Ageing and Memory are two cultural processes that establish their own relationships with time. They affect our ways of living, in the present, and for a future, as we move through life. This book focuses on the cultural mediations of ageing and memory, teasing out their complex and largely unpredictable relationships and interconnections. Its overall purpose is to explore different practices, commodities, daily routines, sounds, images and technologies that configure memory and ageing and shape our experiences of living in time and with time. By covering a variety of phenomena, from biopics, music by elderly, and artefacts among other, this edited collection considers the cultural stuff that ageing and memory are made of and interconnected in singular ways, for and by particular people, in specific socio-historical locations.

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.

Although philosophers have explored memory since antiquity, recent years have seen the birth of philosophy of memory as a distinct field. This book-the first of its kind-charts emerging directions of research in the field. The book's seventeen newly commissioned chapters develop novel theories of remembering and forgetting, analyze the phenomenology and content of memory, debate issues in the ethics and epistemology of remembering, and explore the relationship between memory and affectivity. Written by leading researchers in the philosophy of memory, the chapters collectively present an exciting vision of the future of this dynamic area of research.

Confabulations are recitations of events and experiences that never happened, ranging from incorrect responses to questions to a blatant confusion of reality. The Confabulating Mind provides the most up-to-date account of the causes, anatomical basis, and mechanisms of the phenomenon of false memories. In this significant update on the first edition, the author analyses new and diverse examples of striking clinical cases, discusses children's sense of reality, and incorporates his research on a distinct form of confabulation that is characterized by a confusion of reality. The book also examines other forms such as deja-vu, paramnesic misidentification, and anosognosia; looks at false memories as they occur in healthy people; and considers how the brain uses orbitofrontal reality filtering to create reality. By re-tracing the history of confabulations and integrating the latest insights into the mechanisms of confabulations, it summarises current interpretations of confabulations before making recommendations for future study. This book is important reading for neurologists, psychiatrists, neuropsychologists, cognitive neuroscientists, and other scientists and clinicians interested in the organization of memory and thought.

In the course of their researches for Mental Imagery in the Child (1971), the authors came to appreciate that action may be more conducive to the formation and conservation of images than is mere perception. This raised the problem of memory and its relation to intelligence, which they examine in this title, originally published in English in 1973. Through the analysis primarily of the child's capacity for remembering additive and multiplicative logical structures, and his remembrance of causal and spatial structures, the authors investigate whether memories pursue their own course, regardless of the intelligence or whether, in specified conditions, mnemonic improvements may be due to progress in intelligence. They examine the relationship between the memory's figurative aspects (from perceptive recognition to the memory-image) and its operational aspects (the schemata of the intelligence), and stress the fundamental significance of the mnemonic level known as the 'reconstructive memory'. This was a pioneering work at the time, presenting illuminating conclusions drawn from extensive research, together with a number of constructive ideas which opened up a fresh approach to an important area of educational psychology.

This book discusses the processes, influences and performance of learning and memory. Chapter One reviews the growing evidences indicating the importance of iron overload onto learning and memory behavior of the brain. Chapter Two explains the issue of what adult age of acquisition (AoA) estimates really measure. Chapter Three describes the various forms of structural and functional neuronal plasticity that occur in the hippocampus and their role in hippocampal-dependent learning and memory.

Memory is one of the earliest cognitive functions to show decline during aging and some neurodegenerative diseases and this decline has a social and economic impact on individuals, families, the health care system, and society as a whole. This book examines spatial, long-and short term memory loss. The aim of the first chapter is to discuss and detail several well-established spacial-memory behavioral tests, focusing specially on the MWM, describing the principal advantages or disadvantages of these memory tasks. Chapter two examines the importance of the AMPAr and its specific subunits in LTP processes as well as the formation and utilisation of spatial memory representations. Chapter three studies grizzly bears and examines their spatial and visual memory. Chapter four introduces a study to show that difficulty encoding relational information between spatial locations presented in random positions simultaneously is responsible for impaired visuospatial working memory. Chapter five describes short and long term memory functions in children with idiopathic epilepsy and assesses a novel cognitive behavioral group intervention aiming to improve memory deficits in this population whose deficits are specified and their background capacities are preserved. Chapter six studies the emergence of self-reference effect in episodic memory during early childhood. Chapter seven analyses an optical memory model of the human brain. Chapter eight studies an fNIRS study on adaptive memory. The final chapter identifies the synaptic and structural mechanisms that drive plasticity, as well as describes the purported processes responsible for short- and long-term memory.

Learning and memory are necessary, fundamental functions that animals need in order to survive and adapt to any environment. The ability to learn and form memory depends on changes occurring in neuronal circuits. These changes occur at both the synaptic level and at the level of changes in intrinsic membrane properties of neurons. Such changes involve physical, structural changes (including growth of new processes as well as retractions of other processes). Some of these changes may persist throughout the life of the organism while others last for relatively short times. While learning and memory are related, they are separate processes with their own 'rules and regulations'. Longer lasting memories involve changes in protein synthesis as well as gene activity. The molecular changes that occur in neurons and glia that underlie learning and memory result in structural and biophysical changes in single neurons and neuronal circuits. Some of the chapters in this book present the authors' findings from specific model systems while other chapters present research concerned with memory consolidation in humans, which can be referred to the process by which the changes in neuronal functioning that occur as a result of learning (ie: new behaviour).

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.

How is the complex history of the ancient Near East and Islamic World brought to bear in contemporary political discourse? In this book, Medieval Near Eastern historian Jacob Lassner explores the resonance of ancient and medieval history in the political disputes that dominate the contemporary Middle East. From identification with ancient forbears as a method of legitimization and nation-building, to tracing the deep history of the concept of revolution in the Arab world, the author probes the historical foundations of modern conflicts in the region. A medievalist, the author takes the position that an appreciation of cultural history is essential to understanding the debate surrounding the Israel/Palestine conflict. In turn, the book identifies the misappropriation and misunderstanding of the past, deliberate or accidental, as key weapon in the ongoing conflict.

Learning and Memory: A Comprehensive Reference, Second Edition, Four Volume Set is the authoritative resource for scientists and students interested in all facets of learning and memory. This updated edition includes chapters that reflect the state-of-the-art of research in this area. Coverage of sleep and memory has been significantly expanded, while neuromodulators in memory processing, neurogenesis and epigenetics are also covered in greater detail. New chapters have been included to reflect the massive increase in research into working memory and the educational relevance of memory research. No other reference work covers so wide a territory and in so much depth.

Equipping school and child psychologists, and neuropsychologists with critical information on the role of working memory in learning and achievement, "Working Memory and Academic Learning" offers guidance on assessment tools, interventions, and current evidence-based best practices. Its specific, step-by-step guidance and hands-on case studies enables you to identify how working memory relates to academic attainment and how to apply this knowledge in professional practice.

This comprehensive volume brings together international experts involved in applying and developing understanding of Working Memory in the context of a variety of neurodevelopmental disorders, neurocognitive disorders, and depressive disorders. Each chapter provides a description of the disorder and investigates the Working Memory and related Executive Function deficits. It goes on to provide a neurological profile, before exploring the impact of the disorder in daily functions, the current debates related to this disorder, and the potential effects of medication and intervention. Through combining coverage of theoretical understanding, methods of assessment, and different evidence-based intervention programs, the book supports clinical assessment and management of poor Working Memory. It is essential reading for students in neurodevelopmental disorders, atypical development and developmental psychopathology as well as allied health professionals, clinicians and those working with children in education and healthcare settings.

Human memory, like other biological systems, has been subject to natural selection over the course of evolution. However, cognitive systems do not fossilize, which means that current researchers must infer evolutionary influences on human memory from current human behavior rather than from fossils or artifacts. Examining the potential for cognition as adaptation has often been ignored by cognitive psychology. Recently, a number of researchers have identified variables that affect human memory that may reflect these ancestral influences. These include survival processing, future-oriented processing, spatial memory, cheater detection, face memory and a variety of social influences on memory. The current volume grew out of discussion at the symposium on survival processing at the SARMAC conference in June 2011, in New York City. The goal of this volume will be to present the best theoretical and empirical work on the adaptive nature of memory. It features the most current work of a number of cognitive psychologists, developmental psychologists, comparative psychologists and cognitive neuroscientists, who have focused on this issue. This is important because much this work is necessarily interdisciplinary and is therefore spread out across a range of journals and conferences.

Memory is often the primary evidence in the courtroom, yet unfortunately this evidence may not be fit for purpose. This is because memory is both fallible and malleable; it is possible to forget and also to falsely remember things which never happened. The legal system has been slow to adapt to scientific findings about memory even though such findings have implications for the use of memory as evidence, not only in the case of eyewitness testimony, but also for how jurors, barristers, and judges weigh evidence. Memory and Miscarriages of Justice provides an authoritative look at the role of memory in law and highlights the common misunderstandings surrounding it while bringing the modern scientific understanding of memory to the forefront. Drawing on the latest research, this book examines cases where memory has played a role in miscarriages of justice and makes recommendations from the science of memory to support the future of memory evidence in the legal system. Appealing to undergraduate and postgraduate students of psychology and law, memory experts, and legal professionals, this book provides an insightful and global view of the use of memory within the legal system.

Autobiographical memory is constituted from the integration of several memory skills, as well as the ability to narrate. This all helps in understanding our relation to self, family contexts, culture, brain development, and traumatic experiences. The present volume discusses contemporary approaches to childhood memories and examines cutting-edge research on the development of autobiographical memory. The chapters in this book written by a group of leading authors, each make a unique contribution by describing a specific developmental domain. In providing a multinational and multicultural perspective on autobiographical memory development-and by covering a variety of theoretical and methodological approaches, this state-of-the-book is essential reading on the autobiographical memory system for memory researchers and graduate students. It is also of interest to scholars and students working more broadly in the fields of cognitive, developmental, and social psychology, and to academics who are conducting interdisciplinary research on neuroscience, family relationships, narrative methods, culture, and oral history.

The first volume devoted solely to autobiographical memory retrieval, The Act of Remembering serves as a primer of ideas, methodology, and central topics, and lays the groundwork for future research in the field. * Contains new, forward-looking theories from leading international scholars * Answers questions such as: Do we retrieve memories according to when and where we need them? How much conscious control do we have over what we remember? Why are some people more likely than others to have intrusive 'flashbacks' following a stressful event? * Pays particular attention to voluntary and involuntary recall

There are few terms or concepts that have, in the last twenty or so years, rivaled "collective memory" for attention in the humanities and social sciences. Indeed, use of the term has extended far beyond scholarship to the realm of politics and journalism, where it has appeared in speeches at the centers of power and on the front pages of the world's leading newspapers. The current efflorescence of interest in memory, however, is no mere passing fad: it is a hallmark characteristic of our age and a crucial site for understanding our present social, political, and cultural conditions. Scholars and others in numerous fields have thus employed the concept of collective memory, sociological in origin, to guide their inquiries into diverse, though allegedly connected, phenomena. Nevertheless, there remains a great deal of confusion about the meaning, origin, and implication of the term and the field of inquiry it underwrites. The Collective Memory Reader presents, organizes, and evaluates past work and contemporary contributions on the questions raised under the rubric of collective memory. Combining seminal texts, hard-to-find classics, previously untranslated references, and contemporary landmarks, it will serve as an essential resource for teaching and research in the field. In addition, in both its selections as well as in its editorial materials, it suggests a novel life-story for the field, one that appreciates recent innovations but only against the background of a long history. In addition to its major editorial introduction, which outlines a useful past for contemporary memory studies, The Collective Memory Reader includes five sections-Precursors and Classics; History, Memory, and Identity; Power, Politics, and Contestation; Media and Modes of Transmission; Memory, Justice, and the Contemporary Epoch-comprising ninety-one texts. In addition to the essay introducing the entire volume, a brief editorial essay introduces each of the sections, while brief capsules frame each of the 91 texts.

Vision and memory are two of the most intensively studied topics in psychology and neuroscience. The present book concerns the interaction between vision and memory: How do we remember what we see? And how does our memory for the visual world influence subsequent perception and action? topics in psychology and neuroscience, and the intersection etween them--visual memory--is emerging as a fertile ground for research. Certain memory systems appear to specialize in This book provides a state-of-the-art account of visual memory systems. Each chapter is written by an internationally renowned researcher, who has made seminal contributions to the topic. The chapters are comprehensive, providing both a broad overview of each topic and a summary of the latest research. They also present new perspectives that advance our theoretical understanding of visual memory and suggest directions for future research. After an introductory overview by the editors, chapters address visual sensory memory (iconic memory), visual short-term memory, and the relationship between visual memory and eye movements. Visual long-term memory is then reviewed from several different perspectives, including memory for natural scenes, the relationship between visual memory and object recognition, and associative learning. The final chapters discuss the neural mechanisms of visual memory and neuropsychological deficits in visual memory. This book is a comprehensive guide to visual memory research that will be a valuable resource for both students and professionals.

In the last decade, there has been a tremendous surge of research on the mechanisms of human action. This volume brings together this new knowledge in a single, concise source, covering most if not all of the basic questions regarding human action: what are the mechanisms by which action plans are acquired, mentally represented, activated, selected, and expressed? The chapters provide up-to-date summaries of the published research on this question, with an emphasis on underlying mechanisms. This 'bible' of action research brings together the current thinking of eminent researchers in the domains of motor control, behavioural and cognitive neuroscience, psycholinguistics, biology, as well as cognitive, developmental, social, and motivational psychology. It represents a determined multidisciplinary effort, spanning across various areas of science as well as national boundaries.

"This book will be a valuable resource for psychologists and educators who work with children or adolescents who are having difficulties with memory and learning. Translating theory and research into practice is a talent that Dr. Dehn possesses and we will benefit from his professional skills."
-- From the Foreword by Daniel C. Miller, PhD, ABPP, ABSNP, NCSP

An indispensable guide that examines the effect of long-term memory functions on children's learning

"Long-Term Memory Problems in Children and Adolescents: Assessment, Intervention, and Effective Instruction" is the first book of its kind for psychologists, school psychologists, and special education teachers who need an overview of long-term memory as it relates to learning and education. It presents the best practices for assessing long-term memory functions, as well as selecting and using evidence-based instructional practices with memory-impaired students.

This useful and timely guide bridges theory and practice to provide professional guidance with coverage of:

Risk factors that can lead to long-term memory impairments

How long-term memory relates to other types of memory

The subcomponents and processes of long-term memory and how they relate to academic achievement

What is known about the neuroanatomy of how memories are formed

The developmental trajectory of memory and learning

Common types of memory dysfunction

Memory assessment strategies, interventions for memory problems, and instructional practices that support memory

Author Milton Dehn draws on his extensive experience as a trainer and workshop presenter, school psychologist, and educator to present both the theory and research on long-term memory in children and adolescents in this book. Specific step-by-step guidance and hands-on case studies enable professionals to identify how memory can be assessed as well as the interventions that can be linked to the results of the assessment.

Data from neuropsychological and animal research suggest that the hippocampus plays a pivotal role in two relatively different areas: active navigation, as well as episodic learning and memory. Recent studies have attempted to bridge these disparate accounts of hippocampal function by emphasizing the role that hippocampal place cells may play in processing the spatial contextual information that defines situations in which learned behaviors occur. A number of established laboratories are currently offering complementary interpretations of place fields, and this book will present the first common platform for them. Bringing together research from behavioral, genetic, physiological, computational, and neural-systems perspectives will provide a thorough understanding of the extent to which studying place-field properties has informed our understanding of the neural mechanisms of hippocampus-dependent memory. Hippocampal Place Fields: Relevance to Learning and Memory will serve as a valuable reference for everyone interested in hippocampal function.

Working memory - the ability to keep important information in mind while comprehending, thinking, and acting - varies considerably from person to person and changes dramatically during each person's life. Understanding such individual and developmental differences is crucial because working memory is a major contributor to general intellectual functioning. This volume offers a state-of-the-art, integrative, and comprehensive approach to understanding variation in working memory by presenting explicit, detailed comparisons of the leading theories. It incorporates views from the different research groups that operate on each side of the Atlantic, and covers working-memory research on a wide variety of populations, including healthy adults, children with and without learning difficulties, older adults, and adults and children with neurological disorders. A particular strength of this volume is that each research group explicitly addresses the same set of theoretical questions, from the perspective of both their own theoretical and experimental work and from the perspective of relevant alternative approaches. Through these questions, each research group considers their overarching theory of working memory, specifies the critical sources of working memory variation according to their theory, reflects on the compatibility of their approach with other approaches, and assesses their contribution to general working memory theory. This shared focus across chapters unifies the volume and highlights the similarities and differences among the various theories. Each chapter includes both a summary of research positions and a detailed discussion of each position. Variation in Working Memory achieves coherence across its chapters, while presenting the entire range of current theoretical and experimental approaches to variation in working memory.

Is your memory hierarchy stopping your microprocessor from performing at the high level it should be? Memory Systems: Cache, DRAM, Disk shows you how to resolve this problem.
The book tells you everything you need to know about the logical design and operation, physical design and operation, performance characteristics and resulting design trade-offs, and the energy consumption of modern memory hierarchies. You learn how to to tackle the challenging optimization problems that result from the side-effects that can appear at any point in the entire hierarchy.
As a result you will be able to design and emulate the entire memory hierarchy.
Understand all levels of the system hierarchy -Xcache, DRAM, and disk.
Evaluate the system-level effects of all design choices.
Model performance and energy consumption for each component in the memory hierarchy.

The ability to remember people, objects, and events one encounters is critically important for effective functioning in the world. Remembering your mother's face, where you left your keys, and that it is your daughter's birthday tomorrow allow you to successfully manage your day, as well as your relationships with others. Questions about the processes of memory and how they develop are age old. In developmental science, research on memory has been prominent since the writings of Jean Piaget became available to English-speaking audiences in the 1950s and 1960s. This book focuses on recent empirical and theoretical advances in the study of memory development in infancy and early childhood. Both short-term and long-term memory are critically important for infants' learning about the world around them, as well as their development and maintenance of social relationships. Some of the most significant questions and concerns are addressed, with the aim of identifying areas of consensus and areas in which further theoretical and empirical work is necessary.