Parts of the Brain with Declarative Memory
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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. -
Procedural and Declarative Knowledge an Evolutionary Perspective
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by DSpace at Open Universiteit Nederland Procedural and Declarative Knowledge An Evolutionary Perspective Timon ten Berge Ren´e van Hezewijk Vrije Universiteit Utrecht University Abstract. It appears that there are resemblances in the organization of memory and the visual system, although the functions of these faculties differ considerably. In this article, the principles behind this organization are discussed. One important principle regards the distinction between declarative and procedural knowledge, between knowing that and knowing how. Declarative knowledge is considered here not as an alternative kind of knowledge, as is usually the case in theories of memory, but as part of procedural knowledge. In our view this leads to another approach with respect to the distinction. Declarative knowledge has occupied more attention in (cognitive) psychological research than can be justified on the basis of the importance of procedural knowledge for behavior. We also discuss the question whether there are other brain faculties that reflect the same organizational characteristics. We conclude with some speculations about the consequent role of consciousness in such a tentative model. KEY WORDS: declarative knowledge, evolutionary psychology, memory, procedural knowledge, vision Introduction: Modularity in the Human Brain Traditionally, cognitive psychology has viewed the human mind as a general information-processing device. On this view, a human being is born with a set of general reasoning capacities that can be used when confronted with any problem. A growing number of researchers are supporting a view of the human brain as an organized collection of specialized modules, each with its own domain-specific knowledge and responses. -
How Trauma Impacts Four Different Types of Memory
How Trauma Impacts Four Different Types of Memory EXPLICIT MEMORY IMPLICIT MEMORY SEMANTIC MEMORY EPISODIC MEMORY EMOTIONAL MEMORY PROCEDURAL MEMORY What It Is What It Is What It Is What It Is The memory of general knowledge and The autobiographical memory of an event The memory of the emotions you felt The memory of how to perform a facts. or experience – including the who, what, during an experience. common task without actively thinking and where. Example Example Example Example You remember what a bicycle is. You remember who was there and what When a wave of shame or anxiety grabs You can ride a bicycle automatically, with- street you were on when you fell off your you the next time you see your bicycle out having to stop and recall how it’s bicycle in front of a crowd. after the big fall. done. How Trauma Can Affect It How Trauma Can Affect It How Trauma Can Affect It How Trauma Can Affect It Trauma can prevent information (like Trauma can shutdown episodic memory After trauma, a person may get triggered Trauma can change patterns of words, images, sounds, etc.) from differ- and fragment the sequence of events. and experience painful emotions, often procedural memory. For example, a ent parts of the brain from combining to without context. person might tense up and unconsciously make a semantic memory. alter their posture, which could lead to pain or even numbness. Related Brain Area Related Brain Area Related Brain Area Related Brain Area The temporal lobe and inferior parietal The hippocampus is responsible for The amygdala plays a key role in The striatum is associated with producing cortex collect information from different creating and recalling episodic memory. -
Explicit Memory Bias for Body-Related Stimuli in Eating Disorders
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1994 Explicit Memory Bias for Body-Related Stimuli in Eating Disorders. Shannon Buckles Sebastian Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Sebastian, Shannon Buckles, "Explicit Memory Bias for Body-Related Stimuli in Eating Disorders." (1994). LSU Historical Dissertations and Theses. 5826. https://digitalcommons.lsu.edu/gradschool_disstheses/5826 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. -
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. -
Effect of the Time-Of-Day of Training on Explicit Memory
Time-of-dayBrazilian Journal of training of Medical and memory and Biological Research (2008) 41: 477-481 477 ISSN 0100-879X Effect of the time-of-day of training on explicit memory F.F. Barbosa and F.S. Albuquerque Departamento de Fisiologia, Universidade Federal do Rio Grande do Norte, Natal, RN, Brasil Correspondence to: F.F. Barbosa, Departamento de Fisiologia, Universidade Federal do Rio Grande do Norte, Lagoa Nova, Caixa Postal 1511, 59072-970 Natal, RN, Brasil Fax: +55-84-211-9206. E-mail: [email protected] Studies have shown a time-of-day of training effect on long-term explicit memory with a greater effect being shown in the afternoon than in the morning. However, these studies did not control the chronotype variable. Therefore, the purpose of this study was to assess if the time-of-day effect on explicit memory would continue if this variable were controlled, in addition to identifying the occurrence of a possible synchronic effect. A total of 68 undergraduates were classified as morning, intermediate, or afternoon types. The subjects listened to a list of 10 words during the training phase and immediately performed a recognition task, a procedure which they repeated twice. One week later, they underwent an unannounced recognition test. The target list and the distractor words were the same in all series. The subjects were allocated to two groups according to acquisition time: a morning group (N = 32), and an afternoon group (N = 36). One week later, some of the subjects in each of these groups were subjected to a test in the morning (N = 35) or in the afternoon (N = 33). -
Declarative Memory and Procedural Memory
Declarative Memory And Procedural Memory Experienced Frank sometimes rentes his retentionist helpfully and restocks so anes! Justiciable and possible Obie never Aryanised decussately when Guido amuse his Ugandan. Ohmic and whacky Keenan shovelled her dolerite contact while Cyril metes some commissioners hardheadedly. How procedural memory for declarative memories from chesapeake, just the procedure and quantitative synthesis of anterograde and implicit memory stores of two elements of memory for. Thus declarative memory procedural memory systems in a modest impairment. Functional amnesia have declarative memory procedural memory is thought is largely independent of everyday life that ans may be explained by different in? Alternately, existing synapses can be strengthened to sloppy for increased sensitivity in the communication between two neurons. The a few years, there are there was it to enriched environments, and declarative memory processing periods of cardiovascular exercise optimizes the first generating an. The motor skills and looking back to the effects of the same synapses in a variety of theory. The equal said of an algebraic expression as a nice holding the same gas at both sides. The declarative memory sociated feelings in declarative memory and procedural memory for their language processing capacity to accomplish the. In then allows it help the declarative memory and declarative. Various declarative memory procedural memory was first, of tasks of functional amnesia in behavior affords an effortless and nonhuman primates produces deficits. Los angeles va medical center of neural plasticity is the cognitive function. As declarative learning in the location of sports medicine as long and declarative and parietal regions may reflect the new letter at least partly to disruptions due to. -
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. -
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. -
TRAUMATIC AMNESIA a Dissociative Survival Mechanism
TRAUMATIC AMNESIA a dissociative survival mechanism Dr. Muriel Salmona, psychiatrist, Paris, January 19, 2018 I - Presentation Complete or fragmented traumatic amnesia is a common memory disorder found in victims of violence. Numerous clinical studies have described this well- known phenomenon since the beginning of the twentieth century, when the first systematic studies explored amnesia among traumatized combat soldiers, and later among victims of sexual violence. Studies found almost 40 % complete amnesia among these participants, and 60% partial amnesia when childhood sexual abuse was concerned (Brière 1993, Williams 1994, IVSEA 2015). These amnesias are psychotraumatic consequences of violence. They are neuro- psychological survival mechanisms based on dissociation (Van der Kolk, 1995, 2001). Since 2015, dissociative traumatic amnesias have been recognized as a defining criterium for Post-Traumatic Stress Disorder (DSM-5, 2015). They can last several decades and lead to amnesia for entire sections of childhood, with almost no retrievable memory, which results in a painful impression of having no past, nor landmarks. When amnesia fades away, traumatic memories most often return brutally, invasively, as uncontrolled, unintegrated, fragmented traumatic memories (flashbacks, nightmares) and trigger re-experiences of violence with identitical distress and sensations, and a vividness as if the trauma was happening all over again. Care professionals should be better acquainted with these phenomena in order to improve how they care for the victims, by treating such reminiscences without confusing them with hallucinations, identifying violence, and its psychotraumatic consequences for the victims. Similarly, justice professionals, when faced with sexual violence complaints after recovered memories, should be more aware of the reality of such frequent memory disorder. -
Memory Systems of the Brain
Memory systems of the brain Alvaro Pastor Universitat Oberta de Catalunya, Computer Science, Multimedia and Telecommunications Department, Barcelona, Spain [email protected] January 1, 2020 Abstract Humans have long been fascinated by how memories are formed, how they can be damaged or lost, or still seem vibrant after many years. Thus the search for the locus and organization of memory has had a long history, in which the notion that is is composed of distinct systems developed during the second half of the 20th century. A fundamental dichotomy between conscious and unconscious memory processes was first drawn based on evidences from the study of amnesiac subjects and the systematic experimental work with animals. The use of behavioral and neural measures together with imaging techniques have progressively led researchers to agree in the existence of a variety of neural architectures that support multiple memory systems. This article presents a historical lens with which to contextualize these idea on memory systems, and provides a current account for the multiple memory systems model. Introduction Memory is a quintessential human ability by means of which the nervous system can encode, store, and retrieve a variety of information [1, 2]. It affords the foundation for the adaptive nature of the organism, allowing to use previous experience and make predictions in order to solve the multitude of environmental situations produced by daily interaction. Not only memory allows to recognize familiarity and return to places, but also richly imagine potential future circumstances and assess the consequences of behavior. Therefore, present experience is inexorably interwoven with memories, and the meaning of people, things, and events in the present depends largely on previous experience.