Beyond Language Comprehension: Situation Models as a Form of Autobiographical Memory: Joseph P. Magliano, Gabriel A. Radvansky, and David E. Copeland

2007 ◽  
pp. 373-385
Keyword(s):  
Autobiographical Memory ◽  
Language Comprehension ◽  
Situation Models

scholarly journals Situation model updating in young and older adults

2019 ◽  
pp. 016502541987412
Author(s):  
Lara Hoeben Mannaert ◽  
Katinka Dijkstra
Keyword(s):  
Older Adults ◽  
Age Differences ◽  
Language Comprehension ◽  
Cognitive Aging ◽  
Model Updating ◽  
Situation Model ◽  
Future Research ◽  
Situation Models ◽  
The Past ◽  
Age Related

Over the past decade or so, developments in language comprehension research in the domain of cognitive aging have converged on support for resilience in older adults with regard to situation model updating when reading texts. Several studies have shown that even though age-related declines in language comprehension appear at the level of the surface form and text base of the text, these age differences do not apply to the creation and updating of situation models. In fact, older adults seem more sensitive to certain manipulations of situation model updating. This article presents a review of theories on situation model updating as well how they match with research on situation model updating in younger and older adults. Factors that may be responsible for the resilience of language comprehension in older age will be discussed as well as avenues for future research.

An experimental view of language comprehension

2002 ◽  
Vol 3 (1) ◽  
pp. 54-64
Author(s):  
Rolf A. Zwaan
Keyword(s):  
Cognitive Psychology ◽  
Empirical Evidence ◽  
Cognitive Neuroscience ◽  
Language Comprehension ◽  
Situation Models ◽  
Direct Experience ◽  
Brain Areas ◽  
Perceptual Representations ◽  
The Brain ◽  
Referent Object

The consensus view in cognitive psychology is that the construction of situation models is an integral part of language comprehension. A great deal of empirical evidence supports this view. Moreover, recent theorizing and empirical evidence suggest that situation models are best viewed as experiential simulations of the narrated events, actions, people, objects, and places. In this Experiential View, language is a set of cues guiding the simulation processes, by activating perceptual representations stored in the brain areas that are also active during the direct experience of the referent object, person, or event. In this article I discuss the empirical evidence for the Experiential view from cognitive psychology and cognitive neuroscience. In addition, I consider some of the implications of this view for the design of instructional documents.

Situation models in language comprehension and memory.

1998 ◽  
Vol 123 (2) ◽  
pp. 162-185 ◽  
Author(s):  
Rolf A. Zwaan ◽  
Gabriel A. Radvansky
Keyword(s):  
Language Comprehension ◽  
Situation Models

Against suppression and clamping: A commentary on Glenberg

1997 ◽  
Vol 20 (1) ◽  
pp. 33-34
Author(s):  
Jason T. Ramsay ◽  
Bruce Homer
Keyword(s):  
Autobiographical Memory ◽  
Language Comprehension ◽  
Related Concept ◽  
Symbolic Processes

The ability of Glenberg's model to explain the development of complex symbolic abilities is questioned. Specifically, it is proposed that the concepts of clamping and suppression fall short of providing an explanation for higher symbolic processes such as autobiographical memory and language comprehension. A related concept, “holding in mind” (Olson 1993), is proposed as an alternative.

Conceptual short-term memory (CSTM) supports core claims of Christiansen and Chater

2016 ◽  
Vol 39 ◽  
Author(s):  
Mary C. Potter
Keyword(s):  
Working Memory ◽  
Rapid Serial Visual Presentation ◽  
Language Comprehension ◽  
Short Term Memory ◽  
Visual Presentation ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Use Of Knowledge

AbstractRapid serial visual presentation (RSVP) of words or pictured scenes provides evidence for a large-capacity conceptual short-term memory (CSTM) that momentarily provides rich associated material from long-term memory, permitting rapid chunking (Potter 1993; 2009; 2012). In perception of scenes as well as language comprehension, we make use of knowledge that briefly exceeds the supposed limits of working memory.

Sociocultural memory development research drives new directions in gadgetry science

2019 ◽  
Vol 42 ◽  
Author(s):  
Penny Van Bergen ◽  
John Sutton
Keyword(s):  
Episodic Memory ◽  
Autobiographical Memory ◽  
Developmental Psychology ◽  
Cross Cultural ◽  
Memory Development ◽  
Development Research ◽  
Cultural Research ◽  
New Directions ◽  
Cross Cultural Research

Abstract Sociocultural developmental psychology can drive new directions in gadgetry science. We use autobiographical memory, a compound capacity incorporating episodic memory, as a case study. Autobiographical memory emerges late in development, supported by interactions with parents. Intervention research highlights the causal influence of these interactions, whereas cross-cultural research demonstrates culturally determined diversity. Different patterns of inheritance are discussed.

Are Deficits in Social Cognition Linked to Autobiographical Memory in Patients with Alzheimer’s Disease?

2016 ◽  
Vol 27 (4) ◽  
pp. 257-264 ◽  
Author(s):  
Johannes H. Scheidemann ◽  
Franz Petermann ◽  
Marc Schipper
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Social Cognition ◽  
Theory Of Mind ◽  
Autobiographical Memory ◽  
Positive Relationship ◽  
Neuropsychological Test ◽  
Clinical Group ◽  
Neuropsychological Test Battery ◽  
Fluency Task

Abstract. We investigated theory of mind (ToM) deficits in Alzheimer‘s disease (AD) and its possible connection to autobiographical memory (ABM). Patients and matched controls were evaluated and compared using a video-based ToM test, an autobiographical fluency task, and a neuropsychological test battery. We found that ToM deficits were positively associated with semantic ABM in the clinical group, whereas a positive relationship appeared between ToM and episodic ABM in controls. We hypothesize that this reflects the course of the disease as well as that semantic ABM is used for ToM processing, being still accessible in AD. Furthermore, we assume that it is also less efficient, which in turn leads to a specific deficit profile of social cognition.

Interindividual Differences in Cognitive Functioning Are Associated with Autobiographical Memory Retrieval Specificity in Older Adults

GeroPsych ◽  
2020 ◽  
Vol 33 (1) ◽  
pp. 15-29 ◽  
Author(s):  
Sarah Peters ◽  
Signy Sheldon
Keyword(s):  
Older Adults ◽  
Cognitive Functioning ◽  
Autobiographical Memory ◽  
Memory Retrieval ◽  
Cognitive Status ◽  
Specific Information ◽  
Generation Task ◽  
Interindividual Differences ◽  
Retrieval Cues ◽  
Contextual Support

Abstract. We examined whether interindividual differences in cognitive functioning among older adults are related to episodic memory engagement during autobiographical memory retrieval. Older adults ( n = 49, 24 males; mean age = 69.93; mean education = 15.45) with different levels of cognitive functioning, estimated using the Montreal Cognitive Assessment (MoCA), retrieved multiple memories (generation task) and the details of a single memory (elaboration task) to cues representing thematic or event-specific autobiographical knowledge. We found that the MoCA score positively predicted the proportion of specific memories for generation and episodic details for elaboration, but only to cues that represented event-specific information. The results demonstrate that individuals with healthy, but not unhealthy, cognitive status can leverage contextual support from retrieval cues to improve autobiographical specificity.

The Role of Perfectionism and Autobiographical Memory in a Sample of Parasuicide Patients

Crisis ◽  
2008 ◽  
Vol 29 (2) ◽  
pp. 64-72 ◽  
Author(s):  
Susan A. Rasmussen ◽  
Rory C. O’Connor ◽  
Dallas Brodie
Keyword(s):  
Suicidal Ideation ◽  
Autobiographical Memory ◽  
Memory Task ◽  
Self Report ◽  
Hierarchical Regression ◽  
Overgeneral Autobiographical Memory ◽  
Socially Prescribed Perfectionism ◽  
Hopelessness Depression ◽  
Self Harm ◽  
First Time

The main objective of this study was to investigate the relationship between social perfectionism, overgeneral autobiographical memory recall, and psychological distress (hopelessness, depression/anxiety, and suicidal ideation) in a sample of parasuicide patients. Forty patients who had been admitted to a Scottish hospital following an episode of deliberate self-harm participated in the study. The participants completed the autobiographical memory task and a battery of self-report measures (multidimensional perfectionism, hopelessness, depression/anxiety, and suicidal ideation). The results showed that repetitive self-harmers were more overgeneral in their recall of positive autobiographical memories than were first-time self-harmers. Hierarchical regression analyses showed that socially prescribed perfectionism interacted with overgeneral recall of both positive and negative memories to predict suicidal ideation/depression. The findings are discussed in relation to previous research.

Activation and Persistence of Implicit Causality Information in Spoken Language Comprehension

2010 ◽  
Vol 57 (1) ◽  
pp. 5-16 ◽  
Author(s):  
Pirita Pyykkönen ◽  
Juhani Järvikivi
Keyword(s):  
Eye Tracking ◽  
Language Comprehension ◽  
Spoken Language ◽  
Visual World ◽  
Implicit Causality ◽  
Causality Information ◽  
Spoken Language Comprehension

A visual world eye-tracking study investigated the activation and persistence of implicit causality information in spoken language comprehension. We showed that people infer the implicit causality of verbs as soon as they encounter such verbs in discourse, as is predicted by proponents of the immediate focusing account ( Greene & McKoon, 1995 ; Koornneef & Van Berkum, 2006 ; Van Berkum, Koornneef, Otten, & Nieuwland, 2007 ). Interestingly, we observed activation of implicit causality information even before people encountered the causal conjunction. However, while implicit causality information was persistent as the discourse unfolded, it did not have a privileged role as a focusing cue immediately at the ambiguous pronoun when people were resolving its antecedent. Instead, our study indicated that implicit causality does not affect all referents to the same extent, rather it interacts with other cues in the discourse, especially when one of the referents is already prominently in focus.

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