Memory, Stress, and Alzheimer's Disease

Total Page:16

File Type:pdf, Size:1020Kb

Memory, Stress, and Alzheimer's Disease WINTER HAVEN, FL Wednesday, April 27 SHERGILL GRAND HOTEL 5651 Cypress Gardens Blvd, 33884. (863) 324-5950 ORLANDO, FL Thursday, April 28 DOUBLETREE UCF 12125 High Tech Ave, 32817. (407) 275-9000 TAMPA, FL Friday, April 29 CLARION BUSH GARDENS 2701 E Fowler Ave, 33612. (813) 971-4710 FORT MYERS, FL Wednesday, May 4 EDISON BANQUETS 3583 McGregor Blvd, 33901. (239) 936-0044 BRADENTON, FL Thursday, May 5 COURTYARD BRADENTON SARASOTA/RIVERFRONT 100 Riverfront Drive, 34205. (941) 747-3727 INDIAN ROCKS BEACH, FL Friday, May 6 HOLIDAY INN HARBOURSIDE 401 2nd Street, 33785. (727) 595-9484 Please do not contact venues except for driving instructions. Complimentary parking is available at all sites. PLEASE POST Memory, Stress, and Alzheimer’s Disease: Focus: Nutritional Strategies to Protect the Brain and Heart Memory, Stress, and Alzheimer’s Disease: one: Focus: Nutritional Strategies to Protect the Brain and Heart q Winter Haven, Apr 27 q Orlando, Apr 28 q Tampa, Apr 29 A 6-Hour Seminar for Health Professionals q Fort Myers, May 4 q Bradenton, May 5 q Indian Rocks Beach, May 6 Schedule: Check in: 8:15-9 AM, program starts: 9 AM, lunch (on own): 11:30 AM, Q&A and Name (please print) discussion with instructor: 12-12:30 PM, lecture resumes: 12:30 PM, adjournment: 4 PM. Home Address Please register early and arrive before the start time. Space is limited. City/State , Zip Group Registrations: Rates apply for 3 or more pre-registered guests enrolling together. Please complete a separate registration form for each person. Members of a group can attend Work Phone ( ) Home Phone ( ) on different dates. Fax ( ) (please print email if available) Confirmation Notices and Certificates of Completion: We will confirm your registration Email by email or by letter. Please attend even if you do not receive a confirmation. Registrants are responsible for parking fees, if any. Successful completion includes full attendance and Profession(s) submission of the evaluation form. No partial credit will be given. Certificates of completion Pre-Registration are provided at the time of adjournment. Friday, May 6 q $79 Individual Rate Transfers and Cancellations: Registrants can transfer to another seminar if space is available. q $74 Group Rate (3 or More Persons Registering Together) Registrants canceling up to 48 hours before a seminar will receive a tuition refund less a $15 $89 On-Site Registration (if space is available) administrative fee, an audio CD or DVD recording of the seminar with the instructional outline, if available, or if requested, a full-value voucher good for one year, for a future Four Ways To Register April 27 Wednesday, seminar. In the unlikely event that the seminar cannot be held (e.g., an act of God), registrants 1. Internet: www.ibpceu.com will receive free admission to a rescheduled seminar or a full-value voucher, good for one Thursday, May 5 2. Mail: PO Box 2238, Los Banos, CA 93635 May 4 Wednesday, year, for a future seminar. All requests must be made in writing or online. No IBP program (make check payable to IBP) has ever been cancelled as the result of low attendance. We anticipate that participants will Thursday, April 28 Thursday, 3. Fax: (877) 517-5222 have desks at most locations. 4. Phone: (866) 652-7414 (open 24 hours a day, 7 days a week) Friday, April 29 Friday, Customer Service: Call 888-202-2938 to ask about course content, instructors, request Purchase orders are accepted. IBP tax identification number: 77-0026830 accommodations for disability, submit a formal grievance, or remove your name from a list. All major credit cards accepted: Type of card For other questions, call 866-652-7414. Card # Exp Date / Institute for Brain Potential: We are the leading provider of accredited programs on the brain and behavioral sciences. Our non-profit organization (tax ID 77-0026830) has presented Signature for Brain Potential Institute PO Box 2238, Los Banos, CA 93635 Alzheimer’s Disease: Memory, Stress, and the Brain and Heart Focus: Nutritional Strategies to Protect WINTER HAVEN: ORLANDO: TAMPA: FORT MYERS: BRADENTON: INDIAN ROCKS BEACH: A New 6-Hour Seminar for Health Professionals, Spring, 2016 $79 cost-effective, informative and practical seminars by outstanding speakers since 1984. Five Key Forms of Memory Nutritional Strategies to Protect the Brain and Heart Memory, Stress, and Alzheimer’s Disease: • Emotional Memory: automatic intrusive memories, PTSD, • Longevity, Disease, and Health: why dementia, heart disease, Focus: Nutritional Strategies to Protect the Brain and Heart and the amygdala; subconscious memories. and cancer have become so common in the 21st century. • Short-Term Memory: new research on effects of alcohol on the • Cholesterol and Heart Disease: is high cholesterol dangerous NURSES: Institute for Brain Potential (IBP) is accredited as a provider of continuing nursing education by the American brain and memory; head injury, Alzheimer’s disease, and the Nurses Credentialing Center’s Commission on Accreditation. or healthy; a surprising review of the research. IBP is awarded “accreditation with distinction,” the highest recognition awarded by the ANCC. hippocampus. IBP is approved as a provider of CE by the FL Board of Nursing. This program provides 6 contact hours. • Working Memory: what we need to remember right now; • Statins: weighing the benefits and risks of drugs that lower PSYCHOLOGISTS: This program has been pre-approved by the FL Board of Psychology for 6 hours of CE credit. IBP is approved by the American Psychological Association to sponsor continuing education for psychologists. IBP maintains multi-tasking and the prefrontal cortex. cholesterol; adverse effects: type 2 diabetes, cancer, muscular responsibility for this program and its content. This program is 6 CE credits. • Long-Term Memory: how do we recall names, faces, dates, damage, cataracts, and memory impairment. COUNSELORS, SOCIAL WORKERS, AND MFTs: This program has been pre-approved by FL Board of Clinical Social Work, Marriage and Family Therapy and Mental Health Counseling for 6 CE hours. IBP, provider 1160, is places, and events? • Fats, Grains, and Sugar: risks of hydrogenated fats, gluten, approved as a provider for continuing education by the Association of Social Work Boards (ASWB), 400 South Ridge • Habit Memory: addictive, motivational, and automatic Parkway, Suite B, Culpeper, VA 22701. www.aswb.org. ASWB Approval Period: 11/11/2014 – 11/11/2017. Social workers and sugar on brain and heart; how hypoglycemia and stress should contact their regulatory board to determine course approval. Social workers will receive 6 clinical continuing thoughts and the basal ganglia; how the habit brain cooperates education clock hours for participating in this intermediate-level course. IBP, provider #6342, is an NBCC-Approved contribute to amyloid plaque and atherosclerosis. Continuing Education Provider (ACEPTM) and may offer NBCC-approved clock hours for events that meet NBCC and competes with the conscious brain. requirements. IBP solely is responsible for all aspects of the program. This program is 6 clock hours. • Healthful and Harmful Diets: Atkins, Ornish, Mediterranean, SUBSTANCE ABUSE PROFESSIONALS: IBP is approved by the NAADAC Approved Education Provider Program, Provider #751. This program provides 6 continuing education hours (CEHs). Stress and Memory: The Good, Bad and Toxic Masai, French, and vegetarian/low fat diets; the science behind PHARMACISTS AND PHARMACY TECHNICIANS: IBP is accredited by the Accreditation Council for the French paradox; why low fat diets can be unhealthy. Pharmacy Education as a provider of continuing pharmacy education. This knowledge-based activity provides • Adrenal Stress Hormones: the fight-or-flight response 6 contact hours (.6 CEUs). UANs: 0492-0000-16-021-L04-P and 0492-0000-16-021-L04-T. This program has been • Nutraceuticals: curcumin, beetroot, magnesium, garlic, dark pre-approved by the FL Board of Pharmacy for 6 hours of continuing education credit. and noradrenaline; chronic stress and cortisol, an adaptive DENTAL PROFESSIONALS: This program has been pre-approved by the FL Board of Dentistry for 6 hours response gone awry. chocolate, and fish oil: anti-inflammatory and antioxidant of CE credit. IBP is designated as an Approved PACE Program Provider by the Academy of General Dentistry (AGD). The formal continuing dental education programs of this provider are accepted by the AGD for • Beneficial and Harmful Effects of Stress: acute stress properties; critical review of clinical trials; overstated fish oil Fellowship/Mastership and membership maintenance credit. Approval does not imply acceptance by a state or involves release of glucose to the brain and body, temporarily provincial board of dentistry or AGD endorsement. The current term of approval extends from 12/01/14 – 11/30/18. claims; crucial role of vitamin K2. Provider ID# 312413. Subject Code: 557. This program is 6 CE hours. improving short-term memory and providing energy to cope OCCUPATIONAL THERAPISTS: This program is approved by FL Board of Occupational Therapy for 6 hours of with the emergency, but also causes blood clots. credit. IBP is an American Occupational Therapy Association (AOTA) Approved Provider, #6050. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA. This • Neurotoxic Stress: the vulnerable hippocampus and short- program provides 0.6 AOTA CEUs or 6 contact hours. Content Level: Intermediate. Content Focus: Domain of OT (Performance
Recommended publications
  • Pleasantness Bias in Flashbulb Memories: Positive and Negative Flashbulb Memories of the Fall of the Berlin Wall Among East and West Germans
    Memory & Cognition 2007, 35 (3), 565-577 Pleasantness bias in flashbulb memories: Positive and negative flashbulb memories of the fall of the Berlin Wall among East and West Germans ANNETTE BOHN AND DORTHE BERNTSEN Aarhus University, Aarhus, Denmark Flashbulb memories for the fall of the Berlin Wall were examined among 103 East and West Germans who considered the event as either highly positive or highly negative. The participants in the positive group rated their memories higher on measures of reliving and sensory imagery, whereas their memory for facts was less accurate than that of the participants in the negative group. The participants in the negative group had higher ratings on amount of consequences but had talked less about the event and considered it less central to their personal and national identity than did the participants in the positive group. In both groups, rehearsal and the centrality of the memory to the person’s identity and life story correlated positively with memory qualities. The results suggest that positive and negative emotions have different effects on the processing and long-term reten- tion of flashbulb memories. On Thursday, November 9, 1989, the Berlin Wall fell Wall, and how well do they remember factual details in re- after having divided East and West Germany for 28 years. lation to the event? These are the chief questions raised in On that day at 6:57 p.m., Günther Schabowski, a leading the present article. By addressing these questions, we wish member of the ruling communist party in East Germany, to investigate whether positive versus negative affect is as- had casually announced to a stunned audience during a sociated with different qualities of flashbulb memories.
    [Show full text]
  • How Personal Experience Modulates the Neural Circuitry of Memories of September 11
    How personal experience modulates the neural circuitry of memories of September 11 Tali Sharot*, Elizabeth A. Martorella*, Mauricio R. Delgado*†, and Elizabeth A. Phelps*‡ *Department of Psychology, New York University, New York, NY 10003; and †Department of Psychology, Rutgers, The State University of New Jersey, Piscataway, NJ 08855 Communicated by Ulric Neisser, Cornell University, Ithaca, NY, October 27, 2006 (received for review February 28, 2006) Brown and Kulik [Brown R, Kulik J (1977) Cognition 5:73–99] forgetting (3–8), perhaps at the same rate as other memories (5). introduced the term ‘‘flashbulb memory’’ to describe the recall of Although some features of the recollective experience associated shocking, consequential events such as hearing news of a presi- with flashbulb memories appeared to be distinct, such as their dential assassination. They proposed that the vivid detail of such vividness or the degree of confidence in which they are held, for memories results from the action of a unique neural mechanism. In many investigators the similarities in the rate of forgetting imply that the present study of personal recollections of the terrorist attacks it is unnecessary to posit a unique mechanism; ‘‘ordinary’’ mne- of September 11, 2001 (9/11) in New York City, we combine monic mechanisms will do. behavioral and brain imaging techniques, with two goals: (i)to Given the significant debate concerning the mechanisms that explore the neural basis of such memories and (ii) to clarify the produce flashbulb memories, it is surprising that no one to date has characteristics of the emotional events that may give rise to them.
    [Show full text]
  • The Flashbulb Memory of the Positive and Negative Events
    World Academy of Science, Engineering and Technology International Journal of Psychological and Behavioral Sciences The Flashbulb Me Vol:6,mo No:5,ry 2012 o f the Positive and Negative Events: Wenchuan Earthquake and Acceptance to College Aiping Liu, Xiaoping Ying, Jing Luo Abstract—53 college students answered questions regarding the However, whether the positive personal event could bring circumstances in which they first heard about the news of Wenchuan flashbulb memory? Scott and Ponsoda (1996) selected 10 earthquake or the news of their acceptance to college which took place positive and 10 negative public events (one for each year approximately one year ago, and answered again two years later. The between 1982 and 1991). They found that the recent events number of details recalled about their circumstances for both events was high and didn’t decline two years later. However, consistency in remembered better than those events earlier and there was no reported details over two years was low. Participants were more likely difference in memory for the details of personal circumstances to construct central (e.g., Where were you?) than peripheral for the positive and negative events [17]. As Wright and information (What were you wearing?), and the confidence of the Anderson (1996) pointed out, however, these events may differ central information was higher than peripheral information, which on characteristics (such as the intensity of emotion or surprise) indicated that they constructed more when they were more confident. that may influence the formation of these memories [18], for which Scott and Ponsoda (1996) did not collect information. Keywords—flashbulb memory; consistency; reconstructive error; confidence For instance, some events labeled as positive by Scott and Ponsoda (1996) may be irrelevant to some participants.
    [Show full text]
  • ORDINARY MEMORY PROCESSES SHAPE FLASHBULB MEMORIES of EXTRAORDINARY EVENTS a Review of 40 Years of Research
    4 ORDINARY MEMORY PROCESSES SHAPE FLASHBULB MEMORIES OF EXTRAORDINARY EVENTS A review of 40 years of research Jennifer M. Talarico and David C. Rubin We review the shifting definition of “Flashbulb memory” in the 40 years since Brown and Kulik coined the term. We evaluate evidence for veridical, phenomeno- logical, and metacognitive features that have been proposed to differentiate Flashbulb from ordinary autobiographical memories. We further consider the event conditions thought to be necessary to produce Flashbulb memories and discuss how post-event processing may distinguish Flashbulb memories. We conclude that a categorical dis- sociation between flashbulb and other autobiographical memories is untenable, but that Flashbulb memories still pose important, as yet unanswered, questions. Brown and Kulik (1977) observed a phenomenon that captured the public’s attention – seemingly indelible memory for important, emotional events. They dubbed it “Flashbulb memory (FBM)” and conducted the first modern empirical study on the topic. The concept was equally effective in capturing the attention of memory researchers, and in the 40 years following their seminal publication, the topic has been investigated almost as often as the events that lead to such memo- ries allow. During this time, the description of the phenomenon has undergone an interesting and important transformation. The initial “special mechanism” hypothesis was that FBMs were a permanent, veridical (though not necessarily complete) memory record that resulted from a unique memorial process involving automatic encoding of all aspects of an impor- tant (emotional) event as it happened. However, this strong hypothesis did not last long, as evidence of both errors of omission and commission in the recall of FBMs were soon identified (Christianson, 1989; Neisser & Harsch, 1992; Neisser et al., 1996).
    [Show full text]
  • Memory Processes
    6 CHAPTER Memory Processes CHAPTER OUTLINE Encoding and Transfer of Information The Constructive Nature of Memory Forms of Encoding Autobiographical Memory Short-Term Storage Memory Distortions Long-Term Storage The Eyewitness Testimony Paradigm Transfer of Information from Short-Term Memory Repressed Memories to Long-Term Memory The Effect of Context on Memory Rehearsal Key Themes Organization of Information Summary Retrieval Retrieval from Short-Term Memory Thinking about Thinking: Analytical, Parallel or Serial Processing? Creative, and Practical Questions Exhaustive or Self-Terminating Processing? Key Terms The Winner—a Serial Exhaustive Model—with Some Qualifications Media Resources Retrieval from Long-Term Memory Intelligence and Retrieval Processes of Forgetting and Memory Distortion Interference Theory Decay Theory 228 CHAPTER 6 • Memory Processes 229 Here are some of the questions we will explore in this chapter: 1. What have cognitive psychologists discovered regarding how we encode information for storing it in memory? 2. What affects our ability to retrieve information from memory? 3. How does what we know or what we learn affect what we remember? n BELIEVE IT OR NOT THERE’SAREASON YOU REMEMBER THOSE ANNOYING SONGS that strengthens the connections associated with that Having a song or part of a song stuck in your head is phrase. In turn, this increases the likelihood that you will incredibly frustrating. We’ve all had the experience of the recall it, which leads to more reinforcement. song from a commercial repeatedly running through our You could break this unending cycle of repeated recall minds, even though we wanted to forget it. But sequence and reinforcement—even though this is a necessary and recall—remembering episodes or information in sequen- normal process for the strengthening and cementing of tial order (like the notes to a song)—has a special and memories—by introducing other sequences.
    [Show full text]
  • Articles the Fractal Nature of the Mystic Chords of Memory? Parallels
    10/23/2014 South Shore Journal Articles Category: Vol. 5, 2013 The Fractal Nature of the Mystic Chords of Memory? Parallels Between Changes in Personal and Public Memories Written by Mark Sudlow Hoyert and Cynthia D. O’Dell Hits: 1712 The South Shore Journal, Vol. 5, 2013, pp. 110-121. Over the past three decades, psychologists have studied a colorful and common memory phenomenon known as flashbulb memories. These are unusually clear and detailed recollections of the events that surround learning of a surprising and emotionally arousing item of news (Brown & Kulik, 1977). People often hold many flashbulb memories. Some of these memories contain personal information such as hearing of the unexpected death of a parent (Conway, 1995; Luminet & Curci, 2009). Other flashbulb memories concern the news of hearing of an event of national importance such as the assassination of President Kennedy or the Challenger disaster. (Conway, 1995; Lanciano, Curci, & Semin, 2010). Over the same period of time, historians have studied the phenomenon known as public memory. This field is concerned with evaluating how the past is remembered, understood, and interpreted. For example, the study of public memories could consider what kinds of monuments are erected and how they contribute to the sense of personal, communal, and national identity. The two research traditions have been pursued independently. However, there has been some communication and influence between them, and they often consider the same or similar instances, such as memories for 9/11 (Conway, et.al., 2009; Doss, 2010). When this occurs, the two traditions study the phenomena at different scales with psychologists largely focusing on the individual level and historians largely concentrating on the societal level.
    [Show full text]
  • Is Flashbulb Memory a Special Instance of Source Memory? Evidence from Older Adults
    MEMORY, 2002, 10 (2), 99–111 Is flashbulb memory a special instance of source memory? Evidence from older adults Patrick S.R. Davidson & Elizabeth L. Glisky University of Arizona, USA Flashbulb memories (FMs) are vivid, stable memories for the reception of arousing, consequential news. Although such memories have been found in people of all ages, in the only examination of age differences to date, Cohen, Conway, and Maylor (1994) reported that older adults were less likely than young adults to experience a FM. We hypothesised that FM would be impaired in older adults with reduced frontal lobe (FL) function. To test this hypothesis, we asked older adults, who had been characterised according to FL function, to recall details of the moment that they first heard the news about the deaths of Princess Diana and Mother Teresa. Long-term retention was tested 6 months later. Details concerning the reception of the news about Princess Diana’s death were retained better than those associated with Mother Teresa’s death. Importantly, there was no evidence that memory for these contextual details was related to FL function. A measure of medial temporal lobe function, derived from neuropsychological tests of episodic memory, was also not associated with memory for the reception events, although it was associated with memory for the details of an everyday autobiographical event. We speculated that emotionally arousing autobiographical memories may be qualitatively different from everyday memories and may involve the amygdala. A flashbulb memory (FM) is a vivid, long- Brown and Kulik, or are the same as those lasting memory for the circumstances surrounding involved in other kinds of memory.
    [Show full text]
  • Redalyc. Memories of the Terrorist Attacks of September 11, 2001: a Study of the Consistency and Phenomenal Characteristics of F
    Scientific Information System Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Pilar Ferré Romeu Memories of the terrorist attacks of September 11, 2001: a Study of the consistency and phenomenal characteristics of flashbulb memories The Spanish Journal of Psychology, vol. 9, núm. 1, mayo, 2006, pp. 52-60, Universidad Complutense de Madrid España Available in: http://www.redalyc.org/articulo.oa?id=17290107 The Spanish Journal of Psychology, ISSN (Printed Version): 1138-7416 [email protected] Universidad Complutense de Madrid España How to cite Complete issue More information about this article Journal's homepage www.redalyc.org Non-Profit Academic Project, developed under the Open Acces Initiative The Spanish Journal of Psychology Copyright 2006 by The Spanish Journal of Psychology 2006, Vol. 9, No. 1, 52-60 ISSN 1138-7416 Memories of the Terrorist Attacks of September 11, 2001: A Study of the Consistency and Phenomenal Characteristics of Flashbulb Memories Pilar Ferré Romeu Universidad Rovira i Virgili In this study, I investigated students’ memories of the terrorist attacks of September 11, 2001, carried out by Al Qaeda terrorists against the World Trade Center in New York and the Pentagon in Washington. Participants completed on two occasions (2 weeks and 8 months after the events took place) a memory questionnaire that included an assessment of the phenomenal richness of their memories. The results showed that the participants remembered very well the circumstances in which they first heard about the terrorist attacks, that they were very confident about this information, and that these memories were characterized by a high phenomenal richness.
    [Show full text]
  • Chapter 8: Everyday Memory
    Chapter 8: Everyday memory When most people think about memory, they consider it in terms of their own everyday experience. This chapter considers how prior or new knowledge can distort our memories for stories. This can have important consequences, particularly in the case of eyewitness testimonies. Finally, we consider how we remember to carry out intended actions, or prospective memory. It is important to study memory in the real world – everyday memory. Traditional memory research tended to be carried out under laboratory conditions and used artificial learning materials. Cohen (2008) argued that naturally occurring memories are often memories of memories because they have been often thought about or rehearsed. Another contrast is the type of learning that occurs: Learning in everyday research is incidental; information learnt is relevant to the individual’s goals or interests. Learning in traditional memory research is intentional and determined by the experimenter’s instructions. Neisser (1996) described everyday memory as purposeful, having a personal quality and being influenced by situation demands. Dudokovic et al. (2004) reported that participants’ goals in remembering a story affected their accuracy in retelling it. Human memory research should possess ecological validity – applicability to real life in terms of representativeness and generalisability. Traditional memory research and everyday memory research are not mutually antagonistic. There is increasing cross-fertilisation between the two kinds of research. Traditional memory research differs from everyday memory research in several crucial ways. Everyday memory research is concerned with the content of information recalled while traditional memory research is concerned with the amount of information recalled. Learning in everyday memory is driven by an individual’s goals and interests rather than by the experimenter’s instructions.
    [Show full text]
  • Emotion and Pain Effects on Tunnel Memory
    Butler University Digital Commons @ Butler University Undergraduate Honors Thesis Collection Undergraduate Scholarship 2015 Emotion and Pain Effects on Tunnel Memory Alexandra Nicolette Robinson-Norris Butler University Follow this and additional works at: https://digitalcommons.butler.edu/ugtheses Part of the Cognitive Psychology Commons Recommended Citation Robinson-Norris, Alexandra Nicolette, "Emotion and Pain Effects on Tunnel Memory" (2015). Undergraduate Honors Thesis Collection. 256. https://digitalcommons.butler.edu/ugtheses/256 This Thesis is brought to you for free and open access by the Undergraduate Scholarship at Digital Commons @ Butler University. It has been accepted for inclusion in Undergraduate Honors Thesis Collection by an authorized administrator of Digital Commons @ Butler University. For more information, please contact [email protected]. NON-EXCLUSIVE LICENSE FOR USE OF MATERIALS in the DigitalCommons@Butlcr University This non-exclusive License defines the terms for the deposit of Materials in all formats into the digital repository of Materials collected, preserved, and made available through the DigitalCommons@Butler University. The Contributor hereby grants to Butler University a royalty-free, non-exclusive worldwide License to use, re-use, display, distribute, transmit. publish, republish or copy the Materials, either digitally or in print, or in any other medium, now or hereafter known, for the purpose of including the Materials in the DigitalCommons@Butler University. Butler University will not make any alteration, other than as allowed by this License, to your submission. Copyright and any other intellectual property right in or to the Materials shall not be transferred by this agreement and shall remain with the Contributor or the Copyright holder if different from the Contributor.
    [Show full text]
  • Flashbulb Memories: Special, but Not So Special
    MefTWry & Cognition /989, /7 (4), 435-443 Flashbulb memories: Special, but not so special SVEN-AKE CHRISTIANSON University of Umeb, Umea, Sweden This study deals with flashbulb memories associated with the assassination ofthe Swedish prime minister OlofPalme. A major goal ofthis research was to explore the consistency ofsuch memories through comparison of the subjects' recollections on two different occasions, one year apart. The results obtained indicated that flashbulb events are accurately recalled in terms of a narrative conception of the concomitant circumstances of the event, but that the event descriptions are not consistent with respect to the specific details of these circumstances. It was concluded that the loss of information during one year contradicts the notion that flashbulb memories persist in absolute accuracy over time, as has been claimed in previous studies. Rather, these memories appear to be reconstructions based on residuals ofthe circumstances concomitant with the specific event (i.e., that of'first hearing ofthe shocking news), and these memories followthe same pattern of recollectionas does recollectionofother autobiographical and laboratory-inducedemotional events. On the evening of February 28, 1986, as he and his wholeevent, including manyirrelevantdetails, relatively wife were walking home from a movie theater in down­ indiscriminately. As Colegrove reported (1899), such townStockholm, theSwedish primeminister, OlofPalme, vivid images seem to be easily recallable even after 33 was shot and killed in cold blood. The event's devastat­ years. Thus, althoughin manyexperimental and clinical ing impact on Swedishcitizens resembles the emotional studies on memory of emotionally traumatic events, recol­ traumaexperiencedby many Americanswhenthey were lection has been found impaired with respect to certain, first told of the assassination of John F.
    [Show full text]
  • (HSAM): Memory Distortion Paradigms and Individual Differences
    UNIVERSITY OF CALIFORNIA, IRVINE Highly Superior Autobiographical Memory (HSAM): Memory Distortion Paradigms and Individual Differences DISSERTATION submitted in partial satisfaction of the requirements for the degree of DOCTOR OF PHILOSOPHY in Psychology and Social Behavior by Lawrence Patihis Dissertation Committee: Professor Elizabeth F. Loftus, Chair Professor Linda J. Levine Professor JoAnn Prause 2015 © 2015 Lawrence Patihis TABLE OF CONTENTS Page LIST OF FIGURES iv LIST OF TABLES v ACKNOWLEDGEMENTS vi CURRICULUM VITAE vii ABSTRACT OF THE DISSERTATION 1 CHAPTER 1: HSAM Introduction 3 CHAPTER 2: Deese-Roediger/McDermott (DRM) Word Lists 12 Introduction Method Results Discussion CHAPTER 3: Classic Misinformation Experiment 25 Introduction Method Results Discussion CHAPTER 4: Semi-Autobiographical Memory Distortions 40 Introduction Method Results Discussion CHAPTER 5: How are HSAM Individuals Different? 60 ii Introduction Method Results Discussion CHAPTER 6: General Discussion 95 Conclusion REFERENCES 103 APPENDIX A: DRM Materials 118 APPENDIX B: Misinformation Materials 121 APPENDIX C: News Footage Questionnaire Materials 136 APPENDIX D: News Footage Interview Script 138 APPENDIX E: Memory for Emotion Materials 140 APPENDIX F: Swedish Universities Personality Scale 141 APPENDIX G - Critical and Flexible Thinking Scales 148 APPENDIX H: Memory Belief Questions 151 APPENDIX I: Sleep Log Material 152 APPENDIX J: Tellegen Absorption Scale 153 APPENDIX K: Creative Experiences Quest. (fantasy proneness) 156 APPENDIX L: Empathy: Basic Empathy
    [Show full text]