social memory General Audience Summary The internet is rapidly changing what information is available to us as well as how we find that information and share it with others. Here we ask how this “digital expansion of the mind” may change cognition.
    [Show full text]
  • Cognitive Psychology Psychology 363-002 (CRN: 35773) Spring 2017
    Cognitive Psychology Psychology 363-002 (CRN: 35773) Spring 2017 Arlo Clark-Foos, Ph. D. Lecture Instructor Location: 1042 CB Office: 4056 CB Time: MW, 11:00 AM - 1:45 PM Office Hours: By Appointment Email: [email protected] Required Materials and/or Technology Required Textbook: Reed, S. K. (2012). Cognition (9th ed.). Thompson/Wadsworth. Traditional Hard Cover Book (9th ed.: $212.99), ISBN : 1111834547 (Older editions are encouraged) CogLab: COGLAB 5: Instant Access, 5th ed: www.cengagebrain.com, ISBN: 1285461088 In some cases (e.g., the new edition), this access code can be packaged with the textbook. Course Website (also on Canvas): http://www-personal.umd.umich.edu/~acfoos/Courses/363.html Course Description (from University Catalog): “Analysis of human perceptual and cognitive functioning from an information- processing point of view. Emphasis will be placed on attention, pattern-recognition, memory, problem solving and other cognitive processes.” There will be several methods of instruction used in this course, including textbook, listening to lectures, participating in class discussions, and participating in laboratory experiments. I have intentionally attempted to keep the amount of readings to a minimum for this course. For those pursuing careers as cognitive psychologists, you will receive more in-depth information in specialized classes and seminars (e.g., perception, biopsychology, learning and memory). I hope to provide you with the foundational principles in cognitive psychology so that you may put the more contemporary findings in perspective. Course Objectives: Understand the scientific approach to the study of thinking, learning, and behavior. Understand the abilities and limitations in how organisms acquire information from their environments and bodies (i.e., the information processing perspective).
    [Show full text]
  • Pnas11052ackreviewers 5098..5136
    Acknowledgment of Reviewers, 2013 The PNAS editors would like to thank all the individuals who dedicated their considerable time and expertise to the journal by serving as reviewers in 2013. Their generous contribution is deeply appreciated. A Harald Ade Takaaki Akaike Heather Allen Ariel Amir Scott Aaronson Karen Adelman Katerina Akassoglou Icarus Allen Ido Amit Stuart Aaronson Zach Adelman Arne Akbar John Allen Angelika Amon Adam Abate Pia Adelroth Erol Akcay Karen Allen Hubert Amrein Abul Abbas David Adelson Mark Akeson Lisa Allen Serge Amselem Tarek Abbas Alan Aderem Anna Akhmanova Nicola Allen Derk Amsen Jonathan Abbatt Neil Adger Shizuo Akira Paul Allen Esther Amstad Shahal Abbo Noam Adir Ramesh Akkina Philip Allen I. Jonathan Amster Patrick Abbot Jess Adkins Klaus Aktories Toby Allen Ronald Amundson Albert Abbott Elizabeth Adkins-Regan Muhammad Alam James Allison Katrin Amunts Geoff Abbott Roee Admon Eric Alani Mead Allison Myron Amusia Larry Abbott Walter Adriani Pietro Alano Isabel Allona Gynheung An Nicholas Abbott Ruedi Aebersold Cedric Alaux Robin Allshire Zhiqiang An Rasha Abdel Rahman Ueli Aebi Maher Alayyoubi Abigail Allwood Ranjit Anand Zalfa Abdel-Malek Martin Aeschlimann Richard Alba Julian Allwood Beau Ances Minori Abe Ruslan Afasizhev Salim Al-Babili Eric Alm David Andelman Kathryn Abel Markus Affolter Salvatore Albani Benjamin Alman John Anderies Asa Abeliovich Dritan Agalliu Silas Alben Steven Almo Gregor Anderluh John Aber David Agard Mark Alber Douglas Almond Bogi Andersen Geoff Abers Aneel Aggarwal Reka Albert Genevieve Almouzni George Andersen Rohan Abeyaratne Anurag Agrawal R. Craig Albertson Noga Alon Gregers Andersen Susan Abmayr Arun Agrawal Roy Alcalay Uri Alon Ken Andersen Ehab Abouheif Paul Agris Antonio Alcami Claudio Alonso Olaf Andersen Soman Abraham H.
    [Show full text]
  • Abstracts (PDF)
    Abstracts of the Psychonomic Society — Volume 4 — November 1999 40th Annual Meeting — November 18–21, 1999 — Los Angeles, California Posters 1–6 Thursday Evening Papers and Posters Presented at the 40th Annual Meeting of the Psychonomic Society Century Plaza Hotel, Los Angeles, California November 18–21, 1999 POSTER SESSION I other animal forms (e.g., birds, cats, horses). We will also report vari- California Showroom, Thursday Evening, 7:00–8:30 ations across these displays in the orientation specificity of sensitiv- ity, discussing possible implications for accounts of biological mo- •PERCEPTION • tion perception. (1) (4) Deficits of Complex Form Perception and Attention in a Patient Representing the “What” and the “Where” of Undetected With Partial Achromatopsia. RACHEL E. SHOUP, University of Change. IAN M. THORNTON, Nissan Cambridge Basic Research, California, Davis, & JAMIE A. MAZER & JACK L. GALLANT, & DIEGO FERNANDEZ-DUQUE, University of Oregon—Studies of University of California, Berkeley—Physiological studies in non- change blindness demonstrate that we are seldom aware of everything human primates suggest that cortical area V4 is important for the per- that is before our eyes. However, these studies may be telling us more ception of both color and form. Cells in V4 are also modulated by at- about the limits of visual awareness than about the limits of visual rep- tention. Because humans with V4 lesions typically exhibit severe resentation. Specifically, we have suggested that the explicit reports achromatopsia, most studies of these patients have focused on color used for most change blindness tasks underestimate the visual system’s vision. We assessed form vision and attention in a patient, A.R., with ability to represent change.
    [Show full text]
  • Dr. MASAUD ANSARI REMEMBRING and FORGETTING: MEMORY (Lecture Series-1)
    REMEMBRING AND FORGETTING: MEMORY (Lecture Series-1) B.A. Ist (Subsidiary) (Fundamental/General Psychology) BY Dr. MASAUD ANSARI Department of Psychology, A.P.S.M. College, Barauni L. N. M. University, Darbhanga 19th M A Y 2 0 2 0 Memory Memory is learning that has persisted over time, information that has been stored and can be retrieved. To a psychologist, evidence that learning persists takes three forms: ▪ Recall—retrieving information that is not currently in your conscious awareness but that was learned at an earlier time. A fill-in-the-blank question tests your recall. ▪ Recognition—identifying items previously learned. A multiple-choice question tests your recognition. ▪ Relearning—learning something more quickly when you learn it a second or later time. When you study for a final exam or engage a language used in early childhood, you will relearn the material more easily than you did initially. Be thankful for memory. We take it for granted, except when it malfunctions. But it is our memory that accounts for time and defines our life. It is our memory that enables us to recognize family, speak our language, find our way home, and locate food and water. It is our memory that enables us to enjoy an experience and then mentally replay and enjoy it again. Our shared memories help bind us together as Irish or Aussies, as Serbs or Albanians. And it is our memory that occasionally pits us against those whose offenses we cannot forget. Conti… At the other extreme are people who would be gold medal winners in a memory Olympics.
    [Show full text]
  • Shiffrin, R. M., & Schneider, W
    Psychological Review Copyright 1984 by the 1984, Vol. 91, No. 2, 269-276 American Psychological Association, Inc. Theoretical Note Automatic and Controlled Processing Revisited Richard M. Shiffrin Walter Schneider Indiana University University of Illinois The theory of automatic and controlled processing outlined in Schneider and Shiffrin (1977) and in Shiffrin and Schneider (1977) is defended in the present note. We argue that the criticisms of Ryan (1983) range from irrelevant to incorrect, based on a brief review of data from the 1977 articles and on some more recent publications. The evidence Ryan discusses comes from the prememorized-list paradigm, a par- adigm that undoubtedly involves automatic and controlled processes but probably not automatic detection and controlled search. We argue that a variety of mechanisms consistent with our general theory, some automatic and some controlled, could be operating in the prememorized-list paradigm and can explain the observed results. A theory of automatic and controlled processing effortless process that is not limited by short-term was outlined and given empirical support in the memory capacity, is not under direct subject control, articles of Schneider and Shiffrin (1977) and Shiffrin and performs well-developed skilled behaviors. It and Schneider (1977). The characteristics of both typically develops when subjects process stimuli in types of processes were established through ex- consistent fashion over many trials; it is difficult to amination of particular examples of each of these suppress, modify, or ignore, once learned. Con- classes of processes. These examples, of critical im- trolled processing is often slow, generally serial, ef- portance in many search and attention tasks, were fortful, capacity limited, subject regulated, and is termed automatic detection and controlled search, used to deal with novel or inconsistent information.
    [Show full text]
  • Aging and the Seven Sins of Memory Benton H
    Advances in Cell Aging and Gerontology Aging and the seven sins of memory Benton H. Pierce1,*, Jon S. Simons2 and Daniel L. Schacter1,* 1Department of Psychology, Harvard University, William James Hall, 33 Kirkland St., Cambridge, MA 02138 2Institute of Cognitive Neuroscience, University College London, Alexandra House, 17 Queen Square, London WC1N 3AR, UK Contents 1. Sins of omission 2 1.1. Transience 2 1.2. Absent-mindedness 4 1.3. Blocking 8 2. Sins of commission 12 2.1. Misattribution 12 2.2. Suggestibility 18 2.3. Bias 21 2.4. Persistence 24 2.5. Conclusions 26 Acknowledgements 29 References 29 Memory serves many different functions in everyday life, but none is more important than providing a link between the present and the past that allows us to re-visit previously experienced events, people, and places. This link becomes increasingly significant as we age: recollections of past experiences serve as the basis for a process of life review that assumes great importance to many older adults (Coleman, 1986; Schacter, 1996). Not surprising, then, a common worry among older adults is that forgetfulness, which may seem to be increasingly pervasive as years go by, will eventually result in the loss of the precious store of memories that has been built up over a lifetime. While much evidence suggests that various aspects of memory do decline with increasing age, it is clear that performance on some memory tasks remains relatively preserved (Naveh-Benjamin et al., 2001). *Corresponding author. Tel.: 617-495-3855; fax: 617-496-3122. E-mail address: [email protected] (D.L.
    [Show full text]