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All in the Mind Psychology for the Curious
All in the Mind Psychology for the Curious Third Edition Adrian Furnham and Dimitrios Tsivrikos www.ebook3000.com This third edition first published 2017 © 2017 John Wiley & Sons, Ltd Edition history: Whurr Publishers Ltd (1e, 1996); Whurr Publishers Ltd (2e, 2001) Registered Office John Wiley & Sons, Ltd, The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK Editorial Offices 350 Main Street, Malden, MA 02148‐5020, USA 9600 Garsington Road, Oxford, OX4 2DQ, UK The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK For details of our global editorial offices, for customer services, and for information about how to apply for permission to reuse the copyright material in this book please see our website at www.wiley.com/wiley‐blackwell. The right of Adrian Furnham and Dimitrios Tsivrikos to be identified as the authors of this work has been asserted in accordance with the UK Copyright, Designs and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs and Patents Act 1988, without the prior permission of the publisher. Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. Designations used by companies to distinguish their products are often claimed as trademarks. All brand names and product names used in this book are trade names, service marks, trademarks or registered trademarks of their respective owners. -
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. -
False Memory Syndrome: "The Female Malady"
Dalhousie Journal of Legal Studies Volume 5 Article 3 1-1-1996 False Memory Syndrome: "The Female Malady" Erin Brady Follow this and additional works at: https://digitalcommons.schulichlaw.dal.ca/djls This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Recommended Citation Erin Brady, "False Memory Syndrome: "The Female Malady"" (1996) 5 Dal J Leg Stud 69. This Article is brought to you for free and open access by the Journals at Schulich Law Scholars. It has been accepted for inclusion in Dalhousie Journal of Legal Studies by an authorized editor of Schulich Law Scholars. For more information, please contact [email protected]. FALSE MEMORY SYNDROME: "THE FEMALE MALADY" 1 ERIN BRADyt The theory of memory repression has been both relied on by adult survivors as evidence of sexual crimes committed against them, and endorsed by many of the higher courts in Canada, including the Supreme Court of Canada. Advocates of the false memory syndrome refute the scientific validity of repressed memories, and vigorously oppose their judicial acceptance, by contending that recovered memories of childhood abuse are more often the product of a therapeudic relationship gone wrong. An examination of the manner in which the false memory syndrome is being pleaded by defence counsel, and heard by Canadian courts, reveals that it is a decidedly gendered phenomenon and employed almost exclusively to describe female experience. The article explores the anti-women stereotypes which underlie the defence and seeks to demonstrate the extent to which the false memory syndrome represents a formidable obstacle to all survivors of sexual abuse seeking legal redress. -
Chapter 8: Memory SW
Chapter 8: Memory SW By: Stephen E. Wisecarver Chapter 8: Memory SW By: Stephen E. Wisecarver Online: < http://cnx.org/content/col11816/1.1/ > OpenStax-CNX This selection and arrangement of content as a collection is copyrighted by Stephen E. Wisecarver. It is licensed under the Creative Commons Attribution License 4.0 (http://creativecommons.org/licenses/by/4.0/). Collection structure revised: June 8, 2015 PDF generated: June 9, 2015 For copyright and attribution information for the modules contained in this collection, see p. 37. Table of Contents 1 8.0 Introduction to Memory .....................................................................1 2 8.1 How Memory Functions ......................................................................5 3 8.2 Parts of the Brain Involved with Memory .................................................13 4 8.3 Problems with Memory .....................................................................19 5 8.4 Ways to Enhance Memory ..................................................................27 Glossary .............................................................................................32 Index ................................................................................................35 Attributions .........................................................................................37 iv Available for free at Connexions <http://cnx.org/content/col11816/1.1> Chapter 1 8.0 Introduction to Memory1 Figure 1.1: Photographs can trigger our memories and bring past experiences back to -
Osmosis Study Guide
How to Study in Medical School How to Study in Medical School Written by: Rishi Desai, MD, MPH • Brooke Miller, PhD • Shiv Gaglani, MBA • Ryan Haynes, PhD Edited by: Andrea Day, MA • Fergus Baird, MA • Diana Stanley, MBA • Tanner Marshall, MS Special Thanks to: Henry L. Roediger III, PhD • Robert A. Bjork, PhD • Matthew Lineberry, PhD About Osmosis Created by medical students at Johns Hopkins and the former Khan Academy Medicine team, Os- mosis helps more than 250,000 current and future clinicians better retain and apply knowledge via a web- and mobile platform that takes advantage of cutting-edge cognitive techniques. © Osmosis, 2017 Much of the work you see us do is licensed under a Creative Commons license. We strongly be- lieve educational materials should be made freely available to everyone and be as accessible as possible. We also want to thank the people who support us financially, so we’ve made this exclu- sive book for you as a token of our thanks. This book unlike much of our work, is not under an open license and we reserve all our copyright rights on it. We ask that you not share this book liberally with your friends and colleagues. Any proceeds we generate from this book will be spent on creat- ing more open content for everyone to use. Thank you for your continued support! You can also support us by: • Telling your classmates and friends about us • Donating to us on Patreon (www.patreon.com/osmosis) or YouTube (www.youtube.com/osmosis) • Subscribing to our educational platform (www.osmosis.org) 2 Contents Problem 1: Rapid Forgetting Solution: Spaced Repetition and 1 Interleaved Practice Problem 2: Passive Studying Solution: Testing Effect and 2 "Memory Palace" Problem 3: Past Behaviors Solution: Fogg Behavior Model and 3 Growth Mindset 3 Introduction Students don’t get into medical school by accident. -
Year 12 SELF Cognition Memory
Year 12 SELF Cognition Memory U3ATPSY Except where indicated, this content © Department of Education Western Australia 2020 and released under Creative Commons CC BY NC Before re-purposing any third party content in this resource refer to the owner of that content for permission. Year 12 SELF | Cognition Memory | © Department of Education WA 2020 U3ATPSY Year 12 SELF – Cognition Memory Syllabus points covered: • psychological concepts and processes associated with memory and their relationship to behaviour • multi store model of memory – Atkinson and Shiffrin, 1968 • sensory register o duration, capacity, encoding • short-term memory (working memory) o duration, capacity and encoding o working memory model – Baddeley and Hitch, 1974 • long-term memory o duration, capacity and encoding o procedural memory o declarative memory – semantic and episodic • recall, recognition, re-learning • forgetting: retrieval failure, interference, motivated forgetting, decay. Instructions: Carefully read and make notes on the following material. Complete all activities. Except where indicated, this content © Department of Education Western Australia 2020 and released under Creative Commons CC BY NC Before re-purposing any third party content in this resource refer to the owner of that content for permission. 1 U3ATPSY MEMORY Memory is the organisation, storage and retrieval of information. There are three main ways of measuring what a person has remembered: • recall – retrieving information from memory without prompts • recognition – identifying information from a number of alternatives (recognition is easier than recall – e.g. multiple choice questions easier than short answer questions) • relearning – involves relearning information previously learned. If the information is learned quickly it is assumed that some information has been retained from previous learning. -
False-Memory Stories
Telling Incest: Narratives of Dangerous Remembering from Stein to Sapphire Janice Doane and Devon Hodges http://www.press.umich.edu/titleDetailDesc.do?id=10780 The University of Michigan Press, 2009. Chapter 5 The Science of Memory False-Memory Stories False Memory Syndrome Foundation members, largely those who have been accused of child abuse and expert witnesses on their behalf, have compelling reasons to insist that repressed memories of abuse be veri‹ed by clear and con- vincing empirical evidence, precisely the kind of evidence often lacking in incestuous abuse cases.1 While there are cases where a child with venereal dis- ease or a bleeding vagina is admitted to an emergency room and evidence obtained of abuse, signs of molestation may not be at all obvious. Adults have been mistakenly charged with abuse as a result of misreadings of physical evi- dence, resulting, for example, from incorrect assumptions about what “nor- mal” genitals and hymens are supposed to look like (Nathan and Snedeker, 180–81). And children enjoined to silence may long delay reports of abuse, with the result that physical marks of molestation, should they exist, would be healed by the time accusations are made. Without damning physical evidence, charges of incestuous abuse are hard to prove. If the memory wars re›ect deep ambivalence about the declining fortunes of patriarchal authority, they are sus- tained by problems with collecting incontrovertible evidence of sexual abuse, whether to vindicate accusers or the accused. What is debated are less tangible archives of the past. As we have seen, proponents of recovered memory focus on psychological processes, such as repression and dissociation, that long impede the recollection of sexual abuse. -
Dynamic Internal States Shape Memory Retrieval Hannah Tarder-Stoll1†*, Manasi Jayakumar1†*, Halle R
Dynamic internal states shape memory retrieval Hannah Tarder-Stoll1†*, Manasi Jayakumar1†*, Halle R. Dimsdale-Zucker1, Eren Günseli1, Mariam Aly1,2 1Department oF Psychology, Columbia University 2AfFiliate Member, Zuckerman Mind Brain Behavior Institute, Columbia University Abstract Why do we sometimes easily retrieve memories, but other times appear to Forget them? We oFten look to our external environment For retrieval cues, but another way to optimize memory retrieval is to be in a mental state, or mode, that prioritizes access to our internal representation oF the world. Such a ‘retrieval mode’ was proposed by Endel Tulving (1983), who considered it a neurocognitive state in which one keeps the goal oF memory retrieval in mind. Building on Tulving’s proposal, we review converging evidence From multiple lines oF research that emphasize the importance oF internal states in the instantiation oF retrieval modes that optimize successful remembering. We identiFy three key Factors that contribute to a retrieval mode by modulating either the likelihood or the content oF retrieval: (1) an intention to remember or Forget (either in the present or the Future), (2) attentional selection oF goal-relevant memories and suppression oF distractors, and (3) Fluctuating levels oF acetylcholine in the hippocampus. We discuss empirical evidence that these internal states individually inFluence memory retrieval and propose how they may interact synergistically. Characterizing these dynamic internal Factors may be a key to unlocking our understanding oF the organization and accessibility oF our memories. Keywords: episodic memory; goal states; neuromodulation; goal-directed attention; medial temporal lobe; preFrontal cortex * These authors contributed equally to this work † Corresponding authors. -
Probabilistic Models of Student Learning and Forgetting
Probabilistic Models of Student Learning and Forgetting by Robert Lindsey B.S., Rensselaer Polytechnic Institute, 2008 A thesis submitted to the Faculty of the Graduate School of the University of Colorado in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Computer Science 2014 This thesis entitled: Probabilistic Models of Student Learning and Forgetting written by Robert Lindsey has been approved for the Department of Computer Science Michael Mozer Aaron Clauset Vanja Dukic Matt Jones Sriram Sankaranarayanan Date The final copy of this thesis has been examined by the signatories, and we find that both the content and the form meet acceptable presentation standards of scholarly work in the above mentioned discipline. IRB protocol #0110.9, 11-0596, 12-0661 iii Lindsey, Robert (Ph.D., Computer Science) Probabilistic Models of Student Learning and Forgetting Thesis directed by Prof. Michael Mozer This thesis uses statistical machine learning techniques to construct predictive models of human learning and to improve human learning by discovering optimal teaching methodologies. In Chapters 2 and 3, I present and evaluate models for predicting the changing memory strength of material being studied over time. The models combine a psychological theory of memory with Bayesian methods for inferring individual differences. In Chapter 4, I develop methods for delivering efficient, systematic, personalized review using the statistical models. Results are presented from three large semester-long experiments with middle school students which demonstrate how this \big data" approach to education yields substantial gains in the long-term retention of course material. In Chapter 5, I focus on optimizing various aspects of instruction for populations of students. -
Overview and History of Memory Research
M01_RADV4825_02_SE_CH01.QXD 10/16/10 10:41 AM Page 1 CHAPTER ONE OVERVIEW AND HISTORY OF MEMORY RESEARCH Memory is perhaps the most central aspect of human thought. Any question about human behavior, cognition, development, and nature requires an understanding of mem- ory. Our memory makes us who we are, and it is one of the most intimate parts of our- selves. This may be why when we get close to someone, when we want them to know who we are and we want to know who they are, there is a sharing of memories. Many feel that the study of human memory is the closest one can get to a systematic study of the human soul. The aim of this book is to provide you, the student, with a survey and guide to what is known about human memory. As with most courses, there are a number of facts and ideas to learn. However, as any good professor will tell you, the slow accu- mulation of facts is not the main point of course work. The primary aim is to provide you with a deeper understanding and appreciation of some aspect of the world—and, hopefully, yourself. I trust that the ideas presented in this book will be useful in your life after this course is completed. A SMATTERING OF DEFINITIONS Before diving into the subject matter, we need to establish some points. Specifically, we need to define how the terms memory and learning are used. The primary subject of this book is, of course, memory. So what is memory? Well, the problem, and the beauty, of this term is that it has many meanings. -
The Three Amnesias
The Three Amnesias Russell M. Bauer, Ph.D. Department of Clinical and Health Psychology College of Public Health and Health Professions Evelyn F. and William L. McKnight Brain Institute University of Florida PO Box 100165 HSC Gainesville, FL 32610-0165 USA Bauer, R.M. (in press). The Three Amnesias. In J. Morgan and J.E. Ricker (Eds.), Textbook of Clinical Neuropsychology. Philadelphia: Taylor & Francis/Psychology Press. The Three Amnesias - 2 During the past five decades, our understanding of memory and its disorders has increased dramatically. In 1950, very little was known about the localization of brain lesions causing amnesia. Despite a few clues in earlier literature, it came as a complete surprise in the early 1950’s that bilateral medial temporal resection caused amnesia. The importance of the thalamus in memory was hardly suspected until the 1970’s and the basal forebrain was an area virtually unknown to clinicians before the 1980’s. An animal model of the amnesic syndrome was not developed until the 1970’s. The famous case of Henry M. (H.M.), published by Scoville and Milner (1957), marked the beginning of what has been called the “golden age of memory”. Since that time, experimental analyses of amnesic patients, coupled with meticulous clinical description, pathological analysis, and, more recently, structural and functional imaging, has led to a clearer understanding of the nature and characteristics of the human amnesic syndrome. The amnesic syndrome does not affect all kinds of memory, and, conversely, memory disordered patients without full-blown amnesia (e.g., patients with frontal lesions) may have impairment in those cognitive processes that normally support remembering. -
Motivated to “Forget”
Article Social Psychological and Personality Science 4(6) 730-737 Motivated to ‘‘Forget’’: The Effects of ª The Author(s) 2013 Reprints and permission: In-Group Wrongdoing on Memory and sagepub.com/journalsPermissions.nav DOI: 10.1177/1948550613482986 Collective Guilt spps.sagepub.com Katie N. Rotella1 and Jennifer A. Richeson1 Abstract Reminders of in-group wrongdoing can prompt defensive responses that affect intergroup relations. Across two studies, American participants were randomly assigned to have their American identity increased (or not), then read a passage describing the negative treatment of Native American Indians by perpetrators described as either early Americans (i.e., in-group members) or European settlers (i.e., out-group members). Memory for the content of the passage and feelings of collective guilt were assessed. Participants demonstrated poorer memory when the perpetrators were framed as in-group (Americans), rather than out-group (Europeans), members. Further, participants in the in-group perpetrator condition whose American identification was primed experienced less collective guilt compared with participants in the in-group perpetrator condition whose American identification was not primed. Implications for intergroup relations and the understanding of collective memory are discussed. Keywords social identity threat, memory, collective guilt How intergroup events are remembered can cause controversy to reminders of past transgressions is vital. The present work decades and even centuries after the events. The perceived