Flashbulb Memories? the Ffece Ts of When the Initial Memory Report Was Obtained Robert G
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2010 Cancun, Mexico
Welcome to the NINETIETH ANNUAL CONVENTION of the WESTERN PSYCHOLOGICAL ASSOCIATION APRIL 22-25, 2010 at the Fiesta Americana Condesa Cancun The 90th meeting of the Western Psychological Association has: , The WPA Film Festival , Outstanding Invited Speakers , Special Programs for Students and Teachers , A Forum for Your Research Visit WPA at: www.westernpsych.org HOSTED BY 1 Dear Conference Attendees: On behalf of the University of Southern California, it is my great pleasure to welcome you to the 90th Annual Western Psychological Association Convention. USC, the Col- lege of Letters, Arts and Sciences, and the Department of Psychology are pleased to serve as sponsors of the annual meeting. I would especially like to thank WP A Presi- dent Stanley Sue, Executive Officer Chris Cozby, and Program Chair Steven Lopez for this opportunity. Located in Los Angeles, USC is one of the world’s leading private research universities. In the fall of 2009, USC enrolled 17,000 undergraduates, and 18,000 graduate and professional students. As a global university, the convention’s theme of diversity and its setting in Mexico are consistent with our multiple initiatives to address diversity issues within the United States. The Princeton Review has selected USC as one of 81 “Colleges with a Conscience” based on its outstanding record of involvement in the surrounding community with its large proportion of Latino Americans, African Americans and Asian Americans. In addition, USC enrolls more international students than any other U.S. university. Several mem- bers of the College’s Psychology Department are devoted to cross-national research in Korea, China, Rwanda, Finland, Sweden and Mexico, as well as multicultural research within the U.S. -
False Memories: What the Hell Are They For? 12 13 14 ERYN J
JOHN WILEY & SONS, LTD., THE ATRIUM, SOUTHERN GATE, CHICHESTER P019 8SQ, UK *** PROOF OF YOUR ARTICLE ATTACHED, PLEASE READ CAREFULLY *** After receipt of your corrections your article will be published initially within the online version of the journal. PLEASE NOTE THAT THE PROMPT RETURN OF YOUR PROOF CORRECTIONS WILL ENSURE THAT THERE ARE NO UNNECESSARY DELAYS IN THE PUBLICATION OF YOUR ARTICLE READ PROOFS CAREFULLY ONCE PUBLISHED ONLINE OR IN PRINT IT IS NOT POSSIBLE TO MAKE ANY FURTHER CORRECTIONS TO YOUR ARTICLE This will be your only chance to correct your proof Please note that the volume and page numbers shown on the proofs are for position only ANSWER ALL QUERIES ON PROOFS (Queries are attached as the last page of your proof.) List all corrections and send back via e-mail to the production contact as detailed in the covering e-mail, or mark all corrections directly on the proofs and send the scanned copy via e-mail. Please do not send corrections by fax or post CHECK FIGURES AND TABLES CAREFULLY Check sizes, numbering, and orientation of figures All images in the PDF are downsampled (reduced to lower resolution and file size) to facilitate Internet delivery. These images will appear at higher resolution and sharpness in the printed article Review figure legends to ensure that they are complete Check all tables. Review layout, titles, and footnotes COMPLETE COPYRIGHT TRANSFER AGREEMENT (CTA) if you have not already signed one Please send a scanned signed copy with your proofs by e-mail. Your article cannot be published unless we have received the signed CTA OFFPRINTS Free access to the final PDF offprint of your article will be available via Author Services only. -
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. -
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. -
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. -
Remembering the Father of Cognitive Psychology - Association for Psychological Science 12-05-01 2:20 PM
Remembering the Father of Cognitive Psychology - Association for Psychological Science 12-05-01 2:20 PM Remembering the Father of Cognitive Psychology Ulric Neisser (1928-2012) Ulric (Dick) Neisser was the “father of cognitive psychology” and an advocate for ecological approaches to cognitive research. Neisser was a brilliant synthesizer of diverse thoughts and findings. He was an elegant, clear, and persuasive writer. Neisser was also a relentlessly creative researcher, constantly striving to invent methods to explore important questions. Throughout his career, Neisser remained a champion of the underdog and an unrepentant revolutionary — his goal was to push psychology in the right direction. In addition, Dick was a lifelong baseball fan, a challenging mentor, and a good friend. With the publication of Cognitive Psychology (1967), Neisser brought together research concerning perception, pattern recognition, attention, problem solving, and remembering. With his usual elegant prose, he emphasized both information processing and constructive processing. Neisser always described Cognitive Psychology as an assault on behaviorism. He was uncomfortable with behaviorism because he considered behaviorist assumptions wrong and because those assumptions limited what psychologists could study. In Cognitive Psychology, he did not explicitly attack behaviorism, but instead presented a compelling alternative. The book was immediately successful. Researchers working on problems throughout the field saw a unified theory that connected their Ulric Neisser research to this approach. Because Neisser first pulled these areas together, he was frequently referred to and introduced as the “father of cognitive psychology.” As the champion of underdogs and revolutionary approaches, however, Neisser was uncomfortable in such a role. In many ways, Cognitive Psychology was the culmination of Neisser’s own academic journey to that point. -
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). -
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. -
NOWCAM Program 2014
NOrthWest Cognition And Memory NOWCAM is an annual venue for students and researchers from the Pacific Northwest working in the general area of memory and cognition to meet and share their current research with an informed, sympathetic, and good-humoured audience. NOWCAM 2014 PROGRAM University of Victoria th th May 15 -17 NOWCAM 2014 Hosted by the University of Victoria Dr. D. Stephen Lindsay Financially supported by: Kwantlen Polytechnic University, Simon Fraser University, University of Victoria, University of British Columbia, University of Washington, and Western Washington University Web Mastery: Chris Lalonde and Doug Thomson Table of Contents NOWCAM Mission Statement . 1 Acknowledgements . .1 Locations of Paper and Poster Presentations . 2 Gala Dinner Information . .2 Internet Access . .2 Program Outline . .3 Detailed Program . .4 Poster Sessions . 8 Abstracts . .12 Poster Sessions . 19 Directions to the University of Victoria campus . 28 Ferry Information . .28 Driving . 28 By Bus . .29 Parking on Campus . 30 Campus Food Services . .31 Campus Map . .32 Restaurant, Beer, Jazz, & Nightlife Recommendations . 33 Pre-registrants’ Names, Emails, and Affiliations . .39 Notes . .41 NOWCAM Mission Statement The Pacific Northwest is home to numerous wide-flung Psychology departments with strengths in cognition and memory. NOWCAM provides a forum for faculty and students from these departments to get together and discuss their latest research. Interactions with other researchers can spark innovations and cross-fertilizations that move the research forward in new and exciting ways. In any case, it's good fun to get together with friends and colleagues who share similar interests, chew the cognitive rag a bit, and quaff a beer or two over a good meal. -
Assistant Professor • Department of Psychology University of South Carolina Aiken • [email protected] 471 University Parkway, Aiken, SC 29801
Roach 1 CURRICULUM VITAE ALEXANDRA E. ROACH Assistant Professor • Department of Psychology University of South Carolina Aiken • [email protected] 471 University Parkway, Aiken, SC 29801 EDUCATION 2014 PhD Psychology/Cognitive Neuroscience University of California Davis Supervisor: Charles DeCarli, MD, FAAN Dissertation: Vascular Risk Factors and Neuroimaging Correlates to Age-related Cognitive Decline in Healthy Older Adults 2007 MS Experimental Psychology Western Washington University, Bellingham, WA Supervisor: Ira Hyman Jr., PhD Master’s Thesis: The Recency Effect is Caused by Cue Overload: Category-based Retrieval Diminishes Recency Effect 1994 BA American/Latin American Studies Pomona College, Claremont, CA Thesis Advisor: Miguel Tinker-Salas, PhD Thesis: Economic and Political Development of Mexico ACADEMIC APPOINTMENT 2014 – Assistant Professor, Colleges of Science & Engineering, Psychology Department, USC Aiken 2013 – 2014 Instructor, Department of Psychology, University of California Davis USC AIKEN COURES TAUGHT 2019 – 2020 Graduate Neuroscience, Psychological Statistics, Psychological Statistics Lab, Psychopharmacology, Reflective Capstone Experience 2018 – 2019 Graduate Neuroscience, Psychological Statistics, Psychological Statistics Lab, Neuroscience, Neuroscience Lab 2017 – 2018 Graduate Neuroscience, Quantitative Analysis, Quantitative Analysis Lab, Cognitive Processes, Cognitive Processes Lab, Neurobiology of Stress 2016 – 2017 Cognitive Processes, Cognitive Processes Lab, Quantitative Analysis Lab, Psychopharmacology, -
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. -
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.