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Books > Social sciences > Psychology > Cognition & cognitive psychology > Memory
Written by one of the foremost authorities in social cognition, Social Comprehension and Judgment examines how people process information encountered in their everyday lives. In the book, Dr. Wyer proposes a new theory about the way in which information acquired in everyday life is comprehended and represented in memory, and how it is later used as a basis for judgments and decisions. A major emphasis throughout is on the construction and use of narrative representations of knowledge and the way that visual images influence the comprehension of these narratives and the judgments based on them. The role of affective reactions in this cognitive activity is also discussed. Social Comprehension and Judgment is divided into three sections. Part I provides a conceptual overview by outlining the general theoretical framework focusing on assumptions about the storage and retrieval of information and reviews recent research on the impact of knowledge accessibility on judgments and decisions. Part II deals with the comprehension of information, and examines the role of these processes in impression formation, persuasion, and responses to humor. Part III describes the inferences that are based on information conveyed in social situations. This book is ideal for advanced students and researchers interested in the areas of social cognition or social information processing.
In the World Library of Psychologists series, international experts present career-long collections of what they judge to be their finest pieces - extracts from books, key articles, salient research findings, and their major practical theoretical contributions. The Selected Works of Professor Ray Bull include some of the most influential insights into the psychology of investigative interviewing. Whether it has been determining whether a suspect is lying or telling the truth, enabling children to provide reliable testimony, or understanding how the dynamics of the interview process itself can affect what is achieved, Professor Bull has been at the forefront in researching this fascinating area of applied psychology for over 40 years, his work informing practice internationally. An elected Honorary Fellow of the British Psychological Society and the first Honorary Life Member of the International Investigative Interviewing Research Group, Professor Bull also drafted parts of the government's Memorandum of Good Practice and of Achieving Best Evidence on Video Recorded Interviews with Child Witnesses for Criminal Proceedings. Including a specially written introduction in which Professor Bull reflects on a wide-ranging career and contextualises how the field has evolved, this collection will be a valuable resource for students and researchers of forensic psychology.
Social Aspects of Memory presents a compelling study of how ordinary people remember war. Whilst the book focuses on the cities of Sarajevo and East Sarajevo during the 1992-1995 war in Bosnia-Herzegovina, Jeftic also presents narratives from other war-torn cities and countries around the world. This book adopts a unique approach, by looking at how perpetrators and victims (as well as new generations who may not remember the war directly) manage in the aftermath of war. Jeftic explores how our memories of war and violence are formed, and how we can learn to reconcile those memories, individually and as a collective. Drawing on the author's own extensive empirical research, the book explores the connections between memories for significant war events, transgenerational transmission of memories, bias for in-group wrongdoings and readiness for reconciliation between two groups. Giving a voice to underrepresented narratives and prioritising the importance of expression as a necessary catalyst for reconciliation, this book is essential reading for those interested in collective and transgenerational memory and memory studies, especially in relation to the aftermath of the 1992-1995 war in Bosnia-Herzegovina.
Beginning in the 1990s, the contentious "memory wars" divided psychologists into two schools of thought: that adults' recovered memories of childhood abuse were generally true, or that they were generally not, calling theories, therapies, professional ethics, and survivor credibility into question. More recently, findings from cognitive psychology and neuroimaging as well as new theoretical constructs are bringing balance, if not reconciliation, to this polarizing debate. Based on presentations at the 2010 Nebraska Symposium on Motivation, True and False Recovered Memories: Toward a Reconciliation of the Debate assembles an expert panel of scholars, professors, and clinicians to update and expand research and knowledge about the complex interaction of cognitive, emotional, and motivational factors involved in remembering-and forgetting-severe childhood trauma. Contrasting viewpoints, elaborations on existing ideas, challenges to accepted models, and intriguing experimental data shed light on such issues as the intricacies of identity construction in memory, post-trauma brain development, and the role of suggestive therapeutic techniques in creating false memories. Taken together, these papers add significant new dimensions to a rapidly evolving field. Featured in the coverage: The cognitive neuroscience of true and false memories. Toward a cognitive-neurobiological model of motivated forgetting. The search for repressed memory. A theoretical framework for understanding recovered memory experiences. Cognitive underpinnings of recovered memories of childhood sexual abuse. Motivated forgetting and misremembering: perspectives from betrayal trauma theory. Clinical and cognitive psychologists on all sides of the debate will welcome True and False Recovered Memories as a trustworthy reference, an impartial guide to ongoing controversies, and a springboard for future inquiry.
Tip-of-the-Tongue experiences are one of those illusive oddities of
human cognition. Like slips of the tongue, deeacute;jaagrave; vu,
and visual illusions, TOTs dazzle us with their subjective
strength, yet, at the same time, puzzle us with our frustrating
inability to retrieve the desired word. This book discusses what
little is known about TOTs and speculates about much of the rest of
the riddle. Cognitive psychologists know a lot about processes but
generally avoid issues of conscious experience and phenomenology.
Because the larger goal of this book is to relate the TOT
experience to the study of human phenomenology, it goes beyond the
conventional cognitive psychology question, "What causes
tip-of-the-tongue experiences?" to ask, "Why do we experience TOTs
at all?"
Human reasoning is marked by an ability to remember one's personal
past and to imagine one's future. Together these capacities rely on
the notion of a temporally extended self or the self in time.
Recent evidence suggests that it is during the preschool period
that children first construct this form of self. By about four
years of age, children can remember events from their pasts and
reconstruct a personal narrative integrating these events. They
know that past events in which they participated affect present
circumstances. They can also imagine the future and make decisions
designed to bring about desirable future events even in the face of
competing immediate gratification. This book brings together the
leading researchers on these issues and for the first time in
literature, illustrates how a unified approach based on the idea of
a temporally extended self can integrate these topics.
While it is commonly accepted that structures in the medial temporal lobe play a critical role in memory, current theories disagree on three fundamental issues: (a) the extent to which different regions within the medial temporal lobe can be functionally dissociated; (b) whether structures within the medial temporal lobe are specialised for memory processing or play an additional role in perception; and (c) whether there is support for functional homology across species. To address these controversial questions, this Special Issue brings together researchers working on memory and perception in the medial temporal lobe and asks whether there is evidence for similar functional dissociations across species. The papers reported here include lesion and early gene imaging in rats, electrophysiological and lesion studies in nonhuman primates, lesion and functional neuroimaging in human participants, as well as touching on computational modelling approaches. Pulling together these methodological diverse contributions, a final chapter highlights the main consistencies and discrepancies with respect the three issues under debate, as well as providing future directions for research in this area. The Special Issue highlights how a cross-disciplinary approach to neuroscientific research can yield powerful converging evidence and help resolve controversies that may seen to exist across methodologies and/or species.
It is the reproduction of the old book published long back (1923)
This special issue of the International Journal of Psychology had its origins in the Quebec 98 Conference on Short-Term Memory, held in Quebec City, Canada, in June 1998. Following this conference, participants were invited to submit contributions based on, and expanding upon, their presentation at this conference. The enthusiastic response made it possible to collect the exciting selection of articles that you will find herein. It must be noted that because of the finite journal space available, the editors and reviewers were faced with the difficult problem of selecting only a limited number of the excellent articles that were submitted. The outcome of this process is this special issue, which we believe provides an up-to-date overview of current research on short-term/working memory, including the challenges, controversies, and recent theoretical advances in this field.
As one of the most hotly debated topics of the past decade, false
memory has attracted the interest of researchers and practitioners
in many of psychology's subdisciplines. Real-world issues
surrounding the credibility of memories (particularly memories of
traumatic events, such as sexual abuse) reported by both children
and adults have been at the center of this debate. Were the adults
actually retrieving repressed memories under the careful direction
of psychotherapists, or were the memories being "created" by
repeated suggestion? Were children telling investigators about
events that actually happened, or were the interviewing techniques
used to get at unpleasant experiences serving to implant memories
that eventually became their own? There is evidence in the
psychological research literature to support both sides, and the
potential impact on individuals, families, and society as a whole
has been profound.
The Handbook of Research Methods in Human Memory presents a collection of chapters on methodology used by researchers in investigating human memory. Understanding the basic cognitive function of human memory is critical in a wide variety of fields, such as clinical psychology, developmental psychology, education, neuroscience, and gerontology, and studying memory has become particularly urgent in recent years due to the prominence of a number of neurodegenerative diseases, such as Alzheimer's. However, choosing the most appropriate method of research is a daunting task for most scholars. This book explores the methods that are currently available in various areas of human memory research and serves as a reference manual to help guide readers' own research. Each chapter is written by prominent researchers and features cutting-edge research on human memory and cognition, with topics ranging from basic memory processes to cognitive neuroscience to further applications. The focus here is not on the "what," but the "how"-how research is best conducted on human memory.
This volume explores the well-documented phenomena of memory
distortion in a variety of settings, as well as how it can be
ameliorated or prevented altogether. The editors have recruited
some of the very best researchers in the applied cognitive field to
address these issues. These authors examine distortion from several
angles: fuzzy trace theory, face identification, memory deficits
with age, collaborative influences on distortion, sociocultural
influences on memory, retention of procedural and declarative
information, and ignorance of medical and other information. The
final chapter addresses the issue of cognitive technology, in
general. Because of the surge of interest in applied cognitive
psychology and in the memory distortion issue in particular, this
book will be valuable to many applied and basic researchers.
Brain Development and School offers a range of practical classroom strategies to help pupils develop their executive function. Packed with useful tips that are grounded in theory, it examines how to support aspects of children's executive functioning that can affect their school life; including self-control, memory, metacognition, organisation, motivation, self-regulation and focus. Relevant for pupils in the primary and secondary school, the book focuses on ways of improving children's emotional and intellectual development. It includes: Discussion of what executive functioning is and the different factors that might affect a child's executive functioning Ways that executive functioning weaknesses show themselves in school Support strategies for teachers and advice for pupils to improve specific areas of executive functioning Manageable solutions and modifications that can be applied within the mainstream classroom A self-assessment questionnaire that can be used as a starting point for discussion with pupils This book will be beneficial to all teachers, school leaders and SENCOs looking to support their pupils by identifying and understanding the root causes of their behaviour. It recognises the important role that schools play in pupils' neurological development and suggests ways for schools to provide more personalised, differentiated support for individual pupils.
This work is a collection of theoretical statements from a broad range of memory researchers. Each chapter was derived from a presentation given at the 2nd International Conference on Memory, held at Abano Termi, Italy, 15th to 19th July 1996. The contributions cover imagery, implicit and explicit memory, encoding and retrieval processes, neuroimaging, age- related changes in memory, development of conceptual knowledge, spatial memory, the ecological approach to memory, processes mediating false memories, and cognitive models of memory.
Research on intentional forgetting has been conducted in various
forms and under various names for at least 30 years, but until now
no effort has been made to present these different perspectives in
one place. Comprising both review chapters and new empirical
studies, this book brings together the many research paradigms
investigating intentional forgetting, thereby highlighting the
commonalities that link these seemingly disparate areas of
research. It serves as a "case study" of one phenomenon in
memory--the intention to forget or to modify memory.
When David Rubin's Autobiographical Memory came out in 1986, Choice called it "an important book that helps advanced students define a vibrant new approach to memory research". Since then, work on autobiographical memory has matured, and the timing is right for a new overview of the topic in the form of Remembering Our Past, which brings together chapters by leading scientists in the field. The recent move of research in cognitive psychology out of the laboratory makes autobiographical memory appealing, because naturalistic studies can be done while maintaining empirical rigor. Many practical problems fall into the category of autobiographical memory, such as eyewitness testimony, survey research, and clinical syndromes in which there are losses or distortions of memory. Thus, the scope of this book extends beyond psychology into law, medicine, sociology, and literature. Remembering Our Past presents innovative research chapters and general reviews that will appeal to graduate students and researchers in cognitive science and psychology.
In this volume, two scholars with different but complementary
interests in memory and cognitive development present a careful
overview of the field of memory development from the perspective of
their theory of good strategy use. In addition to treating broad
topics of general interest, such as knowledge, cognitive capacity,
and metamemory, the text also examines controversial issues
surrounding the development of children's memory--particularly
eyewitness memory. The result is a coherent statement about memory
development accompanied by commentary on the study of memory
development, plus applications of the theory and research in the
area. |
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