Journal articles: 'Psychology of Memory Cognitive psychology'

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Baddeley, Alan. "Cognitive psychology and human memory." Trends in Neurosciences 11, no. 4 (January 1988): 176–81. http://dx.doi.org/10.1016/0166-2236(88)90145-2.

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Tiitinen, Hannu. "How to interface cognitive psychology with cognitive neuroscience?" Behavioral and Brain Sciences 24, no. 1 (February 2001): 148–49. http://dx.doi.org/10.1017/s0140525x01553923.

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Cowan's analysis of human short-term memory (STM) and attention in terms of processing limits in the range of 4 items (or “chunks”) is discussed from the point of view of cognitive neuroscience. Although, Cowan already provides many important theoretical insights, we need to learn more about how to build further bridges between cognitive psychology and cognitive neuroscience.

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RÖNNBERG, JERKER. "Cognitive psychology in Scandinavia: Attention, memory, learning and memory dysfunctions." Scandinavian Journal of Psychology 27, no. 1 (March 1986): 95–149. http://dx.doi.org/10.1111/j.1467-9450.1986.tb01192.x.

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Skavronskaya, Liubov, Noel Scott, Brent Moyle, Dung Le, Arghavan Hadinejad, Rui Zhang, Sarah Gardiner, Alexandra Coghlan, and Aishath Shakeela. "Cognitive psychology and tourism research: state of the art." Tourism Review 72, no. 2 (June 19, 2017): 221–37. http://dx.doi.org/10.1108/tr-03-2017-0041.

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PurposeThis review aims to discuss concepts and theories from cognitive psychology, identifies tourism studies applying them and discusses key areas for future research. The paper aims to demonstrate the usefulness of cognitive psychology for understanding why tourists and particularly pleasure travellers demonstrate the behaviour they exhibit. Design/methodology/approachThe paper reviews 165 papers from the cognitive psychology and literature regarding pleasure travel related to consciousness, mindfulness, flow, retrospection, prospection, attention, schema and memory, feelings and emotions. The papers are chosen to demonstrate the state of the art of the literature and provide guidance on how these concepts are vital for further research. FindingsThe paper demonstrates that research has favoured a behaviourist rather than cognitive approach to the study of hedonic travel. Cognitive psychology can help to understand the mental processes connecting perception of stimuli with behaviour. Numerous examples are provided: top-down and bottom-up attention processes help to understand advertising effectiveness, theories of consciousness and memory processes help to distinguish between lived and recalled experience, cognitive appraisal theory predicts the emotion elicited based on a small number of appraisal dimensions such as surprise and goals, knowledge of the mental organisation of autobiographical memory and schema support understanding of destination image formation and change and the effect of storytelling on decision-making, reconstructive bias in prospection or retrospection about a holiday inform the study of pleasurable experience. These findings indicate need for further cognitive psychology research in tourism generally and studies of holiday travel experiences. Research limitations/implicationsThis review is limited to cognitive psychology and excludes psychoanalytic studies. Practical implicationsCognitive psychology provides insight into key areas of practical importance. In general, the use of a cognitive approach allows further understanding of leisure tourists’ behaviour. The concept of attention is vital to understand destination advertising effectiveness, biases in memory process help to understand visitor satisfaction and experience design and so on. Use of cognitive psychology theory will lead to better practical outcomes for tourists seeking pleasurable experiences and destination managers. Originality valueThis is the first review that examines the application of concepts from cognitive psychology to the study of leisure tourism in particular. The concepts studied are also applicable to study of travellers generally.

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Annett, Judith M. "Olfactory Memory: A Case Study in Cognitive Psychology." Journal of Psychology 130, no. 3 (May 1996): 309–19. http://dx.doi.org/10.1080/00223980.1996.9915012.

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Kusev, Petko, and Paul van Schaik. "The cognitive economy: The probabilistic turn in psychology and human cognition." Behavioral and Brain Sciences 36, no. 3 (May 14, 2013): 294–95. http://dx.doi.org/10.1017/s0140525x12003019.

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AbstractAccording to the foundations of economic theory, agents have stable and coherent “global” preferences that guide their choices among alternatives. However, people are constrained by information-processing and memory limitations and hence have a propensity to avoid cognitive load. We propose that this in turn will encourage them to respond to “local” preferences and goals influenced by context and memory representations.

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Burge, Tyler. "Psychology supports independence of phenomenal consciousness." Behavioral and Brain Sciences 30, no. 5-6 (December 2007): 500–501. http://dx.doi.org/10.1017/s0140525x07002804.

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AbstractInference-to-best-explanation from psychological evidence supports the view that phenomenal consciousness in perceptual exposures occurs before limited aspects of that consciousness are retained in working memory. Independently of specific neurological theory, psychological considerations indicate that machinery producing phenomenal consciousness is independent of machinery producing working memory, hence independent of access to higher cognitive capacities.

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Fawns, Tim. "Blended memory: A framework for understanding distributed autobiographical remembering with photography." Memory Studies 13, no. 6 (February 13, 2019): 901–16. http://dx.doi.org/10.1177/1750698019829891.

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This article offers a framework for understanding how different kinds of memory work together in interaction with people, photographs and other resources. Drawing on evidence from two qualitative studies of photography and memory, as well as literature from cognitive psychology, distributed cognition and media studies, I highlight complexities that have seldom been taken into account in cognitive psychology research. I then develop a ‘blended memory’ framework in which memory and photography can be interdependent, blending together as part of a wider activity of distributed remembering that is structured by interaction and phenomenology. In contrast to studies of cued recall, which commonly feature isolated categories or single instances of recall, this framework takes account of people’s histories of photographic practices and beliefs to explain the long-term convergence of episodic, semantic and inferential memory. Finally, I discuss implications for understanding and designing future memory research.

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Reese, Elaine, and Michael Colombo. "Memory Research in the Southernmost Psychology Department." Cognitive Processing 6, no. 4 (October 26, 2005): 266–71. http://dx.doi.org/10.1007/s10339-005-0010-1.

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Sands, David, and Tina Overton. "Cognitive psychology and problem solving in the physical sciences." New Directions in the Teaching of Physical Sciences, no. 6 (February 23, 2016): 21–25. http://dx.doi.org/10.29311/ndtps.v0i6.374.

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This paper provides and introduction to the literature on cognitive psychology and problem solving in physical sciences. We consider the working memory and its three different components, two of which hold and record information and are controlled by an executive that controls attention. Working memory alone cannot explain problem solving ability and we review the influence of schemata, the construction of mental models, visual reasoning and the cognitive style of field dependence.

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Harré, Rom. "Emotion and Memory: The Second Cognitive Revolution." Royal Institute of Philosophy Supplement 37 (March 1994): 25–40. http://dx.doi.org/10.1017/s1358246100009954.

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Bauckham, Richard. "The Psychology of Memory and the Study of the Gospels." Journal for the Study of the Historical Jesus 16, no. 2-3 (December 6, 2018): 136–55. http://dx.doi.org/10.1163/17455197-01602002.

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New Testament scholars who have some acquaintance with the cognitive psychology of memory have tended to conclude that memory is generally unreliable. Research in cognitive psychology does not support that view. These New Testament scholars have been misled especially by failure to distinguish different types of memory, by relying heavily on study of eyewitness testimony in court (a special category from which it is not legitimate to draw broader conclusions), and by misunderstanding the deliberate focus on the failures of memory in much of the research (which is not because failures are common but because failures are interesting). For research in this field to be useful in the study of the Gospels, we need to distinguish personal event memory from other types and to specify the conditions under which this type of memory tends to be either accurate or misleading.

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Harris, Richard Jackson. "Cognitive psychology and applied linguistics a timely rapprochement." Cadernos de Linguística e Teoria da Literatura 4, no. 7 (December 30, 2016): 153. http://dx.doi.org/10.17851/0101-3548.4.7.153-164.

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Abstract: This paper reviews several central theoretical cnstructs in contemporary cognitive psychology and argues that such knowledge can be useful for the applied Iinguist. An example of such a use is then discussed: the study of the way consumers draw inferences about products from advertisements and then remember those inferences as facts. A second example of the influence of the wording of a question on eyewitness memory is also examined.

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Tigner, Robert B. "Putting Memory Research to Good Use: Hints from Cognitive Psychology." College Teaching 47, no. 4 (October 1999): 149–52. http://dx.doi.org/10.1080/87567559909595807.

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Bruder, Johannes. "Where the Sun never Shines." Digital Culture & Society 4, no. 1 (March 1, 2018): 133–54. http://dx.doi.org/10.14361/dcs-2018-0109.

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Abstract In this paper, I elaborate on deliberations of “post-enlightened cognition” between cognitive neuroscience, psychology and artificial intelligence research. I show how the design of machine learning algorithms is entangled with research on creativity and pathology in cognitive neuroscience and psychology through an interest in “episodic memory” and various forms of “spontaneous thought”. The most prominent forms of spontaneous thought - mind wandering and day dreaming - appear when the demands of the environment abate and have for a long time been stigmatized as signs of distraction or regarded as potentially pathological. Recent research in cognitive neuroscience, however, conceptualizes spontaneous thought as serving the purpose of, e. g., creative problem solving and hence invokes older discussions around the links between creativity and pathology. I discuss how attendant attempts at differentiating creative cognition from its pathological forms in contemporary psychology, cognitive neuroscience, and AI puts traditional understandings of rationality into question.

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Fiedler, Nancy, Howard Kipen, John Deluca, Kathie Kelly-Mcneil, and Benjamin Natelson. "Neuropsychology and Psychology of MCS." Toxicology and Industrial Health 10, no. 4-5 (July 1994): 545–54. http://dx.doi.org/10.1177/074823379401000523.

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Neurological symptoms are frequently reported by patients with multiple chemical sensitivities (MCS). Methods to compare the psychiatric, personality, and neuropsychological function of patients with MCS, chronic fatigue syndrome (CFS), and normal controls are described. Increased rates of Axis I psychiatric diagnoses are observed in the literature for MCS and CFS subjects relative to controls. Findings on the MMPI-2 and the Toronto Alexithymia Scale reveal prof iles consistent with the tendency to report somatic rather than emotional symptoms in response to stress. However, many of the reported somatic symptoms also coincide with those found in neurologic disorders. The overall neuropsychological prof ile for MCS subjects does not reflect cognitive impairment. Relative to normal controls, the only difference in neuropsychological performance observed is reduced recognition of nontarget designs on a visual memory task. More fruitful areas for future psychological research will include measurement of the interaction between behavioral response styles and attentional processes in cognition, as well as observations under controlled challenge conditions.

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Schmidt, Henk G., and Silvia Mamede. "How cognitive psychology changed the face of medical education research." Advances in Health Sciences Education 25, no. 5 (November 26, 2020): 1025–43. http://dx.doi.org/10.1007/s10459-020-10011-0.

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AbstractIn this article, the contributions of cognitive psychology to research and development of medical education are assessed. The cognitive psychology of learning consists of activation of prior knowledge while processing new information and elaboration on the resulting new knowledge to facilitate storing in long-term memory. This process is limited by the size of working memory. Six interventions based on cognitive theory that facilitate learning and expertise development are discussed: (1) Fostering self-explanation, (2) elaborative discussion, and (3) distributed practice; (4) help with decreasing cognitive load, (5) promoting retrieval practice, and (6) supporting interleaving practice. These interventions contribute in different measure to various instructional methods in use in medical education: problem-based learning, team-based learning, worked examples, mixed practice, serial-cue presentation, and deliberate reflection. The article concludes that systematic research into the applicability of these ideas to the practice of medical education presently is limited and should be intensified.

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Subotic, Vanja. "Folk psychology, eliminativism, and the present state of connectionism." Theoria, Beograd 64, no. 1 (2021): 173–96. http://dx.doi.org/10.2298/theo2101173s.

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Three decades ago, William Ramsey, Steven Stich & Joseph Garon put forward an argument in favor of the following conditional: if connectionist models that implement parallelly distributed processing represent faithfully human cognitive processing, eliminativism about propositional attitudes is true. The corollary of their argument (if it proves to be sound) is that there is no place for folk psychology in contemporary cognitive science. This understanding of connectionism as a hypothesis about cognitive architecture compatible with eliminativism is also endorsed by Paul Churchland, a radical opponent of folk psychology and a prominent supporter of eliminative materialism. I aim to examine whether current connectionist models based on long-short term memory (LSTM) neural networks can back up these arguments in favor of eliminativism. Nonetheless, I will rather put my faith in the eliminativism of the limited domain. This position amount to the following claim: even though that connectionist cognitive science has no need whatsoever for folk psychology qua theory, this does not entail illegitimacy of folk psychology per se in other scientific domains, most notably in humanities, but only if one sees folk psychology as mere heuristics.

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Bietti, Lucas M. "Towards a cognitive pragmatics of collective remembering." Pragmatics and Cognition 20, no. 1 (May 7, 2012): 32–61. http://dx.doi.org/10.1075/pc.20.1.02bie.

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This article aims to provide a cognitive and discourse based theory to collective memory research. Despite the fact that a large proportion of studies in collective memory research in social, cognitive, and discourse psychology are based on investigations of (interactional) cognitive and discourse processes, neither linguistics nor cognitive and social psychologists have proposed an integrative, interdisciplinary and discursive-based theory to memory research. I argue that processes of remembering are always embodied and action oriented reconstructions of the past, which are highly dynamic and malleable by means of communication and context. This new approach aims to provide the grounds for a new ecologically valid theory on memory studies which accounts for the mutual interdependencies between communication, cognition, meaning, and interaction, as guiding collective remembering processes in the real-world activities.

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Malafouris, Lambros. "Thinking as “Thinging”: Psychology With Things." Current Directions in Psychological Science 29, no. 1 (September 24, 2019): 3–8. http://dx.doi.org/10.1177/0963721419873349.

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We live and we think inside a world of things made and found. Still, psychological science has shown little interest in understanding the exact nature of the relation between cognition and material culture. As a result, the diachronic influence and transformative potential of things in human mental life remains little understood. Most psychologists would see things as external and passive: the lifeless objects of human consciousness, perception, and memory. On the contrary, my main argument in this article is that things matter to human psychology and should be taken seriously. Although things usually pass unnoticed, they are anything but trivial. Things have a special place in human cognitive life and evolution. We think “with” and “through” things, not simply “about” things. In that sense, things occupy the middle space in between what are usually referred to as mind and matter. Material-engagement theory provides a way to describe and study that middle space where brain, body, and culture are conflated.

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Polczyk, Romuald. "The “memory” misinformation effect may not be caused by memory failures: Exploring memory states of misinformed subjects." Polish Psychological Bulletin 48, no. 3 (September 26, 2017): 388–400. http://dx.doi.org/10.1515/ppb-2017-0045.

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Abstract In experiments concerning the misinformation effect, participants first watch some original material, e.g. a video clip, and read a description that in the experimental group contains information inconsistent with the video clip. Afterwards, all participants answer questions about the video. Typically, the misled group more often reports erroneous misleading information than the non-misled one.Theoretical explanations of this effect are usually formulated in terms of the cognitive theories of memory. This article presents three experiments that demonstrate that the misinformation effect can occur even if the memory of the original and postevent materials is correct. In the experiments, after watching a video clip, reading a narrative about it, and answering questions about the video, the participants were debriefed and required to indicate questions in which they noticed differences between the video and the narrative, as well as provide answers about the original and postevent materials. A substantial number of the participants yielded to the misinformation effect in the memory test even though they had correct memory about the original (and postevent) materials. The discussion emphasizes the need of the social influence framework to explain these results. Key message: the misinformation effect is important for applied forensic eyewitness psychology. To get a better understanding of this effect, there is a need to study it not only in terms of the cognitive psychology of memory, but also from the perspective of social psychology, because in many cases witnesses give wrong answers even when remembering the correct information.

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Brainerd, C. J., and V. F. Reyna. "Memory independence and memory interference in cognitive development." Psychological Review 100, no. 1 (1993): 42–67. http://dx.doi.org/10.1037/0033-295x.100.1.42.

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Adams, Marilyn McCord, and Allan B. Wolter. "Memory and Intuition: A Focal Debate in Fourteenth Century Cognitive Psychology." Franciscan Studies 53, no. 1 (1993): 175–92. http://dx.doi.org/10.1353/frc.1993.0006.

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Schacter, Daniel L. "The seven sins of memory: Insights from psychology and cognitive neuroscience." American Psychologist 54, no. 3 (1999): 182–203. http://dx.doi.org/10.1037/0003-066x.54.3.182.

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Carpenter, Shana K. "Some Neglected Contributions of Wilhelm Wundt to the Psychology of Memory." Psychological Reports 97, no. 1 (August 2005): 63–73. http://dx.doi.org/10.2466/pr0.97.1.63-73.

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Wilhelm Wundt, whose name is rarely associated with the scientific study of memory, conducted a number of memory experiments that appear to have escaped the awareness of modern cognitive psychologists. Aspects of Wundt's system are reviewed, particularly with respect to his experimental work on memory. Wundt investigated phenomena that would fall under the modern headings of iconic memory, short-term memory, and the enactment and generation effects, but this research has been neglected. Revisiting the Wundtian perspective may provide insight into some of the reasons behind the historical course of memory research and in general into the progress of science in psychology.

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Suddendorf, Thomas, and Michael C. Corballis. "Mental time travel across the disciplines: The future looks bright." Behavioral and Brain Sciences 30, no. 3 (June 2007): 335–45. http://dx.doi.org/10.1017/s0140525x0700221x.

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AbstractThere is a growing interest in mental time travel in cognitive psychology, neuroscience, developmental psychology, comparative psychology, and evolutionary psychology. Here we review current issues in each of these disciplines. To help move the debates forward we name and distinguish 15 key hypotheses about mental time travel. We argue that foresight has for too long lived in the shadows of research on memory and call for further research efforts.

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Sutton, John, Celia B. Harris, Paul G. Keil, and Amanda J. Barnier. "The psychology of memory, extended cognition, and socially distributed remembering." Phenomenology and the Cognitive Sciences 9, no. 4 (November 2, 2010): 521–60. http://dx.doi.org/10.1007/s11097-010-9182-y.

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Gabrieli, J. D. E. "COGNITIVE NEUROSCIENCE OF HUMAN MEMORY." Annual Review of Psychology 49, no. 1 (February 1998): 87–115. http://dx.doi.org/10.1146/annurev.psych.49.1.87.

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Rebok, George W., Marian Tzuang, and Jeanine M. Parisi. "Comparing Web-Based and Classroom-Based Memory Training for Older Adults: The ACTIVE Memory Works™ Study." Journals of Gerontology: Series B 75, no. 6 (August 20, 2019): 1132–43. http://dx.doi.org/10.1093/geronb/gbz107.

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Abstract Objectives To compare the efficacy of a web-based versus a classroom-based memory training program in enhancing cognition and everyday functioning in older adults, and program satisfaction and acceptability. Method Participants (N = 208; mean age = 71.1) were randomly assigned to a web-based or classroom-based training, or to a wait-list control condition. Cognitive and everyday functioning measures were administered at baseline, immediate, and 6 months post-training; both training groups evaluated program satisfaction and acceptability at immediate post-training. Repeated-measures analyses of variance assessed training effects on cognitive and functioning outcomes; independent-samples t tests assessed group differences in program satisfaction and acceptability. Results Compared to controls, neither training group showed a significant improvement on measures of memory or everyday functioning as assessed by dependence or difficulty on instrumental activities of daily living over time. Training effects did not transfer to non-trained cognitive abilities. The web-based group was as satisfied with the training as the classroom-based group (p > .05). Discussion Although no significant training effects were found, we demonstrated that a web-based platform is an acceptable and feasible mode to provide memory training to healthy older adults. Further studies are needed to investigate the potential of web-based memory training programs for improving cognition and function in cognitively healthy older adults.

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Wynn, Thomas, and Frederick L. Coolidge. "Technical cognition, working memory and creativity." Creativity, Cognition and Material Culture 22, no. 1 (December 31, 2014): 45–63. http://dx.doi.org/10.1075/pc.22.1.03wyn.

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This essay explores the nature and neurological basis of creativity in technical production. After presenting a model of expert technical cognition based in cognitive anthropology and cognitive psychology, the authors propose that craft production has three inherent sources of novelty — procedural drift, serendipitous error and fiddling. However, these are quite limited in their creative potential, which may help explain the virtual absence of innovation over the long millennia of the Palaeolithic. Innovation can be far more rapid and effective via invention, which requires folk theories of causation and adequate working memory capacity, all fairly recent evolutionary developments. The neurological basis of expert technical cognition lies in well-known cortical and sub-cortical structures, but recent research has established a provocative role for the cerebellum in the formulation of novel arrangements.

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Jeffery, Kate J. "Cognitive representations of spatial location." Brain and Neuroscience Advances 2 (January 2018): 239821281881068. http://dx.doi.org/10.1177/2398212818810686.

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Spatial memory has fascinated psychologists ever since the discipline began, but a series of findings beginning in the middle of last century propelled its study into the domain of neuroscience and helped bring about the cognitive revolution in psychology. Starting with the discovery that the hippocampus plays a central role in memory, particularly spatial memory, studies of the mammalian hippocampus and related regions over the latter half of the century slowly uncovered an extensive neural system involved in processing place, head direction, objects, speed and other spatially informative parameters. Meanwhile, the concurrent discovery of hippocampal synaptic plasticity allowed theoreticians and experimentalists to collaborate in linking spatial perception and memory, and genetic techniques developed towards the end of the century opened the door to circuit dissections of these processes. Building on these discoveries, spatial cognition and episodic memory may be the first cognitive competences understood across all levels from molecules to behaviour.

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No authorship indicated. "Journal of Experimental Psychology: Learning, Memory, and Cognition: Editor." Journal of Experimental Psychology: Learning, Memory, and Cognition 29, no. 2 (2003): C2. http://dx.doi.org/10.1037/0278-7393.29.2.c2.

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No authorship indicated. "Journal of Experimental Psychology: Learning, Memory, and Cognition: Editor." Journal of Experimental Psychology: Learning, Memory, and Cognition 29, no. 3 (2003): C2. http://dx.doi.org/10.1037/0278-7393.29.3.c2.

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No authorship indicated. "Journal of Experimental Psychology: Learning, Memory, & Cognition: Editor." Journal of Experimental Psychology: Learning, Memory, and Cognition 29, no. 4 (2003): C2. http://dx.doi.org/10.1037/0278-7393.29.4.c2.

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Brainerd, C. J., and V. F. Reyna. ""Memory independence and memory interference in cognitive development": Correction." Psychological Review 100, no. 2 (April 1993): 319. http://dx.doi.org/10.1037/0033-295x.100.2.319.

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Herbranson, Walter T. "Dissociation of Procedural and Working Memory in Pigeons (Columba livia)." International Journal of Psychological Research 9, no. 2 (July 1, 2016): 40–51. http://dx.doi.org/10.21500/20112084.2326.

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A new method was developed to concurrently investigate procedural memory and working memory in pigeons. Pigeons performed a sequence of keypecks across 3 response keys in a serial response task, with periodic choice probes for the location of a recently produced response. Procedural memory was operationally defined as decreasing response times to predictable cues in the sequence. Working memory was reflected by accurate responses to the choice probes. Changing the sequence of required keypecks to a random sequence interfered with procedural memory in the form of slowed response times, but did not prevent pigeons from effectively using working memory to remember specific cue locations. Conversely, changing exposure duration of to a cue location influenced working memory but had no effect on procedural memory. Double dissociations such as this have supported the multiple systems approach to the study of memory in cognitive psychology and neuroscience, and they encourage a similar approach in comparative psychology.

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Hertel, Paula T., and Andrew Mathews. "Cognitive Bias Modification." Perspectives on Psychological Science 6, no. 6 (October 14, 2011): 521–36. http://dx.doi.org/10.1177/1745691611421205.

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Research conducted within the general paradigm of cognitive bias modification (CBM) reveals that emotional biases in attention, interpretation, and memory are not merely associated with emotional disorders but contribute to them. After briefly describing research on both emotional biases and their modification, the authors examine similarities between CBM paradigms and older experimental paradigms used in research on learning and memory. The techniques and goals of CBM research are compared with other approaches to understanding cognition–emotion interactions. From a functional perspective, the CBM tradition reminds us to use experimental tools to evaluate assumptions about clinical phenomena and, more generally, about causal relationships between cognitive processing and emotion.

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Murti, Heru Astikasari Setya, Thomas Dicky Hastjarjo, and Bhina Patria. "The Role of Critical Thinking and Executive Function in Misconceptions in Psychology." Jurnal Psikologi 20, no. 1 (April 10, 2021): 10–21. http://dx.doi.org/10.14710/jp.20.1.10-21.

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Misconception in psychology is a belief that is broadly contradicting to scientific evidence and is particularlycommon in the field of psychology. It is important to study misconceptions in psychology considering thecontribution of the effort to provide education or to demonstrate rejection of fallacies of popular ideas/themes.Misconceptions in psychology relates to critical thinking as well as the executive function (EF) that controls andregulates cognitive processes. This research aims to determine the role of critical thinking and EF (cognitiveflexibility, working memory, and inhibitory control) with misconceptions in psychology. This study used non-experimental methods, using test (paper and pencil) and PEBL/ Psychology Experiment Building Language(computerized). The sampling technique used was convenience sampling. The subjects in this study were 153psychology students, consisting of 105 students from Universitas Gadjah Mada (UGM) and 48 students fromUniversitas Negeri Yogyakarta (UNY). Instruments that were used for data collection were the misconception inpsychology test, critical thinking test, Wisconsin/Berg Card Sorting Test (WCST/BCST), Backward Digit Span,and Stroop Test. There is no correlation between cognitive flexibility and misconceptions in psychology, socognitive flexibility is not included in the calculation of hierarchical regression analysis. Based on the results ofhierarchical regression analysis, it can be concluded that the role of inhibitory control on psychologicalmisconceptions is 11.4%, ΔR2 = .114; b* = .33; t(149) = 4.52, p < .001; the role of working memory is 3%, ΔR2 =.030; b* = -.16; t(149) = -2.19, p = .03; and the role of critical thinking is 2.6%, ΔR2 = .026; b* = -.19; t(149) = -2.53, p = .01.

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Musa, C. Z., and J. P. Lépine. "Cognitive aspects of social phobia: a review of theories and experimental research." European Psychiatry 15, no. 1 (2000): 59–66. http://dx.doi.org/10.1016/s0924-9338(00)00210-8.

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SummaryCognitive theories of social phobia have largely been inspired by the information-processing models of anxiety. They propose that cognitive biases can, at least partially, explain the etiology and maintenance of this disorder. A specific bias, conceived as a tendency to preferentially process socially-threatening information, has been proposed. This bias is thought to intervene in cognitive processes such as attention, memory and interpretation. Research paradigms adopted from experimental cognitive psychology and social psychology have been used to investigate these hypotheses. The existence of a bias in the allocation of attentional resources and the interpretation of information seems to be confirmed. A memory bias in terms of better retrieval for threat-relevant information appears to depend on specific encoding activities.

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Zimprich, Daniel, Mike Martin, Matthias Kliegel, Myriam Dellenbach, Philippe Rast, and Melanie Zeintl. "Cognitive Abilities in Old Age: Results from the Zurich Longitudinal Study on Cognitive Aging." Swiss Journal of Psychology 67, no. 3 (September 2008): 177–95. http://dx.doi.org/10.1024/1421-0185.67.3.177.

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The Zurich Longitudinal Study on Cognitive Aging (ZULU) is an ongoing longitudinal study on the structure and development of cognition in old age. At the first assessment, the N = 364 participants had an average age of 73 years (age range: 65-80 years), and 46% were female. In total, a battery of 14 cognitive tests, including five consecutive verbal learning trials, were administered and adequately described by a measurement model of six first-order factors (processing speed, working memory, reasoning, learning, memory, and verbal knowledge) and one second-order factor of general cognitive ability. The cross-sectional age relations of the six cognitive abilities were, apart from processing speed and verbal knowledge, mediated by the general cognitive ability factor. From a conceptual perspective, these results imply that cognitive aging is not a completely uniform process driven by a single causal variable.

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RepovŠ, G., and A. Baddeley. "The multi-component model of working memory: Explorations in experimental cognitive psychology." Neuroscience 139, no. 1 (April 2006): 5–21. http://dx.doi.org/10.1016/j.neuroscience.2005.12.061.

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Miller, Michelle D. "What College Teachers Should Know About Memory: A Perspective From Cognitive Psychology." College Teaching 59, no. 3 (July 2011): 117–22. http://dx.doi.org/10.1080/87567555.2011.580636.

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Hoffman, Robert R. "The cognitive psychology of expertise and the domain of interpreting." Interpreting. International Journal of Research and Practice in Interpreting 2, no. 1-2 (January 1, 1997): 189–230. http://dx.doi.org/10.1075/intp.2.1-2.08hof.

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This article surveys findings from cognitive science research on expertise, with a focus on applications to the domain of simultaneous interpreting, including methods of knowledge elicitation that might be useful in the empirical investigation of proficiency at simultaneous interpreting. Defining features of expertise include its developmental progression, the nature of expert memory organization, and the nature of expert reasoning. I explore ways in which a number of defining criteria might apply to the domain of interpreting. With regard to knowledge elicitation, I explore three knowledge elicitation methods that sample the palette of available methods, specifically, a type of structured interview, a type of task analysis, and a more contrived or laboratory task.

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Khoroshilov, D. A. "The continuity of the knowledge in Social Psychology, could it be possible? Commemoration to the 95th anniversary of G.M. Andreeva." Social Psychology and Society 10, no. 3 (2019): 196–201. http://dx.doi.org/10.17759/sps.2019100313.

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This paper is dedicated to the memory of Galina Mihailovna Andreeva, who was a creator of the Russian school of Social Psychology at the faculty of Moscow State University. Adreeva suggested that the psychologist’s main objective was to integrate scientific knowledge into the context of social changes and issues. She determined the main problem of Social Psychology as the problem of social cognition. Social cognition represents constructing the image of the social world, which is vicariously lived by people in their everyday life. This definition unites such theories as sociocultural approach (L. Vygotsky, A. Leontiev, A. Luria), K. Gergen’s social constructionism and cognitive psychology (S. Fiske). According to the ideas of Andreeva, the image of social world integrates micro- and marco-levels of social structure, what manifests in general directions of the discipline of Social Psychology: communication-groups-personality. Indeed, human personality is formed through group interactions, as well as his personal and social identity which are determined by the culture and by the society where we interact. The concepts elaborated by Andreeva greatly anticipated contemporary research on the perception of social space and time, collective emotions and experiences, as well as collective memory. Therefore, we see the need for an immediate revisit of her heritage in the context of the modern human sciences.

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Shimamura, Arthur P., Jane M. Berry, Jennifer A. Mangels, Cheryl L. Rusting, and Paul J. Jurica. "Memory and Cognitive Abilities in University Professors: Evidence for Successful Aging." Psychological Science 6, no. 5 (September 1995): 271–77. http://dx.doi.org/10.1111/j.1467-9280.1995.tb00510.x.

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Professors from the University of California at Berkeley were administered a 90-min test battery of cognitive performance that included measures of reaction time, paired-associate learning, working memory, and prose recall Age effects among the professors were observed on tests of reaction time, paired-associate memory, and some aspects of working memory Age effects were not observed on measures of proactive interference and prose recall, though age-related declines are generally observed in standard groups of elderly individuals The findings suggest that age-related decrements in certain cognitive functions may be mitigated in intelligent, cognitively active individuals

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Ogden, Jenni A. "Memory for Everyone." Journal of the International Neuropsychological Society 7, no. 7 (November 2001): 903–4. http://dx.doi.org/10.1017/s135561770123714x.

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Alan Baddeley's delightful new book is another in the series “Cognitive Psychology: A Modular Course” and as such its purpose is to bring together research relevant to the topic of memory in a format that can be easily understood by undergraduate psychology students. It certainly achieves this aim, but will also be of interest to a wide range of readers, from the interested layperson to the experienced psychologist. Memory holds an important place in everyone's lives, and readers on the far side of middle-age may find this book particularly pertinent, and in most cases reassuring! Academic and professional psychologists from many different subdisciplines will find this an easy book to refer to when they want to refresh or update their memory about one or other aspect of memory. Likewise researchers and professionals from other disciplines such as neuroscience or medicine will find this book a gold-mine of information, both academic and practical.

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Eichenbaum, Howard. "DECLARATIVE MEMORY: Insights from Cognitive Neurobiology." Annual Review of Psychology 48, no. 1 (February 1997): 547–72. http://dx.doi.org/10.1146/annurev.psych.48.1.547.

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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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Johansson, Tobias. "Modeling test learning and dual-task dissociations." Psychonomic Bulletin & Review 27, no. 5 (June 15, 2020): 1036–42. http://dx.doi.org/10.3758/s13423-020-01761-4.

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Abstract Much of cognitive psychology is premised on the distinction between automatic and intentional processes, but the distinction often remains vague in practice and alternative explanations are often not followed through. For example, Hendricks, Conway and Kellogg (Journal of Experimental Psychology: Learning, Memory, and Cognition, 39, 491–1500, 2013) found that dual tasks at training versus at test dissociated performance in two different artificial grammar learning tasks. This was taken as evidence for underlying automatic and intentional processes. In this article, a different explanation is considered based on test learning and similarity, where participants are assumed to update their knowledge at test. Contrasting formal memory models of test learning are implemented, and it is concluded that the models account for the relevant dissociations without assuming a distinction between automatic and intentional processes.

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Ivgi, Meirav, Michal Schnaider Beeri, Jonathan Rabinowitz, and Michael Davidson. "A Naturalistic Study Comparing the Efficacy of a Memory Enhancement Course to a General Academic Course." International Psychogeriatrics 11, no. 3 (September 1999): 281–87. http://dx.doi.org/10.1017/s1041610299005840.

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Objective: The goal of this study was to compare the effectiveness of a memory improvement course to a course in general psychology. Methods: Thirty-four healthy elderly persons enrolled in a college memory improvement course for senior citizens, and 33 who enrolled in a parallel course, Introduction to Psychology, were tested on verbal and visual memory prior to and after completing the course. Before they took the course, they were also assesed on subjective memory (self-assessment scale of memory efficacy) and psychological distress (General Health Questionnaire). Changes within and between groups were examined using multivariate analysis of covariance to control for baseline scores. Results: Both groups had similar improvements on all cognitive measures. The memory improvement course group showed very significant correlations between objective and subjective memory. Conclusions: It appears that participation in academic courses is associated with improvement in certain aspects of cognitive functioning. Awareness of objective memory functioning may be a natural selection factor or a significant motivating factor for healthy elderly to enroll in memory enhancement courses.

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Journal articles on the topic 'Psychology of Memory Cognitive psychology'

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