He lived 1850 to 1909 and tried to find human-memory laws [1880 to 1890]. He invented novel syllables {nonsense syllable, Ebbinghaus}, with vowel between two consonants, to ensure learning had no previous associations. Memories can last for minutes or longer. Repetition strengthens memory. Memory content involves storing basic units, such as shapes, sizes, motions, and qualities. Memory strength is number of stored or recalled units. Complex memories have same laws as basic unit memories.
He lived 1839 to 1916 and studied retrograde amnesia. Brain injury damages recent memories more than older ones {Ribot's law, Ribot}.
He lived 1854 to 1900, discovered amnesia type [1887], and studied Korsakoff syndrome [Korsakoff, 1887].
He lived 1850 to 1934 and studied memory consolidation over time [1893: with Alfons Pilzecker].
He lived 1886 to 1969 and helped found cognitive psychology. He used reaction times and image rotation to learn about representation properties. He studied memory using stories and pictures.
Organisms must understand current situation to know how to behave and so search for meaning in environment. Perceiving, recognition, imaging, and recall are for meaning. Thinking uses past experience to solve problems and choose from possible solutions. Thinking is skill, which improves with instruction and practice, by interpolation or extrapolation.
Memory is construction from all mental information representations and is easy to forget and distort.
Memory and recall have no basic units, because stimuli have multiple responses. Random words or nonsense syllables can have related meanings but do not have higher-level categories, making them poor memory test, because abstract higher-level categories are important for memory.
Structures organize motor events, integrate/relate/give meaning to objects and events, and interpret {schema, Bartlett}. Schemas are at every meaning level in semantic hierarchies. Schemas also underlie memory strength. Memory strength depends on object and event relation to constructed schema. Memory content is more meaningful if it matches schema. The schema can alter memory content to fit schema and improve understanding and meaning. People remember meaningful content better.
Stories, descriptions, and pictures have meaning. Confusing sentences in stories can test if recall is less and/or distorted, because they cannot be meaningful. People recall ambiguous, complex, unexpected, out-of-context, or illogical sentences relative to constructed schema more weakly and/or with more changes. Higher-order schemas isolate and connect sentences, which integrate with different strengths.
People remember sentences that evoke emotion more strongly, because they integrate more, not match cues more.
Perceptual codes have no hierarchy. Semantic codes have hierarchy and so last longer.
Memories weaken over time and people can forget them.
He lived 1873 to 1940, studied human brain-injury and disease psychological consequences, and studied visual object-recognition defects. Amnesic states can have partial recent-memory preservation {implicit memory, Claparède}.
He lived 1897 to 1942. Long-term memories do not change or weaken over time [1932].
He lived 1902 to 1977 and studied emotional-stress effects on human motor reactions. He studied eidetic imagery [Luria, 1980].
He lived 1904 to 1985. Memory and information distribute among cortex cell assemblies. Synapses strengthen if presynaptic activity correlates with postsynaptic activity {Hebb rule}. Hebbian rules can only find large input correlations, like interactions between self-generated actions and perceptions. For example, neurons can correlate saccadic eye movements with neuron responses to find motion direction. Eye movement signals that direct saccades to objects initiate object representation. Network circuits {Hebbian circuit} can learn only if receiving part alters sending-part behavior.
She lived 1918 to ?.
He lived 1906 to 1984. He studied H.M. [1953], who had no bilateral temporal lobes or hippocampus after surgery and did not make long-term memories, though he learned motor tasks [1962: with Brenda Milner].
Another William Scoville used parts per million of capsicum {SHU scale} to measure hot pepper heat [1912].
He lived 1920 to ?. Concepts or perceptions can be chunks of previous concepts or perceptions [1956]. Number of chunks that people can keep in immediate memory is seven, plus or minus two. Perhaps, chunking synchronizes information subsets into units.
He lived 1926 to 1993 and studied Broadbent filtering effect, cocktail party effect, filter theory, memory position effects, primacy effect, and recency effect [Broadbent, 1958].
He lived 1928 to ?. Memory is like reconstructing dinosaur from bones alone.
They studied memory.
He lived 1927 to ?. Systems have interacting subsystems {agent} that perform actions for whole system. Agents take input and produce output. Systems perform actions for makers. Agents can restore other agents to previous states {K-line}. Brain agents {polyneme} can initiate processes in other agencies, which use learning and memory to act on signals. Agents can trigger other agents with unknown learned behaviors to respond, like triggering memory. Agents can cause agents with known fixed behaviors to act in coordinated ways {isonome}. They activate short-term memory in other agencies and coordinate activities. Similar temporary agents {pronome} hold and move mental-state active fragments. Agents can act directly on outside world. Knowledge-agent {microneme} combinations activate word agents. Agents can be forms {frame}. Form nodes can hold lower agent types. Nodes have default agents.
People can mistake failure of imagination for insight into necessity {philosophers' syndrome}.
Small cerebral-cortex lesions can reduce object-category knowledge {category-specific knowledge}: frontal and parietal {manipulation category} or temporal {vision category}. Word categories can be lost.
He described selectionist theory of memory.
Mood induces memories with similar mood.
She studied co-existence hypothesis, erasure hypothesis, and inhibition hypothesis [Loftus and Ketcham, 1994].
From repeated experience, people build knowledge structures that provide background information and default settings for processes {script, Schank}. Structures coordinate event sequence. People have many scripts and need to realize which script to use. As rule sets {rules of script}, scripts can predict. Scripts include all scenes and events related to process. Scenes and events share some features but not others, and scripts note differences.
People can plan events {plan application}, to reach goals that brain monitors for progress {goal tracking}. Memory {dynamic memory, brain} must be able to change, learn, include new information, and relate information to previous information.
People also remember scenes. People have general and abstract memory structures and processes, as well as scripts, which guide scene attention and selection.
People notice what deviates from general structures and incorporate the information into general knowledge if it repeats. Stimuli remind of previous scenes, scripts, and general knowledge structures {processing-based reminding}. Organizing memories causes more reminding. Mental processing includes reminding, which uses same structures as storing memories and processing input. Process repeats same structures for similar thing and has reminding. Understanding is remembering similar situation. Reminding becomes less as object or event integrates more and becomes unconscious.
Unexpected events add pointers and indexes to script to note differences and exceptions. People do not expect new things only if they see them in context in which they expected something else, so there must be conscious attention, thwarted goal, or difference from previous thing, not just something entirely new or meaningless.
Memories, reminding, and processing are simultaneous in script application, plan application, and goal tracking. Story always involves goal, why. In trying to reach goal, people can fail to perform obvious subgoals {goal subsumption failure}, face obstacles, move toward new goal, or have more than one goal.
People can search memory intentionally. Scenes connect by higher order knowledge structures {memory organization packet, scene} (MOP). Abstract concepts connect by higher order knowledge structures {thematic organization packet, Schank} (TOP).
Consciousness is just observing unconscious mental processing. It is for learning explanations, applying rules, and questioning, but it interferes with well-learned activities.
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He studied articulatory loop. He invented working-memory models, with visuospatial sketchpads, phonological loops, and episodic buffers [Baddeley, 1990]. Working memory connects to executive and long-term memory.
Frontal lobe region is for working memory.
He studied learning and memory.
Preschool children are easily suggestible about past events.
Memory allows efficient coding, search, retrieval, generalization, discrimination, adaptation, and survival. Brain has sensory Specialized Knowledge Modules, which can activate reflexes and awareness, and reasoning and acting Executive System, which can inform consciousness of plans, activate habits, control senses, and respond voluntarily. Intermediate system {conscious awareness system} integrates information from modules for use by executive system and exchanges information with episodic memory. Executive only uses conscious information. He studied memory transience. He invented Dissociable Interactions and Conscious Experience (DICE) model, with consciousness-awareness system connected to executive, memory, response system, and lexical, conceptual, spatial, facial, and self-modules [Schacter, 2001].
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Date Modified: 2022.0225