Relevant bibliographies by topics / Recollection (psychology)

Academic literature on the topic 'Recollection (psychology)'

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Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Recollection (psychology)"

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Parrott, Les. "Earliest Recollections and Birth Order: Two Adlerian Exercises." Teaching of Psychology 19, no. 1 (February 1992): 40–42. http://dx.doi.org/10.1207/s15328023top1901_9.

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Two exercises demonstrate the potential influence of two Adlerian principles—earliest recollections and birth order—on personality. In one exercise, students record and study their earliest recollection. In another exercise, students discuss their position in their family constellation. Students rated both exercises highly; undergraduates valued the birth order exercise more, but graduate students valued the earliest recollections exercise more.
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Ermolaeva, M. V., and D. V. Lubovsky. "The concept of encounter in psychotherapy and developmental psychology." Консультативная психология и психотерапия 23, no. 3 (2015): 105–16. http://dx.doi.org/10.17759/cpp.2015230308.

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The article discusses possibilities for application of the concept of encounter in two areas of practical developmental psychology — in the work with the aesthetic experience gained by people in the perception of artworks and in relation to mental health services for older people, for whom one of the most important activities is the recollection of their life. Authors take as basic the understanding of the encounter proposed by W. Schutz, who showed psychological tools to achieve it in psychotherapy, and R. May, who applied this concept in the psychology of creativity. The authors clarify psychotechnical tools to achieve basic aspects (openness, self-consciousness, responsibility, etc.) in relation to the work of psychologist with the aesthetic experience as a result of the perception of artworks, and recollections of the life in mature and advanced age. The importance of encounter with aesthetic experience is considered in the context of forming a system of means mastering our own emotions (L.S. Vygotsky). Authors stressed the importance of the encounter with recollections of the past for the growth of psychological new formations of mature ages.
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Murakami, Kyoko. "Commemoration reconsidered: Second World War Veterans’ reunion as pilgrimage." Memory Studies 7, no. 3 (June 17, 2014): 339–53. http://dx.doi.org/10.1177/1750698014530623.

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This article recognises the crucial role cultural and social contexts play in shaping individual and collective recollections. Such recollections involve multiple, intertwined levels of experience in the real world such as commemorating a war. Thus, the commemoration practised in a particular context deserves an empirical investigation. The methodological approach taken is naturalistic, as it situates commemoration as remembering and recollection in the real world of things and people. I consider the case of a war veterans’ reunion as an analogy for a pilgrimage, and in that pilgrimage-like transformative process, we can observe the dynamics of remembering that is mediated with artefacts and involves people’s interactions with the social environment. Furthermore, remembering, recollection and commemorating the war can be approached in terms of embodied interactions with culturally and historically organised materials. In this article, I will review the relevant literature on key topics and concepts including pilgrimage, transformation and liminality and communitas in order to create a theoretical framework. I present an analysis and discussion on the ethnographic fieldwork on the Burma Campaign (of the Second World War) veterans’ reunion. The article strives to contribute to the critical forum of memory research, highlighting the significance of a holistic and interdisciplinary exposition of the vital role context plays in the practice of commemorating war.
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Yonelinas, Andrew P., and Larry L. Jacoby. "Noncriterial Recollection: Familiarity as Automatic, Irrelevant Recollection." Consciousness and Cognition 5, no. 1-2 (March 1996): 131–41. http://dx.doi.org/10.1006/ccog.1996.0008.

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Callen, Michael, Mohammad Isaqzadeh, James D. Long, and Charles Sprenger. "Violence and Risk Preference: Experimental Evidence from Afghanistan." American Economic Review 104, no. 1 (January 1, 2014): 123–48. http://dx.doi.org/10.1257/aer.104.1.123.

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We investigate the relationship between violence and economic risk preferences in Afghanistan combining: (i) a two-part experimental procedure identifying risk preferences, violations of Expected Utility, and specific preferences for certainty; (ii) controlled recollection of fear based on established methods from psychology; and (iii) administrative violence data from precisely geocoded military records. We document a specific preference for certainty in violation of Expected Utility. The preference for certainty, which we term a Certainty Premium, is exacerbated by the combination of violent exposure and controlled fearful recollections. The results have implications for risk taking and are potentially actionable for policymakers and marketers. (JEL A12, C91, D12, D74, D81, O12, O17)
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Hirshman, Elliot, and Amanda Henzler. "The Role of Decision Processes in Conscious Recollection." Psychological Science 9, no. 1 (January 1998): 61–65. http://dx.doi.org/10.1111/1467-9280.00011.

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Dual-process models of recognition memory posit a rapid retrieval process that produces a general sense of familiarity and a slower retrieval process that produces conscious recollections of prior experience. The remember/know paradigm has been used to study the subjective correlates of these two processes, with remember judgments assumed to index conscious recollection and know judgments assumed to index familiarity. Recently, a two-criterion signal detection model has been proposed as an alternative account of this paradigm. This model assumes only a single memory process with a criterion separating remember from know responses. This report presents an empirical test of the model's critical prediction that manipulations that influence criterion placement should influence both remember and know judgments. An experiment confirmed this prediction, demonstrating that subjects who were told that 70% of the test items were study items produced more remember and know responses than subjects who were told that 30% of the test items were study items.
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Hendrickson, Michelle L., Madelaine R. Abel, Eric M. Vernberg, Kristina L. McDonald, and John E. Lochman. "Caregiver–adolescent co-reminiscing and adolescents’ individual recollections of a devastating tornado: Associations with enduring posttraumatic stress symptoms." Development and Psychopathology 32, no. 1 (February 1, 2019): 151–61. http://dx.doi.org/10.1017/s0954579418001487.

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AbstractAlthough disaster-related posttraumatic stress symptoms (PTSS) typically decrease in intensity over time, some youth continue to report elevated levels of PTSS many years after the disaster. The current study examines two processes that may help to explain the link between disaster exposure and enduring PTSS: caregiver emotion socialization and youth recollection qualities. One hundred and twenty-two youth (ages 12 to 17) and their female caregivers who experienced an EF-4 tornado co-reminisced about the event, and adolescents provided independent recollections between 3 and 4 years after the tornado. Adolescent individual transcripts were coded for coherence and negative personal impact, qualities that have been found to contribute to meaning making. Parent–adolescent conversations were coded for caregiver egocentrism, a construct derived from the emotion socialization literature to reflect the extent to which the caregiver centered the conversation on her own emotions and experiences. Egocentrism predicted higher youth PTSS, and this association was mediated by the coherence of adolescents’ narratives. The association between coherence and PTSS was stronger for youth who focused more on the negative personal impacts of the tornado event during their recollections. Results suggest that enduring tornado-related PTSS may be influenced in part by the interplay of caregiver emotion socialization practices and youth recollection qualities.
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Wong, Jessica T., and David A. Gallo. "Activating Aging Stereotypes Increases Source Recollection Confusions in Older Adults: Effect at Encoding but Not Retrieval." Journals of Gerontology: Series B 74, no. 4 (March 16, 2018): 633–41. http://dx.doi.org/10.1093/geronb/gbx103.

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Abstract Objectives Activating aging stereotypes can impair older adult performance on episodic memory tasks, an effect attributed to stereotype threat. Here, we report the first study comparing the effects of explicitly activating aging stereotypes at encoding versus retrieval on recollection accuracy in older adults. Method During the encoding phase, older adults made semantic judgments about words, and during the retrieval phase, they had to recollect these judgments. To manipulate stereotype activation, participants read about aging-related decline (stereotype condition) or an aging-neutral passage (control condition), either before encoding or after encoding but before retrieval. We also assessed stereotype effects on metacognitive beliefs and two secondary tasks (working memory, general knowledge) administered after the recollection task. Results Stereotype activation at encoding, but not retrieval, significantly increased recollection confusion scores compared to the control condition. Stereotype activation also increased self-reports of cognitive decline with aging, but it did not reliably impact task-related metacognitive assessments or accuracy on the secondary tasks. Discussion Explicitly activating aging stereotypes at encoding increases the likelihood of false recollection in older adults, potentially by diminishing encoding processes. Stereotype activation also influenced global metacognitive assessments, but this effect may be unrelated to the effect of stereotypes on recollection accuracy.
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LAMPINEN, JAMES MICHAEL, and JACK D. ARNAL. "The role of metacognitive knowledge in recollection rejection." American Journal of Psychology 122, no. 1 (April 1, 2009): 39–52. http://dx.doi.org/10.2307/27784373.

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Abstract Recollection rejection is a memory editing mechanism in which related lures are rejected because of the recollection of the lure’s instantiating target (e.g., "I know it wasn’t pretty because it was beautiful"). According to one view, recollection rejection requires an assumption on the part of the participant that both a word and its related lure could not have been studied. We examined this view by manipulating the instructions that were given to participants (Experiment 1) and the nature of the study list (Experiment 2). Estimates of recollection rejection derived from the phantom receive operating characteristic model found evidence for the role of metacognitive assumptions, but only when metacognitive knowledge was manipulated by varying the nature of the study list.
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Mickes, Laura, Peter E. Wais, and John T. Wixted. "Recollection Is a Continuous Process." Psychological Science 20, no. 4 (April 2009): 509–15. http://dx.doi.org/10.1111/j.1467-9280.2009.02324.x.

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Dissertations / Theses on the topic "Recollection (psychology)"

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Kurilla, Brian P. "Processing fluency affects subjective claims of recollection." Diss., Online access via UMI:, 2007.

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Parks, Colleen M. "Noncriterial recollection in young and older adults the errects of defining recollection specifically in the remember-know and dual process signal detection paradigms /." Diss., Available online, Georgia Institute of Technology, 2004:, 2003. http://etd.gatech.edu/theses/available/etd-06072004-131329/unrestricted/parks%5Fcolleen%5Fm%5F200405%5Fphd.pdf.

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King, Cynthia Marilyn. "Effects of headings on the written recall and organization of expository text in grades 5 through 10 with emphasis on grades 7 and 8." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25429.

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This study investigated the effects of headings and text organization on grade 5 through 10 students' written recall of expository prose passages written in a classification/description mode. Emphasis was placed on the results from students in grades 7 and 8. This study was a component of a three part study. The other two parallel studies emphasized grades 5 and 6 (Stables, 1985) and 9 and 10 (Gibbs, 1985). Each subject read and recalled two passages: one written at his or her grade level and one written at a low readability level. Performance on the written recalls from passages with headings and without headings was examined on the basis of the number of superordinate and subordinate ideas recalled, the superordinate and subordinate organization, and the format. Developmental trends were investigated by including the data from the two parallel studies (Gibbs, 1985; Stables, 1985). There was some evidence that headings had a significant positive effect on the number of superordinate ideas recalled from a passage of low readability. Some significant differences indicated negative effects by headings. The majority of differences, however, were not significant. Developmental trends in grades 5 through 10 were noted in the number of ideas recalled on a low readability passage and the format used on the written recalls. Implications for instruction and suggestions for further research are discussed.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Linkenbach, Jeffrey Warren. "COMMON EARLY RECOLLECTION THEMES OF RECREATION SPECIALISTS (SKI INSTRUCTORS, MEMORY, LIFE STYLE, ADLERIAN PSYCHOLOGY)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275424.

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Carlin, Richard Michael. "Exploratory study on the process of early recollection interpretation." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25361.

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This study explored the reasoning process of interpreters during the process of early recollection (ER) interpretation, and in the identification of central life style theme using Mosak's typology system (1971). ERs from ten subjects were collected using a guestionnaire format and distributed to six interpreters. Three interpreters were experienced in ER interpretation and three received two hours of training in ER interpretation prior to the study. All interpreters were requested to record their impressions and thoughts during the interpretive process on audio tape for later analysis, and to assign a primary and secondary life style theme to each subject using Mosak's typologies. The results of this study provided information about the cues found in ERs that seem to guide interpreters, the effect of interpreter style on the final outcome, and the reliability of inter-judge agreement on life style theme from ER interpretation. The results showed that training in ER interpretation immediately provided the trainees with an ability to identify the perceptual schema of the subjects but it did not give them the same skill possessed by the experienced clinicians in metaphor analysis or an understanding of Mosak's typology system. Similarities and differences between the experienced clinicians and the trainees were analyzed.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Colby, M. Amanda Earl Weaver Charles A. "Do actors or observers make better eyewitnesses?" Waco, Tex. : Baylor University, 2005. http://hdl.handle.net/2104/2683.

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Schooler, Jonathan Wolf. "Verbalizing non-verbal memories : some things are better left unsaid /." Thesis, Connect to this title online; UW restricted, 1987. http://hdl.handle.net/1773/9054.

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Holmes, Amanda E. Weaver Charles A. "Assessing the phenomenology of eyewitness memory for product identification." Waco, Tex. : Baylor University, 2007. http://hdl.handle.net/2104/5027.

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Doyle, Karen Elizabeth. "A test for the configural nature of episodic-like memory." Click here for download, 2008. http://proquest.umi.com/pqdweb?did=1564022521&sid=1&Fmt=2&clientId=3260&RQT=309&VName=PQD.

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Wood, Noelle L. "Memory for recent words : a matter of short-term memory storage or long-term distinctiveness? /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737848.

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Books on the topic "Recollection (psychology)"

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Schacter, Daniel L. Searching for memory: The brain, the mind, and the past. New York, NY: BasicBooks, 1996.

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Minirth, Frank B. The power of memories: How to use them to improve your health and well-being. Nashville: T. Nelson Publishers, 1995.

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Santtila, Pekka. Explorations in the psychology of testimony. Espoo: Poliisiammattikorkeakoulu, 1999.

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Tulving, Endel. Mälu. 2nd ed. [Tartu]: Tartu Ülikooli Kirjastus, 2007.

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Kvavilashvili, L. Dzh. Vspominanie (zabyvanie) namerenii͡a︡, kak osobai͡a︡ forma pami͡a︡ti i vlii͡a︡i͡u︡shchie na nago faktory. Tbilisi: "Met͡s︡niereba", 1990.

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Tota, Anna Lisa. La memoria contesa: Studi sulla comunicazione sociale del passato. Milano, Italy: FrancoAngeli, 2001.

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Tulving, Endel. Mälu. Tallinn: Aktsiaselts "Kupar", 1994.

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Harary, Keith. Memory enhancement in 30 days: The total-recall programme. London: Aquarian, 1992.

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1946-, Usui Ryūichirō, and Takamura Tadaaki 1944-, eds. Kioku to kiroku. Tōkyō: Tōkyō Daigaku Shuppankai, 2001.

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Meyer, Jon'a. Inaccuracies in children's testimony: Memory, suggestibility, or obedience to authority? New York: Haworth Press, 1997.

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Book chapters on the topic "Recollection (psychology)"

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Quennec, Linda R. "Recollections of an Ancient Guide." In Depth Psychology, Cult Survivors, and the Role of the Daimon, 21–32. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003428978-4.

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Singh, Purnima, Rukmini Bhaya Nair, and Pallavi Ramanathan. "Exploring Some Cultural Factors in the Recognition of Emotions in Children Through Mothers’ Recollections: A Memory-Based Method." In International and Cultural Psychology, 173–88. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-46349-5_10.

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Arndt, Jason. "False Recollection." In Psychology of Learning and Motivation, 81–124. Elsevier, 2012. http://dx.doi.org/10.1016/b978-0-12-394393-4.00003-0.

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Vygotsky, L. S. "Reinforcement and Recollection of Reactions." In Educational Psychology, 135–56. CRC Press, 2020. http://dx.doi.org/10.4324/9780429273070-8.

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Goldinger, Stephen D., and Megan H. Papesh. "Recollection is Fast and Easy." In Psychology of Learning and Motivation, 191–222. Elsevier, 2013. http://dx.doi.org/10.1016/b978-0-12-407187-2.00005-8.

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Riggins, Tracy. "Building Blocks of Recollection." In Origins and Development of RecollectionPerspectives from Psychology and Neuroscience, 42–72. Oxford University Press, 2012. http://dx.doi.org/10.1093/acprof:oso/9780195340792.003.0003.

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Loftus, Elizabeth F. "Made in Memory: Distortions in Recollection After Misleading Information." In Psychology of Learning and Motivation, 187–215. Elsevier, 1991. http://dx.doi.org/10.1016/s0079-7421(08)60124-3.

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Verley, Xavier. "Consciousness, Memory, and Recollection According to Whitehead." In Process Approaches to Consciousness in Psychology, Neuroscience, and Philosophy of Mind, 387–406. SUNY Press, 2009. http://dx.doi.org/10.1515/9781438429427-017.

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Garrison, John S. "Introduction." In The Pleasures of Memory in Shakespeare's Sonnets, 1–15. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/oso/9780198857716.003.0001.

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Abstract This introduction suggests how early modern writers considered memory to be an art and a practice which could be mastered in order to possess an agential relationship to recollection. Shakespeare’s Sonnets prove a particularly compelling case study for this argument. Indeed, the poems predict insights from such contemporary fields as cognitive psychology, psychoanalysis, and neuroscience. Sonnet 129 offers an evocative flashpoint for how memory operates across the collection of poems, especially when thrown into relief by Constantine Cavafy’s poem “One Night.” Reading the sonnets reveals how remembering is a process that is both conscious and unconscious. In turn, the operations of recollection have a profound impact on the narrative that subjects construct about themselves and their lives, especially in the spheres of desire and identity.
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Rubin, David C., and Daniel L. Creenberg. "The Role of Narrative in Recollection: A View from Cognitive Psychology and Neuropsychology." In Narrative and ConsciousnessLiterature, Psychology and the Brain, 53–85. Oxford University Press, 2003. http://dx.doi.org/10.1093/acprof:oso/9780195140057.003.0004.

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