False Memories in Highly Superior Autobiographical Memory Individuals
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Effect of Emotional Arousal 1 Running Head
Effect of Emotional Arousal 1 Running Head: THE EFFECT OF EMOTIONAL AROUSAL ON RECALL The Effect of Emotional Arousal and Valence on Memory Recall 500181765 Bangor University Group 14, Thursday Afternoon Effect of Emotional Arousal 2 Abstract This study examined the effect of emotion on memory when recalling positive, negative and neutral events. Four hundred and fourteen participants aged over 18 years were asked to read stories that differed in emotional arousal and valence, and then performed a spatial distraction task before they were asked to recall the details of the stories. Afterwards, participants rated the stories on how emotional they found them, from ‘Very Negative’ to ‘Very Positive’. It was found that the emotional stories were remembered significantly better than the neutral story; however there was no significant difference in recall when a negative mood was induced versus a positive mood. Therefore this research suggests that emotional valence does not affect recall but emotional arousal affects recall to a large extent. Effect of Emotional Arousal 3 Emotional arousal has often been found to influence an individual’s recall of past events. It has been documented that highly emotional autobiographical memories tend to be remembered in better detail than neutral events in a person’s life. Structures involved in memory and emotions, the hippocampus and amygdala respectively, are joined in the limbic system within the brain. Therefore, it would seem true that emotions and memory are linked. Many studies have investigated this topic, finding that emotional arousal increases recall. For instance, Kensinger and Corkin (2003) found that individuals remember emotionally arousing words (such as swear words) more than they remember neutral words. -
Compare and Contrast Two Models Or Theories of One Cognitive Process with Reference to Research Studies
! The following sample is for the learning objective: Compare and contrast two models or theories of one cognitive process with reference to research studies. What is the question asking for? * A clear outline of two models of one cognitive process. The cognitive process may be memory, perception, decision-making, language or thinking. * Research is used to support the models as described. The research does not need to be outlined in a lot of detail, but underatanding of the role of research in supporting the models should be apparent.. * Both similarities and differences of the two models should be clearly outlined. Sample response The theory of memory is studied scientifically and several models have been developed to help The cognitive process describe and potentially explain how memory works. Two models that attempt to describe how (memory) and two models are memory works are the Multi-Store Model of Memory, developed by Atkinson & Shiffrin (1968), clearly identified. and the Working Memory Model of Memory, developed by Baddeley & Hitch (1974). The Multi-store model model explains that all memory is taken in through our senses; this is called sensory input. This information is enters our sensory memory, where if it is attended to, it will pass to short-term memory. If not attention is paid to it, it is displaced. Short-term memory Research. is limited in duration and capacity. According to Miller, STM can hold only 7 plus or minus 2 pieces of information. Short-term memory memory lasts for six to twelve seconds. When information in the short-term memory is rehearsed, it enters the long-term memory store in a process called “encoding.” When we recall information, it is retrieved from LTM and moved A satisfactory description of back into STM. -
Working Memory and Cued Recall Max V
Georgia Southern University Digital Commons@Georgia Southern University Honors Program Theses 2016 Working memory and cued recall Max V. Fey 8602950 Karen Naufel Georgia Southern University Lawrence Locker Georgia Southern University Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/honors-theses Part of the Cognitive Psychology Commons Recommended Citation Fey, Max V. 8602950; Naufel, Karen; and Locker, Lawrence, "Working memory and cued recall" (2016). University Honors Program Theses. 220. https://digitalcommons.georgiasouthern.edu/honors-theses/220 This thesis (open access) is brought to you for free and open access by Digital Commons@Georgia Southern. It has been accepted for inclusion in University Honors Program Theses by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. 1 Working Memory and Cued Recall Working Memory and Cued Recall An Honors Thesis submitted in partial fulfillment of the requirements for Honors in the Department of Psychology. By Maximilian Fey Under the mentorship of Dr. Karen Naufel ABSTRACT Previous research has found that individuals with high working memory have greater recall capabilities than those with low working memory (Unsworth, Spiller, & Brewers, 2012). Research did not test the extent to which cues affect one’s recall ability in relation to working memory. The present study will examine this issue. Participants completed a working memory measure. Then, they were provided with cued recall tasks whereby they recalled Facebook friends. The cues varied to be no cues, ambiguous cues high in imageability, and cues directly related to Facebook. The results showed that there was no difference between individual’s ability to recall their Facebook friends and their working memory scores. -
Post-Encoding Stress Does Not Enhance Memory Consolidation: the Role of Cortisol and Testosterone Reactivity
brain sciences Article Post-Encoding Stress Does Not Enhance Memory Consolidation: The Role of Cortisol and Testosterone Reactivity Vanesa Hidalgo 1,* , Carolina Villada 2 and Alicia Salvador 3 1 Department of Psychology and Sociology, Area of Psychobiology, University of Zaragoza, 44003 Teruel, Spain 2 Department of Psychology, Division of Health Sciences, University of Guanajuato, Leon 37670, Mexico; [email protected] 3 Department of Psychobiology and IDOCAL, University of Valencia, 46010 Valencia, Spain; [email protected] * Correspondence: [email protected]; Tel.: +34-978-645-346 Received: 11 October 2020; Accepted: 15 December 2020; Published: 16 December 2020 Abstract: In contrast to the large body of research on the effects of stress-induced cortisol on memory consolidation in young people, far less attention has been devoted to understanding the effects of stress-induced testosterone on this memory phase. This study examined the psychobiological (i.e., anxiety, cortisol, and testosterone) response to the Maastricht Acute Stress Test and its impact on free recall and recognition for emotional and neutral material. Thirty-seven healthy young men and women were exposed to a stress (MAST) or control task post-encoding, and 24 h later, they had to recall the material previously learned. Results indicated that the MAST increased anxiety and cortisol levels, but it did not significantly change the testosterone levels. Post-encoding MAST did not affect memory consolidation for emotional and neutral pictures. Interestingly, however, cortisol reactivity was negatively related to free recall for negative low-arousal pictures, whereas testosterone reactivity was positively related to free recall for negative-high arousal and total pictures. -
Reducing False Memories Chad S
MacLeod and MacDonald – The Stroop effect and attention Review 17 Dunbar, K.N. and MacLeod, C.M. (1984) A horse race of a different 28 Carter, C.S. et al. (2000) Parsing executive processes: strategic versus color: Stroop interference patterns with transformed words. J. Exp. evaluative functions of the anterior cingulate cortex. Proc. Natl. Acad. Psychol. Hum. Percept. Perform. 10, 622–639 Sci. U. S. A. 97, 1944–1948 18 Fraisse, P. (1969) Why is naming longer than reading? Acta Psychol. 29 Derbyshire, S.W.G. et al. (1998) Pain and Stroop interference activate 30, 96–103 separate processing modules in anterior cingulate. Exp. Brain Res. 19 Kolers, P.A. (1975) Memorial consequences of automatized encoding. 118, 52–60 J. Exp. Psychol. Hum. Learn. Mem. 1, 689–701 30 Bush, G. et al. (2000) Cognitive and emotional influences in anterior 20 Tzelgov, J. et al. (1992) Controlling Stroop effects by manipulating cingulate cortex. Trends Cognit. Sci. 4, 215–222 expectations for color words. Mem. Cognit. 20, 727–735 31 Corbetta, M. et al. (1991) Selective and divided attention during visual 21 Duncan-Johnson, C.C. (1981) P300 latency: a new metric of discriminations of shape, color, and speed: functional anatomy by information processing. Psychophysiology 18, 207–215 positron emission tomography. J. Neurosci. 11, 2383–2402 22 Duncan-Johnson, C.C. and Kopell, B.S. (1981) The Stroop effect: brain 32 Petersen, S.E. et al. (1988) Positron emission tomographic studies potentials localize the source of interference. Science 214, 938–940 of the cortical anatomy of single-word processing. Nature 23 Bench, C.J. -
Memory Specificity, but Not Perceptual Load, Affects Susceptibility to Misleading Information
Memory specificity, but not perceptual load, affects susceptibility to misleading information Francesca R. Farina1,2,* & Ciara M. Greene1 1School of Psychology, University College Dublin, Ireland. 2Trinity College Institute of Neuroscience, Trinity College Dublin, Ireland. Note: This paper has not yet been peer-reviewed. Please contact the authors before citing. Correspondence may be sent to Francesca Farina, Trinity College Institute of Neuroscience, Trinity College Dublin, Ireland. Email: [email protected] 1 Abstract The purpose of this study was to examine the role of perceptual load in eyewitness memory accuracy and susceptibility to misinformation at immediate and delayed recall. Despite its relevance to real-world situations, previous research in this area is limited. A secondary aim was to establish whether trait-based memory specificity can protect against susceptibility to misinformation. Participants (n=264) viewed a 1-minute video depicting a crime and completed a memory questionnaire immediately afterwards and one week later. Memory specificity was measured via an online version of the Autobiographical Memory Test (AMT). We found a strong misinformation effect, but no effect of perceptual load on memory accuracy or suggestibility at either timepoint. Memory specificity was a significant predictor of accuracy for both neutrally phrased and leading questions, though the effect was weaker after a one-week delay. Results suggest that specific autobiographical memory, but not perceptual load, enhances eyewitness memory and protects against misinformation. Keywords Perceptual load; memory specificity; eyewitness; misinformation. 2 General Audience Summary The misinformation effect is a memory impairment for a past event that occurs when a person is presented with leading information. Leading information can distort the original details of a memory and produce false memories. -
Types of Memory and Models of Memory
Inf1: Intro to Cognive Science Types of memory and models of memory Alyssa Alcorn, Helen Pain and Henry Thompson March 21, 2012 Intro to Cognitive Science 1 1. In the lecture today A review of short-term memory, and how much stuff fits in there anyway 1. Whether or not the number 7 is magic 2. Working memory 3. The Baddeley-Hitch model of memory hEp://www.cartoonstock.com/directory/s/ short_term_memory.asp March 21, 2012 Intro to Cognitive Science 2 2. Review of Short-Term Memory (STM) Short-term memory (STM) is responsible for storing small amounts of material over short periods of Nme A short Nme really means a SHORT Nme-- up to several seconds. Anything remembered for longer than this Nme is classified as long-term memory and involves different systems and processes. !!! Note that this is different that what we mean mean by short- term memory in everyday speech. If someone cannot remember what you told them five minutes ago, this is actually a problem with long-term memory. While much STM research discusses verbal or visuo-spaal informaon, the disNncNon of short vs. long-term applies to other types of sNmuli as well. 3/21/12 Intro to Cognitive Science 3 3. Memory span and magic numbers Amount of informaon varies with individual’s memory span = longest number of items (e.g. digits) that can be immediately repeated back in correct order. Classic research by George Miller (1956) described the apparent limits of short-term memory span in one of the most-cited papers in all of psychology. -
Almaha Academy Girls Psychology Department 2018-19
ALMAHA ACADEMY GIRLS PSYCHOLOGY DEPARTMENT 2018-19 Name: _____________________________________ Date: ____________________ ALMAHA ACADEMY GIRLS PSYCHOLOGY DEPARTMENT 2018-19 Learning objectives to be covered for Memory Learning objective Completed Know the structure and process of memory and information processing: a) Input b) Processing c) Output d) Encoding e) Storage f) Retrieval Understand the features of short-term and long- term memory, including: a) Duration b) Capacity Understand the structure and process of memory through the multi-store model of memory (Atkinson and Shiffrin, 1968) including strengths and weaknesses of the theory: a) Sensory store b) The capacity of the short-term memory c) The duration of short-term memory d) The capacity of the long-term memory e) The duration of the long-term memory f) The role of attention in memory g) The role of rehearsal in memory Peterson and Peterson (1959) Short-term retention of individual verbal items Study: Aim Procedure Results ALMAHA ACADEMY GIRLS PSYCHOLOGY DEPARTMENT 2018-19 Conclusion Evaluation (strengths/weaknesses) Understand retrograde and anterograde amnesia, including: a) The term ‘retrograde amnesia’ b) The term ‘anterograde amnesia’ c) The symptoms of retrograde amnesia d) The symptoms of anterograde amnesia Understand the active process of memory through the Theory of Reconstructive Memory (Bartlett, 1932), including strengths and weaknesses of the theory: a) How schemas are formed b) How schema’s influence behaviour Bartlett (1932) War of the Ghosts study: Aim Procedure Results Conclusion Evaluation (Strengths/Weaknesses) Issues and Debates Understand the reductionism and holism debate, including: a) The term ‘reductionism’ and ‘reductionist’. b) The term ‘holism’ and ‘holistic’ c) The use of content, theories and research drawn from human memory to explain the reductionism and holism debate. -
The Effects of Happy and Sad Emotional States on Episodic Memory
The Effects of Happy and Sad Emotional States on Episodic Memory Richard Topolski ([email protected]) Department of Psychology, Augusta State University 2500 Walton Way, Augusta GA 30904 USA Sarah R. Daniel ([email protected]) Department of Psychology, Augusta State University 2500 Walton Way, Augusta GA 30904 USA Introduction methodology for measuring EM largely independent of semantic memory. Episodic memory (EM) is composed of personally experienced events in which ‘the what, where, and when’ Method are essential components while semantic memory is simply composed of accumulated facts about the world (Tulving, Happy, neutral, or sad mood states were induced in 88 2002). A wide variety of tasks have been used to tap students via a 20 minute long viewing of either a stand-up episodic memory including: recalling words from an early comedy routine, a documentary, or holocaust footage. learned list; yes-no recognition of previously presented Immediately following the mood induction, participants common objects or pictures; and free recall of past personal engaged in eight interactive tasks which involved both experiences. These tasks are used to evaluate episodic familiar objects (pennies and paperclips) and novel memory because in order to know which words, pictures, or geometric forms created by bending paper clips with blue experiences to retrieve, some contextual (episodic) beads into unique shapes, (Rock, Schreilber, and Ro, 1994). information must first be accessed (Mayes & Roberts, A four-item force-choice recognition test for the novel 2001). While all of these measures seem to share this geometric forms was employed, with the task name serving contextual component, none adequately examines the as the retrieval cue. -
Handbook of Metamemory and Memory Evolution of Metacognition
This article was downloaded by: 10.3.98.104 On: 29 Sep 2021 Access details: subscription number Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: 5 Howick Place, London SW1P 1WG, UK Handbook of Metamemory and Memory John Dunlosky, Robert A. Bjork Evolution of Metacognition Publication details https://www.routledgehandbooks.com/doi/10.4324/9780203805503.ch3 Janet Metcalfe Published online on: 28 May 2008 How to cite :- Janet Metcalfe. 28 May 2008, Evolution of Metacognition from: Handbook of Metamemory and Memory Routledge Accessed on: 29 Sep 2021 https://www.routledgehandbooks.com/doi/10.4324/9780203805503.ch3 PLEASE SCROLL DOWN FOR DOCUMENT Full terms and conditions of use: https://www.routledgehandbooks.com/legal-notices/terms This Document PDF may be used for research, teaching and private study purposes. Any substantial or systematic reproductions, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The publisher shall not be liable for an loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. Evolution of Metacognition Janet Metcalfe Introduction The importance of metacognition, in the evolution of human consciousness, has been emphasized by thinkers going back hundreds of years. While it is clear that people have metacognition, even when it is strictly defined as it is here, whether any other animals share this capability is the topic of this chapter. -
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. -
1.2A Reconstructive Memory Deira International School Rhiannon Quinton
1.2a Reconstructive Memory Deira International School Rhiannon Quinton IB DP IB1 Psychology (Group 3) HL (IB1) Summary 1.2a Reconstructive Memory Subject Year Start date Duration Psychology IB1 Week 1, October 2 weeks 8 hours Course Part Cognitive Approach: Reliability of Cognitive Processing Description Human memory is not an exact copy of events, but rather a reconstruction that may be altered over time, through discussions with others or input from the media. Research shows that memory may be changed during storage, processing and retrieval, due to schema processing. Relevant examples related to studying the nature of reconstructive memory could be but are not limited to: • confabulation—a memory based on a fabricated, distorted or misinterpreted memory often believed to be true in spite of contradictory evidence • schema processing—memory processing based on prior knowledge in the form of schemas that could result in distortion • false memories—recalling an event that never happened and believing it to be true. Inquiry & Purpose Inquiry / Higher Order Questions Type Inquiry Questions Content-based Does a researcher's choice of methodology affect the reliability or credibility of the research? Curriculum Aims Enable the student to recognize that the content and methodologies of the individuals and societies subjects are contestable and that their study requires the toleration of uncertainty Objectives Application and analysis demonstrate application and analysis of the knowledge relevant to areas of applied psychology Synthesis and