Relevant bibliographies by topics / Autobiographical memory – Philosophy

Academic literature on the topic 'Autobiographical memory – Philosophy'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Autobiographical memory – Philosophy"

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Campbell, John. "The Structure of Time in Autobiographical Memory." European Journal of Philosophy 5, no. 2 (August 1997): 105–18. http://dx.doi.org/10.1111/1468-0378.00031.

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Petrova, Anna A., and Larissa N. Rebrina. "Autobiographical memory: genesis, functioning, discursive implementation." XLinguae 9, no. 2 (April 2016): 11–36. http://dx.doi.org/10.18355/xl.2016.09.02.11-36.

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Prebble, Sally C., Donna Rose Addis, and Lynette J. Tippett. "Autobiographical memory and sense of self." Psychological Bulletin 139, no. 4 (July 2013): 815–40. http://dx.doi.org/10.1037/a0030146.

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Knez, Igor. "Place and the self: An autobiographical memory synthesis." Philosophical Psychology 27, no. 2 (October 2012): 164–92. http://dx.doi.org/10.1080/09515089.2012.728124.

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Ohri, N., A. Gill, and M. Saini. "Borges and the art of forgetting." European Psychiatry 64, S1 (April 2021): S753. http://dx.doi.org/10.1192/j.eurpsy.2021.1995.

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IntroductionIn 2005 Elizabeth Parker and fellow researchers described the first case of Hyperthymestic Syndrome, a woman going by initials AJ. Thereafter, a handful more of such cases have emerged. Older descriptions of extraordinary memory in medical literature mainly considered semantic and working memories. Jorge Luis Borges in his 1930s short story ‘Funes, his Memory’ writes about his, presumably fictitious, encounter with a man named Ireno Funes who possessed an extraordinary memory and a knack for keeping track of briefest of passing moment. Among many qualities that Funes and AJ share are their extraordinary memories, obsession for keeping track of time, and their problems with abstraction. After describing his extraordinary memory, Borges says of Funes, ‘I suspect nevertheless, that he was not very good at thinking. To think is to ignore (or forget) differences, to generalize, to abstract.’ Similarly, AJ has been described to have impaired abstraction, hypothesis formation and conceptual shifting. Moreover, both Funes and AJ see their capability as a burden rather than a gift. “My memory, sir, is like a garbage heap.” Says Funes.ObjectivesA brief exploration of Jorge Luis Borges’ works in the context of autobiographical memory.MethodsThe comparisons between Borges’ description of his character’s autobiographical memory and findings of modern research techniques will be done qualitatively.ResultsEffort is made to undersatnd Borges philosophy in context of mordern memory research.ConclusionsAn in depth look into Borges’ philosohies linking perception of time, coding of memory, abstration and language can inform further line of research regarding autobiographical memory.DisclosureNo significant relationships.
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Kirby, Alun. "No maps for these territories: exploring philosophy of memory through photography." Estudios de Filosofía, no. 64 (July 30, 2021): 47–71. http://dx.doi.org/10.17533/udea.ef.n64a03.

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I begin by examining perception of photographs from two directions: what we think photographs are, and the aspects of mind involved when viewing photographs. Traditional photographs are shown to be mnemonic tools, and memory identified as a key part of the process by which photographs are fully perceived. Second, I describe the metamorphogram; a non-traditional photograph which fits specific, author-defined criteria for being memory. The metamorphogram is shown to be analogous to a composite of all an individual’s episodic memories. Finally, using the metamorphogram in artistic works suggests a bi-directional relationship between individual autobiographical memory and shared cultural memory. A model of this relationship fails to align with existing definitions of cultural memory, and may represent a new form: sociobiographical memory. I propose that the experiences documented here make the case for promoting a mutually beneficial relationship between philosophy and other creative disciplines, including photography.
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Shum, Michael S. "The role of temporal landmarks in autobiographical memory processes." Psychological Bulletin 124, no. 3 (1998): 423–42. http://dx.doi.org/10.1037/0033-2909.124.3.423.

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Jablonka, Eva. "Collective narratives, false memories, and the origins of autobiographical memory." Biology & Philosophy 32, no. 6 (October 11, 2017): 839–53. http://dx.doi.org/10.1007/s10539-017-9593-z.

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Nets-Zehngut, Rafi. "Palestinian Autobiographical Memory Regarding the 1948 Palestinian Exodus." Political Psychology 32, no. 2 (January 9, 2011): 271–95. http://dx.doi.org/10.1111/j.1467-9221.2010.00807.x.

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Moss-Wellington, Wyatt. "Picturing the Autobiographical Imagination: Emotion, Memory and Metacognition in Inside Out." Film-Philosophy 25, no. 2 (June 2021): 187–206. http://dx.doi.org/10.3366/film.2021.0168.

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Inside Out (Pete Docter & Ronnie Del Carmen, 2015) develops novel cinematic means for representing memory, emotion and imagination, their interior relationships and their social expression. Its unique animated language both playfully represents pre-teenage metacognition, and is itself a manner of metacognitive interrogation. Inside Out motivates this language to ask two questions: an explicit question regarding the social function of sadness, and a more implicit question regarding how one can identify agency, and thereby a sense of developing selfhood, between one’s memories, emotions, facets of personality, and future-thinking imagination. Both the complexity of the language Inside Out develops to ask these questions, and the complicated answers the film provides, ultimately serve as a manner of recognition of the effortfulness of finding one’s place in the world. This article talks sequentially through the complex representative systems Inside Out advances in order to pay homage to the ways in which metacognitive cinema – as well as discussions and hermeneutic readings around that cinema – can make viewers feel recognised for invisible, internal labour that is existentially difficult to share due to its very interiority; an interiority that is reconstructed in imaginative processes such as autobiographical reminiscence, and filmic animation.
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Dissertations / Theses on the topic "Autobiographical memory – Philosophy"

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Pinder, Kirsty, and n/a. "Shared factors in autobiographical memory and theory of mind development." University of Otago. Department of Psychology, 2006. http://adt.otago.ac.nz./public/adt-NZDU20070131.145223.

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When humans use the mental states (e.g., beliefs, intentions) and the emotional states of others to predict or explain another person�s behaviour, they have demonstrated their theory of mind understanding. Theory of mind is "one of the quintessential abilities that makes us human" (Baron-Cohen, 2000, p. 3). Emotion understanding has been considered by some to be an aspect of theory of mind understanding. There are several theories proposed to explain the development of theory of mind, from changes in representational abilities (Perner, 1991), to having an innate domain specific module (Fodor, 1992; Leslie, 1994), to social linguistic influences (Nelson et al., 2003). One facet of theory of mind understanding, understanding false belief, has been consistently found to develop at around 3 or 4 years of age (e.g., Wimmer & Perner, 1983). Another cognitive ability that develops at the approximately the same time is that of autobiographical memory. Autobiographical memory has been defined as "memory for information and events pertaining to the self" (Howe & Courage, 1993, p. 306). There are also several theories explaining the onset of autobiographical memory. Two similar theories by Perner (1991) and Welch-Ross (1995) proposed that until a child possesses dual representational abilities (or theory of mind), they cannot form autobiographical memories. Nelson (1993) and Fivush (2001) have both proposed that autobiographical memory is developed through shared narratives with more experienced others (e.g., parents). There are several factors that have been found to contribute to theory of mind, emotion understanding, and autobiographical memory. Language abilities have been related to all three cognitive abilities (e.g., Slade & Ruffman, 2005; Dunn & Cutting, 1999; Harley & Reese, 1999). Factors such as maternal talk, gender of the child, and the number of siblings the child has, have all been related to at least two of these abilities. In the current study, I addressed the relation between theory of mind understanding, emotion understanding, and autobiographical memory in three studies. The first study investigated the relations between language, theory of mind, emotion understanding, and mother-child talk about past events in 61 children at three 6- month intervals from 42- to 54- months of age. The second study also investigated these factors and the children�s pretense in 59 children at 48- months of age. In the second study, the mother�s theory of mind and emotion understanding were also measured. In the third study, I investigated the relations between theory of mind, emotion understanding and early memory recall in 73 adults, with an average age of 20 years. One key finding was that, despite theoretical predictions, there was no clear relation between theory of mind understanding and autobiographical memory in either children or adults. Results showed that theory of mind and emotion understanding are related but distinct abilities. The number of siblings, or the gender of the participants were not strongly related to theory of mind, autobiographical memory, or emotion understanding. Language abilities and maternal talk were the strongest factors related to the development of theory of mind, autobiographical memory and emotion understanding.
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Ingham, Mark. "Afterimages : photographs as an external autobiographical memory system and a contemporary art practice." Thesis, Goldsmiths College (University of London), 2005. http://ualresearchonline.arts.ac.uk/7465/.

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My proposition developed in this thesis is that photographs have changed the way the past is conceived and therefore the way the past is remembered. Just as the inventions of the telescope and microscope radically changed our understanding of distance and space on a macro and micro level, the invention of the photograph has radically altered our concepts of the past, memory and time. My starting point is a collection of photographs taken by my grandfather, Albert Edward Ingham, which is used both in my studio work and as a basis for my theoretical writing. My concerns as an artist are with the ways in which familiar photographs and their relation to ideas of personal memory can be incorporated in an art practice. The written element begins with a reflection into my motivation for using this collection and its usefulness to both my written and studio work. I include a short biography of my grandfather, leading me to consider biography and autobiography, and their relation through photography to autobiographical memory. This is followed by an in depth discussion on autobiographical memory and how it differs from other forms and processes of memory. With this I have placed a discussion of contemporary ideas on photographs. Finally I look closely at ‘external memory systems’ and how these relate to changes in the way autobiographical memory operates in relation to photographs. The emphasis of this thesis is to explore ways to elucidate my own practice as an artist and to offer a commentary on those issues which have been central to its development over the past several years. This has been, and continues to be, a process of making explicit and of clarifying those influences that have resulted in me pursuing autobiography as the major concern of my practice as an artist.
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Heine, Bart, and University of Lethbridge Faculty of Education. "Connection : a hermeneutical inquiry of an autobiographical fragment." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2004, 2004. http://hdl.handle.net/10133/224.

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The title of this thesis is: Connection: A Hermeneutical Inquiry of an Autobiographical Text. It is based on the following thesis question: What is the significance of connecting with another in teaching? The following quote set the stage for the writing: "All places have names and stories, and wisdom sits in (those) places" (Chambers, 2003,p.233). Hermeneutics -- the art of interpretation -- is used to inform an autobiographical fragment. This autobiographical fragment is a fictional rendering of two days of teaching told in a narrative format. the thesis is designed around Gadamer's text Truth and Method. Gadamer's work is supplemented with the work of Martin Heidegger, F.D.E. Schleiermacher, Georg Hegel, as well as modern curriculum scholars such as Cynthia Chambers, David Smith, David Jardine and Max Van Manen. The writing begins with a methodology which grounds the writing, and then is developed through three voices in the form of a literature review, a narrative fragment, and text interpretation. The literature review is guided by questions such as Why use autobiographical narrative? What is the site of the inquiry? and Is narrative still relevant in a postmodern world? Time is also spent on the questions: Who were the great hermeneutical thinkers? and Who speaks for hermeneutics now? After the literature review, a narrative fragment is given. In the last third of the thesis, the narrative is deconstructed using Truth and Method and curriculum scholarship articles to structure the reflections. The "voice" shifts between the three sections. In the first third of the thesis the voice is intended to be academic. The voice in the narrative is personal. The third voice is interpretive and plays back and forth between academic reference and personal reflection. The major themes evolved as the writing progressed. The theme of authoritarianism as antithetical to connection was explored. Alienation acted as a foil to connection. There is an analysis of connection in the context of proper conversation, which includes guidelines for mutual respect and codes of moral conduct. The thesis provides a commentary on the power of hermeneutics to inform the teaching process. It then concludes with a series of questions pertaining to the significance of hermeneutical exploration in teacher preparation and classroom teaching.
viii, 127 leaves ; 29 cm.
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Rieske, Tegan Echo. "Alzheimer's Disease Narratives and the Myth of Human Being." Thesis, 2012. http://hdl.handle.net/1805/3183.

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Indiana University-Purdue University Indianapolis (IUPUI)
The ‘loss of self’ trope is a pervasive shorthand for the prototypical process of Alzheimer's disease (AD) in the popular imagination. Turned into an effect of disease, the disappearance of the self accommodates a biomedical story of progressive deterioration and the further medicalization of AD, a process which has been storied as an organic pathology affecting the brain or, more recently, a matter of genetic calamity. This biomedical discourse of AD provides a generic framework for the disease and is reproduced in its illness narratives. The disappearance of self is a mythic element in AD narratives; it necessarily assumes the existence of a singular and coherent entity which, from the outside, can be counted as both belonging to and representing an individual person. The loss of self, as the rhetorical locus of AD narrative, limits the privatization of the experience and reinscribes cultural storylines---storylines about what it means to be a human person. The loss of self as it occurs in AD narratives functions most effectively in reasserting the presence of the human self, in contrast to an anonymous, inhuman nonself; as AD discourse details a loss of self, it necessarily follows that the thing which is lost (the self) always already existed. The private, narrative self of individual experience thus functions as proxy to a collective human identity predicated upon exceptionalism: an escape from nature and the conditions of the corporeal environment.
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Neuschäfer, Markus. "Das bedingte Selbst." Doctoral thesis, 2012. http://hdl.handle.net/11858/00-1735-0000-0001-BAB5-6.

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Books on the topic "Autobiographical memory – Philosophy"

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Sutton, John. Philosophy and memory traces: Descartes to connectionism. Cambridge [England]: Cambridge University Press, 1998.

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Köhler, Henning. Der menschliche Lebenslauf als Kunstwerk: Zwei Vorträge anlässlich des Beuys-Symposions in Achberg am 1. und 2. Mai 2003. Wangen/Allgäu: FIU-Verlag, 2010.

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1961-, Barry Sandra, Davies Gwendolyn, Sanger Peter 1943-, and Acadia University, eds. Divisions of the heart: Elizabeth Bishop and the art of memory and place. Wolfville, N.S: Gaspereau Press, 2001.

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Culture on the edge (Research group), ed. Fabricating origins. Sheffield, UK: Equinox, 2015.

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Zerkalo s pami︠a︡tʹi︠u︡: Fenomen fotografii. Moskva: Rossiĭskiĭ gos. gumanitarnyĭ universitet, 2006.

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The construction and understanding of psychotherapeutic change: Conversations, memories, and theories. New York: Teachers College Press, 1994.

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Forgetting futures: On memory, trauma, and identity. Lanham, Md: Lexington Books, 2001.

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K, Haight Barbara, and Webster Jeffrey D, eds. The art and science of reminiscing: Theory, research, methods, and applications. Washington, D.C: Taylor & Francis, 1995.

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Sutton, John. Philosophy and Memory Traces: Descartes to Connectionism. Cambridge University Press, 2007.

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K, Srull Thomas, and Wyer Robert S, eds. The Mental representation of trait and autobiographical knowledge about the self. Hillsdale, N.J: L. Erlbaum Associates, 1993.

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Book chapters on the topic "Autobiographical memory – Philosophy"

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Hagberg, Garry L. "Autobiographical Memory: Wittgenstein, Davidson, and the Descent into Ourselves." In Literature and Philosophy, 53–65. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230598621_5.

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Belsey, Alex, and Alex Belsey. "Autobiography and the Intellectual." In Image of a Man, 105–50. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781789620290.003.0005.

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This chapter reveals how Keith Vaughan reconfigured his wartime journal-writing as a comprehensive autobiographical project that would record his memories and experiences and transform them into a creative product. Having declared a policy of full disclosure and a commitment to resist self-censorship, he embarked upon a programme of self-education, redolent of Bildung, that made his journal the record of a developing mind and that allowed him to fold influences from literature, philosophy, and modernism into his own writing. The first section of this chapter describes how Vaughan’s journal became a consciously literary autobiographical project concerned with time and memory, regarding the third volume as a distinct milestone wherein Vaughan first articulated his desire to write autobiography and began to fully recognize (and experiment with) the possibilities of life-writing. The second section focusses on Vaughan’s autodidacticism, which encompassed the reading of other life-writers and his discovery of seminal works (by such key figures as T. S. Eliot and Marcel Proust) that greatly influenced him and helped him to identify, albeit precariously, with Oxbridge intellectualism. The third section confirms the enduring importance of Vaughan’s journal as a continuous autobiographical document which he could refer back to and re-evaluate during periods of duress.
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Marcus, Laura. "“Some ancestral dread:” Woolf, Autobiography, and the Question of “Shame”." In Virginia Woolf and Heritage. Liverpool University Press, 2018. http://dx.doi.org/10.5949/liverpool/9781942954422.003.0038.

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In this essay, Laura Marcus explores the interconnections of shame, sexuality and the self in Woolf’s autobiographical writing. Drawing on Woolf’s epistolary discussions with Ethel Smyth as well as her speculation on the origins of shame in A Sketch of the Past, Marcus offers a new reading of Woolf’s ‘ancestral dread’ that goes beyond its plausible origin in her sexual abuse by her brother. Situating Woolf’s responses in relationship to a range of disciplines including psychoanalysis, philosophy as well as a tradition of confessional literature, Marcus therefore shows how Woolf uses the concept of ‘shame’ for a productive exploration of identity, memory and the exposure of the self’s intimacies in writing.
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"An Autobiographical Memoir." In The Nature of Political Philosophy, 1–14. Catholic University of America Press, 2022. http://dx.doi.org/10.2307/j.ctv35r3v79.6.

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