Relevant bibliographies by topics / Constructive memory

Academic literature on the topic 'Constructive memory'

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Published: 4 June 2021
Last updated: 21 February 2023

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Journal articles on the topic "Constructive memory"

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Riegler, Alexander. "Constructive memory." Kybernetes 34, no. 1/2 (January 2005): 89–104. http://dx.doi.org/10.1108/03684920510575753.

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Robins, Sarah K. "Confabulation and constructive memory." Synthese 196, no. 6 (February 6, 2017): 2135–51. http://dx.doi.org/10.1007/s11229-017-1315-1.

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LIEW, PAK-SAN, and JOHN S. GERO. "Constructive memory for situated design agents." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 18, no. 2 (May 2004): 163–98. http://dx.doi.org/10.1017/s0890060404040120.

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Design is situated. “Situatedness” in designing entails the explicit consideration of the state of the environment, the knowledge and experiences of the designer, and the interactions between the designer and the environment during designing. Central to the notion of situatedness is the notion of design situation and constructive memory. A design situation models a particular state of interaction between a design agent and the environment at a particular point in time. Memory construction occurs whenever a design agent uses past experiences and knowledge within the current design environment in a situated manner. This paper is concerned with the development of an agent-based computational design tool that takes into consideration the notion of situatedness in designing. A key element of this tool is a constructive memory system that supports the dynamic nature of designing. Memories of past experiences are constructed as required by the current situation, and past experiences are refined for future utility according to the current interactions between the agent and the environment. This latter case of knowledge improvement is illustrated through a series of experiments that demonstrates the effect of grounding on the operating modes and responses of a constructive memory system.
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Kee, Daniel W., Susan Nakayama Siaw, and Linda Carter. "Population differences in constructive memory." Contemporary Educational Psychology 10, no. 3 (July 1985): 268–74. http://dx.doi.org/10.1016/0361-476x(85)90023-2.

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Wang, Jianqin, Henry Otgaar, Pekka Santtila, Xianting Shen, and Chu Zhou. "How Culture Shapes Constructive False Memory." Journal of Applied Research in Memory and Cognition 10, no. 1 (March 2021): 24–32. http://dx.doi.org/10.1016/j.jarmac.2020.12.002.

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Wang, Jianqin, Henry Otgaar, Pekka Santtila, Xianting Shen, and Chu Zhou. "How culture shapes constructive false memory." Journal of Applied Research in Memory and Cognition 10, no. 1 (March 2021): 24–32. http://dx.doi.org/10.1037/h0101792.

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Huron, Caroline, and Jean-Marie Danion. "Impairment of constructive memory in schizophrenia." International Clinical Psychopharmacology 17, no. 3 (May 2002): 127–33. http://dx.doi.org/10.1097/00004850-200205000-00006.

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Schacter, Daniel L., Kenneth A. Norman, and Wilma Koutstaal. "THE COGNITIVE NEUROSCIENCE OF CONSTRUCTIVE MEMORY." Annual Review of Psychology 49, no. 1 (February 1998): 289–318. http://dx.doi.org/10.1146/annurev.psych.49.1.289.

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Hudson, Judith A. "Constructive processing in children's event memory." Developmental Psychology 26, no. 2 (1990): 180–87. http://dx.doi.org/10.1037/0012-1649.26.2.180.

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Wang, Jianqin, Henry Otgaar, Mark L. Howe, and Sen Cheng. "Self-referential false associations: A self-enhanced constructive effect for verbal but not pictorial stimuli." Quarterly Journal of Experimental Psychology 74, no. 9 (April 16, 2021): 1512–24. http://dx.doi.org/10.1177/17470218211009772.

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Memory is considered to be a flexible and reconstructive system. However, there is little experimental evidence demonstrating how associations are falsely constructed in memory, and even less is known about the role of the self in memory construction. We investigated whether false associations involving non-presented stimuli can be constructed in episodic memory and whether the self plays a role in such memory construction. In two experiments, we paired participants’ own names (i.e., self-reference) or the name “Adele” (i.e., other-reference) with words and pictures from Deese/Roediger–McDermott (DRM) lists. We found that (1) participants not only falsely remembered the non-presented lure words and pictures as having been presented, but also misremembered that they were paired with their own name or “Adele,” depending on the referenced person of related DRM lists; and (2) there were more critical lure–self associations constructed in the self-reference condition than critical lure–other associations in the other-reference condition for word but not for picture stimuli. These results suggest a self-enhanced constructive effect that might be driven by both relational and item-specific processing. Our results support the spreading-activation account for constructive episodic memory.
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Dissertations / Theses on the topic "Constructive memory"

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Daruwala, Yohann. "A Constructive Memory Architecture for Context Awareness." Thesis, The University of Sydney, 2008. http://hdl.handle.net/2123/2250.

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Context-aware computing is a mobile computing paradigm in which applications can discover, use, and take advantage of contextual information, such as the location, tasks and preferences of the user, in order to adapt their behaviour in response to changing operating environments and user requirements. A problem that arises is the inability to respond to contextual information that cannot be classified into any known context. Many context-aware applications require all discovered contextual information to exactly match a type of context, otherwise the application will not react responsively. The ability to learn and recall contexts based on the contextual information discovered has not been very well addressed by previous context-aware applications and research. The aim of this thesis is to develop a component middleware technology for mobile computing devices for the discovery and capture of contextual information, using the situated reasoning concept of constructive memory. The research contribution of this thesis lies in developing a modified architecture for context-aware systems, using a constructive memory model as a way to learn and recall contexts from previous experiences and application interactions. Using a constructive memory model, previous experiences can be induced to construct potential contexts, given a small amount of learning and interaction. The learning process is able to map the many variations of contextual information currently discovered by the user with a predicted type of context based on what the application has stored and seen previously. It only requires a small amount of contextual information to predict a context, something common context-aware systems lack, as they require all information before a type of context is assigned. Additionally, some mechanism to reason about the contextual information being discovered from past application interactions will be beneficial to induce contexts for future experiences.
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Daruwala, Yohann. "A Constructive Memory Architecture for Context Awareness." University of Sydney, 2008. http://hdl.handle.net/2123/2250.

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Master of Philosophy (Architecture)
Context-aware computing is a mobile computing paradigm in which applications can discover, use, and take advantage of contextual information, such as the location, tasks and preferences of the user, in order to adapt their behaviour in response to changing operating environments and user requirements. A problem that arises is the inability to respond to contextual information that cannot be classified into any known context. Many context-aware applications require all discovered contextual information to exactly match a type of context, otherwise the application will not react responsively. The ability to learn and recall contexts based on the contextual information discovered has not been very well addressed by previous context-aware applications and research. The aim of this thesis is to develop a component middleware technology for mobile computing devices for the discovery and capture of contextual information, using the situated reasoning concept of constructive memory. The research contribution of this thesis lies in developing a modified architecture for context-aware systems, using a constructive memory model as a way to learn and recall contexts from previous experiences and application interactions. Using a constructive memory model, previous experiences can be induced to construct potential contexts, given a small amount of learning and interaction. The learning process is able to map the many variations of contextual information currently discovered by the user with a predicted type of context based on what the application has stored and seen previously. It only requires a small amount of contextual information to predict a context, something common context-aware systems lack, as they require all information before a type of context is assigned. Additionally, some mechanism to reason about the contextual information being discovered from past application interactions will be beneficial to induce contexts for future experiences.
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Raffle, Hayes Solos 1974. "Topobo : a 3-D constructive assembly system with kinetic memory." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/26920.

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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2004.
Includes bibliographical references (p. 114-116).
We introduce Topobo, a 3-D constructive assembly system em- bedded with kinetic memory, the ability to record and playback physical motion. Unique among modeling systems is Topobo's coincident physical input and output behaviors. By snapping together a combination of Passive (static) and Active (motorized) components, people can quickly assemble dynamic biomorphic forms like animals and skeletons, animate those forms by pushing, pulling, and twisting them, and observe the system repeatedly play back those motions. For example, a dog can be constructed and then taught to gesture and walk by twisting its body and legs. The dog will then repeat those movements and walk repeatedly. Our evaluation of Topobo in classrooms with children ages 5- 13 suggests that children develop affective relationships with Topobo creations and that their experimentation with Topobo allows them to learn about movement and animal locomotion through comparisons of their creations to their own bodies. Eighth grade science students' abilities to quickly develop various types of walking robots suggests that a tangible interface can support understanding how balance, leverage and gravity affect moving structures because the interface itself responds to the forces of nature that constrain such systems.
by Hayes Solos Raffle.
S.M.
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Fernandes, Rafael Leite. "Memory, attention and constructive visual skills in individuals with HTLV – 1." Escola de Medicina e Saúde Pública, 2014. http://www7.bahiana.edu.br//jspui/handle/bahiana/82.

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Submitted by Edileide Reis (leyde-landy@hotmail.com) on 2015-04-14T16:35:48Z No. of bitstreams: 1 RAFAEL LEITE FERNANDES.pdf: 1218649 bytes, checksum: 38204328f8f68398e6f76cdbcada0289 (MD5)
Made available in DSpace on 2015-04-14T16:35:48Z (GMT). No. of bitstreams: 1 RAFAEL LEITE FERNANDES.pdf: 1218649 bytes, checksum: 38204328f8f68398e6f76cdbcada0289 (MD5) Previous issue date: 2014-07-15
Pacientes infectados pelo vírus linfotrópico para células T humanas (HTLV-1) apresentam acometimento da substância branca encefálica com lesões similares às encontradas em pacientes com esclerose múltipla ou infectados pelo HIV. Apesar disso, poucos estudos avaliaram as repercussões destes danos no desempenho cognitivo dos infectados. OBJETIVOS: Descrever o desempenho de indivíduos com HTLV-1 em provas neuropsicológicas associadas à atenção, memória e habilidades visuoconstrutivas. Além disso, objetivou-se identificar o efeito do quociente intelectual, sintomas depressivos, ansiosos, idade, escolaridade e presença de HAM/TSP nos resultados dos testes realizados. METODOLOGIA: Corte transversal, realizado entre outubro/12 e outubro/13, com 54 pacientes com diagnóstico sorológico de infecção pelo HTLV-1. Foram utilizados os seguintes instrumentos: Teste de Aprendizagem Auditivo Verbal de Rey (RAVLT), Figuras Complexas de Rey-Osterrieth (FCRO), subtestes Dígitos e Cubos da Escala de Inteligência Wechsler para adultos, Teste Trilhas Coloridas (TTC) e Escala Hospitalar de Ansiedade e Depressão. O quociente intelectual foi estimado a partir dos testes Dígitos e Cubos. Para análise estatística foram utilizados o teste do qui-quadrado, teste t de student e regressão logística. RESULTADOS: A maioria dos pacientes avaliados apresentou déficits relacionados às habilidades visuoconstrutivas, memória alça visual e atenção. Na análise bivariada, a menor escolaridade foi associada a piores escores no teste Dígitos (p = 0,047). Para a sintomatologia ansiosa, foram constatadas diferenças significativas somente no índice de interferência proativa (p = 0,03) e no TTC forma 2 (p = 0,001). Para a presença de HAM/TSP, somente na etapa cópia da FCRO obteve-se diferenças significantes (p=0,003). Na análise multivariada, os sintomas de ansiedade associaram-se ao pior desempenho na cópia da FCRO (7,67: 1,75 – 33,65) e no TTC forma 2 (4,0: 1,63 – 9,78), enquanto o QI estimado abaixo de 79 relacionou-se a piores escores nos testes FCRO (cópia) (0,05: 0,01 – 0,35), Cubos (14,7:1,57 – 137,42) e Dígitos (16,13: 2,71 – 95,99). CONCLUSÃO: Sugere-se que o vírus HTLV-1 pode relacionar-se a piores resultados em testes neurocognitivos, no entanto, novos estudos destes domínios merecem ser realizados.
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Gérardin-Laverge, Loraine. "La mémoire constructive : repenser la mémoire pour penser l’identité personnelle." Thesis, Paris 10, 2020. https://bdr-parisnanterre-fr.faraway.parisnanterre.fr/theses/intranet/2020/2020PA100104/2020PA100104.pdf.

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Dans cette thèse, je propose de repenser la mémoire afin de repenser l'identité personnelle. Je pars de la question suivante : Comment est-il possible que les personnes, malgré les changements qui les affectent, se reconnaissent comme mêmes à différents moments du temps ? Une réponse classique à la question diachronique de l'identité personnelle est qu’elle repose sur la mémoire : les souvenirs fondent notre continuité psychologique. Cependant, les récentes recherches empiriques sur la mémoire épisodique montrent qu'elle a une dimension constructive et qu'elle n'est pas seulement une capacité de stockage fidèle du passé. Qu'est-ce que cela change à la question de l'identité personnelle ? J’explore d’abord la théorie mémorielle de l'identité personnelle de John Locke, et je soutiens qu'être une personne, selon Locke, c'est se reconnaître comme telle à différents moments du temps et donc, dans cet acte d'auto-reconnaissance, constituer son identité personnelle. Je soutiens cependant que la vision conservatrice de la mémoire de Locke doit être révisée et je propose de repenser le concept de mémoire en m’appuyant sur les sciences contemporaines de la mémoire. Je soutiens qu’elle a une dimension constructive et propose une théorie de la mémoire constructive de l'identité personnelle. La mémoire épisodique est à la fois une capacité qui me permet de me reconnaître et, parce que cette reconnaissance n'est pas une simple reconnaissance mais la construction d'une représentation de moi-même à travers la collecte d'informations provenant de diverses sources, elle peut produire et constituer mon identité personnelle
In this thesis, I propose to rethink memory in order to rethink personal identity. I start from an interrogation about personal identity. How is it possible that people, despite the changes that affect them, recognize themselves as themselves? A common answer to the diachronic question of personal identity is that memory is what makes the self: memories allow us to connect with ourselves and to have an idea of our diachronic personal identity. But interestingly, the recent empirical research on episodic memory shows that it has a constructive dimension and is not only a storage capacity that allows one to preserve and retrieve accurate representations of the past. What does it change for the question of personal identity? I start with an exploration of John Locke’s memory theory of personal identity, and argue that to be a person, in Locke's view, is to recognize oneself as same at different moments of time and thus, in this act of self-recognition, to constitute oneself as a person with a temporal dimension. I argue that Locke’s preservative view of memory has to be revised, and I propose an empirically informed discussion on the concept of memory. I contend that episodic memory has a constructive dimension and has both epistemic functions and functions related to the constitution of diachronic personal identity. I propose a constructive memory theory of personal identity. Episodic memory is at the same time a capacity which allows me to recognize myself and, because this recognition is not a simple recognition but a construction of a representation of myself through the gathering of information from various sources, it can produce and constitute my personal identity
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Tumminio, Danielle Elizabeth. "Out of the formless void a constructive theology of trauma and its relationship to communication, memory and personal identity /." Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p051-0117.

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Segabinazi, Joice Dickel. "Evidências de validade do Teste de Retenção Visual de Benton em amostras brasileiras." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/158572.

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Investigações das evidências de validade dos testes devem ser contínuas, a fim de aprimorar aspectos teóricos e empíricos, abrangendo o significado dos escores do teste, as consequências e sua utilidade. A presente tese investigou evidências de validade Benton Visual Retention Test ou Teste de Retenção Visual de Benton (BVRT) para a avaliação da memória visual e habilidades visuoconstrutivas na amostra total de normatização do teste no Brasil. Mais especificamente, investigaram-se a Administração A (Memória) e Administração C (Cópia) do BVRT. O primeiro estudo aborda aspectos históricos e conceituais da avaliação neuropsicológica na interface com a Psicometria, as principais funções neuropsicológicas avaliadas pelo BVRT e suas bases neurais. Os três capítulos empíricos investigam fontes de evidência de validade do teste utilizando diferentes técnicas de análise de dados. No Capítulo II, por meio da Modelagem de Rasch, observou-se a necessidade de incluir itens nos dois extremos da escala logit para a Administração C (Cópia). A análise também forneceu uma proposta de avaliação considerando a dificuldade específica de cada item. O Capítulo III investigou a influência de outras variáveis no BVRT tendo se encontrado padrões em forma de U-invertido em função da idade, da infância até a terceira idade, principalmente na memória visual, avaliada pelo BVRT. Ainda, a Modelagem de Equações Estruturais permitiu identificar um efeito fixo da variável Quociente Intelectual (QI) na Administração A (Memória) do BVRT em diferentes grupos etários, sendo que nos grupos dos adultos e idosos observou-se uma relação positiva e significativa entre os anos de estudo e o desempenho no BVRT. No Capítulo IV, realizou-se a comparação de um grupo clínico de pacientes pós-Acidente Vascular Cerebral unilateral e um grupo controle, emparelhado por idade e anos de estudo, e encontrou-se um pior desempenho do grupo clínico no teste, principalmente na Administração C (Cópia). Em complemento, o método de série de casos, evidenciou dissociações fortes e clássicas entre as duas administrações do BVRT. As evidências de validade do BVRT investigadas na presente tese reforçam a necessidade de aprimoramento das características dos itens do teste e ressaltam a importância de se considerar variáveis sociodemográficas, como a idade e anos de estudo, e variáveis cognitivas como o QI na determinação do desempenho do BVRT. A tese contribui para as investigações de diferentes fontes de evidências de validade para o BVRT em amostras brasileiras. A utilidade do BVRT na avaliação clínica de pacientes pós-AVC foi evidenciada, uma vez que o teste permitiu a investigação de déficits de memória visual e habilidades visuoconstrutivas separadamente, o que pode implicar no melhor planejamento dos programas de reabilitação de pacientes.
Tests evidence validity investigations should be continuous to improve theoretical and empirical issues, including scores meaning, consequences and utility. This doctoral dissertation investigated Benton Visual Retention Test (BVRT) evidence validity in evaluating visual memory and visuo-constructive abilities in Brazilian total norming sample of the test. Specifically, were investigated de Adminstration A (Memory) and Administration C (Copy) from BVRT. Chapter I consisted of a review about historical and conceptual aspects in neuropsychology evaluation in relation to psychometrics, the main neuropsychological functions evaluated by BVRT and its neural basis. Three empirical studies were performed in relation to sources of validity evidence using diferent data analysis tecniques. In Chapter II we used Rasch analisys and observed the need of itens in both extremes of logit scale for the Administration C (Copy). In addition, a new strategie of interpretation considering the itens difficulty was presented. Chapter III investigated variables influences on the BVRT scores and showed an inverted-U shaped trend considering the age, in childhood to old age, mainly in visual memory evaluated with BVRT. Still, using Structural Equation Modelling in different age groups we identified a fix effect for IQ in Administration A (Memory) of BVRT and a positive and significative relation between years of shooling and the BVRT performance in adults and old age groups. Last, in Chapter IV, we did a comparative study between a clinical group of unilateral stroke patients and a control group paired by age and years of schooling, and we found a worst performance in the clinical group, mainly at Administration C (Copy). Also, the case series method showed strong and classic dissociations between both BVRT administrations. This doctoral dissertation investigated different sources of evidence validity in Brazilian samples. The results highlighted the utility of the test in clinical evaluation of stroke patients considering that BVRT allowed the evaluation of visual memory and visuoconsttructive abilities separately, what can imply a better planning of patient’s rehabilitation programs.
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Fiorindo, Priscila Peixinho. "O papel da memória construtiva na produção de narrativa oral infantil a partir da leitura de imagens em sequência." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/8/8139/tde-03022010-155318/.

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Partindo do pressuposto de que memória e narrativa são elementos inseparáveis, pois para se contar uma história é preciso ter um conhecimento prévio, ou seja, a estrutura narrativa (script) armazenada na memória, a presente pesquisa tem como objetivo principal verificar o papel da memória construtiva em histórias orais, produzidas por crianças, a partir da leitura sequencial de imagens. Para tanto, nos apoiamos em Flavell, Miller & Miller (1999), que compartilham com a visão de Piaget de que o armazenamento de informações é construção; e a recuperação delas é reconstrução, em que o sujeito deve fazer inferências a partir daquilo que está na superfície contextual, denominado, assim, esses dois processos de memória construtiva. Levando em conta que a leitura de imagens faz parte da decodificação e construção de significados de mundo, elegemos as cinco sequências de imagens, retiradas da história A pedra no caminho, extraída do livro Esconde-esconde (FURNARI, 1988). Participaram desse estudo, doze crianças brasileiras, de 5, 8 e 10 anos de idade, de ambos os sexos, de uma instituição particular de ensino. Nesta perspectiva, o método constituiu-se em apresentar para as crianças, num primeiro momento, uma imagem de cada vez, na tela do computador. Logo em seguida, foram expostas as sequências das cinco imagens no conjunto. Após a visualização das imagens, as mesmas foram retiradas e as crianças foram solicitadas a contar a história. Os dados foram gravados em câmera de vídeo digital, com gravador de áudio e transcritos com base nas Normas do Projeto NURC/USP, propostas por Preti e Urbano (1990). De acordo com a natureza dos dados coletados, direcionamos a atenção, também, à memória episódica (TULVING, 1972), responsável pelo armazenamento dos eventos, mas sem perder de vista a memória semântica, onde estão as informações do conhecimento de mundo do sujeito. Os resultados confirmam divergências significativas, nas produções narrativas das crianças, nas diferentes faixas etárias, quanto à utilização dos elementos linguísticos e discursivos. Neste aspecto, não observamos distinção relevante, nas produções de histórias entre meninos e meninas. Outro fator interessante, é que as crianças, independente da idade e do sexo, se posicionam diante dos fatos narrados, apresentando pontos de vistas, crenças e valores, mostrando, dessa maneira, a originalidade e a autoria em suas histórias. As conclusões, por sua vez, evidenciam que as narrativas construídas pelas crianças é uma atividade que abrange o uso de mecanismos de funcionamento da memória de curto prazo, onde estão presentes as informações recentes (as imagens, antes visualizadas) e da memória de longo prazo (memória semântica e episódica). Todas estas informações, provenientes dos diferentes sistemas de memória, são recuperadas e reelaboradas, por meio do script, na memória construtiva infantil para o enredo acontecer.
Assuming that memory and narrative are inseparable elements, once that to tell a story is necessary to have a pre-knowledge - in other words, the narrative structure (script) kept in mind - the present research has as main goal to verify the role of the constructive memory in oral stories, produced by children, based on the reading of sequential images. Thus, we have the support of Flavell, Miller & Miller (1999), who share the same point of view of Piaget, that the storage of information is construction; and its recovery is reconstruction, in which the subject must make inferences from what is on the contextual surface, denominating, therefore, these two processes of constructive memory. Taking into account that the reading of images is part of decoding and construction of meanings of world, we chose the five sequences of images from the story A pedra no caminho, extracted from the book Esconde-esconde (FURNARI, 1998). Twelve Brazilian children aged 5, 8 and 10 years old, from both genders and from a private school, took part in this study. In this perspective, the method was formed to provide for children, at first, an image at a time, on the computer screen. Soon after, the sequence of the set of five images were shown. After the visualization of the images, the same ones were taken away and the children were asked to tell the story. Data were recorded on digital video camera with audio recorder and transcribed based on the standards of the NURC/USP Project, proposed by Preti e Urbano (1990). According to the nature of the collected data, we drew attention, also, to the episodic memory (TULVING, 1972), responsible for the storage of events, but not losing track of the semantic memory, where are the details of knowledge of the subject\'s world. The results confirm meaningful divergences in the childrens narrative productions in the different ages, regarding the usage of linguistic and discursive elements. In this aspect we didnt have noticed relevant distinction in the production of stories between boys and girls. Another interesting factor is that the children, regardless of age or gender, express themselves before the narrated facts, presenting their point of view, creeds and values, showing, in this way, the originality and the authorship of their stories. The conclusions show that the narratives constructed by the children is an activity that includes the use of the mechanisms of the short term memory, where are recent information (the images seen before), and of the long term memory (semantic and episodic memory). All this information, coming from different systems of memory, are recovered and rebuilt by the script, in the childs constructive memory, to finally the plot happen.
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Schneider, Christiane N. "False-memory construction : the effect of memory confidence /." Electronic version (PDF), 2004. http://dl.uncw.edu/etd/2004/schneiderc/christianeschneider.pdf.

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Zhang, Sizhuo. "Constructing and evaluating weak memory models." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/122690.

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This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Thesis: Ph. D., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2019
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 211-224).
A memory model for an instruction set architecture (ISA) specifies all the legal multithreaded-program behaviors, and consequently constrains processor implementations. Weak memory models are a consequence of the desire of architects to preserve the flexibility of implementing optimizations that are used in uniprocessors, while building a shared-memory multiprocessor. Commercial weak memory models like ARM and POWER are extremely complicated: it has taken over a decade to formalize their definitions. These formalization efforts are mostly empirical--they try to capture empirically observed behaviors in commercial processors--and do not provide any insights into the reasons for the complications in weak-memory-model definitions. This thesis takes a constructive approach to study weak memory models. We first construct a base model for weak memory models by considering how a multiprocessor is formed by connecting uniprocessors to a shared memory system.
We try to minimize the constraints in the base model as long as the model enforces single-threaded correctness and matches the common assumptions made in multithreaded programs. With the base model, we can show not only the differences among different weak memory models, but also the implications of these differences, e.g., more definitional complexity or more implementation flexibility or failures to match programming assumptions. The construction of the base model also reveals that allowing load-store reordering (i.e., a younger store is executed before an older load) is the source of definitional complexity of weak memory models. We construct a new weak memory model WMM that disallows load-store reordering, and consequently, has a much simpler definition. We show that WMM has almost the same performance as existing weak memory models.
To evaluate the performance/power/area (PPA) of weak memory models versus that of strong memory models like TSO, we build an out-of-order superscalar cachecoherent multiprocessor. Our evaluation considers out-of-order multiprocessors of small sizes and benchmark programs written using portable multithreaded libraries and compiler built-ins. We find that the PPA of an optimized TSO implementation can match the PPA of implementations of weak memory models. These results provide a key insight that load execution in TSO processors can be as aggressive as, or even more aggressive than, that in weak-memory-model processors. Based on this insight, we further conjecture that weak memory models cannot provide better performance than TSO in case of high-performance out-of-order processors. However, whether weak memory models have advantages over TSO in case of energy-efficient in-order processors or embedded microcontrollers remains an open question.
by Sizhuo Zhang.
Ph. D.
Ph.D. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science
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Books on the topic "Constructive memory"

1

Kollektives Gedächtnis und die gesellschaftliche Konstruktion der Wirklichkeit: Eine Theorie der Erinnerungskulturen. Wiesbaden: Harrassowitz, 2009.

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Williams, James H., ed. (Re)Constructing Memory. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-656-1.

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Jisedai hikari memori to shisutemu gijutsu: Optical memory and its systems for next generation. Tōkyō-to Chiyoda-ku: Shīemushī Shuppan, 2014.

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Constructing Jesus: Memory, imagination, and history. Grand Rapids, Mich: Baker Academic, 2010.

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Memory under construction: The ESMA debate. Buenos Aires, Argentina: La Marca, 2005.

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Bellino, Michelle J., and James H. Williams, eds. (Re)Constructing Memory: Education, Identity, and Conflict. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-860-0.

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Dan, Ben-Amos, and Weissberg Liliane, eds. Cultural memory and the construction of identity. Detroit: Wayne State University Press, 1999.

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The construction of memory in interwar France. Chicago: University of Chicago press, 1999.

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Trauma, sacrifice, and the construction of modern national identity. Cambridge: Cambridge University Press, 2011.

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Memory and mythology: Modern war and the construction of historical memory, 1775-2000. Bethesda: Academica Press, 2014.

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Book chapters on the topic "Constructive memory"

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Wagoner, Brady. "Constructive Memory." In The Palgrave Encyclopedia of the Possible, 1–6. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-98390-5_38-1.

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Wagoner, Brady. "Constructive Memory." In The Palgrave Encyclopedia of the Possible, 232–37. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-90913-0_38.

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Grant, Elizabeth R., and Stephen J. Ceci. "Memory: Constructive processes." In Encyclopedia of psychology, Vol. 5., 166–69. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10520-080.

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Unterluggauer, Thomas, and Stefan Mangard. "Exploiting the Physical Disparity: Side-Channel Attacks on Memory Encryption." In Constructive Side-Channel Analysis and Secure Design, 3–18. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43283-0_1.

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Robins, Sarah. "The Method of Loci and the Role of Constructive Imagination in Remembering." In Philosophical Perspectives on Memory and Imagination, 230–47. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003153429-15.

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Gero, John S. "Understanding Situated Design Computing and Constructive Memory: Newton, Mach, Einstein and Quantum Mechanics." In Lecture Notes in Computer Science, 285–97. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11888598_27.

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Alnajjar, Fady, Abdul Rahman Hafiz, and Kazuyuki Murase. "A Novel Hierarchical Constructive BackPropagation with Memory for Teaching a Robot the Names of Things." In Neural Information Processing, 451–59. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-10677-4_51.

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Williams, James H. "Nation, State, School, Textbook." In (Re)Constructing Memory, 1–9. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-656-1_1.

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Faden, Lisa Y. "History Teachers Imagining the Nation." In (Re)Constructing Memory, 191–218. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-656-1_10.

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Yaqub, Michael Mead. "(Re)Learning Ukrainian." In (Re)Constructing Memory, 221–46. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-656-1_11.

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Conference papers on the topic "Constructive memory"

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Tinauli, Musstanser, and Margherita Pillan. "Constructive memory and situated design computing." In the 4th international conference on mobile technology, applications, and systems and the 1st international symposium. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1378063.1378172.

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Li, Zhang, Liu Bao-wei, and Tian Ye-zhuang. "Empirical Study on Organizational Memory Constructive Factors." In 2007 International Conference on Management Science and Engineering. IEEE, 2007. http://dx.doi.org/10.1109/icmse.2007.4422053.

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Liew, P. S., and John S. Gero. "A Memory System for a Situated Design Agent Based on Constructive Memory." In CAADRIA 2002. CAADRIA, 2002. http://dx.doi.org/10.52842/conf.caadria.2002.199.

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Pietracaprina, A., and F. P. Preparata. "A practical constructive scheme for deterministic shared-memory access." In the fifth annual ACM symposium. New York, New York, USA: ACM Press, 1993. http://dx.doi.org/10.1145/165231.165245.

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Szymanek, Radoslaw, and Krzysztof Kuchcinski. "A constructive algorithm for memory-aware task assignment and scheduling." In the ninth international symposium. New York, New York, USA: ACM Press, 2001. http://dx.doi.org/10.1145/371636.371706.

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Bogatyrev, Yu V., S. S. Grabchikov, S. B. Lastovsky, A. S. Turtsevich, and S. V. Shwedov. "Constructive methods of functioning assurance of memory microcircuits at radiation influence." In 2014 24th International Crimean Conference "Microwave & Telecommunication Technology" (CriMiCo). IEEE, 2014. http://dx.doi.org/10.1109/crmico.2014.6959661.

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Liew, Pak-San, and Mary Lou Maher. "Situated Case-Based Reasoning As a Constructive Memory Model for Design Reasoning." In CAADRIA 2004: Culture, Technology and Architecture. CAADRIA, 2004. http://dx.doi.org/10.52842/conf.caadria.2004.199.

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Polyakova, Lyudmila, Marina Popova, and Vladimir Karelin. "About constructing a dual polyhedral cone in R3." In 2017 Constructive Nonsmooth Analysis and Related Topics (dedicated to the memory of V.F. Demyanov) (CNSA). IEEE, 2017. http://dx.doi.org/10.1109/cnsa.2017.7974006.

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Sampaio, Alcinia Zita. "The museum as an educational support in a Civil Engineering context." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7442.

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Abstract:
A Museum, when inserted in a Technical University, is a privileged place for the preservation of the historical memory concerning the construction techniques evolution along ages. The construction industry have been evolved in teaching methods, in the use of specific equipment and applied technologies, and in the way of presenting and making drawing. The Museum presents a reminder of how the technology advanced to the current methodologies of work. The Museum of Civil Engineering of the Instituto Superior Técnico (IST) contains a significant collection of elements offered by teachers and entities which is in exhibition, in a proper room, inserted within the University space. Elements such as: a model of the Pombaline cage, illustrating the constructive technique anti-seismic applied after the earthquake of 1755 or the wooden models of roof framesare examples that are preserved and kept in adequate conditions, contributing to the dissemination of the technical heritage and to the memory and history of the Construction. In the context of the congress some elements used to support teaching and related with traditional building technologies are described in detail.
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Khryashchev, Sergey M. "Investigation of controllability of polysystems in discrete time using their invariant measures." In 2017 Constructive Nonsmooth Analysis and Related Topics (dedicated to the memory of V.F. Demyanov) (CNSA). IEEE, 2017. http://dx.doi.org/10.1109/cnsa.2017.7973971.

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Reports on the topic "Constructive memory"

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Richter, Schachar E. Construction and Operation of Three-Dimensional Memory and Logic Molecular Devices and Circuits. Fort Belvoir, VA: Defense Technical Information Center, July 2013. http://dx.doi.org/10.21236/ada587368.

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