Human Memory: A Constructivist View
Format: PDF / Kindle (mobi) / ePub
While memory research has recently focused on brain images and neurological underpinnings of transmitters, Human Memory: A Constructivist View assesses how our individual identity affects what we remember, why and how. This book brings memory back to the constructivist questions of how all the experiences of an individual, up to the point of new memory input, help to determine what that person pays attention to, how that information is interpreted, and how all that ultimately affects what goes into memory and how it is stored. This also affects what can be recalled later and what kind of memory distortions are likely to occur.
The authors describe constructionist theories of memory, what they predict, how this is borne out in research findings, presenting everyday life examples for better understanding of the material and interest. Intended for memory researchers and graduate level courses, this book is an excellent summary of human memory research from the constructivist perspective.
- Defines constructivist theory in memory research
- Assesses research findings relative to constructivist predictions
- Identifies how personal experience dictates attention, interpretation, and storage
- Integrates constructivist based findings with cognitive neuroscience
formation of false memories. Psychiatric Annals. 1995;25(12):720–725. 309. Lorenz K. On aggression. New York: Harcourt, Brace, and World; 1963. 310. Love BC, Medin DL, Gureckis TM. SUSTAIN: A network model of category learning. Psychological Review. 2004;111:309–332. 311. Lovibond PF, Shanks DR. The role of awareness in Pavlovian conditioning: Empirical evidence and theoretical implications. Journal of Experimental Psychology: Animal Behavior Processes. 2002;28:3–26. 312. Maass K, Köhnken G.
recall for words, and other verbal material, and makes the case that a certain kind of approach works best here. The issues relevant to this general theory (of processing structures that come into play to direct the movements of human memory) are revisited at the end of the present chapter in the "Conclusions" section, and all readers should peruse that section. However, the material in the following sections contains a more detailed exploration of the ideas and data, and is intended for those
hand notes relatively extended periods of time (two o’clock, three o’clock, etc.), while the small hand notes subdivisions of those longer stretches, such as minutes, and the second hand even smaller subdivisions. In the present model, four oscillators work to provide a unique control state or “learning context” to which the current item will be associated during learning. In fact 20 context states are developed to represent the time state obtaining as each new item is learned. A critical idea
followed one another in time, and could therefore have become connected in memory by a temporal link (Brown, Preece, & Hulme, 2000; Linton, 1979, 1986). Another factor may also have operated. The sight of the moth led originally to the recollection of a story concerning animals coming to windows. This involved yet a third kind of link, probably centered on a similarity relation. The correspondence here was between a small creature and a larger one, both possessing the qualities of being strange
Under Schank’s (1982) model, the highest-level headers relevant to a given memory maintain direct links with all the subset content, including the more detailed, lower-level content. Here, Experimental Sessions would involve a subset link to Session 1, and to Session 2 (each of which would also be linked to its direct subset information), but also directly to “Hammer” and “Wrench” at the lower levels. (This assumption is also part of the Subset Association Hypothesis described above.) All this