Psychology
Classic and Contemporary Research into Memory
"Classic and Contemporary Research into Memory" encompasses studies that have shaped our understanding of memory processes. Classic research, such as the work of Ebbinghaus and Bartlett, laid the foundation for our understanding of memory, while contemporary research continues to explore memory encoding, storage, and retrieval using advanced methodologies such as neuroimaging and cognitive neuroscience techniques.
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5 Key excerpts on "Classic and Contemporary Research into Memory"
eBook - ePub- Gardner Murphy, Murphy, Gardner(Authors)
- 2013(Publication Date)
- Routledge(Publisher)
Part III Contemporary PsychologyChapter XI Early Studies of Memory
DOI: 10.4324/9781315009964-14We clearly understand by this what memory is. It is nothing else than a certain concatenation of ideas, involving the nature of things which are outside the body, a concatenation which corresponds in the mind to the order and concatenation of the modification of the human body.—Spinoza.It was noted above that the decade of the 'eighties marked the first systematic experimental investigation of learning and memory. There had indeed been a little fragmentary investigation of memory and allied processes before that; a close approach to experimental work on memory was Galton's comparison of childhood associations and adult associations in his own mind. There had been a little animal experimentation in the field of learning, concerned, for example, with the attempt to find out whether certain acts were instinctive or learned. There was not a sufficient mass of material to establish any general principle regarding the learning process. In general, psychologists were thinking in terms of learning versus forgetting, making a sharp line between what was learned and what was not learned, between what was forgotten and what was not forgotten. They were not yet thinking in quantitative terms; they took no account of degrees of learning and degrees of forgetting.The whole character of the problem was changed by Ebbinghaus, who (1879-84) subjected both learning and forgetting to quantitative treatment1 . This was inspired by Fechner; it was an attempt to do for memory what Fechner had done for sensation. For the first time, moreover, experimental psychology undertook, with an attempt to introduce the safeguards and precautions of scientif1c procedure, a psychological problem which was not simply an adjunct to physiology.1
eBook - PDF- Karen R. Huffman, Katherine Dowdell, Catherine A. Sanderson(Authors)
- 2017(Publication Date)
- Wiley(Publisher)
© alexxl66/iStockphoto 220 CHAPTER 7 CHAPTER OUTLINE LEARNING OBJECTIVES Psychology and a Contemporary Success Elizabeth Loftus 7.1 The Nature of Memory • Memory Models RC Research Challenge Can Taking Photos Impair Our Memories? • Stage 1: Sensory Memory • Stage 2: Short-Term Memory (STM) • Stage 3: Long-Term Memory (LTM) Summarize the key factors, research findings, and major models of memory. • Define memory and its constructive process. • Discuss the four major memory models. • Explain the function and process of sensory memory. • Review the core principles of short-term memory (STM) and how it compares to working memory. • Describe the core features, functions, and various types of long-term memory (LTM), and how to improve it. 7.2 Forgetting • Ebbinghaus’s Forgetting Curve • Theories of Forgetting • Factors Involved in Forgetting GCD Gender and Cultural Diversity Does Culture Affect Memory? Review the research, major theories, and important factors in forgetting. • Describe Ebbinghaus’s research on learning and forgetting. • Review the five basic theories of forgetting. • Identify three key factors involved in forgetting. 7.3 Biological Bases of Memory • Synaptic and Neurotransmitter Changes • The Brain’s Role in Memory • Emotional Arousal and Memory • The Biology of Memory Loss Summarize the biological factors involved in memory. • Describe the synaptic and neurotransmitter changes that occur when we learn and remember. • Identify the major areas of the brain involved in memory storage. • Explain how emotional arousal affects memory. • Discuss the biological factors in memory loss. 7.4 Memory Distortions and Improvement • Understanding Memory Distortions • Eyewitness Testimony • False Versus Repressed Memories Psychology and Your Personal Success Can Memory Improvement Increase Success? Summarize how our memories get distorted and the resulting problems. • Discuss how our need for logic, consistency, and efficiency contributes to some memory distortions.
eBook - ePubGrowing Points in Developmental Science
An Introduction
- Willard W. Hartup, Rainer K. Silbereisen(Authors)
- 2005(Publication Date)
- Psychology Press(Publisher)
8 Research on memory development: Past and present
Wolfgang Schneider
University of Würzburg, GermanyThe main purpose of this chapter is to provide a comprehensive account of historical trends in the field of memory development, covering more than 120 years of research on this issue conducted mainly in Europe and the United States. The chapter begins with a review of historical trends that summarises major findings from 1880 to 1965 and also includes an overview of current research trends and recent developments, followed by some speculations about the future of the field.HISTORY
Experimental studies of memory are as old as scientific psychology. When Ebbinghaus (1885) started with his classic experiments on memory and forgetting in 1879, Wundt founded the first psychological laboratory. Although this is widely known, it is not equally well known that research on memory development also started at about that time. Numerous studies were carried out in Europe around the turn of the century that investigated developmental and individual differences in children’s memory. There were three rather independent lines of research that contributed to this early trend. First, whereas the development of children did not attract much interest before the end of the nineteenth century, carefully conducted case studies of young children’s development (which also included systematic observations of memory development in early childhood) received a lot of attention.A second line of research was directly derived from memory experiments with adults. Some of these studies explored whether findings obtained for adult populations could be generalised to children of different ages. Other investigations were less basic in nature and were driven by educational interests.The third line of research on children’s memory was even more applied, focusing on children and adults’ testimonial competence. The major findings of early research on memory development are summarised. In the following pages, three different time periods are distinguished, which clearly differed regarding the focus of research.
eBook - PDF- Thomas A. Farmer, Margaret W. Matlin(Authors)
- 2023(Publication Date)
- Wiley(Publisher)
Summarize this research, discussing topics such as the self- reference effect, emotions and memory, and the consistency bias. 6. Define the term autobiographical memory, and describe several topics that have been studied in this area. How does research in this area differ from more traditional laboratory research? List the advantages and disadvantages of each approach. 7. Describe how schemas could lead to a distortion in the recall of a flashbulb memory. How might misleading post-event information also influence this recall? In answering the two parts of this ques- tion, use the terms proactive interference and retroactive interfer- ence. 8. The constructivist approach to memory emphasizes that we actively revise our memories in light of new concerns and new information. How would this approach be relevant if a person were to develop a false memory about their childhood, and they also show a strong consistency bias? How would this approach be relevant for other topics in the section about autobiographical memory? 9. Chapter 6 emphasizes methods for improving your memory. However, the present chapter also contains some relevant infor- mation and hints about memory improvement. Review this chap- ter and make a list of suggestions about memory improvement that you could use when you study for the next examination in cognitive psychology. 10. Researcher Daniel Schacter (2001) wrote a book describing sev- eral kinds of memory errors. He argues, however, that these errors are actually by-products of a memory system that usually func- tions quite well. What textbook theme is related to his argument? Review this chapter and list some of the memory errors people may commit. Explain why each error is a by-product of a memory system that works well in most everyday experiences.
eBook - PDF- Catherine A. Sanderson, Karen R. Huffman(Authors)
- 2019(Publication Date)
- Wiley(Publisher)
204 CHAPTER 7 Memory 7.1 The Nature of Memory LEARNING OBJECTIVES Retrieval Practice While reading the upcoming sections, respond to each Learning Objective in your own words. Summarize the key factors, research findings, and major models of memory. • Define memory and its constructive process. • Discuss the four major memory models. • Explain the function and process of each stage of the three-stage memory model. • Describe the core features, functions, and various types of long-term memory (LTM) and how to improve it. Real World Application Questions [AQ1] Can your phone affect your memory—even when it’s turned off? [AQ2] How can taking a nap improve your memory? We begin this chapter with a look at the nature of memory. Then we explore the basic factors in forget- ting and the biological bases of memory. We close with a look at how, when, and why we sometimes distort our memories, and a summary of the best memory improvement tools for student success. We all commonly use the term memory, but what exactly do we mean? Is it simply remember- ing? What would it be like to have no memories? Most psychologists define memory as learning that persists over time. It allows us to learn from our experiences and to adapt to ever-changing environments. Without it, we would have no past or future. Yet our memories are also highly falli- ble. Although some people think of memory as a gigantic library or an automatic video recorder, our memories are not exact recordings of events. Instead, memory is highly selective (Baddeley et al., 2015; Bäuml, 2019; Wan et al., 2017). As discussed in Chapter 5, we pay attention to and remember only a small fraction of the information we’re exposed to each day. Perhaps most important, memory is a constructive process through which we actively organize and shape information as it is being encoded, stored, and retrieved (e.g., Schacter, 2019).
Index pages curate the most relevant extracts from our library of academic textbooks. They’ve been created using an in-house natural language model (NLM), each adding context and meaning to key research topics.
