We remember in social contexts. We reminisce about the past together, collaborate to remember shared experiences, and, even when we are alone, we remember in the context of our communities and cultures. Taking an interdisciplinary approach throughout, this text comprehensively covers collaborative remembering across the fields of developmental psychology, cognitive psychology, social psychology, discourse processing, philosophy, neuropsychology, design, and media studies. It highlights points of overlap and contrast across the many disciplinary perspectives and, with its sections on 'Approaches of Collaborative Remembering' and 'Applications of Collaborative Remembering', also connects basic and applied research. Written with late-stage undergraduates and early-stage graduates in mind, the book is also a valuable tool for memory specialists and academics in the fields of psychology, cognitive science and philosophy who are interested in collaborative memory research.

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.

The first text to integrate behavioral and cognitive approaches to learning and memory, this engaging textbook emphasizes human research, reflecting the field's evolution. Learning and Memory also recognizes the vital contribution of animal research, covering all historically important studies. Written in a lively and conversational style, this second edition encourages students to think critically. One example is its exploration of the Rescorla-Wagner model, the most important theory of conditioning, now further streamlined to improve student comprehension. Another is the addition of critical-thinking questions, which encourage students to evaluate their reactions to the material they've read, and relate findings to their own lives. Research includes an emphasis on practical applications such as treatments for phobias, addictions, and autism; the arguments for and against corporal punishment; whether recovered memories and eyewitness testimony should be believed; and effective techniques for studying. The text concludes with an overview of neural networks and deep learning.

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.

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.

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.

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 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.

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.

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.

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.

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.

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.

The basic laboratory technique for studying distinctiveness effect in memory is the isolation paradigm, a simple test in which a list of items is presented for memorisation. All items except one are similar in some way. The different item always occurs late in the list, to allow the similarity of the precedingitems to establish a context. Subsequent memory for the different item is always better than for the similar items. In 1948, Jenkins and Postman offered the intuitive-differential attention explanation to account for this difference in memory, that an item is remembered because it catches the subject's attention by violating the established context, so leads the subject to devote additional processing to it. It is this additional processing that accounts for enhanced memory. Since 1948, succeeding theories have accepted and perpetuated their explanation. In fact, the isolation effect and the intuitive explanation have applied to most other memory phenomena that fall under the rubric of bizarreness, salience and novelty. The contributors to the proposed volume argue that the intuitive-differential-attention explanation and theories following from it are incorrect. The purpose of the volume is to test these currently accepted theories by contrasting them with the results of current research on the processes supporting them. The result is a much needed restructuring of the theories.

Why do we remember events from our childhood as if they happened yesterday, but not what we did last week? Why does our memory seem to work well sometimes and not others? What happens when it goes wrong? Can memory be improved or manipulated, by psychological techniques or even 'brain implants'? How does memory grow and change as we age? And what of so-called 'recovered' memories? This book brings together the latest research in neuroscience and psychology, and weaves in case-studies, anecdotes, and even literature and philosophy, to address these and many other important questions about the science of memory - how it works, and why we can't live without it. ABOUT THE SERIES: The Very Short Introductions series from Oxford University Press contains hundreds of titles in almost every subject area. These pocket-sized books are the perfect way to get ahead in a new subject quickly. Our expert authors combine facts, analysis, perspective, new ideas, and enthusiasm to make interesting and challenging topics highly readable.

When the memory retrieval process breaks down, people wonder exactly why and how such a thing occurs. In many cases, failed retrieval is accompanied by a tip-of-the-tongue state, a feeling that an unretrieved item is stored in memory. Tip-of-the-tongue states stand at the crossroads of several research traditions within cognitive science. Some research focuses on the nature of the retrieval failure. Other research tries to determine what tip-of-the-tongue states can tell us about the organization of lexical memory that is, what aspects of a word we can recall when we are otherwise unable to do so. Still other research focuses on the nature of the experience of a tip-of-the-tongue state. Each of these perspectives is represented in this book, which presents the best theoretical and empirical work on these subjects. Much of the work is cross-disciplinary, but what unifies the topics in this book is that they concern strong phenomenological states of knowing that are not accompanied by recall or recognition of the desired information."

Now available as a low priced paperback, this is an innovative, readable and engaging companion to the language of memory research. It consists of over 130 entries, bound within a coherent conceptual framework. Each entry starts with a definition, or a set of definitions, followed by in-depth and provocative discussion of the origin, meaning, usage and applicability of ideas and problems central to the neuroscience of memory and scientific culture at large. The entries, linked by webs of associations, can be read and enjoyed, and provide a versatile tool kit; a source for definitions, information and further reading; a trigger for contemplation, discussion and experimentation; and an aid to study, teaching and debate in classes and seminars. The text is supported by an extensive reference listing, and there is a comprehensive subject index, incorporating a much wider range of terms relevant to the field. Memory from A to Z provides a unique, highly valuable introduction to the field of memory for students and researchers approaching the subject for the first time, while at the same time serving and stimulating the more experienced.

Every year hundreds of defendants are convicted on little more than the say-so of a fellow citizen. Although psychologists have suspected for decades that an eyewitness can be highly unreliable, new evidence leaves no doubt that juries vastly overestimate the credibility of eyewitness accounts. It is a problem that the courts have yet to solve or face squarely. In Eyewitness Testimony, Elizabeth Loftus makes the psychological case against the eyewitness. Beginning with the basics of eyewitness fallibility, such as poor viewing conditions, brief exposure, and stress, Loftus moves to more subtle factors, such as expectations, biases, and personal stereotypes, all of which can intervene to create erroneous reports. Loftus also shows that eyewitness memory is chronically inaccurate in surprising ways. An ingenious series of experiments reveals that memory can be radically altered by the way an eyewitness is questioned after the fact. New memories can be implanted and old ones unconsciously altered under interrogation. These results have important implications for court reform, police interrogation methods, defense strategy, and many other aspects of criminal and civil procedure. Eyewitness Testimony is a powerful book that should be required reading for trial lawyers, social psychologists, and anyone who considers the chilling prospect of confronting an eyewitness accusation in a court of law.

The term 'episodic memory' refers to our memory for unique, personal experiences, that we can date at some point in our past - our first day at school, the day we got married. It has again become a topic of great importance and interest to psychologists, neuroscientists, and philosophers. How are such memories stored in the brain, why do certain memories disappear (especially those from early in childhood), what causes false memories (memories of events we erroneously believe have really taken place)? Since Endel Tulving's classic book 'Episodic memory' (OUP, 1983) very few books have been published on this topic. In recent years however, many of the assumptions made about episodic memory have had to be reconsidered as a result of new techniques, which have allowed us a far deeper understanding of episodic memory. In 'Episodic memory: new directions in research' three of the worlds leading researchers in the topic of memory have brought together a stellar team of contributors from the fields of cognitive psychology, neuropsychology, and neuroscience, to present an account of what we now know about about this fundamentally important topic. The list of contributors includes, amongst others, Daniel Schacter, Richard Morris, Fareneh Vargha-Khadem, and Endel Tulving. The work presented within this book will have a profound effect on the direction that future research in this topic will take.

Rubin brings together and integrates the best contemporary work on the cognitive psychology of memories of the self. Autobiographical memory is the basis for most psychotherapies, an important repository of legal, historical, and literary information, and, in some views, the source of the concept of self. When it fails, it is the focus of serious complaints in many neurological disorders. Introductory chapters place the study of autobiographical memory in its historical, methodological, and theoretical contexts. Later chapters report original research concerning the recollections people have of substanial portions of their lives. Topics include the schematic and temporal organization of autobiographical memory, the temporal distribution of autobiographical memories, and failures of autobiographical memory in various forms of amnesia.

The field of autobiographical memory has made dramatic advances since the first collection of papers in the area was published in 1986. Now, over 25 years on, this book reviews and integrates the many theories, perspectives, and approaches that have evolved over the last decades. A truly eminent collection of editors and contributors appraise the basic neural systems of autobiographical memory; its underlying cognitive structures and retrieval processes; how it develops in infancy and childhood, and then breaks down in aging; its social and cultural aspects; and its relation to personality and the self. Autobiographical memory has demonstrated a strong ability to establish clear empirical generalizations, and has shown its practical relevance by deepening our understanding of several clinical disorders - as well as the induction of false memories in the legal system. It has also become an important topic for brain studies, and helped to enlarge our general understanding of the brain.

We often remember personal experiences without any conscious effort. A piece of music heard on the radio may stir a memory of a moment from the past. Such occurrences are known as involuntary autobiographical memories. They often occur in response to environmental stimuli or aspects of current thought. Until recently, they were treated almost exclusively as a clinical phenomenon, as a sign of distress or a mark of trauma. In this innovative work, however, Dorthe Berntsen argues that involuntary memories are predominantly positive and far more common than previously believed. She argues that they reflect a basic mode of remembering that predates the more advanced strategic retrieval mode, and that their primary function may simply be to prevent us from living in the present. Reviewing a variety of cognitive, clinical, and aesthetic approaches, this monograph will be of immense interest to anyone seeking to better understand this misunderstood phenomenon.