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Our experiences in the world support memories not only of specific episodes but also of the generalities (the ‘gist’) across related experiences. It remains unclear how these two types of memories evolve and influence one another over time. 173 human participants encoded spatial locations from a distribution and reported both item memory (specific locations) and gist memory (center for the locations) across one to two months. After one month, gist memory was preserved relative to item memory, despite a persistent positive correlation between them. Critically, item memories were biased towards the gist over time; however, with a spatial outlier item, the local center excluding the outlier became the source of bias, instead of the reported center overweighting the outlier. Our results suggest that the extraction of gist is sensitive to the regularities of items, and that the gist starts to guide item memories over longer durations as their relative strengths change.

Toplumsal bellek, sosyal bilimlerin sosyoloji, tarih, antropoloji ve siyaset bilimi gibi çeşitli disiplinlerinde kapsamlı biçimde çalışılmıştır. Bu durum, terim hakkında çok çeşitli tanımlamaların ortaya çıkmasıyla sonuçlanmıştır. Toplumsal belleğin disiplinler arasında kabul gören bir tanımı olmasa da terimin tüm kullanımlarını bağlayan ortak zemin, toplumsal belleğin bir grup tarafından paylaşılan, sosyal bağlam ya da kültürel ürünler tarafından yeniden şekillendirilen ve grup üyelerinin sosyal kimliği üzerinde önemli rolü olan bir bellek formu olmasıdır. Bellek süreçleri, psikologların temel ilgi alanlarından biridir. Ancak ilginç bir biçimde, toplumsal belleğin sorularının psikoloji alanında sistematik olarak araştırılmasına henüz yeni başlanmıştır. Bu derlemenin amacı, bilişsel psikoloji alanındaki deneysel çalışmalardan elde edilen bulguların toplumsal belleğin sorularına uygulanmasıdır. Bu derleme özellikle sosyal etkileşimin belleğin yeniden yapılandırılmasındaki ve farklı bireylerin bellek temsillerinin birbirine yakınsayarak ortak bir geçmiş temsiline dönüşmesindeki rolüne yönelik deneysel çalışmalara odaklanmaktadır. Deneysel ortamda gerçek yaşamın basitleştirilmiş simülasyonlarını oluşturan bu çalışmalar, belleğin sosyal bulaşıcılığı, ortaklaşa hatırlama, sosyal bağlamda seçici hatırlama ve hatırlamaya bağlı unutma gibi paradigmaların toplumun ortak anılarının oluşumu ve hatırlanmasının altında yatan bilişsel mekanizmaların bir temsili olabileceğini ileri sürer. Derleme, bu çalışmaları inceledikten sonra, toplumsal bellek üzerine gerçekleştirilen deneysel ve betimleyici çalışmaların bulguları arasındaki paralelliklere odaklanacaktır. Derleme, son olarak, laboratuvar ortamındaki deneysel çalışmaların, toplumsal olaylara ilişkin anıların oluşumu ve hatırlanmasına yönelik genel prensipler sunarak, toplumsal belleğin altında yatan bilişsel mekanizmaların anlaşılmasına ilişkin katkı sunabileceği görüşüyle sonlanacaktır. Bu derleme, bilişsel psikoloji bakış açısını benimsemekle birlikte, çeşitli disiplinlerin farklı anlayışlarını harmanlayarak toplumsal bellek çalışmalarında disiplinler arası bir yaklaşımı teşvik etmeyi ve toplumsal belleğin daha iyi anlaşılmasına katkıda bulunacak yeni araştırma sorularına yön vermeyi ümit etmektedir. Collective memory has been studied extensively in various disciplines of the social sciences, such as sociology, history, anthropology, and political science, resulting in various definitions for the term. Although there is not a well-accepted conceptualization for collective memory across disciplines, the common ground that binds all uses of the term is that collective memory is a form of memory shared by a group, reshaped by social artifacts, and that has an important role in the social identity of the group's members. Memory processes have been of central interest to psychologists. However, systematic investigation of the issues in collective memory from a psychological perspective has just begun. The review aims to apply the findings obtained from experimental studies in cognitive psychology to the issues in collective memory. This review focuses on the experimental studies on the role of social interaction in the reconstruction of memories and convergence among individuals on a shared representation of the past. The studies in experimental settings have generated simplified simulations of real life and suggest that social contagion of memory, collaborative recall, selective retrieval, and retrieval-induced forgetting in social contexts may represent cognitive mechanisms underlying the formation and retrieval of collective memories. After exploring these studies, the review focuses on the parallels between the experimental and exploratory studies on collective memory. Finally, the conclusion proposes that studies in the lab setting can contribute to understanding cognitive mechanisms underlying collective memories in real life, providing general principles to predict collective memories' formation and maintenance. Although this review adopts a cognitive psychological perspective, it attempts to blend insights from various approaches, to encourage an interdisciplinary approach to studying collective memory and devise new research questions to improve the understanding of collective memory.

We apply a cultural psychology approach to collective memory of the 9/11 terrorist attacks. In particular, we considered whether practices associated with commemoration of the 9/11 terrorist attacks would promote vigilance (prospective affordance hypothesis) and misattribution of responsibility for the original 9/11 attacks (reconstructive memory hypothesis) in an ostensibly unrelated context of intergroup conflict during September 2015. In Study 1, vigilance toward Iran and misattribution of responsibility for the 9/11 attacks to Iranian sources was greater among participants whom we asked about engagement with 9/11 commemoration than among participants whom we asked about engagement with Labor Day observations. Results of Study 2 suggested that patterns of greater vigilance and misattribution as a function of instructions to recall engagement with 9/11 commemoration were more specifically true only of participants who reported actual engagement with hegemonic commemoration practices. From a cultural psychological perspective, 9/11 commemoration is a case of collective memory not merely because it implicates collective-level (versus personal) identities, but instead because it emphasizes mediation of motivation and action via engagement with commemoration practices and other cultural tools.

Rational analyses of memory suggest that retrievability of past experience depends on its usefulness for predicting the future: memory is adapted to the temporal structure of the environment. Recent research has enriched this view by applying it to semantic memory and reinforcement learning. This paper describes how multiple forms of memory can be linked via common predictive principles, possibly subserved by a shared neural substrate in the hippocampus. Predictive principles offer an explanation for a wide range of behavioral and neural phenomena, including semantic fluency, temporal contiguity effects in episodic memory, and the topological properties of hippocampal place cells.

Episodic memory is the process by which information about experienced events is encoded and retrieved. Successful retrieval of episodic memories is dependent on the way in which memory is tested and as a result many effects and theories of episodic memory are task dependent. One such finding is the list strength effect. In free recall, a positive list strength effect is observed; memory for a given item is harmed by the presence of other strongly encoded items and helped by the presence of other weakly encoded items. In recognition, a null list strength is observed; memory for a given item is unaffected by the strength of other items. Such differential empirical findings are crucial to understanding memory, but it is undesirable to have multiple task-specific theories rather than a unified theory of memory. Here we use cued recall, a task that shares properties of both free recall and recognition, to move toward that goal. In a series of 5 experiments, we observed a null list strength effect in cued recall. We suggest that a successful theory would entail the use of both item and context information during retrieval, consistent with the approach of the Search of Associative Memory model.

Recent work has revealed links between memory, imagination, and problem solving, and suggests that increasing access to detailed memories can lead to improved imagination and problem-solving performance. Depression is often associated with overgeneral memory and imagination, along with problem-solving deficits. In this study, we tested the hypothesis that an interview designed to elicit detailed recollections would enhance imagination and problem solving among both depressed and nondepressed participants. In a within-subjects design, participants completed a control interview or an episodic specificity induction prior to completing memory, imagination, and problem-solving tasks. Results revealed that compared to the control interview, the episodic specificity induction fostered increased detail generation in memory and imagination and more relevant steps on the problem-solving task among depressed and nondepressed participants. This study builds on previous work by demonstrating that a brief interview can enhance problem solving among individuals with depression and supports the notion that episodic memory plays a key role in problem solving. It should be noted, however, that the results of the interview are relatively short-lived.

Copyright © 2019 Böhm, Pfister, Salway and Fløttum. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. We examine how people remember stories about climate change and how they communicate these stories to others. Drawing on theories of reconstructive memory and cultural theory, we assume that recollection is systematically affected by an individual’s world view as well as by the world view of the target audience. In an experimental study with a Norwegian representative sample (N = 266), participants read a story about three politicians, in which each protagonist was described as holding a specific world view and as trying to tackle climate change with a corresponding strategy (individualistic/free market oriented, hierarchical/technology-oriented, or egalitarian/sustainability-oriented). After 1 day and then after 1 week, participants were asked to retell the story as if to somebody who was characterized as being either an individualist, a hierarchist, or an egalitarian; in addition, a neutral recall control condition without a specified audience was included. Participants’ own world view was assessed and they were classified as endorsing individualism, or hierarchism, or egalitarianism. We hypothesized that retellings would be selectively reconstructed according to the world view of the participant, as well as tuned to the audience’s world view. We assessed the cognitive structure of the recollected story, and, using methods from computational text analysis, we computed similarities among retellings and the original narrative, and among retellings and world views. Results suggest that (i) retellings become less accurate over time, (ii) retelling to an audience with an explicit world view leads to more strongly filtered retellings than recalling without a specified audience, but the filter operates in a non-specific manner with respect to world views, (iii) the cognitive structure of the recollected story shows small but systematic differences concerning the link between story problem and solution as a function of the participant’s and the audience’s world view. No interaction was found between the world view of the participant and that of the audience. Results emphasize the role of world views in communicating climate change, and might help to better understand phenomena such as polarization and echo chamber effects.

Theories of reconstructive memory have long been influenced by investigations of false recognition errors, in which old/new judgements are compromised by spontaneous activation of associated but nonpresented concepts. Recent evidence similarly suggests that reconstructive memory processes (so-called memory integration) also support positive learning behaviors, such as inferential reasoning. Despite prevailing hypotheses, the question of whether a common integration process underlies these seemingly disparate mnemonic outcomes is not well understood. To address this question, young adults, recruited from two institutions, completed the Deese–Roediger–McDermott (Deese, Journal of Experimental Psychology, 58, 17–22, 1959; Roediger & McDermott, Journal of Experimental Psychology: Learning, Memory, and Cognition, 21(4), 803–814, 1995) and Bransford and Franks (Cognitive Psychology, 2, 331–350, 1971) false recognition paradigms, as well as an inferential paradigm (Varga & Bauer, Memory & Cognition, 45, 1014–1027, 2017b), all of which depend on integration of related information in memory. Across two experiments, the well-established tasks were adapted such that successful memory integration resulted in the same negative outcome (i.e., false recognition; Experiment 1) or positive outcome (i.e., inferential reasoning; Experiment 2). By capturing variability in item-to-item responding within and among tasks for each person, a common memory integration process was found to elicit positive and negative consequences in paradigms that required the combination of individual units to construct a composite understanding, but only when memory for directly learned and novel, integrated items were modeled together. Furthermore, linking task-related behavior to academic performance revealed that a greater propensity to integrate factual information (but not arbitrary materials) was related to higher SAT scores. Together, these results provide evidence for domain-general and domain-specific reconstructive mechanisms and their role in supporting educational success beyond the laboratory.

Self-generation of information during memory encoding has large positive effects on subsequent memory for items, but mixed effects on memory for contextual information associated with items. A processing account of generation effects on context memory (Mulligan in Journal of Experimental Psychology: Learning, Memory, and Cognition, 30(4), 838-855, 2004; Mulligan, Lozito, & Rosner in Journal of Experimental Psychology: Learning, Memory, and Cognition, 32(4), 836-846, 2006) proposes that these effects depend on whether the generation task causes any shift in processing of the type of context features for which memory is being tested. Mulligan and colleagues have used this account to predict various negative effects of generation on context memory, but the account also predicts positive generation effects under certain circumstances. The present experiment provided a critical test of the processing account by examining how generation affected memory for auditory rather than visual context. Based on the processing account, we predicted that generation of rhyme words should enhance processing of auditory information associated with the words (i.e., voice gender), whereas generation of antonym words should have no effect. These predictions were confirmed, providing support to the processing account.

With advancing age, episodic memory performance shows marked declines along with concurrent reports of lower subjective memory beliefs. Given that normative age-related declines in episodic memory co-occur with declines in other cognitive domains, we examined the relationship between memory beliefs and multiple domains of cognitive functioning. Confirmatory bi-factor structural equation models were used to parse the shared and independent variance among factors representing episodic memory, psychomotor speed, and executive reasoning in one large cohort study (Senior Odyssey, N = 462), and replicated using another large cohort of healthy older adults (ACTIVE, N = 2,802). Accounting for a general fluid cognitive functioning factor (comprised of the shared variance among measures of episodic memory, speed, and reasoning) attenuated the relationship between objective memory performance and subjective memory beliefs in both samples. Moreover, the general cognitive functioning factor was the strongest predictor of memory beliefs in both samples. These findings are consistent with the notion that dispositional memory beliefs may reflect perceptions of cognition more broadly. This may be one reason why memory beliefs have broad predictive validity for interventions that target fluid cognitive ability.

The relationship between dissociable components of autobiographical memory (e.g. semantic personality traits and episodic memory retrieval) and other cognitive skills that are proposed to enable one to develop a sense of self (e.g. introspection) have not previously been explored for children with autism spectrum disorder. This study compared autobiographical memory (semantic and episodic) and knowledge of self (internal/external self-knowledge and introspection/mentalising abilities) in children (aged 11–18 years) with high-functioning autism spectrum disorder and typically developing controls (total N = 48). Novel and standard tasks were employed. Compared to typically developing controls, young people with autism spectrum disorder had autobiographical memory difficulties that were characterised by a reduction in the retrieval of semantic personality traits, with more initial prompts required to facilitate episodic memory retrieval and fewer episodic memories containing emotional and sensory information. Knowledge of the self and others was also impaired, with reduced introspection and poorer mentalising abilities. Young people with autism spectrum disorder were also identified as presenting with an atypical relationship between autobiographical memory and self-knowledge, which was significantly different from typically developing controls. Test performance is discussed in relation to the functions of autobiographical memory, with consideration of how these cognitive difficulties may contribute to clinical practices and the social and behavioural characteristics of autism spectrum disorder.

There is some debate as to whether responding to objects in our environment improves episodic memory or does not impact it. Some authors claim that actively encoding objects improves their representation in episodic memory. Conversely, episodic memory has also been shown to improve in passive conditions, suggesting that the action itself could interfere with the encoding process. This study looks at the impact of attention and action on episodic memory using a novel what-where-when (WWW) task that includes information about object identity (what) and spatial (where) and temporal (when) properties. With this approach, we studied the episodic memory of 2 types of objects: a target, where attention or an action is defined, and a distractor, an object to be ignored, following 2 selective states: active versus passive selection. When targets were actively selected, we found no evidence of episodic memory enhancement compared to passive selection; instead, memory from irrelevant sources was suppressed. The pattern was replicated across a 2-D static display and a more realistic 3-D virtual environment. This selective attention effect on episodic memory was not observed on nonepisodic measures, demonstrating a link between attention and the encoding of episodic experiences. (PsycINFO Database Record

Narrative is ubiquitous. According to some models, this is due to the hypothesis that narrative is not only a successful way of communication, but a specific way of structuring knowledge. While most cognitive architectures acknowledge the importance of narrative, they usually do so from a functional point of view and not as a fundamental way of storing material in memory. The presented approach takes one step further towards the inclusion of narrative-aware structures in general cognitive architectures. In particular, the presented architecture studies how episodic memory and procedures in semantic memory can be redefined in terms of narrative structures. A formal definition of narrative for cognition and its constituents are presented, and the functions that an implementation of the architecture needs are described. The relative merits and the potential benefits with regard to general cognitive architectures are discussed and exemplified.

A large variability in performance is observed when participants recall briefly presented lists of words. The sources of such variability are not known. Our analysis of a large data set of free recall revealed a small fraction of participants that reached an extremely high performance, including many trials with the recall of complete lists. Moreover, some of them developed a number of consistent input-position-dependent recall strategies, in particular recalling words consecutively (“chaining”) or in groups of consecutively presented words (“chunking”). The time course of acquisition and particular choice of positional grouping were variable among participants. Our results show that acquiring positional strategies plays a crucial role in improvement of recall performance.

Fuzzy-trace theory posits independent verbatim and gist memory processes, a distinction that has implications for such applied topics as eyewitness testimony. This distinction between precise, literal verbatim memory and meaning-based, intuitive gist accounts for memory paradoxes including dissociations between true and false memory, false memories outlasting true memories, and developmental increases in false memory. We provide an overview of fuzzy-trace theory, and, using mathematical modeling, also present results demonstrating verbatim and gist memory in true and false recognition of narrative sentences and inferences. Results supported fuzzy-trace theory's dual-process view of memory: verbatim memory was relied on to reject meaning-consistent, but unpresented, sentences (via recollection rejection). However, verbatim memory was often not retrieved, and gist memory supported acceptance of these sentences (via similarity judgment and phantom recollection). Thus, mathematical models of words can be extended to explain memory for complex stimuli, such as narratives, the kind of memory interrogated in law.

There has been a persistent debate about how to define episodic memory and whether it is a uniquely human capacity. On the one hand, many animal cognition studies employ content-based criteria, such as the what-where-when criterion, and argue that nonhuman animals possess episodic memory. On the other hand, many human cognition studies emphasize the subjective experience during retrieval as an essential property of episodic memory and the distinctly human foresight it purportedly enables. We propose that both perspectives may examine distinct but complementary aspects of episodic memory by drawing a conceptual distinction between episodic memory traces and mental time travel. Episodic memory traces are sequential mnemonic representations of particular, personally experienced episodes. Mental time travel draws on these traces, but requires other components to construct scenarios and embed them into larger narratives. Various nonhuman animals may store episodic memory traces, and yet it is possible that only humans are able to construct and reflect on narratives of their lives - and flexibly compare alternative scenarios of the remote future.

In discussing Mahr & Csibra's (M&C's) observations about the role of episodic memory in grounding social commitments, we propose that episodic memory is especially useful for gauging cases of implicit commitment and cases in which the content of a commitment is indeterminate. We conclude with some thoughts about how commitment may relate to the evolution of episodic memory.

Klein's target article argues that autonoetic consciousness is a necessary condition for memory; this unusually narrow view of the scope of memory implies that only episodic memory is, strictly speaking, memory. The narrow view is opposed to the standard broad view, on which causal connection with past experience is sufficient for memory; on the broad view, both declarative (i.e., episodic and semantic) and procedural memory count as genuine forms of memory. Klein mounts a convincing attack on the broad view, arguing that it opens the 'doors of memory' too far, but this commentary contends that the narrow view does not open them far enough. It may be preferable to adopt an intermediate view of the scope of memory, on which causal connection is sufficient for memory only when it involves encoding, storage, and retrieval of content. More demanding than the simple causal condition but less demanding than the autonoesis condition, the encoding-storage-retrieval condition implies that both episodic and semantic memory count as genuine forms of memory but that procedural memory does not.

Episodic memory is a significant part of cognition for reasoning and decision making. Retrieval in episodic memory depends on the order relationships of memory items which provides flexibility in reasoning and inferences regarding sequential relations for spatio-temporal domain. However, it is still unclear how they are encoded and how they differ from representations in other types of memory like semantic or procedural memory. This paper presents a neural model of sequential representation and inferences on episodic memory. It contrasts with the common views on sequential representation in neural networks that instead of maintaining transitions between events to represent sequences, they are represented as patterns of activation profiles wherein similarity matching operations support inferences and reasoning. Using an extension of multi-channel multi-layered adaptive resonance theory (ART) network, it is shown how episodic memory can be formed and learnt so that the memory performance becomes dependent on the order and the interchange of memory cues. We present experiments as a proof of concepts to show that the model contrasts sequential representations in semantic memory with those in episodic memory and the model can exhibit transitive inferences consistent with human and animals data.

Despite extensive examination of episodic memory and future thinking development, little is known about the concurrent emergence of these capacities during early childhood. In Experiment 1, 3-year-olds participated in an episodic memory hiding task ("what, when, where" [WWW] components) with an episodic future thinking component. In Experiment 2, a group of 4-year-olds (including children from Experiment 1) participated in the same task (different objects and locations), providing the first longitudinal investigation of episodic memory and future thinking. Although children exhibited age-related improvements in recall, recognition, and binding of the WWW episodic memory components, there were no age-related changes in episodic future thinking. At both ages, WWW episodic memory performance was higher than future thinking performance, and episodic future thinking and WWW memory components were unrelated. These findings suggest that the WWW components of episodic memory are potentially less fragile than the future components when assessed in a cognitively demanding task.

a b s t r a c t Source memory involves recollecting the contextual details surrounding a memory episode. When source information is bound together, it makes a memory episodic in nature. Unfor- tunately, very little is known about the factors that contribute to its formation in early development. This study examined the development of source memory in middle child- hood. Measures of executive function were examined as potential sources of variation in fact and source recall. Continuous electroencephalogram (EEG) measures were collected during baseline and fact and source retrieval in order to examine memory-related changes in EEG power. Six and 8-year-old children were taught 10 novel facts from two different sources and recall for fact and source information was later tested. Older children were better on fact recall, but both ages were comparable on source recall. However, source recall performance was poor at both ages, suggesting that this ability continues to develop beyond middle childhood. Regression analyses revealed that executive function uniquely predicted variance in source recall performance. Task-related increases in theta power were observed at frontal, temporal and parietal electrode sites during fact and source retrieval. This investigation contributes to our understanding of age-related differences in source memory processing in middle childhood. © 2014 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/3.0/).

Item does not contain fulltext Memory biases, that is, general memory impairments as well as specific mood-congruent memory biases, are important vulnerability factors in depression. Recently, computerized memory trainings have been developed to target these biases, reducing rumination and lightening depressive symptoms. This review presents three novel treatment approaches: general memory training, emotional memory training, and attention or interpretation training targeting memory processes. Results are mixed, but the computerized memory trainings that target general deficits in memory or specific emotional biases seem to be an interesting new treatment option, especially as add-ons to other interventions. However, many open questions remain. These include the mechanisms of these trainings as well as more practical aspects like the optimal number of sessions, the duration of the effects, and individual differences in trainability. 5 p.

It has long been known that pupils—the apertures that allow light into the eyes—dilate and constrict not only in response to changes in ambient light but also in response to emotional changes and arousing stimuli (e.g., Fontana, 1765). Charles Darwin (1872) related changes in pupil diameter to fear and other “emotions” in animals. For decades, pupillometry has been used to study cognitive processing across many domains, including perception, language, visual search, and short-term memory. Historically, such studies have examined the pupillary reflex as a correlate of attentional demands imposed by different tasks or stimuli—pupils typically dilate as cognitive demand increases. Because the neural mechanisms responsible for such task-evoked pupillary reflexes (TEPRs) implicate a role for memory processes, recent studies have examined pupillometry as a tool for investigating the cognitive processes underlying the creation of new episodic memories and their later retrieval. Here, we review the historical antecedents of current pupillometric research and discuss several recent studies linking pupillary dilation to the on-line consumption of cognitive resources in long-term-memory tasks. We conclude by discussing the future role of pupillometry in memory research and several methodological considerations that are important when designing pupillometric studies.

Despite more than a century of evidence that long-term memory for pictures and words are different, much of what we know about memory comes from studies using words. Recent research examining visual long-term memory has demonstrated that recognizing an object induces the forgetting of objects from the same category. This recognition-induced forgetting has been shown with a variety of everyday objects. However, unlike everyday objects, faces are objects of expertise. As a result, faces may be immune to recognition-induced forgetting. However, despite excellent memory for such stimuli, we found that faces were susceptible to recognition-induced forgetting. Our findings have implications for how models of human memory account for recognition-induced forgetting as well as represent objects of expertise and consequences for eyewitness testimony and the justice system.

International audience; Few studies have investigated the link between episodic memory and presence: the feeling of " being there " and reacting to a stimulus as if it were real. We collected data from 244 participants after they had watched the movie Avengers: Age of Ultron. They answered questions about factual (details of the movie) and temporal memory (order of the scenes) about the movie, as well as their emotion experience and their sense of presence during the projection. Both higher emotion experience and sense of presence were related to better factual memory, but not to temporal order memory. Crucially, the link between emotion and factual memory was mediated by the sense of presence. We interpreted the role of presence as an external absorption of the attentional focus toward the stimulus, thus enhancing memory encoding. Our findings could shed light on the cognitive processes underlying memory impairments in psychiatric conditions characterized by an altered sense of reality. " Virtual Reality is the representation of possible worlds and possible selves, with the aim of making them appear as real as possible—i-deally, by creating a subjective sense of " presence " in the user. Interestingly, some of our best theories of the human mind and conscious experience describe it in a very similar way " Thomas Metzinger, " 2016: What do you consider the most interesting recent scientific news? " Edge.org.

Associations between working memory and academic achievement (math and reading) are well documented. Surprisingly, little is known of the contributions of episodic memory, segmented into temporal memory (recollection proxy) and item recognition (familiarity proxy), to academic achievement. This is the first study to observe these associations in typically developing 6-year old children. Overlap in neural correlates exists between working memory, episodic memory, and math and reading achievement. We attempted to tease apart the neural contributions of working memory, temporal memory, and item recognition to math and reading achievement. Results suggest that working memory and temporal memory, but not item recognition, are important contributors to both math and reading achievement, and that EEG power during a working memory task contributes to performance on tests of academic achievement.

This paper attempts to answer the question of what defines mnemonic confabulation vis-à-vis genuine memory. The two extant accounts of mnemonic confabulation as “false memory” and as ill-grounded memory are shown to be problematic, for they cannot account for the possibility of veridical confabulation, ill-grounded memory, and well-grounded confabulation. This paper argues that the defining characteristic of mnemonic confabulation is that it lacks the appropriate causal history. In the confabulation case, there is no proper counterfactual dependence of the state of seeming to remember on the corresponding past representation.

We examined the aftermath of accessing and retrieving a subset of information stored in visual working memory (VWM)-namely, whether detection of a mismatch between memory and perception can impair the original memory of an item while triggering recognition-induced forgetting for the remaining, untested items. For this purpose, we devised a consecutive-change detection task wherein two successive testing probes were displayed after a single set of memory items. Across two experiments utilizing different memory-testing methods (whole vs. single probe), we observed a reliable pattern of poor performance in change detection for the second test when the first test had exhibited a color change. The impairment after a color change was evident even when the same memory item was repeatedly probed; this suggests that an attention-driven, salient visual change made it difficult to reinstate the previously remembered item. The second change detection, for memory items untested during the first change detection, was also found to be inaccurate, indicating that recognition-induced forgetting had occurred for the unprobed items in VWM. In a third experiment, we conducted a task that involved change detection plus continuous recall, wherein a memory recall task was presented after the change detection task. The analyses of the distributions of recall errors with a probabilistic mixture model revealed that the memory impairments from both visual changes and recognition-induced forgetting are explained better by the stochastic loss of memory items than by their degraded resolution. These results indicate that attention-driven visual change and recognition-induced forgetting jointly influence the "recycling" of VWM representations.

Self-knowledge concerns one's own preferences and personality. It pertains to the self (similar to episodic memory), yet does not concern events. It is factual (like semantic memory), but also idiosyncratic. For these reasons, it is unclear where self-knowledge might fall on a continuum in relation to semantic and episodic memory. In this study, we aimed to compare the event-related potential (ERP) correlates of self-knowledge to those of semantic and episodic memory, using N400 and Late Positive Component (LPC) as proxies for semantic and episodic processing, respectively. We considered an additional factor: time perspective. Temporally distant selves have been suggested to be more semantic compared to the present self, but thinking about one's past and future selves may also engage episodic memory. Twenty-eight adults answered whether traits (e.g., persistent) were true of most people holding an occupation (e.g., soldiers; semantic memory condition), or true of themselves 5 years ago, in the present, or 5 years from now (past, present, and future self-knowledge conditions). The study ended with an episodic recognition memory task for previously seen traits. Present self-knowledge produced mean LPC amplitudes at posterior parietal sites that fell between semantic and episodic memory. Mean LPC amplitudes for past and future self-knowledge were greater than for semantic memory, and not significantly different from episodic memory. Mean N400 amplitudes for the self-knowledge conditions were smaller than for semantic memory at sagittal sites. However, this N400 effect was not separable from a preceding P200 effect at these same electrode sites. This P200 effect can be interpreted as reflecting the greater emotional salience of self as compared to general knowledge, which may have facilitated semantic processing. Overall, our findings are consistent with a distinction between knowledge of others and self-knowledge, but the closeness of self-knowledge's neural correlates to either semantic or episodic memory appears to depend to some extent on time perspective.

This article reviews existing research on the interactions between verbal short-term memory and language processing impairments in aphasia. Theoretical models of short-term memory are reviewed, starting with a model assuming a separation between short-term memory and language, and progressing to models that view verbal short-term memory as a cognitive requirement of language processing. The review highlights a verbal short-term memory model derived from an interactive activation model of word retrieval. This model holds that verbal short-term memory encompasses the temporary activation of linguistic knowledge (e.g., semantic, lexical, and phonological features) during language production and comprehension tasks. Empirical evidence supporting this model, which views short-term memory in the context of the processes it subserves, is outlined. Studies that use a classic measure of verbal short-term memory (i.e., number of words/digits correctly recalled in immediate serial recall) as well as those that use more intricate measures (e.g., serial position effects in immediate serial recall) are discussed. Treatment research that uses verbal short-term memory tasks in an attempt to improve language processing is then summarized, with a particular focus on word retrieval. A discussion of the limitations of current research and possible future directions concludes the review.

The Deese, Roediger and McDermott (DRM) task is a false memory paradigm in which subjects are presented with lists of semantically related words (e.g., nurse, hospital, etc.) at encoding. After a delay, subjects are asked to recall or recognize these words. In the recognition memory version of the task, subjects are asked whether they remember previously presented words, as well as related (but never presented) critical lure words ('doctor'). Typically, the critical word is recognized with high probability and confidence. This false memory effect has been robustly demonstrated across short (e.g., immediate, 20 min) and long (e.g., 1, 7, 60 d) delays between encoding and memory testing. A strength of using this task to study false memory is its simplicity and short duration. If encoding and retrieval components of the task occur in the same session, the entire task can take as little as 2 - 30 min. However, although the DRM task is widely considered a 'false memory' paradigm, some researchers consider DRM illusions to be based on the activation of semantic memory networks in the brain, and argue that such semantic gist-based false memory errors may actually be useful in some scenarios (e.g., remembering the forest for the trees; remembering that a word list was about "doctors", even though the actual word "doctor" was never presented for study). Remembering the gist of experience (instead of or along with individual details) is arguably an adaptive process and this task has provided a great deal of knowledge about the constructive, adaptive nature of memory. Therefore, researchers should use caution when discussing the overall reach and implications of their experiments when using this task to study 'false memory', as DRM memory errors may not adequately reflect false memories in the real world, such as false memory in eyewitness testimony, or false memories of sexual abuse.

Episodic memory has been analyzed in a number of different ways in both philosophy and psychology, and most controversy has centered on its self-referential,autonoeticcharacter. Here, we offer a comprehensive characterization of episodic memory in representational terms and propose a novel functional account on this basis. We argue that episodic memory should be understood as a distinctive epistemic attitude taken toward an event simulation. In this view, episodic memory has a metarepresentational format and should not be equated with beliefs about the past. Instead, empirical findings suggest that the contents of human episodic memory are often constructed in the service of the explicit justification of such beliefs. Existing accounts of episodic memory function that have focused on explaining its constructive character through its role in future-oriented mental time travel do justice neither to its capacity to ground veridical beliefs about the past nor to its representational format. We provide an account of the metarepresentational structure of episodic memory in terms of its role in communicative interaction. The generative nature of recollection allows us to represent and communicate the reasons why we hold certain beliefs about the past. In this process, autonoesis corresponds to the capacity to determine when and how to assert epistemic authority in making claims about the past. A domain where such claims are indispensable are human social engagements. Such engagements commonly require the justification of entitlements and obligations, which is often possible only by explicit reference to specific past events.

This chapter reviews some key aspects of the relationship between emotion and episodic memory, focusing on the cognitive and neural systems that underlie the relationship. We differentiate between effects of emotion on early and late long-term memory, review evidence for the selectivity of these effects, and discuss existing models that best account for them. We reflect on and evaluate current practices in emotional memory research.

The most salient aspect of memory is its role in preserving previously acquired information so as to make it available for further activities. Anna realizes that something is amiss in a book on Roman history because she learned and remembers that Caesar was murdered. Max turned up at the party and distinctively remembers where he was seated, so he easily gets his hands on his lost cell phone. The fact that information is not gained anew distinguishes memory from perception. The fact that information is preserved distinguishes memory from imagination. But how do acquisition and retrieval of information contribute to the phenomenology of memory?The exclusive aim of this chapter is to sketch a map of the phenomenology of memory. It is structured as follows. In section 1, I introduce the contrast between content (what is remembered) and psychological attitude (remembering). This distinction will be helpful in disentangling issues in the phenomenology of memory. Section 2 is devoted to the contribution of memory content to phenomenology, section 3 to the contribution of the attitude of remembering.

Contains fulltext : 169194.pdf (Publisher’s version ) (Open Access) OBJECTIVE: The temporal gradient in patients with Korsakoff's syndrome has been of particular interest in the literature, as many studies have found evidence for a steep temporal gradient, but others have observed more uniform remote memory impairment across all past time periods. Inconsistencies might be the result of the nature of remote memory impairment under study (i.e., nonpersonal or autobiographical memory) and of methodological differences in the examination of remote memory loss. The aim of this study was to examine whether differences between autobiographical memory interview (AMI) and autobiographical interview (AI) procedures influence the presence of a temporal gradient in semantic and episodic autobiographical memory in Korsakoff patients. METHOD: The procedure used in the present study combined the AMI and AI into one study session. We compared the performance of 20 patients with Korsakoff's syndrome and 27 healthy controls. First, participants were asked to recall knowledge from different life periods. Second, participants were asked to recall memories from five life periods. Thirdly, participants were asked to rate their subjective experience of each event recalled on a 5-point scale. Finally, we analyzed the findings in terms of all the memories recalled versus the first memory from each life-period only. RESULTS: Both the AMI and the AI showed a temporally graded retrograde amnesia in the Korsakoff patients for personal semantic and episodic autobiographical memories. The pattern of amnesia in Korsakoff patients was not affected by examining only one event per life-period. Subjective ratings of recalled memories were largely comparable between the groups. CONCLUSIONS: The findings were generally consistent across the AMI and AI. Varying the number of events did not affect the pattern of the gradient. Hence, the temporal gradient in Korsakoff patients is not an artefact of either the AMI or the AI method. 13 p.

Retrieving information from episodic memory may result in later inaccessibility of related but task-irrelevant information. This phenomenon, known as retrieval-induced forgetting, is thought to represent a specific instance of broader cognitive control mechanisms, that would come into play during memory retrieval, whenever non-target competing memories interfere with recall of target items. Recent neuroimaging studies have shown an association between these mechanisms and the activity of the right Prefrontal Cortex. However, so far, few studies have attempted at establishing a causal relationship between this brain region and behavioural measures of cognitive control over memory. To address this missing link, we delivered transcranial Direct Current Stimulation (tDCS) over the right Inferior Frontal Gyrus (rIFG) during a standard retrieval-practice paradigm with category-exemplar word pairs. Across two experiments, tDCS abolished retrieval-induced forgetting to different degrees, compared to the sham control group whereas no effects of stimulation emerged in an ancillary measure of motor stopping ability. Moreover, influence analyses on specific subsets of the experimental material revealed diverging patterns of results, which depended upon the different categories employed in the retrieval-practice paradigm. Overall, the results support the view that rIFG has a causal role in the control of interference in memory retrieval and highlight the often underestimated role of stimulus material in affecting the effects. The present findings are therefore relevant in enriching our knowledge about memory functions from both a theoretical and methodological perspective.

Working memory is considered to be a crucial cognitive mechanism for the simultaneous interpreting process, but this assumption has not been substantially supported empirically. Previous research has mostly investigated working memory capacity differences between interpreters and non-interpreters. Little work has been done on relating working memory capacity directly to interpreting performance. The aim of the present exploratory correlational study was to test whether a relationship exists between working memory capacity and simultaneous interpreting performance measures in a sample of professional interpreters. Twenty-eight professional interpreters, aged 25-55, were tested on their working memory capacity (letter span, Corsi task, complex span) and on several measures of interpreting performance (lexical, semantic and syntactic processing, temporal delay, vocabulary richness and dealing with speed). Additionally, measures of general cognitive ability, age and interpreting experience were considered. There are two main findings. First, working memory performance in this sample shows predictable patterns in the structure of interpreters’ working memory: there was a dissociation between verbal and spatial memory, and a negative relationship between age on the one hand and working memory measures and general cognitive ability on the other. This negative relationship provides evidence which is difficult to reconcile with the hypothesis of superior working memory in interpreters, as tested by previous research. Secondly, working memory measures were only marginally significantly related to simultaneous interpreting measures, and then only to those which have a predictable high memory component, i.e. lexical processing consisting of interpretation of isolated lexical items, such as figures and lists of nouns. The results suggest that working memory capacity, where the focus is on the memory component of working memory, may not be as important for professional simultaneous interpreting as previously thought.

Previous research exploring declarative memory in Williams syndrome (WS) has revealed impairment in the processing of episodic information accompanied by a relative strength in semantic ability. The aim of the current study was to extend this literature by examining how relatively spared semantic memory may support episodic remembering. Using a level of processing paradigm, older adults with WS (aged 35–61 years) were compared to typical adults of the same chronological age and typically developing children matched for verbal ability. In the study phase, pictures were encoded using either a deep (decide if a picture belongs to a particular category) or shallow (perceptual based processing) memory strategy. Behavioural indices (reaction time and accuracy) at retrieval were suggestive of an overall difficulty in episodic memory for WS adults. Interestingly, however, semantic support was evident with a greater recall of items encoded with deep compared to shallow processing, indicative of an ability to employ semantic encoding strategies to maximise the strength of the memory trace created. Unlike individuals with autism who find semantic elaboration strategies problematic, the pattern of findings reported here suggests in those domains that are relatively impaired in WS, support can be recruited from relatively spared cognitive processes.

The present study aimed to explore autobiographical memories (long-lasting memories about the self) and episodic memories (memories about discrete episodes or events) within dream content. We adapted earlier episodic memory study paradigms and reinvestigated the incorporation of episodic memory sources into dreams, operationalizing episodic memory as featuring autonoetic consciousness, which is the feeling of truly re-experiencing or reliving a past event. Participants (n = 32) recorded daily diaries and dream diaries, and reported on wake-dream relations for 2 weeks. Using a new scale, dreams were rated for their episodic richness, which categorized memory sources of dreams as being truly episodic (featuring autonoetic consciousness), autobiographical (containing segregated features of experiences that pertained to waking life) or otherwise. Only one dream (0.5%) was found to contain an episodic memory. However, the majority of dreams (>80%) were found to contain low to moderate incorporations of autobiographical memory features. These findings demonstrate the inactivity of intact episodic memories, and emphasize the activity of autobiographical memory and processing within dreams. Taken together, this suggests that memories for personal experiences are experienced fragmentarily and selectively during dreaming, perhaps in order to assimilate these memories into the autobiographical memory schema.

Contains fulltext : 129271.pdf (Publisher’s version ) (Open Access) The ability to remember the destination to whom a piece of information has been addressed (e.g., did I tell you about the weekend?) has been labelled destination memory. Although this topic has been relatively scarcely studied, recent studies support the notion that destination recall can be the subject of important distortions in healthy younger and older adults and in individuals with Alzheimer's disease. This research also links destination recall to several cognitive domains such as episodic memory, executive function, and self-referential processes (e.g., did I tell you about the weekend?). The present review aims to assemble these findings into a comprehensive framework and shed light onto potential neuroanatomical underpinnings of destination memory, thus providing a promising venue for future exploration and research. 5 p.

A number of autobiographical memory theories and clinical theories of posttraumatic stress disorder (PTSD) make claims that are different from standard views of memory and have been the subject of controversy. These claims include the existence of a long-term perceptual memory system supporting conscious experience separate to episodic memory; greater involvement of perceptual memory in the response to emotion-laden and personally meaningful events; increased perceptual memory intrusions accompanied by impaired episodic memory for the traumatic event among PTSD patients; and a lack of association, or inverse association, between indices of voluntary recall and involuntary images relating to the same traumatic materials. In this article I review current research on perceptual memory, which supports the presence of long-term representations that are selective or incomplete reflections of sensory input. The functional independence of perceptual and episodic memory is illustrated by research on verbal overshadowing but is most clearly exemplified by the strong evidence in favor of enhanced perceptual memory and impaired episodic memory in PTSD. Theoretical predictions concerning the relation between perceptual priming and the development of intrusive images, the effect of verbal versus visuospatial secondary tasks on intrusive trauma images, and the independence of voluntary and involuntary memory for the same materials have garnered widespread support. Reasons for the continuing controversy over traumatic memory are discussed, and some implications of the review for general theories of recall and recognition, clinical theories of PTSD, and "special mechanism" views of memory are set out.

Humans encounter a myriad of actions or events and later recall some of these events using episodic memory. New research suggests that dogs can imitate recently encountered actions using episodic memory.

Objectives. The assumption that working memory (WM) is embedded within long-term memory suggests that the effectiveness of switching information between activated states in WM (i.e., attentional refreshing) may depend on whether that information is semantically relevant. Given that older adults often have greater general knowledge than younger adults, age-related deficits in episodic memory (EM) could be ameliorated by studying information that has existing semantic representations compared with unknown information. Method. Younger and older adults completed a modified operation span task that varied the number of refreshing opportunities. The memoranda used were equally known to younger and older adults (neutral words; e.g., father), better known to older adults than younger adults (dated words; e.g., mirth), or unknown to both groups (unknown words; e.g., cobot). Results. Results for immediate and delayed recall indicated an age-related improvement for dated memoranda and no age difference for unknown memoranda. Furthermore, refreshing opportunities predicted delayed recall of neutral memoranda more strongly for younger adults than older adults, whereas older adults’ recall advantage for dated memoranda was explained by their prior knowledge and not refreshing opportunities. Discussion. The results suggest that older adults’ EM deficits could potentially be ameliorated by incorporating their superior knowledge to supplement relatively ineffective attentional refreshing in WM.

Memories that are recalled while working memory (WM) is taxed, e.g., by making eye movements (EM), become blurred during the recall + EM and later recall, without EM. This may help to explain the effects of Eye Movement and Desensitisation and Reprocessing (EMDR) in the treatment of post-traumatic stress disorder (PTSD) in which patients make EM during trauma recall. Earlier experimental studies on recall + EM have focused on emotional memories. WM theory suggests that recall + EM is superior to recall only but is silent about effects of memory emotionality. Based on the emotion and memory literature, we examined whether recall + EM has superior effects in blurring emotional memories relative to neutral memories. Healthy volunteers recalled negative or neutral memories, matched for vividness, while visually tracking a dot that moved horizontally ("recall + EM") or remained stationary ("recall only"). Compared to a pre-test, a post-test (without concentrating on the dot) replicated earlier findings: negative memories are rated as less vivid after "recall + EM" but not after "recall only". This was not found for neutral memories. Emotional memories are more taxing than neutral memories, which may explain the findings. Alternatively, transient arousal induced by recall of aversive memories may promote reconsolidation of the blurred memory image that is provoked by EM.