Selective Memory

Holladay, April. "How Does Human Memory Work?" How Does Human Memory Work? USATODAY.com, 15 Apr. 2007. Web. 04 October 2015.

What people have seen and stored in mind might be changed by some compromised guide, or sometimes just by their own intricate memory. As time goes by, these stored memory has already lost its own value. In this essay, Gould supports his own idea by giving two specific examples. First example talks about how certainty changed due to compromised guide. In this case, questionnaires provide a compromised setting to persuade students that there are either 4 or 12 demonstrators in the videotape. However, actually there is only 8 of them. Gould provides another example to support his idea of the uncertainty of memory due to its own intricate. He has visited Devil Tower twice as he thinks of. Nevertheless, he notices that the vision from east to the

Our ability to retain information from our every day experiences is due to our episodic memory (Berk, 238). This research paper examines the effects of genetics as well as the participants’ personal lifestyles in the hopes of assessing the reasons behind the stability and decline in episodic memory (Josefsson et al., 2012). The investigation is important in understanding the development of our episodic memory by knowing what effects our ability to retain every day experiences. It may also help our understanding of how information processing can be improved or stabilized.

On Thursday, March 2nd, 2017 our class had welcomed a guest speaker for our adulthood and aging course. Our guest speaker, Dr. Parks, had spent a considerable amount of time teaching our class about different dimensions and aspects of memory. Although, the class learned a wide array of information; Dr. Parks notable amount of our time presenting information on prospective memory. The term prospective memory can be defined as “memory to perform future actions without specific reminders.” After learning about perspective memory the class had learned additional information about two different types of perspective memory. The first type of perspective memory is event based PM (completed when a cue present); and the other is time based PM (completed at specific time).

The first process of memory is attention. There is much more information around you than you can process at any one time. Thus, you must make choices (conscious and unconscious) regarding the information you will remember. Once information is acknowledged, it needs to be encoded in order to be remembered. Encoding refers to translating incoming information into a trigger

Back when H.M. was seven he was in an accident with a bicyclist, this began this patients journey of medical mishaps including seizures and amnesia. At age ten the seizures start and at sixteen they became more intense. He attempted to work but by 27 even that would be too much because of his seizures. After much consideration Doctor Scoville was able to convince H.M. to undergo bilateral medial temporal lobe resection, which is common knowledge but I will explain anyway. It is a procedure done on the brain to separate the temporal lobe tissue to reduce seizures. After the procedure Doctor Millner noticed that while the procedure worked for the seizures there was an incredible amount of memory deficiency, to the extent of forgetting things

For the experiment, researchers examined the suppression-induced forgetting in individuals with PTSD. They had participants study various object-scene pairs, where they would either recall or suppress their memories for the scenes. They used 60 object-scene pairs on the participants, 48 being critical pairs. These pairs included sets that were divided into salience of the cues, emotional valences, and arousing nature of the scenes; the average rate of the scenes was 2.7 for salience cues, 3.3 for emotional valences, and 4.8 for arousal nature. This beginning TNT memory test was used to determine if inhibitory control of memory retrieval is impaired in PTSD. At the end of the experiment, participants filled out questionnaires regarding thought

Spatial memory has been an intriguing field of study for many years. A major debate especially arises when the spatial memory is said to differ between males and females. The five studies attempt to attribute the variations to different reasons. The first paper (Lund,2001), attempts to find the role of estrogen in the difference between the performance of learning and memory tasks in males and females. The second paper, (Lejbak, 2011) emphasizes the n-back task, a continuous performance working memory measure that makes strong demands on working memory in the superior cognitive load conditions. This strategy has been passed as an effective paradigm that is used in neuroimaging as a measure for working memory. The third article, (Chennareddi,

1. Introduction: This proposed experiment seeks to determine what impact, if any, the increased use of internet search engines has on our ability to recall information. Specifically, the experiment is expected to provide data supporting the hypothesis that the prevalence of internet connectivity and use of search engines is linked with an increased reliance on transactive memory. In section 2, transactive memory will be explained. Additionally, there will be a brief summary of a series of experiments performed earlier in 2011 which aimed to answer a similar question regarding the internet's effect on memory and information recall. Section 3 will outline the proposed experiment which will hopefully provide better evidence in support of this

During her talk, Ethel Sternberg said that it made her very happy when students took her memories and stored “it in the back of their heads.” Her words directly relate to Charlotte Delbo’s differentiation between common and deep memory and how this impacts readers of the Holocaust. Common memory refers to works that are a factual retelling and more importantly, leave the reader undisturbed by the work. On the other hand, deep memory leaves an impression and affects the reader in some capacity. One of the challenges that a Holocaust survivor faces when writing about their experiences is invoking this deep memory. Ethel Sternberg referred as storing it “in the back of their heads” while Delbo always repeated, “Il faut donner à voir” or that “they must be made to see”. In order to transmit a sense of the unthinkable, such as the ambiguity of their survival and the reason for the Holocaust, writers have to make the reader feel the uncomfortable reality of this historical event. Authors such as Delbo, Appelfeld, Pagis, and Foer accomplish this by directly engaging their reader by offering no solution to the Holocaust and concluding on an ambivalent note. In this way, these writers elicit deep memory by not offering an answer to the Holocaust and forcing their readers to reconsider the ambiguous qualities of their writings.

Context-Dependent Memory is an improved recall of specific information when the context is present at both encoding and retreival (an individuals ability to recall a memory is greater because the same surroundings have been recreated from when the created the memory) e.g. retracing your steps to find a lost item. Some theories towards context dependent memory include: Context-dependency effects for memory recall are typically interpreted as showing that the characteristics of the surroundings are encoded as part of the memory trace and can be used to improve retrieval of information in the trace (Eich, 1980; Smith, 1988); a number of factors are thought to affect how contextual information interacts with the recall of memory, an analysis of the literature on environmental context-dependency memory by Smith and Vela (2001) infers that in cases where contextual information is not particularly prominent, the context-dependent effects on memory are reduced; Johnson et al's (1993) Source Monitoring Framework proposes that the ability of an individual to remember the source of an episode will affect the likelihood of that memory to be recalled. Therefore, in the case of context-dependent memory, this framework implies that the effects of context on memory may also be limited by cognitive factors such as the ability of an individuals to differentiate between separate

The primary purpose of the research was to investigate whether the distraction condition affected learning and memory. According to the theory of context dependant memory (Tulving, 1983) and music dependant memory (Smith, 1985; Balch, et al., 1992), we hypothesized that participants who listened to their randomly assigned music type at both encoding and retrieval would have higher recall scores than participants who were randomly assigned to only hear the music at encoding. The results did not support this hypothesis as there was not a significant main effect of distraction condition. This is contrary to Balch, et al. and does not support the theory of music-dependant memory as it concerns immediate recall. As we were only able to test participants

Memory Retrieval is the process in which information is taken out of storage. This process is related to memory encoding and storage in such a way that co-occurring information during encoding - like the way information is encoded, and how stored information is organized - serves as cues and aids for remembering. Memory retrieval is tricky because it is a process that is observed and evaluated based on the accuracy and amount of time it takes to re-familiarize yourself with material already learned assesses your aptitude for re-learning. Psychologists have created memory models to help understand how we form and retrieve our memories. This process to a certain degree resembles a computer. Recall is the retrieval of information that has been

Prior to the early 1970s the prominent idea of how memories were formed and retrieved revolved around the idea of processing memory into specific stores (Francis & Neath, 2014). These memory stores were identified as sensory memory, short-term memory, and long-term memory. In contrast to this idea, two researchers named Fergus Craik and Robert Lockhart proposed an idea linking the type of encoding to retrieval (Goldstein, 2015). This idea is known as the levels of processing theory. According to this theory, memory depends on the depth of processing that a given item is received by an individual (Goldstein, 2015). Craik and Lockhart stressed four points in supporting their theory. First, they argued that memory was the result of a series of analyses, each level of the series forming a deeper level of processing than the preceding level (Francis & Neath, 2014). The shallow levels of processing were believed to hold less importance and are defined as giving little attention to meaning of an item. Examples of which include focusing on how a word sounds or memorizing a phone number by repeating it over and over again (Francis & Neath, 2014) (Goldstein, 2015). The deeper levels processing involve paying close attention to the meaning of an item and relating that meaning to something else, an example of which would be focusing on the meaning of a word rather than just how the word sounds (Francis & Neath, 2014) (Goldstein, 2015). The second point Craik and Lockhart

Memory is defined as "the persistence of learning over time through the storage and retrieval of information." Our memory can be compared to a computer's information processing system. To remember an event we need to get information into our brain which is encoding, store the information and then be able to retrieve it. The three-stage processing model of Richard Atkinson and Richard Shiffrin suggests that we record information that we want to remember first as a fleeting sensory memory and then it is processed into a short term memory bin where we encode it ( pay attention to encode important or novel stimuli) for long-term memory and later retrieval. The premise for the three step process is that we are unable to focus on too much