Elizabeth F. Loftus (born Elizabeth Fishman, October 16, 1944)[2][3][4] is an American cognitive psychologist and expert on human memory. She has conducted extensive research on the malleability of human memory. Loftus is best known for her ground-breaking work on the misinformation effect and eyewitness memory,[5] and the creation and nature of false memories,[6] including recovered memories of childhood sexual abuse.[7] As well as her prolific work inside the laboratory, Loftus has been heavily involved in applying her research to legal settings; she has consulted or provided expert witness testimony for hundreds of cases.[7][8] Loftus has been recognized throughout the world for her work, receiving numerous awards and honorary degrees. In
Oliver continued to question Clive and when he could tell that knowledge was limited he was puzzled. Oliver broke down memory in two different ways called semantic and episodic memory. Episodic memory, another phrase for longer term memory, is completely non existent. However, semantic memory is when you use your immediate memory from the present to complete task.
While both in the novel and the short story concepts of remembrance in general as well as multidirectional memory can be detected, both also utilize a special tool of multidirectional memory, namely screen memory. As above-mentioned, screen memory has the potential to block out and suppress other memories; however, this sub-chapter will argue that in the case of Abeng and “Embassy”, genocides as screen memories give voice to other memories, namely slavery and colonialism. The authors of both writings therefore utilize the Holocaust and the genocide in Cambodia to articulate more personal memories of suffering of the protagonists. In Abeng, Cliff uses the Holocaust as a screen memory that the protagonist of the novel, Clare, is fascinated with
The Memories We Carry When I was two years old, my family rented a beach house in the Outer Banks. It was terrible, or so I am told. The small, weathered house was temporarily home to my parents, my aunt and uncle, six children below the age of eight, and two dogs. The homeowners promised the house would be clean upon arrival; we soon learned clean is a rather subjective term.
Skyler Maurer Response Paper #1 Psych 3513 Dr. Julie Golomb In the first paper “Building Memories: Remembering and Forgetting of Verbal Experiences as Predicted by Brain Activity” by Anthony D. Wagner, et all, Wagner and his research team were attempting to explain the reasons why certain pieces of information are committed to memory, while others are forgotten. They studied the neural response during remembered and forgotten events and attempted to explain how certain things are committed to memory based on differences in neural activity. In order to do this, they used a few different brain imaging techniques. The team used fMRI in order to view brain activity during events that were remembered and forgotten.
In the lecture “The Psychology of Memory by Professor Steve Joordens”, produced on Jan 30, 2013, Professor Joordens introduce the psychology and memory. Professor Joordens talked about the fathers of psychology by examining Descartes’ assumption that human beings are somehow greater than animals and next to Sigmund Freud’s theories on the dynamics of the human mind. However, Joordens helps explore the experiments of J. Ridley Stroop and his workings with the associative memory, discovering along the way that the more individuals practice something, the more automatic it becomes. Joordens has mentioned scientific details that person knows so far about memory: that neurons fire in cooperation with each other to either intentionally recall
The article I read was Induced forgetting and reduced confidence in our personal past? The consequences of selectively retrieving emotional autobiographical memories. In it, an experiment is performed, and the results of which are discussed are based on the question, does the content of autobiographical memories (a negative or positive association) determine the confidence in them when retrieved? What drove me to choose this article relates to what Professor Stone, whom I only realized when citing the article that he was a co-author of the article, talked to us in class about how retrieving and storing it again can actually change the memory. The example he gave was flashbulb memory and 9/11, as people would always say, “I remember the moment
In the article “Human Memory: The Basics” written by Michael E. Martinez, The author compares human thought processes to how a computer processes information. He compares short-term memory to RAM (random access memory), which theoretically serve the same purpose, to use and store data that is relevant in the current moment. Also, he compares the hard drive of a computer to our long-term memory, which both store data that are not currently needed but will be revisited in the future. Furthermore, he explains that we have some differences that make humans more suitable for social interaction, for example, photographic memory may be looked at and praised, but according to a case the author accounted a man well known for having photographic memory
The neural basis of development of episodic memory is essential in understanding the development of this function during childhood; however, changes in the neural structure supporting these improvements are unknown. This knowledge may also help shed light on the development of autobiographical memory and it’s improvement throughout preschool years. Recent investigations using fMRI further support the vital role of the hippocampus in the development of episodic memory. For example, fMRI studies in school-age children, adolescents, and young adults show hippocampal activation during episodic memory games (for review see Ghetti & Bunge, 2012; Ghetti et al., 2010).
Autobiographical memories Introduction: Autobiographical memories can be described as those events of an individual’s life, that the individual, claims to remember. Also, it can be thought of as events that take place during the course of an individual’s lifetime. Till the 1950s and 1960s, the major area in the field of research was Attention, but a major breakthrough in understanding memory was Miller’s 1956 paper, “The magical number seven, plus or minus two: some limits on our capacity for processing information”. It was because of this paper, that researchers thought of investigating more in the field of memory. Allan Baddeley, in the 1970’s came up with his model of working memory that described the executive function of our memory,
The biological approach to the basis of memory is explained in terms of underlying biological factors such as the activity of the nervous system, genetic factors, biochemical and neurochemicals. In general terms memory is our ability to encode, store, retain and recall information and past experiences afterwards in the human brain. In biological terms, memory is the recreation of past experiences by simultaneous activation or firing of neurons. Some of the major biopsychological research questions on memory are what are the biological substrates of memory, where are memories stored in the brain, how are memories assessed during recall and what is the mechanism of forgetting. The two main reasons that gave rise to the interest in biological basis of memory are that researchers became aware of the fact that many memory deficits arise from injuries to the brain.
To start with the basis of understanding the memory, one must know that memories are stored in the hippocampus and prefrontal cortex. In a recent fMRI (functional magnetic resonance imaging) study over the past decade, researchers found that the hippocampus and prefrontal cortex have decreased in activity. The memory is a constructive surface and not so much reproductive. It can be distorted by being influenced by bias, association, imagination and peer pressure. As one goes to recall an event, the brain will now associate that memory with what is happening around them at the time of the recall.
If information stored in the short-term memory is not learned and given attention, it will decay over time (Schunk 2012, p. 183). The short-term memory has a small capacity, and large amounts of information cannot all be stored (Schunk 2012, p. 183). To make it esier, information can be shortened or broken up to fit it in the short-term memory (Schunk 2012, p. 183). Information that is used will be transferred into the long-term store/ long-term memory (Schunk 2012, p. 183). There are different strategies to strengthen the memory of information from short-term to long-term.
False memories Repressed memories are often recovered in therapy. The issue with treating a repressed memory that was recovered during therapy as contingent for a court case is that there is no way to prove that the therapy did not falsely construct the memory, leading to a false memory. A false memory can be misinterpreted as a repressed memory if the individual, for instance, feels a lot of emotion towards the false memory; “victims may experience ‘denial,’ an unconscious defense against painful or unbearable memories and feelings about the crime” (“How Crime Victims React to Trauma”). However, it is important to note that just because a “memory might be false does not mean that the person is deliberately lying” (Loftus, 1993, p. 525). False memories can be created unintentionally by the unconscious: or another way to explain how a memory can be constructed in therapy and believed to be truly recovered, one can look to false memory theories of “associative activation” and “thematic consistency” (Gallo, 2006, p. 51-53).
There two kind of memory technique in psychology of memory. Rote memory technique and Eidetic memory technique. As mentioned in discussion that eidetic memorization is more effective technique than rote memorization technique. Someone using eidetic memorization can recall easily what have been memorized by using the inference of the visual (image) had in mind whereby someone using rote memorization technic can easily forget information because there are no things to refer the information
