Retroactive Memory

this study is the use of convenience sampling, as previously mentioned. Black et al. (2000) make

In the last half century several theories have emerged with regard to the best model for human memory. In each of these models there was a specific way to help people recall words and

The results of Roediger and McDermott’s experiment were very significant. The participants recalled the critical distractor words 40% of the time compared to 14% recall of the normal distractor words. When they

Memory is a set of cognitive processes that allow us to remember past information (retrospective memory) and future obligations (prospective memory) so we can navigate our lives. The strength of our memory can be influenced by the connections we make through different cognitive faculties as well as by the amount of time we spend devoting to learning specific material across different points in time. New memories are created every time we remember specific event, which results in retrospective memories changing over time. Memory recall can be affected retrospectively such as seeing increased recall in the presence of contextual cues or false recall of information following leading questions. Memory also includes the process

Memory in the human brain is a complex process which is easier understood by the use of theoretical constructs. Memories begin as sensory stimuli which become sensory memory which only last about one second, from there it moves into working memory which lasts for about twenty to thirty seconds and is used to process information. Within working memory there are a few separate processes, the central executive which directs attention, the episodic buffer which is a secondary storage lasting ten to twenty seconds, this area communicates with long term memory as well as the central executive. The visuospatial sketchpad which is used to visualise visual and spacial

This study will attempt to replicate the findings of Godden and Baddeley (1975) by examining the importance of context in learning and recall. In addition, we will examine whether lack of perceptual cues in the environment affects recall.

Memory is both an essential, yet complex, psychological process that relies on numerous neuroanatomical structures, including parts of the prefrontal cortex, cerebral cortex, temporal lobe, amygdala, cerebellum, basal ganglia, and the hippocampus, just to name a few. However, almost all areas of the human brain are connected to the systematic functioning of memory. According to Okano, Hirano, & Balaban (2000), differentiation between the process of memory and the process of learning is important in order understanding the neurobiological aspects of memory, although both are very closely connected. The researchers define memory as a behavioral modification resulting from innate experiences, while the act of learning is more of a process for

“Cognitive Psychology helps us try to understand the human thought process and how we acquire, process, and store information (www.careerinpsychology.org).” Amnesia is just one of many aspects that happens in the brain, and it hinders our memory. According to Solso, Otto and Kimberly, amnesia is forgetting caused by problems in the brain. In chapter seven, we talked about two types of Amnesias, and how they affect memory. Retrograde and Anterograde amnesia affect your memory as well as, other disease processes like Alzheimer’s and Korsakoff’s syndrome.

Have you ever taken a test and the question is something along the lines of “What word means…?” I have multiple times and most of the time, I end up selecting the wrong answer and I always blame the tip-of-the-tongue phenomenon. This phenomenon causes me to not remember the word, even though it’s on the tip of my tongue, despite how hard I try to remember. Of course, the word I’m looking for will emerge in my head prior to turning in my examine. When this occurs, and for me, that’s often, I get undoubtedly annoyed with my brain and how it can’t remember crucial facts when I need them. However, when learning what our bodies are capable of to produce our memories, I am flabbergasted; there are three basic types that our brains are capable of producing-- sensory memory, short-term memory, and long-term memory. It always seems that I can remember subjects for a test but can never transport the ideas into my long-term memory. From my previous experience and going to college soon, it’s time that I reexamine the way I perform in the classroom to ensure that the knowledge I gain in my class transfers into my long-term memory. Our memories are made up of the various approaches to ensure that our three types of memory are working probably and allows me to enhance my performance in the classroom.

Various memory retention techniques have been identified throughout the centuries. Several sources have explained why these techniques should be used and of their effectiveness. More recently, a 2009 report was released by Association for Psychological Science, where learning techniques were analyzed and their effectiveness explained. Some of the techniques from this report will be mentioned, but the focus is more on how each that are presented relate to my own personal experience towards.

Most researchers into memory have argued that there is a significant distinction between explicit memory (declarative) and implicit memory (non-declarative). However, it is now suggested that researchers move past this distinction by focusing research on amnesia and healthy individuals as the current viewpoint may be limited. According to the original view, amnesiacs should have impaired performance on non-declarative memory tasks and intact performance on declarative tasks (Cognitive Psychology: a student’s handbook, Eysenck and Keane, 2010). However, according to Reder et al. (2009, p.24), “The critical feature that distinguishes tasks that are impaired from those that are spared under amnesia hinges on whether the task requires the formation

The key to intentional forgetting is what happens when memories are retrieved. The importance of retrieval has been demonstrated in studies that compare recall and recognition memory tasks. Success on either kind of task requires that items be encoded and stored. Whereas recall tasks require active search and retrieval of a memory, recognition tests present the studied item as a direct cue to memory. That item needs only to be checked against whatever representation is stored. Because the directed forgetting eVect is strong on recall tasks but weak or absent on recognition tasks, theorists have concluded that retrieval inhibition, rather than unlearning, is key to intentional forgetting (Bjork, 1989; Geiselman, Bjork, & Fishman, 1983; but see

According to Levels of Processing framework, developed by Craik and Lockhart (1972), the duration that a memory is held, is determined by the level at which the information is encoded. Episodic memory recall is a cognitive process involved in consolidating the information presented. The ‘depth’ of processing occurring during the encoding of a memory, relates to, how well information is recalled later. To clarify, information that we process semantically (i.e., by its meaning) comprises a deeper level of processing than information we process structurally (i.e., appearance). Thus predicting, the deeper an individual processes information, correlates with the duration a memory trace will last. Consequently, memory is a by-product

The aim of this investigation was to look to see if there is a difference in the recollection if the format in which information is presented is different. Lists of words and images were compared to find the most effective source of recollection. This topic of research has many real life applications for instance how students study in preparation for exams. If there is a format that is more successful at recollecting memory then that would help with studying and can be expanded to how general education is taught. This field of psychology could help to revolutionise memory and its capabilities if enough study is concentrated on it.

Two kinds of trials were given to test the influence of SIOR on the retrieval of memory. There were in total 52 trials in the testing part of the experiment. In 26 trials, one new word and one original word were presented. In another 26 trials, two new words were displayed on the screen. If participant’s preference favours the opposite locations of their partner’s previous action, it supports that SIOR effect can inhibit participant to select a word at the same location as their partner’s previous response, which also results in temporal false memory to the participants. If the memory has not influenced by SIOR, no significant effect will be obtained in the two-new words condition. If SIOR is strong enough to inhibit the retrieval of recognition memory, participants tend to respond to the opposite location of their partners with the vague memory. Therefore, there will be a difference showed in two-new words condition when comparing with 50% chance.