Overview

Memory is the most researched, and taught, area in cognitive psychology. This book introduces students to the newer aspects of memory research. In addition, contemporary research themes which are somewhat under-represented in other European texts, such as false memory and eyewitness memory, are covered in detail.

Full Product Details

Author:   Chris Moulin ,  Martin Conway
Publisher:   John Wiley and Sons Ltd
Imprint:   John Wiley & Sons Ltd
ISBN:  

9781405129411

ISBN 10:   1405129417
Pages:   272
Publication Date:   01 November 2013
Audience:   College/higher education ,  Undergraduate
Format:   Paperback
Publisher's Status:   Active
Availability:   Awaiting stock  
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Table of Contents

ORIGINAL CONTENTS LIST - to be merged. * What is memory? (CM & MC). a. Why do we need memory?. b. What happens when memory fails?. c. Coherence versus correspondence. d. True & False memories. e. A description of a patient with chronic deja vu as a description of the study of memory in practice and its impact on life. This chapter begins with a description of case AKP, a patient who had a persistent sense of deja vu, and as a result did not engage in daily activities. Most pursuits no longer gave pleasure, since AKP was convinced he had watched the programme before, or read the article earlier. From the outset then, this chapter introduces the idea that memory (and memory dysfunction) is as much about remembering as forgetting. 2 Models of Memory (MC) * An introduction to cognition * Memory as a store * Memory as a process * Models of Memory - Atkinson & Shiffrin, Baddeley & Hitch, Levels of Processing, Implicit vs Explicit, Tulving * All of the above not in too great detail, but sufficient to explain the division/structure of the following chapters. . 3 Approaches to the study of memory (CM) * This is all about testing models and using converging sources of evidence and the methods at psychology's disposal. * Bartlett and Ebbinghaus in here * Converging evidence that scanning can provide - and criticising some imaging work (e.g. the neural basis of romantic love). * connectionismPatient HM can be discussed here as a historical note about the combination of neuroscience and psychology. 4 Skill Learning (CM) * Classical Conditioning * Operant Conditioning * Criticisms of Stimulus-Response Behaviourism... *... and how it turned into Cognitive Psychology and the study of MemoryThis chapter begins with a description of phobias and panic attacks. Both phobias and panic attacks have been effectively (and routinely) treated with cognitive behavioural therapy, which stems from behaviourist principles. In addition, phobias can be described as a result of malignant associations captured in operant conditioning... 5 Short Term & Working Memory (CM) * Atkinson & Shiffrin - Sensory store & Primary Memory * Baddeley's Working Memory * Phonological Loop * Visuospatial sketchpad * Central Executive * Episodic Buffer. This chapter begins with a description of Williams syndrome and Downs syndrome, and how these two different chromosomal aberrations lead to two dissociable memory deficits. Williams children show intact verbal working memory, but impaired visuospatial abilities, whereas Downs syndrome children show the reverse pattern. 6 Episodic Memory (MC) * Experimental Approaches - Verbal Learning * Tulving's concept of noetic and autonoetic approaches * Student Learning and Episodic memory - remembering and knowing of psychological concepts.This chapter begins with a description of Clive Waring, an amnesic with such a profound memory disorder that he cannot string two moments together. This means that he describes his existence as 'like being dead all the bloody time.'. 7 Semantic Memory (CM) * Memory for faces and names * Knowledge structures * Categorisation * Language and Semantic Memory. This chapter begins with a description of a person with Semantic Dementia. It describes how this disease leads to the breakdown of knowledge of concepts and language, but how episodic memory is intact. It focuses on how these people can often use episodic memory to compensate for semantic memory - where the person does not recognise or identifies cups in general, but can only recognise and use their own particular cup, which they remember using last time. 8 Autobiographical Memory (MC) * Flashbulb Memory * Autobiographical memory across the lifespan * ConfabulationIn order to demonstrate the role of the self and self-awareness in autobiographical memory, this chapter starts with a description of a frontal lobe confabulator. 9 Implicit Memory (CM) * Declarative and non-declarative memory * Procedural Memory and skills * Priming * Implicit LearningWith a deliberate historical feel, this chapter describes Claparede's pioneering work with amnesics and pins. Claparede is cited as one of the first cognitive neuropsychologists, implementing Ebbinghaus's savings method on his patients. He is most famous for his work showing that amnesics who have been pricked by a concealed pin in a handshake the day before, are unlikely to shake your hand the next day, even though they can't recall whay. 10 The neuropsychology of memory (CM) * Anatomy - Hippocampus, Temporal Lobes and Frontal Lobes as memory areas * Memory at the neural level - circuits and long term potentiation * Activation: Hemispheric Encoding Retrieval Asymmetry - PET. Frontal retrieval and evaluation - fMRI. Spreading activation in autobiographical memory - EEG. * Neuroscience as converging evidence - what does neuroimaging tell us about aging?This chapter starts with the a description of the famous London Cabs and Hippocampus size study, whereby route knowledge was found to correlate with both hippocampal size and activation. Section 2 - Contemporary Themes (approx 2,000 words),. * Amnesia - CM * False Memory - MC * Eyewitness Testimony - CM * Inhibition of Memory - MC * Memory Awareness and Metacognition - CM * States of recollection and knowing - CM * Memory in old age and the dementias - CM * Memory and the self (including psychiatric disorders) - MC * Memory development in childhood - CM * Prospective Memory - CM * Assessing Memory - CM * Social aspects of memory (including social cognition & collective memory) - MC * How to improve your memory - CM * Language & Memory - CM

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Author Information

Chris Moulin is lecturer in cognitive neuropsychology at Leeds University. He has had several papers published in leading international neuropsychology journals, and has extensive experience of teaching memory and neuropsychology Martin Conway is Head of Department at the University of Durham. He is the author of over 50 peer-reviewed journal articles, and 2 books.

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