Individual Differences in Memory Development Across the Life Span
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Applying Cognitive Psychology to Education: Complexities and Prospectsଝ
Journal of Applied Research in Memory and Cognition 1 (2012) 263–265 Contents lists available at SciVerse ScienceDirect Journal of Applied Research in Memory and Cognition journal homepage: www.elsevier.com/locate/jarmac Reply Applying cognitive psychology to education: Complexities and prospectsଝ Henry L. Roediger III ∗, Mary A. Pyc Washington University in St. Louis, United States article info Article history: Received 31 October 2012 Accepted 31 October 2012 Keywords: Research Education Techniques to improve education We appreciate the thoughtful responses to our target article student a computer and hope for the best, in the great American from the respondents. We even agree with (almost) all their points. tradition of throwing money at a problem even if it is unlikely to Who could disagree with the argument that “more research in have an effect. classrooms is needed” or that “we need to teach for transfer (if we Somehow we do not see the current situation as quite so grim. can figure out how)”? Here we provide a few reflections aroused After all, Hermann Ebbinghaus discovered the spacing effect in by the comments. 1885 (Ebbinghaus, 1885/1913), and it has been documented in Mayer (2012) reminds us of the long history of psychologists hundreds of studies since then in all manner of species, paradigms, being interested in applying their knowledge to education. Of and, in humans, with children, college students and older adults. course, when William James wrote his book on Talks for Teachers in Further, the effect occurs with many sorts of materials, including 1891, there was not much of an empirical research base on which educationally relevant ones. -
Chapter 6 Objectives Memory
Chapter 6 Objectives Memory After studying this chapter, students should be able to: Introduction: What Is Memory? 1. Define memory, and explain the processes of encoding, storage, and retrieval. 2. Describe the stage model of memory, and describe how each of the three stages functions. 3. Discuss the function, duration, capacity, and types of sensory memory, and explain how George Sperling’s experiment advanced the understanding of sensory memory. 4. Describe the function, duration, and capacity of short-term memory, and explain the usefulness of chunking. 5. Explain the functions of the different components in Baddeley’s model of working memory. 6. Give examples of maintenance rehearsal and elaborative rehearsal, and explain why one of these is more effective in encoding long-term memories. 7. Describe the types of information in long-term memory, and explain the differences between implicit memory and explicit memory. 8. Culture and Human Behavior: Discuss the findings of research that investigated the earliest memories in European American college students compared to Chinese and Taiwanese college students. 9. Discuss the organization of information in long-term memory. Retrieval: Getting Information from Long-Term Memory 10. Define retrieval, noting how retrieval cues work, and describe what happens when retrieval fails, as in a tip-of-the-tongue (TOT) experience. 11. Compare and contrast recognition and recall in terms of retrieval. Compare free recall with cued recall. How do these factors influence the serial position effect? 12. Discuss the context effect and mood congruence as different forms of the encoding specificity principle, and evaluate the accuracy of flashbulb memories. -
Serial Position Effects and Forgetting Curves: Implications in Word
Studies in English Language Teaching ISSN 2372-9740 (Print) ISSN 2329-311X (Online) Vol. 2, No. 3, 2014 www.scholink.org/ojs/index.php/selt Original Paper Serial Position Effects and Forgetting Curves: Implications in Word Memorization Guijun Zhang1* 1 Department of Foreign Languages, China Pharmaceutical University, Nanjing, China * Guijun Zhang, E-mail:[email protected] Abstract Word memorization is important in English learning and teaching. The theory and implications of serial position effects and forgetting curves are discussed in this paper. It is held that they help students understand the psychological mechanisms underlying word memorization. The serial position effects make them to consider the application the chunking theory in word memorization; the forgetting curve reminds them to repeat the words in long-term memory in proper time. Meanwhile the spacing effect and elaborative rehearsal effect are also discussed as they are related to the forgetting curve. Keywords serial position effects, forgetting curves, word memorization 1. Introduction English words are extraordinarily significant for English foreign language (EFL) learners because they are the essential basis of all language skills. As Wilkins said, “...while without grammar very little can be conveyed, without vocabulary nothing can be conveyed” (Wilkins, 1972). Effective word memorization plays a significant role in the process of vocabulary learning. Researchers have and are still pursuing and summarizing the effective memory methods. Schmitt, for example, classified vocabulary memory strategies into more than twenty kinds (Schmitt, 1997, p. 34). However, it is hard to improve the efficiency of the vocabulary memory in that different students remember the huge amount of words with some certain method or methods that may not suit them. -
Memory and Narrative: Reading the Things They Carried for Psyche and Persona Frank Hassebrock and Brenda Boyle, Denison University
Memory and Narrative: Reading The Things They Carried for Psyche and Persona Frank Hassebrock and Brenda Boyle, Denison University Abstract: This essay looks closely at how two disciplines, Psychology and English, can use the same text for similar purposes. A Psychology professor discusses how Tim O'Brien's The Things They Carried can exemplify for his students how memory is used to construct a self, a psyche. A teacher of literature then examines how the same text demonstrates for students the rhetorical construction of a fictional self, a persona, and also how that construction is influenced by the various historical periods represented in the novel's stories. Through the investigation of these two disciplinary approaches, students in our classes gain an appreciation for the psychological functions of remembering and the rhetorical functions of reading. People select and interpret certain memories as self-defining, providing them with privileged status in the life story… . To a certain degree, then, identity is a product of choice. We choose the events we consider most important for defining who we are and providing our lives with some semblance of unity and purpose. And we endow them with symbolism, lessons learned, integrative themes, and other personal meaning that make sense to us in the present as we survey the past and anticipate the future. (McAdams, 2004, p. 104) A rhetoric incorporates more than practical strategies for speaking and writing. Rhetoric reflects the values and perspectives of a culture. It is a distillation of what a given society counts as knowledge and evidence, how it defines social connections and responsibilities, the context in which communicative acts will be interpreted. -
ELA/Literacy Released Item 2018 Grade 11 Research Simulation
ELA/Literacy Released Item 2018 Grade 11 Research Simulation Task Factors Interfering With Memory Accuracy II428729783 © 2019 CCSSO, LLC English Language Arts/Literacy Today you will research scientific discoveries about how memory works. You will read the article “New Discoveries on Optimizing Memory Formation.” Then you will read the passage from “Tricks of Memory” and the article “Exceptional Memory Explained: How Some People Remember What They Had for Lunch 20 Years Ago.” As you review these sources, you will gather and synthesize information and answer questions about scientific concepts so you can write an analytical essay. Read the article “New Discoveries on Optimizing Memory Formation.” Then answer the questions. New Discoveries on Optimizing Memory Formation by William R. Klemm 1 As each of us goes through life, we remember a little and forget a lot. The stockpile of what we remember contributes greatly to define us and our place in the world. Thus, it is important to remember and optimize the processes that make that possible. 2 People who compete in memory contests (“memory athletes”) have long known the value of associational cues (see my Memory Power 101 book). Neuroscientists have known for a long time about memory consolidation (converting short-term memory to long-term form) and the value of associational cues. But now, important new understanding is arising from a research lab at Northwestern that links cueing to “re-consolidation” and reveals new possibilities for optimizing long-term memory formation. 3 The underlying research approach is based on such well-established memory principles as: 1. When information is first acquired, it is tagged for its potential importance or value. -
Highly Superior Autobiographical Memory: Quality and Quantity of Retention Over Time
UC Irvine UC Irvine Previously Published Works Title Highly Superior Autobiographical Memory: Quality and Quantity of Retention Over Time. Permalink https://escholarship.org/uc/item/8bw1f25b Authors LePort, Aurora KR Stark, Shauna M McGaugh, James L et al. Publication Date 2015 DOI 10.3389/fpsyg.2015.02017 Peer reviewed eScholarship.org Powered by the California Digital Library University of California ORIGINAL RESEARCH published: 21 January 2016 doi: 10.3389/fpsyg.2015.02017 Highly Superior Autobiographical Memory: Quality and Quantity of Retention Over Time Aurora K. R. LePort1,2, Shauna M. Stark1,2, James L. McGaugh1,2 and Craig E. L. Stark1,2* 1 Department of Neurobiology and Behavior, University of California, Irvine, Irvine, CA, USA, 2 Center for the Neurobiology of Learning and Memory, Department of Education, University of California, Irvine, Irvine, CA, USA Individuals who have Highly Superior Autobiographical Memory (HSAM) are able to recall, with considerable accuracy, details of daily experiences that occurred over many previous decades. The present study parametrically investigates the quantity and quality of details of autobiographical memories acquired 1-week, 1-month, 1-year, and 10-years prior in HSAMs and controls. In addition, we tested the consistency of details provided at the 1-week delay by testing the subjects 1 month later with a surprise assessment. At the 1-week delay, HSAMs and controls recalled an equivalent number of events. In contrast, HSAM recall performance was superior at more remote delays, with remarkable consistency following a 1-month delay. Further, we revealed a relationship between the consistency of recall and HSAMs’ obsessive– Edited by: compulsive tendencies. -
ICOM-6 Program
Altered video task in 15-month-olds how to bridge the gap between Tulving’s definition and current methods? Bobrowicz, Katarzyna; Haman, Maciej; Bobrowicz, Ryszard 2016 Document Version: Publisher's PDF, also known as Version of record Link to publication Citation for published version (APA): Bobrowicz, K., Haman, M., & Bobrowicz, R. (2016). Altered video task in 15-month-olds: how to bridge the gap between Tulving’s definition and current methods?. 158-158. Abstract from 6th International Conference on Memory (ICOM6), Budapest, Hungary. Total number of authors: 3 General rights Unless other specific re-use rights are stated the following general rights apply: Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal Read more about Creative commons licenses: https://creativecommons.org/licenses/ Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. LUND UNIVERSITY PO Box 117 221 00 Lund +46 46-222 00 00 ICOM-6 Program Keynote session I K1 session Sunday, 17 July 2016 | 17:15 - 18:15 | Room 1 Chair/Organizer: Martin A. -
Book Reviews
--> Europe's Journal of Psychology ejop.psychopen.eu | 1841-0413 Book Reviews Schmidt, Stephen R. (2012). Extraordinary Memories for Exceptional Events: Essays in Cognitive Psychology. Psychology Press Extraordinary Memories for Exceptional Events: Essays in Cognitive Psychology Victoria Wright*a [a] Aberystwyth University, Ceredigion, UK. Europe's Journal of Psychology, 2012, Vol. 8(3), 507–510, doi:10.5964/ejop.v8i3.501 Received: 2012-07-31. Accepted: 2012-08-01. Published: 2012-08-29. *Corresponding author at: Department of Psychology, Aberystwyth University, Aberystwyth, Ceredigion, Wales, UK SY23 3UX, email: [email protected]. This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The Apollo 11 moon landings. The Challenger space shuttle disaster. The 9/11 World Trade Centre attacks. Depending on your age, there’s a good chance you have a particularly vivid and highly detailed memory of at least one of these events. At the same time, your memory for the days immediately preceding, and following, these events is probably poor. Why is it that we are able to remember momentous events better than mundane events? And just how accurate are these exceptional memories that we create? These are the central questions addressed in ‘Extraordinary Memories for Exceptional Events’, by Stephen R. Schmidt, a timely consideration of the vast body of theoretical and empirical evidence that underpins our understanding of memory for exceptional events. The purpose of Schmidt’s book is to draw together key theories and empirical evidence in order to persent a comprehensive overview of memory for extraordinary events. -
How Fast Memory Decreases for Tasks
How fast memory decreases for tasks Vasco Vasconcelos Dissertation written under the supervision of Daniel Fernandes Dissertation submitted in partial fulfilment of requirements for the MSc in Management with Specialization in Strategic Marketing, at the Universidade Católica Portuguesa, 04-01-2017. Abstract “How fast memory decreases for tasks” by Vasco Vasconcelos The main aim of this thesis was to find how fast memory decreases for tasks that people need to do. In order to do that an online survey was conducted where participants were asked to write five tasks they needed to do in the next seven days, then they were asked to wait for a while and finally rewrite those tasks. The results showed that there are two significant decreases in memory performance. First there is a significant decrease between a 10-minute delay period and one hour and the other is between a one hour and 24-hour delay period. The second aim of this thesis was to test some of the results found in previous works. Results show that there seems to exist a primacy effect, however no evidences of a recency effect was found, no evidence that gender affects memory prediction and performance plus, results were negative for an overestimate of participants’ prediction regarding their memory performance. Results contradict previous works since the methodology used in studies on the field of memory are usually done in a laboratory, they usually require participants to learn new things to later be remembered and finally, the tasks and things participants are requested to do are usually abstract or irrelevant for their lives. -
Information Processing Models of Learning Applied to Gifted Learning John Munro
Psychology of gifted learning Session 5 Information processing models of learning applied to gifted learning John Munro Objectives of the session. At the end of this session you should be able to • describe the information processing approach to learning , • discuss its implications for teaching and education of gifted children, • discuss the concepts of attention and memory processes in learning. • discuss the concepts of short term and long term memory and their implications for teaching. Content Models of information processing to explain learning Learners learn by processing information. Key questions include: • what types of information can individuals process ? What determines this ? • where does the processing (that is, the ideas-re organizing) take place ? • how much information can a learner process at once ? • what initiates the processing at any time ? Learners as information processors Learners' existing knowledge ('long term memory') provides the 'information processing units' and the ways of linking ideas. Learners can handle several types of information at once. Different types of existing knowledge involves units of meaning organised or linked in different ways: • conceptual • episodic • motoric • knowledge of one's self as a learner The information is processed in site for learning or thinking space; short term working memory . At any time this is limited; learners process a restricted amount of information at once. Two metaphors are used to explain thinking and learning in terms of information processing: • a structures -
Hyper Memory, Synaesthesia, Savants Luria and Borges Revisited
Dement Neuropsychol 2018 June;12(2):101-104 Views & Reviews http://dx.doi.org/10.1590/1980-57642018dn12-020001 Hyper memory, synaesthesia, savants Luria and Borges revisited Luis Fornazzari1, Melissa Leggieri2, Tom A. Schweizer3, Raul L. Arizaga4, Ricardo F. Allegri5, Corinne E. Fischer6 ABSTRACT. In this paper, we investigated two subjects with superior memory, or hyper memory: Solomon Shereshevsky, who was followed clinically for years by A. R. Luria, and Funes the Memorious, a fictional character created by J. L. Borges. The subjects possessed hyper memory, synaesthesia and symptoms of what we now call autistic spectrum disorder (ASD). We will discuss interactions of these characteristics and their possible role in hyper memory. Our study suggests that the hyper memory in our synaesthetes may have been due to their ASD-savant syndrome characteristics. However, this talent was markedly diminished by their severe deficit in categorization, abstraction and metaphorical functions. As investigated by previous studies, we suggest that there is altered connectivity between the medial temporal lobe and its connections to the prefrontal cingulate and amygdala, either due to lack of specific neurons or to a more general neuronal dysfunction. Key words: memory, hyper memory, savantism, synaesthesia, autistic spectrum disorder, Solomon Shereshevsky, Funes the memorious. HIPERMEMÓRIA, SINESTESIA, SAVANTS: LURIA E BORGES REVISITADOS RESUMO. Neste artigo, investigamos dois sujeitos com memória superior ou hipermemória: Solomon Shereshevsky, que foi seguido clinicamente por anos por A. R. Luria, e Funes o memorioso, um personagem fictício criado por J. L. Borges. Os sujeitos possuem hipermemória, sinestesia e sintomas do que hoje chamamos de transtorno do espectro autista (TEA). -
Studying Amnesia Helps Researchers Understand Memory
BRAIN WONDERS, RESEARCH DECEMBER 2020/JANUARY 2021 BY SUSAN FITZGERALD Studying Amnesia Helps Researchers Understand Memory Examining cases of amnesia—the inability to retrieve or make memories—allows researchers to plumb the mysteries of memory. Illustration by Sergio Membrillas Cole Kazdin was a writer and performer in New York City in her twenties when she was playing a cheerleader in a TV pilot. Partway through filming, the director ordered a stunt the cast was unprepared for. It involved her being tossed into the air and caught by other actors. The stunt went horribly wrong, and Kazdin crashed to the floor. When she regained consciousness, she was in an ambulance racing to a New Jersey hospital, dressed in a cheerleading outfit. She had no memory of what had happened. Worse, she couldn't remember basic details of her life. At the hospital, she was told she had sustained a concussion that caused amnesia, wiping out both her long-term and short-term memory. She could not recall much of her pre-injury life nor what she had done only a few moments before. After Kazdin returned home, she kept telling a visiting friend that she needed to call her father, something she had just done three times in a row. She watched Dirty Rotten Scoundrels repeatedly, laughing each time as if she hadn't just seen the movie and couldn't remember that it had been one of her favorites. When a boyfriend she had broken up with before her accident visited, she didn't recognize him or any of the photographs from their life together.