Memory in the Twenty-First Century
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Classical Conditioning Without Awareness: an Electrophysiological Investigation
Classical conditioning without awareness: An electrophysiological investigation A Thesis Presented to The Division of Philosophy, Religion, Psychology, and Linguistics Reed College In Partial Fulfillment of the Requirements for the Degree Bachelor of Arts Jasmine Huang December 2016 Approved for the Division (Psychology) Timothy Hackenberg Michael Pitts Acknowledgements There is no way to express the amount of gratitude I feel towards every single person who has contributed to my growth as a student and as a human being, but I will try. My family, who has worked tirelessly to support me through life and years of school, I will never know how to repay that debt. My advisors, who have endlessly encouraged me and provided me with every opportunity I could have wished for. Tim who has believed in and supported me from my first year at Reed right up until the end. Enriqueta who was always willing to discuss experiments outside of class (even when I wasn’t in her class to begin with). Michael who inspired me every day with his unending enthusiasm and drive for research. The amazing psychology department staff who are always making sure that everything is running as smoothly as it can be. Joan, our silent hero who puts out the metaphorical fires every day. Greg, one the most lively presences in the animal colony, whose love for all of the critters is unparalleled. Chris, whose attention to detail and patience for dumb questions were invaluable to me during this process. Lavinia, whose realism and dark humor made for the best introduction into real labwork that I could have asked for. -
*For All Comprehensive Exam Sections, DO NOT Attempt Answering a Question Unless You Really Know the Answer
*For all comprehensive exam sections, DO NOT attempt answering a question unless you really know the answer. You will be much less likely to pass if you provide information that does not actually address a question (even if the information you provide is technically accurate, and could be used to answer another question). Also, most questions (except Statistics) will require you to cite original sources to support your arguments, but please do not cite a textbook. Cognition and Learning Section This exam is tied most directly to PSY 620 and 621. You are not allowed to attempt this exam until you have passed both of these courses. You will see questions covering such topics as (in no particular order of importance): perception, attention, working memory, episodic versus semantic versus procedural long- term memory, implicit versus explicit memory, automatic versus controlled processing, categorization, social cognition, metacognition, theories of learning and behavior, eyewitness memory, language, decision-making and problem-solving, expertise, and developmental/age issues concerning memory. By far the most important thing to study is an undergraduate textbook in cognitive psychology (e.g., Goldstein; Reisberg; Robinson-Riegler; Sternberg), as well as notes and materials from PSY 620. Below is an example question (no longer used) with a good student response. It will give you an idea of the level of detail needed for a good response, and how to cite original sources to support your statements. You are an eyewitness to a crime in which a man robs a liquor store. He does so in under 5 minutes while pointing a gun at the clerk, is not wearing a mask or anything else to hide his face, and he quickly runs away after the robbery. -
Long-Term Memory Vs. Short-Term Memory
Long-term Memory vs. Short-term Memory Chapter 6 Learning Objective Topics ¢ Divisions of LTM ¢ Are LTM and STM two separate processes? ¢ How do we get information from STM into LTM? l Modal Model l Levels of Processing 1 Division of LTM Working Memory Autobiographical Prospective Other types: source memory, false memory, meta-memory, memory for discourse, memory for pictures, everyday memory, recent vs. remote LTM … 2 Modal Model Decay Focus of Today’s Class… Decay 3 Focus of Today’s Class… Decay Questions for Today Are short term and long term memory are two distinct processes?" " " How do we get information from short term memory into long term memory?" " 4 Nature of Short-Term Memory vs. Long-Term Try to remember these words as I read them aloud Nature of Short-Term Memory vs. Long-Term Now write down all the words that you remember from the list We will tally responses for each word (excel sheet) 5 Two distinct memory stores? ¢! Why does this happen?" ¢! What were you doing to remember them?" ¢! How does this relate to short and long term memory?" Evidence for two distinct memory stores Serial position effect in recall Primacy effect = LTM Recency effect = STM 6 Primacy Effect: Rehearsal" ¢! What do you think would happen if you slowed down the presentation rate?" 7 Evidence for two distinct memory stores Primacy effect boosted by slower Recency effect presentation unaffected by rate presentation rate ¢! What do you think would happen if we added a 30 second delay after I read the list?" 8 Evidence for two distinct memory stores -
Of Boundary Extension: Anticipatory Scene Representation Across Development and Disorder
Received: 23 July 2016 | Revised: 14 January 2017 | Accepted: 19 January 2017 DOI: 10.1002/hipo.22728 RESEARCH ARTICLE Testing the “Boundaries” of boundary extension: Anticipatory scene representation across development and disorder G. Spano1,2 | H. Intraub3 | J. O. Edgin1,2,4 1Department of Psychology, University of Arizona, Tucson, Arizona 85721 Abstract 2Cognitive Science Program, University of Recent studies have suggested that Boundary Extension (BE), a scene construction error, may be Arizona, Tucson, Arizona 85721 linked to the function of the hippocampus. In this study, we tested BE in two groups with varia- 3Department of Psychological and Brain tions in hippocampal development and disorder: a typically developing sample ranging from Sciences, University of Delaware, Newark, preschool to adolescence and individuals with Down syndrome. We assessed BE across three dif- Delaware 19716 ferent test modalities: drawing, visual recognition, and a 3D scene boundary reconstruction task. 4Sonoran University Center for Excellence in Despite confirmed fluctuations in memory function measured through a neuropsychological Developmental Disabilities, University of Arizona, Tucson, Arizona 85721 assessment, the results showed consistent BE in all groups across test modalities, confirming the Correspondence near universal nature of BE. These results indicate that BE is an essential function driven by a com- Goffredina Spano, Wellcome Trust Centre plex set of processes, that occur even in the face of delayed memory development and for Neuroimaging, Institute of Neurology, hippocampal dysfunction in special populations. University College London, 12 Queen Square, London WC1N 3BG, UK. Email: [email protected] KEYWORDS Funding information down syndrome, memory development, hippocampus, prediction error, top-down influences LuMind Research Down Syndrome Foundation; Research Down Syndrome and the Jerome Lejeune Foundation; Molly Lawson Graduate Fellow in Down Syndrome Research (GS). -
Collective Memory from a Psychological Perspective
Review Collective Memory from a Psychological Perspective 1, 2 3 William Hirst, * Jeremy K. Yamashiro, and Alin Coman Social scientists have studied collective memory for almost a century, but psy- Highlights chological analyses have only recently emerged. Although no singular approach Collective memories can involve small communities, such as couples, to the psychological study of collective memory exists, research has largely: (i) families, or neighborhood associa- exploredthe social representations of history, including generational differences; tions, or large communities, such as nations, the world-wide congregation (ii) probed for the underlying cognitive processes leading to the formation of of Catholics, or terrorist groups such collective memories, adopting either a top-down or bottom-up approach; and (iii) as ISIS. They bear on the collective explored how people live in history and transmit personal memories of historical identity of the community. importance acrossgenerations.Here,wediscussthesedifferent approaches and Many studies focus on either the repre- highlight commonalities and connections between them. sentation of extant collective memories or the formation and retention of either extant or new collective memories. Memories Held Across a Community Members of a community often share similar memories: Germans know that their country Those interested in the formation of participated in the mass murder of Jews; Catholics, that Jesus fasted for 40 days; and a family, collective memories can approach ’ that grandfather immigrated from Ireland. Such collective memories can shape a community s the topic in a top-down or bottom- up fashion. ’ identity and its actions. Germany s struggles to come to terms with its troublesome past, for fi instance, de ne to a great extent how Germans see themselves today as Germans [1]. -
The Wandering Mind What the Brain Does When You Are Not Looking the University of Chicago Press, Chicago 2015, Pp
Michael C. Corballis The Wandering Mind What the Brain Does When You are Not Looking The University of Chicago Press, Chicago 2015, pp. 184 It is commonplace to consider mind-wandering as a secondary, useless ac- tivity of our mind to which we guiltily abandon ourselves for laziness or dis- traction. The aim of the book is to show that, far from being the slaves of a blamable indolence, every time we are absent-minded or lost in thought, we are involved in an essential mental activity. Not only is mind-wandering a funda- mental component of our life (whether we want it or not, our mind meanders at night and for half the time during the day), but it also has a constructive and adaptive function that is crucial for facing the contingencies of a complex world. Without a wandering mind we would be stuck in the present, unable to invent stories and to escape the here and now through mental time travel. Mind-wandering takes us into unexplored regions of the unconscious mind that are inaccessible to the conscious will. Not only does this capacity allows us to build and consolidate the sense of our personality but it also helps to multiply our self into imagined possible selves and to expand the range of our experience. Creativity, too, lies in the randomness of mind-wandering, which makes possible unpredictable connections of ideas. The book therefore takes into account different forms of mind-wandering. Mental traveling depends on memory, which provides the material that feeds our imagination. Memory is so important to mind-wandering that some syn- dromes, such as amnesia and hyperthymesia, can impair the ability to mind- travel. -
1 NORTHERN FLICKER MANUSCRIPT REVIEW HISTORY MANUSCRIPT (ROUND 2) Abstract the Extended Self Is Now 25 Years Old. Since It
1 NORTHERN FLICKER MANUSCRIPT REVIEW HISTORY MANUSCRIPT (ROUND 2) Abstract The extended self is now 25 years old. Since it was formulated many technological changes have dramatically affected the way we consume, present ourselves, and communicate. This conceptual update seeks to revitalize the extended self formulation, incorporate the impacts of digitization, and provide a more contemporary understanding of consumer sense of self in today’s technological environment. The final result is necessarily a work in progress, for the digital environment and our behavior within it are rapidly changing. But by sensitizing us to some of the impacts already felt from engaging our digital environment, we should be better prepared to appreciate new directions of change involving the extended self in the future. Seven changes with digital consumption are presented and their impacts on the nature of self and the nature of possessions are developed. Needed modifications and additions to the extended self are outlined and directions for future research are suggested. This document is part of a JCR Manuscript Review History. It should be used for educational purposes only. 2 All this content forms a rich collection that reflects who you are and what you think…When others respond with a comment or retweet, they’re adding value to your collection. As more … photos, … movies, and email messages are created, the entire collection becomes a fuller reflection of you (Carroll and Romano 2011, p. 3). Twenty-five years ago when Belk (1988) presented the concept of the extended self there were already personal computers. But there were no web pages, online games, online searches, virtual worlds, social media, Internet, e-mail, smart phones, MP-3 players, or digital cameras. -
20 Memory Techniques
20 Memory Techniques Experiment 1,viththese techniques to develop a.flexible, custom-made memm}" system that fits your stJ:fe qf learning the content <ifyour courses and the skills <~/'your,sport. 17w 20 techniques are divided intnfour categories, each 1-vhichrepresents a general principlefiJr improving mem.ory. Organize it 1. Be selective. To a large degree, the art of memory is the a,t of selecting what to remember in the first place. As you dig into your textbooks, playbooks. and notes, make choices about what is most important to learn. Imagine that you are going to create a test on the material and consider the questions you would ask. When reading, look for chapter previews, summaries, and review questions. Pay attention to anything printed in bold type. A !so notice visual elements, such as charts, graphs, and illustrations. All of these are clues pointing to what's important. During lectures, notice what the instructor emphasizes. During practice, focus on what your coach requires you to repeat. Anything that presented visually-on the board, on overheads, or with slides-is also key. 2. Make it meaningful. One way to create meaning is to learn from the general to the specific. Before tackling the details, get the big picture. Before you begin your next reading assignment, for example, skim it lo locate the main idea. If you're ever lost, step back and recall that idea. The details might make more sense. You can also organize any list of items-even random ones-in a meaningful way to make them easier to remember. -
Black Swan" Event As Manifestation of Uncertainties in Public Administration
ISSN 2039-2117 (online) Mediterranean Journal of Vol 10 No 2 ISSN 2039-9340 (print) Social Sciences March 2019 . Research Article © 2019 Igor Vladislavovitch Ponkin. This is an open access article licensed under the Creative Commons Attribution-NonCommercial-NoDerivs License (http://creativecommons.org/licenses/by-nc-nd/3.0/). "Black Swan" Event as Manifestation of Uncertainties in Public Administration Igor Vladislavovitch Ponkin Doctor of Science (Law), Professor, Department of the State and Municipal Administration, Institute of Public Administration and Civil Service, Russian Presidential Academy of National Economy and Public Administration, Moscow, Russian Doi: 10.2478/mjss-2019-0018 Abstract Public administration, today, in practice is projected, programmed and realized today, as a rule, as though it occurred in the conditions of high degree of definiteness. This article is devoted to research of uncertainties in public administration, in particular, the so-called "black swan" phenomenon in public administration has been investigated. Aim: the purpose of the article included: to define a concept of uncertainty of public administration, consequences of such uncertainties, to consider the concept and features of the "black swan" event in public administration and to consider the existing scientific interpretations of this concept. Methods: to achieve aims mentioned above, such methods as the method of analysis, synthesis, classification method, and others were used. Results: the article presents the author's concept of uncertainty, defined place of certainty in the process of public administration and the classification of types of "black swan" events. Keywords: public administration, uncertainty in public administration, deviantology of public administration, the "black swan" concept 1. Introduction Administration, as V.A. -
Cognitive Psychology
COGNITIVE PSYCHOLOGY PSYCH 126 Acknowledgements College of the Canyons would like to extend appreciation to the following people and organizations for allowing this textbook to be created: California Community Colleges Chancellor’s Office Chancellor Diane Van Hook Santa Clarita Community College District College of the Canyons Distance Learning Office In providing content for this textbook, the following professionals were invaluable: Mehgan Andrade, who was the major contributor and compiler of this work and Neil Walker, without whose help the book could not have been completed. Special Thank You to Trudi Radtke for editing, formatting, readability, and aesthetics. The contents of this textbook were developed under the Title V grant from the Department of Education (Award #P031S140092). However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. Unless otherwise noted, the content in this textbook is licensed under CC BY 4.0 Table of Contents Psychology .................................................................................................................................................... 1 126 ................................................................................................................................................................ 1 Chapter 1 - History of Cognitive Psychology ............................................................................................. 7 Definition of Cognitive Psychology -
Comparison Between Two Methodological Paradigms of Conditioned Place Preference with Methlyphenidate
East Tennessee State University Digital Commons @ East Tennessee State University Undergraduate Honors Theses Student Works 12-2013 Comparison between Two Methodological Paradigms of Conditioned Place Preference with Methlyphenidate. Bryce D. Watson East Tennessee State University Follow this and additional works at: https://dc.etsu.edu/honors Part of the Psychiatry and Psychology Commons Recommended Citation Watson, Bryce D., "Comparison between Two Methodological Paradigms of Conditioned Place Preference with Methlyphenidate." (2013). Undergraduate Honors Theses. Paper 89. https://dc.etsu.edu/honors/89 This Honors Thesis - Open Access is brought to you for free and open access by the Student Works at Digital Commons @ East Tennessee State University. It has been accepted for inclusion in Undergraduate Honors Theses by an authorized administrator of Digital Commons @ East Tennessee State University. For more information, please contact [email protected]. Watson 1 Comparison between Two Methodological Paradigms of Conditioned Place Preference with Methlyphenidate By Bryce Watson The Honors College Honors in Discipline Program East Tennessee State University Department of Psychology December 9, 2013 Russell Brown, Faculty Mentor David Harker, Faculty Reader Eric Sellers, Faculty Reader Watson 2 Abstract The aim of this thesis is to examine the mechanisms of Methylphenidate (MPH) on Conditioned Place Preference (CPP), a behavioral test of reward. The psychostimulant MPH is therapeutically used in the treatment of ADHD, but has been implicated in many pharmacological actions related to drug addiction and is considered to have abuse potential. Past work in our lab and others have shown substantial sex-differences in the neuropharmacological profile of MPH. Here a discussion of the relevant mechanisms of action of MPH and its relationship to neurotrophins and CPP are reviewed. -
Memory-Modulation: Self-Improvement Or Self-Depletion?
HYPOTHESIS AND THEORY published: 05 April 2018 doi: 10.3389/fpsyg.2018.00469 Memory-Modulation: Self-Improvement or Self-Depletion? Andrea Lavazza* Neuroethics, Centro Universitario Internazionale, Arezzo, Italy Autobiographical memory is fundamental to the process of self-construction. Therefore, the possibility of modifying autobiographical memories, in particular with memory-modulation and memory-erasing, is a very important topic both from the theoretical and from the practical point of view. The aim of this paper is to illustrate the state of the art of some of the most promising areas of memory-modulation and memory-erasing, considering how they can affect the self and the overall balance of the “self and autobiographical memory” system. Indeed, different conceptualizations of the self and of personal identity in relation to autobiographical memory are what makes memory-modulation and memory-erasing more or less desirable. Because of the current limitations (both practical and ethical) to interventions on memory, I can Edited by: only sketch some hypotheses. However, it can be argued that the choice to mitigate Rossella Guerini, painful memories (or edit memories for other reasons) is somehow problematic, from an Università degli Studi Roma Tre, Italy ethical point of view, according to some of the theories of the self and personal identity Reviewed by: in relation to autobiographical memory, in particular for the so-called narrative theories Tillmann Vierkant, University of Edinburgh, of personal identity, chosen here as the main case of study. Other conceptualizations of United Kingdom the “self and autobiographical memory” system, namely the constructivist theories, do Antonella Marchetti, Università Cattolica del Sacro Cuore, not have this sort of critical concerns.