False Memories with Age: Neural and Cognitive Underpinnings
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Sleep, Memory, and Aging: Effects of Pre- and Post- Sleep Delays and Interference on Memory in Younger and Older Adults Michael Scullin Washington University in St
Washington University in St. Louis Washington University Open Scholarship All Theses and Dissertations (ETDs) 1-1-2011 Sleep, Memory, and Aging: Effects of Pre- and Post- Sleep Delays and Interference on Memory in Younger and Older Adults Michael Scullin Washington University in St. Louis Follow this and additional works at: https://openscholarship.wustl.edu/etd Recommended Citation Scullin, Michael, "Sleep, Memory, and Aging: Effects of Pre- and Post-Sleep Delays and Interference on Memory in Younger and Older Adults" (2011). All Theses and Dissertations (ETDs). 640. https://openscholarship.wustl.edu/etd/640 This Dissertation is brought to you for free and open access by Washington University Open Scholarship. It has been accepted for inclusion in All Theses and Dissertations (ETDs) by an authorized administrator of Washington University Open Scholarship. For more information, please contact [email protected]. WASHINGTON UNIVERSITY IN ST. LOUIS Department of Psychology Dissertation Examination Committee: Mark McDaniel, Chair Sandy Hale Larry Jacoby Henry Roediger, III Paul Shaw James Wertsch Sleep, Memory, and Aging: Effects of Pre- and Post-Sleep Delays and Interference on Memory in Younger and Older Adults by Michael K. Scullin A dissertation presented to the Graduate School of Arts and Sciences of Washington University in partial fulfillment of the requirements for the degree of Doctor of Philosophy December 2011 Saint Louis, Missouri Abstract The present research investigated the relationship between sleep and memory in younger and older adults. Previous research has demonstrated that during the deep sleep stage (i.e., slow wave sleep), recently learned memories are reactivated and consolidated in younger adults. -
How Self-Relevant Imagination Affects Memory for Behaviour
APPLIED COGNITIVE PSYCHOLOGY Appl. Cognit. Psychol. 21: 69–86 (2007) Published online 10 July 2006 in Wiley InterScience (www.interscience.wiley.com). DOI: 10.1002/acp.1270 How Self-Relevant Imagination Affects Memory for Behaviour AYANNA K. THOMAS1*, DEBORAH E. HANNULA2 and ELIZABETH F. LOFTUS3 1Colby College, USA 2University of California, Davis, USA 3University of California, Irvine, USA SUMMARY Research has demonstrated that imagination can be used to affect behaviour and also to distort memory, yet few studies have examined whether the effects of imagination on behavioural estimates and memory are related. In two experiments, the effects of imagination on self-reported behaviour and subsequent memory for that behaviour were investigated. A comparison of behavioural estimates collected before and after imagination demonstrated that reported estimates of behaviour changed after imagination. In addition, memory for the original estimates of behaviour was also affected, suggesting that imagination may impair one’s ability to remember originally reported behaviour. Experiment 2 demonstrated that the observed changes in reported behaviour were accompanied by the largest errors in memory for originally reported behaviour when participants generate images based on self-relevant scenarios. On the other hand, memory distortion was minimized when participants read but did not imagine self-relevant scenarios. These results have direct application to clinicians and researchers who employ imagination techniques as behavioural modifiers, and suggest that techniques that are self-relevant but do not include imagery may be a useful alternative to imagination. Copyright # 2006 John Wiley & Sons, Ltd. For decades, researchers have been interested in whether imagination, or mental simulation, can influence how we plan, perform, study and behave. -
7.1 Memory Systems
Psychological Science – Chapter 7: Memory 7.1 Memory Systems • Memory is a collection of several systems that store information in different forms for differing amounts of time. • The Atkinson-Shiffrin Model o Memory is a multistage process. Information flows through a brief sensory memory store into short-term memory, where rehearsal encodes it to long-term memory for permanent storage. Memories are retrieved from long-term memory and brought into short-term storage for further processing. o The Atkinson-Shiffrin model includes three memory stores: sensory memory, short-term memory (STM), and long- term memory (LTM). o Stores retain information in memory without using it for any specific purpose. o Control processes shift information from one memory store to another. o Some information in STM goes through encoding, the process of storing information in the LTM system. o Retrieval brings information from LTM back into STM. This happens when you become aware of existing memories, such as what you did last week. • Sensory memory is a memory store that accurately holds perceptual information for a very brief amount of time. o Iconic memory is the visual form of sensory memory and is held for about one-half to one second. o Echoic memory is the auditory form of sensory memory and is held for considerably longer, but still only about five seconds. o Iconic memory can be detected in a memory experiment: the whole report and partial report conditions. In the whole report condition, researchers flash a grid of latters on a screen for a split second and participants attempt to recall as many as possible – the whole screen. -
Crashing Memory 2.0: False Memories in Adults for an Upsetting Childhood Event
UC Irvine UC Irvine Previously Published Works Title Crashing Memory 2.0: False Memories in Adults for an Upsetting Childhood Event Permalink https://escholarship.org/uc/item/6vx8w81s Journal Applied Cognitive Psychology, 30(1) ISSN 0888-4080 Authors Patihis, L Loftus, EF Publication Date 2015 DOI 10.1002/acp.3165 Peer reviewed eScholarship.org Powered by the California Digital Library University of California Applied Cognitive Psychology, Appl. Cognit. Psychol. 30:41–50 (2016) Published online 15 September 2015 in Wiley Online Library (wileyonlinelibrary.com) DOI: 10.1002/acp.3165 Crashing Memory 2.0: False Memories in Adults for an Upsetting Childhood Event LAWRENCE PATIHIS1* and ELIZABETH F. LOFTUS2 1University of Southern Mississippi, Hattiesburg, USA 2University of California, Irvine, USA Summary: Previous crashing memory studies have shown that adults can be led to believe they witnessed video footage of news events for which no video footage actually exists. The current study is the first to investigate adults’ tendency to report memories of viewing footage that took place when they were children: the plane crash in Pennsylvania on 11 September 2001. We found that in a computer questionnaire, 33% indicated a false memory with at least one false detail. In a more detailed face-to-face interview, only 13% of the group described a detailed false memory. Familiarity with the news story, fantasy proneness, alcohol use, and frequency of negative emotions after 9/11 were all associated with a Persistent False Memory. Participants who had received prior suggestion were more likely to later report false memories in the subsequent interview. We discuss our novel results and the importance of the paradigm. -
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. -
2 Weeks to a Younger Brain Book Publishing
2 WEEKS TO A YOUNGER BRAIN 2 WEEKS TO A YOUNGER BRAIN GARY SMALL, MD AND GIGI VORGAN www.humanixbooks.com Boca Raton, FL, USA Two Weeks to a Younger Brain © 2015 Humanix Books All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any other infor- mation storage and retrieval system, without written permission from the publisher. Interior: Ben Davis Index: Yvette M. Chin For information, contact: Humanix Books P.O. Box 20989 West Palm Beach, FL 33416 USA www.humanixbooks.com email: [email protected] Humanix Books is a division of Humanix Publishing, LLC. Its trademark, consisting of the words “Humanix Books” is registered with the US Patent and Trademark Of- fice, and in other countries. Disclaimer: The information presented in this book is meant to be used for general resource purposes only; it is not intended as specific medical advice for any individ- ual and should not substitute medical advice from a healthcare professional. If you have (or think you may have) a medical problem, speak to your doctor or a healthcare practitioner immediately about your risk and possible treatments. Do not engage in any therapy or treatment without consulting a medical professional. Printed in the United States of America and the United Kingdom. ISBN (Hardcover) 978-1-63006-030-5 ISBN (E-book) 978-1-63006-031-2 Library of Congress Control Number: 2014958068 Acknowledgments E ARE GRATEFUL TO the many volunteers and patients who Wparticipated in the research studies that inspired this book. -
A CROSS-CULTURAL EXAMINATION of EMOTIONAL MEMORY PROCESSING: US Vs
Journal of Integrated Social Sciences www.jiss.org, 2014 - 4(1): 1-17 Original Article: A CROSS-CULTURAL EXAMINATION OF EMOTIONAL MEMORY PROCESSING: US vs. AFGHANISTAN Frishta Sharifi, M.S. Mills College, USA Christie Chung, Ph.D. Mills College, USA Abstract A positivity effect where older adults remember positive information better than young adults has been documented widely in the memory literature. However, research on the generalizability of the positivity effect to non-western cultures is still in its infancy. The present study is the first in the field of memory to explore the differences in emotional memory patterns between the US and Afghan cultures. Due to the war in Afghanistan, we hypothesized that the Afghan older adults’ negative life experiences may reduce the effect of the positivity effect usually found in the US. In the present study, we tested young and older US and Afghan adults on an emotional picture memory task consisted of 30 pictures (10 positive, 10 negative, 10 neutral). They were later asked to recall these pictures using brief verbal descriptions. US older adults remembered significantly fewer negative pictures compared to US young adults, demonstrating a positivity effect in old age. Afghan adults, however, did not show an age-related positivity effect in memory as predicted. We discussed our results with the framework of current socio-emotional theories. Keywords: Aging, emotional memory, positivity effect, cross-cultural __________________ AUTHOR NOTE: Please address all correspondence to: Dr. Christie Chung, Mills College Psychology Department, 5000 MacArthur Blvd., Oakland, CA 94613. Email: [email protected] © 2014 Journal of Integrated Social Sciences Sharifi & Chung Emotional Memory: US vs. -
Imagination Reduces False Memories for Everyday Action Sentences: Evidence from Pragmatic Inferences
ORIGINAL RESEARCH published: 20 August 2021 doi: 10.3389/fpsyg.2021.668899 Imagination Reduces False Memories for Everyday Action Sentences: Evidence From Pragmatic Inferences María J. Maraver *, Ana Lapa , Leonel Garcia-Marques , Paula Carneiro and Ana Raposo CICPSI, Faculdade de Psicologia, Universidade de Lisboa, Lisbon, Portugal Human memory can be unreliable, and when reading a sentence with a pragmatic implication, such as “the karate champion hit the cinder block,” people often falsely remember that the karate champion “broke” the cinder block. Yet, research has shown that encoding instructions affect the false memories we form. On the one hand, instructing participants to imagine themselves manipulating the to-be-recalled items increase false Edited by: Rui Paulo, memories (imagination inflation effect). But on the other hand, instructions to imagine Bath Spa University, United Kingdom have reduced false memories in the DRM paradigm (imagination facilitation effect). Here, Reviewed by: we explored the effect of imaginal encoding with pragmatic inferences, a way to study Marie Geurten, false memories for information about everyday actions. Across two experiments, University of Liège, Belgium Marek Nieznan´ski, we manipulated imaginal encoding through the instructions given to participants and the Cardinal Stefan Wyszyn´ski University, after-item filler task (none vs. math operations). In Experiment 1, participants were either Poland Naveen Kashyap, assigned to the encoding condition of imagine + no filler; pay attention + math; or Indian Institute of Technology memorize + math. In Experiment 2, the encoding instructions (imagine vs. memorize) and Guwahati, India the filler task (none vs. math) were compared across four separate conditions. Results *Correspondence: from the two experiments showed that imagination instructions lead to better memory, María J. -
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 -
Cognitive and Neuropsychological Aspects of Age-Associated Memory Dysfunction
COGNITIVE AND NEUROPSYCHOLOGICAL ASPECTS OF AGE-ASSOCIATED MEMORY DYSFUNCTION A k a d e m is k a v h a n d l in g som för avläggande av filosofie doktorsexamen med vederbörligt tillstånd av rektorsämbetet vid Umeå universitet framlägges för offentlig granskning vid Psykologiska institutionen, Umeå Universitet, Seminarierum 2, fredagen den 24 januari 1992, klockan 10.15 AV Th o m a s K a r l s s o n Psykologiska institutionen, Umeå Universitet, Umeå COGNITIVE AND NEUROPSYCHOLOGICAL ASPECTS OF AGE- ASSOCIATED MEMORY DYSFUNCTION BY Thom as K arlsson Doctoral Dissertation Department of Psychology, University of Umeå, Umeå, Sweden ABSTRACT Memory dysfunction is common in association with the course of normal aging. Memory dysfunction is also obligatory in age-associated neurological disorders, such as Alzheimer’s disease. However, despite the ubiquitousness of age-related memory decline, several basic questions regarding this entity remain unanswered. The present investigation addressed two such questions: (1) Can individuals suffering from memory dysfunction due to aging and amnesia due to Alzheimer’s disease improve memory performance if contextual support is provided at the time of acquisition of to-be- remembered material or reproduction of to-be-remembered material? (2) Are memory deficits observed in ‘younger’ older adults similar to the deficits observed in ‘older’ elderly subjects, Alzheimer’s disease, and memory dysfunction in younger subjects? The outcome of this investigation suggests an affirmative answer to the first question. Given appropriate support at encoding and retrieval, even densely amnesic patients can improve their memory performance. As to the second question, a more complex pattern emerges. -
Recall and Recognition on Minimalism
Original Article KOME − An International Journal of Pure Communication Inquiry Recall and Recognition on Volume 5 Issue 2, p. 57-70. © The Author(s) 2017 Minimalism. Reprints and Permission: [email protected] Published by the Hungarian Communication A Replication of the Case Study Studies Association on the Apple Logo DOI: 10.17646/KOME.2017.24 Ioana Iancu1 and Bogdan Iancu2 1 Babes-Bolyai University, Cluj-Napoca, ROMANIA 2 Technical University of Cluj-Napoca, ROMANIA Abstract: The present research aims to better understand the impact of brand exposure and brand perception on logo recall and recognition. Building off of prior work that has examined surprising impairments in visual memory for the Apple logo (Blake, Nazarian and Castel, 2015), a comparative analysis is developed by comparing computer science and social science becoming specialists. The Apple logo is used as a case study due to its minimalism. The data reveal that only a small amount of the subjects can recall and recognize the Apple logo correctly. The recognition phase, in comparison with the recalling one, seems to be an easier task for the subjects. However, although the stylized features of the logo are often overlooked, each subject manages to recognize a large amount of details of the logo. Contrary to expectations, regardless of being a man or a woman, owning an Apple device, or developing a very positive emotional attachment to the brand are not significant variables that can determine a higher level of recall and recognition. Nevertheless, having a strong background in the technological domain can increase the probability of paying much attention to the details of a technical brand. -
UNIVERSITY of CALIFORNIA, IRVINE Not All False Memories Are
UNIVERSITY OF CALIFORNIA, IRVINE Not All False Memories Are Created Equal DISSERTATION submitted in partial satisfaction of the requirements for the degree of DOCTOR OF PHILOSOPHY in Psychology and Social Behavior by Rebecca Michelle Nichols Dissertation Committee: Professor Elizabeth F. Loftus, Ph.D., Chair Professor Peter H. Ditto, Ph.D. Professor Linda J. Levine, Ph.D. 2014 © 2014 Rebecca Michelle Nichols TABLE OF CONTENTS Page LIST OF FIGURES v LIST OF TABLES vi ACKNOWLEDGMENTS vii CURRICULUM VITAE viii ABSTRACT OF THE DISSERTATION xiii INTRODUCTION 1 LITERATURE REVIEW 2 The Misinformation Effect 2 The Deese-Roediger-McDermott (DRM) Paradigm 4 Rich False Memories: Imagination Inflation 9 Relatedness of Paradigms 13 AIMS OF THE RESEARCH 17 METHOD 18 Participants 18 Materials: False Memory Paradigms 19 Materials: Individual Difference Measures 23 Procedure 24 RESULTS: False Memory Paradigms 26 The Misinformation Paradigm 27 The Deese-Roediger-McDermott (DRM) Paradigm 28 The Imagination Inflation Paradigm 30 Discussion 34 RESULTS: Relationships Among False Memories in All Three Paradigms 35 The Misinformation and DRM Paradigms 35 The Misinformation and Imagination Inflation Paradigms 36 The DRM and Imagination Inflation Paradigms 37 Confidence 39 Discussion 39 RESULTS: Individual Difference Predictors 43 The Misinformation Paradigm 43 ii The DRM Paradigm 43 The Imagination Inflation Paradigm 45 Discussion 47 GENERAL DISCUSSION 50 Practical Implications 54 Strengths, Limitations, and Future Directions 55 Concluding Remarks 59 REFERENCES