Remembering

Remembering ◽  
2021 ◽  
pp. 41-60
Author(s):  
Fergus I. M. Craik

This chapter makes the case for understanding memory in terms of qualitatively different codes represented by active processes, as opposed to such memory systems as episodic and semantic memory. A distinction is made between primary memory (PM), viewed as active conscious processing, and secondary memory (SM), viewed as the long-term representations of events and knowledge. The notion that PM involves attention paid to the information held in mind is discussed in light of current views of working memory. SM is described in terms of a hierarchically organized set of analytic representations running from specific episodes to context-free knowledge, as an alternative description to Tulving’s account in terms of separate episodic and semantic systems. The role of the external context in supporting retrieval is emphasized, and also the role of executive processes in enabling self-initiated activities when such environmental support is absent. Following previous researchers, the chapter endorses the notion of remembering as a set of active analytic operations, and stresses the similarity between the processes of perceiving and remembering. These ideas are illustrated by empirical examples.

2021 ◽  
pp. 571-642
Author(s):  
Michael A. Arbib

The IBSEN model of Imagination in Brain Systems for Episodes and Navigation explores how the architect’s experience is brought to bear in the design of architecture by building on the VISIONS model of understanding a visual scene and the TAM-WGM model of navigation. IBSEN develops the idea that a building provides both views from various viewpoints and places where particular experiences can be felt, and actions can be performed. For this, the design must support a variety of scripts for both practical and contemplative action and the cognitive maps that relate places for them. Nodes from different maps may be combined as scripts are harmonized with respect to a specific embedding of places in three-dimensional space. The chapter examines the role of the hippocampus in episodic memory and imagination, and observes that memory and imagination, episodic or not, are construction processes. During design, long-term working memory links internal and external memory systems, providing priority access to (but not only to) memory fragments that have proved relevant to the current design process. The designer in some sense “inverts” imagined experiences and behaviors of users of the forthcoming building. As the book ends, the author notes that we are only at the beginning of new collaborative studies that take cog/neuroscience out of the lab and into the building and the street.


2018 ◽  
Author(s):  
Joshua Buffington ◽  
Kara Morgan-Short

Domain-general approaches to second language acquisition (SLA) have considered how individual differences in cognitive abilities contribute to foreign language aptitude. Here, we specifically consider the role of two, long-term, cognitive memory systems, i.e., declarative and procedural memory, as individual differences in SLA. In doing so, we define and review evidence for the long-term declarative and procedural memory systems, consider theories that address a role for declarative and procedural memory in L2 acquisition, discuss evidence in support of the claims that these theories make, and conclude with discussion of important directions and questions for future research on the role of declarative and procedural memory as individual differences in assessing L2 aptitude.


2017 ◽  
Author(s):  
Peter Gärdenfors ◽  
Andreas Stephens

Within analytic philosophy, induction has been seen as a problem concerning inferences that have been analysed as relations between sentences. In this article, we argue that induction does not primarily concern relations between sentences, but between properties and categories. We outline a new approach to induction that is based on two theses. The first thesis is epistemological. We submit that there is not only knowledge-how and knowledge-that, but also knowledge-what. Knowledge-what concerns relations between properties and categories and we argue that it cannot be reduced to knowledge-that. We support the partition of knowledge by mapping it onto the long-term memory systems: procedural, semantic and episodic memory. The second thesis is that the role of inductive reasoning is to generate knowledge-what. We use conceptual spaces to model knowledge-what and the relations between properties and categories involved in induction.


2019 ◽  
Vol 5 (4) ◽  
pp. eaav1695 ◽  
Author(s):  
L. Himmer ◽  
M. Schönauer ◽  
D. P. J. Heib ◽  
M. Schabus ◽  
S. Gais

After encoding, memories undergo a transitional process termed systems memory consolidation. It allows fast acquisition of new information by the hippocampus, as well as stable storage in neocortical long-term networks, where memory is protected from interference. Whereas this process is generally thought to occur slowly over time and sleep, we recently found a rapid memory systems transition from hippocampus to posterior parietal cortex (PPC) that occurs over repeated rehearsal within one study session. Here, we use fMRI to demonstrate that this transition is stabilized over sleep, whereas wakefulness leads to a reset to naïve responses, such as observed during early encoding. The role of sleep therefore seems to go beyond providing additional rehearsal through memory trace reactivation, as previously thought. We conclude that repeated study induces systems consolidation, while sleep ensures that these transformations become stable and long lasting. Thus, sleep and repeated rehearsal jointly contribute to long-term memory consolidation.


Author(s):  
Nina Simmons-Mackie

Abstract Purpose: This article addresses several intervention approaches that aim to improve life for individuals with severe aphasia. Because severe aphasia significantly compromises language, often for the long term, recommended approaches focus on additional domains that affect quality of life. Treatments are discussed that involve increasing participation in personally relevant life situations, enhancing environmental support for communication and participation, and improving communicative confidence. Methods: Interventions that have been suggested in the aphasia literature as particularly appropriate for people with severe aphasia include training in total communication, training of communication partners, and activity specific training. Conclusion: Several intervention approaches can be implemented to enhance life with severe aphasia.


2013 ◽  
Author(s):  
Francesca Menegazzo ◽  
Melissa Rosa Rizzotto ◽  
Martina Bua ◽  
Luisa Pinello ◽  
Elisabetta Tono ◽  
...  

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