Relevant bibliographies by topics / Self-remembering

Academic literature on the topic 'Self-remembering'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Self-remembering"

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&NA;. "The Remembering Self." Journal of Nervous and Mental Disease 184, no. 8 (August 1996): 512. http://dx.doi.org/10.1097/00005053-199608000-00015.

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Watson, Andrew, Vicky Barker, Jeremy Hall, and Stephen M. Lawrie. "Remembering the self in schizophrenia." British Journal of Psychiatry 201, no. 6 (December 2012): 423–24. http://dx.doi.org/10.1192/bjp.bp.112.110544.

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SummaryAutobiographical memories are a key component of our identity. Here, in the light of Cuervo-Lombard and colleagues' paper in this issue, we review impairments in autobiographical memory in schizophrenia and the association between autobiographical memory and outcome in the disorder. We also discuss whether these deficits are specific to schizophrenia and a possible link with traumatic events.
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Barclay, Craig R., and Thomas S. Smith. "Autobiographical remembering and self-composing." International Journal of Personal Construct Psychology 6, no. 1 (January 1993): 1–25. http://dx.doi.org/10.1080/08936039308404329.

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Barclay, Craig R., and Thomas S. Smith. "Autobiographical remembering and self-composing." International Journal of Personal Construct Psychology 6, no. 3 (July 1993): 231–51. http://dx.doi.org/10.1080/08936039308405620.

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Mutlutürk, Aysu, and Ali İ. Tekcan. "Remembering and telling self-consistent and self-discrepant memories." Memory 24, no. 4 (March 18, 2015): 513–25. http://dx.doi.org/10.1080/09658211.2015.1021256.

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Egan, Susanna. "Memory, Narrative, Identity: Remembering the Self (review)." Biography 24, no. 4 (2001): 922–24. http://dx.doi.org/10.1353/bio.2001.0083.

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Zajchowski, Chris A. B., Keri A. Schwab, and Daniel L. Dustin. "The Experiencing Self and the Remembering Self: Implications for Leisure Science." Leisure Sciences 39, no. 6 (August 11, 2016): 561–68. http://dx.doi.org/10.1080/01490400.2016.1209140.

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Miall, David S. "Emotion and the self: The context of remembering." British Journal of Psychology 77, no. 3 (August 1986): 389–97. http://dx.doi.org/10.1111/j.2044-8295.1986.tb02205.x.

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Rathbone, Clare J., Martin A. Conway, and Chris J. A. Moulin. "Remembering and imagining: The role of the self." Consciousness and Cognition 20, no. 4 (December 2011): 1175–82. http://dx.doi.org/10.1016/j.concog.2011.02.013.

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White. "Reply to Marsha Familaro Enright: Remembering the “Self” in “Self-ish-ness”." Journal of Ayn Rand Studies 17, no. 1 (2017): 128. http://dx.doi.org/10.5325/jaynrandstud.17.1.0128.

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Dissertations / Theses on the topic "Self-remembering"

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Toews, Stuart Berl. "Reading as interference for remembering of self-help words." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ53126.pdf.

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Douglas, Kate. "Remembering childhood : nostalgia, trauma, and the child self in recent Australian and British autobiography /." St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17552.pdf.

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Wickman, Björn. "The Remembering Self : Relational identity surrounding the 2015 Japan-South Korea comfort women agreement." Thesis, Stockholms universitet, Avdelningen för japanska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-146418.

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Murray, Jennifer. "Remembering the (post)colonial self : memory and identity in the novels of Assia Djebar." Thesis, University of Ulster, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428608.

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Murray, Jenny. "Remembering the (post)colonial self : memory and identity in the novels of Assia Djebar /." Bern : P. Lang, 2008. http://catalogue.bnf.fr/ark:/12148/cb41367477r.

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Yamawaki, Rie. "Remembering my friends: Medial prefrontal and hippocampal contributions to the self-reference effect on face memories in a social context." Kyoto University, 2018. http://hdl.handle.net/2433/231016.

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Dolan, Jane Maureen. "The self-empowerment of women in Nicaragua the process of "collective remembering" /." 1988. http://catalog.hathitrust.org/api/volumes/oclc/18115870.html.

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Thesis (M.A.)--University of Wisconsin--Madison, 1988.
Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaf 79).
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Deffler, Samantha Ann. "Identity Change Impacts Autobiographical Reconstruction of Identity-Relevant Events: Influences of the Self-System on Remembering." Diss., 2016. http://hdl.handle.net/10161/12218.

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The focus on how one is behaving, feeling, and thinking, provides a powerful source of self-knowledge. How is this self-knowledge utilized in the dynamic reconstruction of autobiographical memories? How, in turn, might autobiographical memories support identity and the self-system? I address these questions through a critical review of the literature on autobiographical memory and the self-system, with a special focus on the self-concept, self-knowledge, and identity. I then outline the methods and results of a prospective longitudinal study examining the effects of an identity change on memory for events related to that identity. Participant-rated memory characteristics, computer-generated ratings of narrative content and structure, and neutral-observer ratings of coherence were examined for changes over time related to an identity-change, as well as for their ability to predict an identity-change. The conclusions from this study are threefold: (1) when the rated centrality of an event decreases, the reported instances of retrieval, as well as the phenomenology associated with retrieval and the number of words used to describe the memory, also decrease; (2) memory accuracy (here, estimating past behaviors) was not influenced by an identity change; and (3) remembering is not unidirectional – characteristics of identity-relevant memories and the life story predict and may help support persistence with an identity (here, an academic trajectory).


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Mfune, Damazio Mwanjakwa. "My other/ My self : cartesian and objectivist ontologies, racial Darwinism and selfing the 'others' of the earth in David Malouf's Remembering Babylon." Thesis, 2003. http://hdl.handle.net/10413/4335.

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In this study I propose to examine some of the roots and implications of discrimination as illustrated in a novel by a contemporary Australian novelist, David Malouf, titled Remembering Babylon (1993). My choice of Malouf's novel is grounded in the fact that, in a narrative set in mid 19th century Australia dealing with an encounter between Scottish settlers and the Aboriginal people, the novel embodies various kinds of thought systems of a discriminatory Cartesian nature. The issues in the novel are against a background of a long history of discrimination dating from antiquity which reached probably its highest point with Anglo-Saxon imperialism. It is a well known fact that the contact between European colonisers and their so-called Others has been dogged by confrontation, discrimination, exploitation and domination. The latter's responses to these phenomena have been varied. But, as JanMohamed notes in his Manichean Aesthetics: The Politics of Literature in Colonial Africa(1985) these responses have been characterised by crisis - both conscious and unconscious, material and metaphysical. And ever since this contact/reunion both groups have existed in this state of crisis and conflict -at both the manifest and latent levels. The causes of this crisis are both exo- and endogenous in origin: endogenous in the sense of the majority of these peoples' incapacity to hold their ground and 'properly' analyse/synthesise the substance of their 'new' existence and defme themselves pushed to the wall as they are by exogenous factors of European imperial and neo-imperial agendas. Most of the behaviors of the colonised, even the most 'bizarre' of them, are expressive of this existential crisis and their tenacious will to survive and approximate to a bearable life in an extremely oppressive and confusing environment. Especially in the African context, this inability to 'properly' analyse phenomena may have been brought about by a psychotic disjuncture engendered by an exogenous (European) chimerical metaphysics that parcels out existence into rigid, airtight, dualistic compartments in religion and philosophy. In these worldviews existence is described in specular, dominating and oppositional rather than in inter-subjective, co-operational and synthesizing terms. One result is that, speaking generally, Europeans are seen to exist at variance with themselves, with one another, with their environment and with non-European groups of people. Existence is defmed not as 'in' and 'with' but as 'apart from' and 'against'. Even where 'cooperation' is engaged in among them, it is for purposes of discrimination, exploitation and domination. This is not only a skewed ontology even in all demonstrable rational circles, it is also a highly escapist, confrontational, unscrupulously competitive/exploitative, and brutally pessimistic one. Philosophically, perhaps the earliest signs of European pessimistic and disjunctive construction of reality can be seen in Plato's escapist theory of reality which parcels out existence into two rigidly distinct, yet somehow causally related, worlds: one of forms/ideas and another world of material phenomena. Aristotle, Plato's own pupil, disagreed with his master on this by arguing instead that forms or ideas arise from and subsist in the world of material phenomena and not apart from and independent of the latter. One notices that all subsequent debates on the origin, nature, and relations of ideas (self-consciousness) and material phenomena, have been variations and expansions on these two diametrically opposed positions. But the most favoured school for the dualistic ontologies is idealism/rationalism, especially that of Descartes who is regarded as the highest point of the Enlightenment. These seem to fmd resonance in the subsequent theorising of Darwin, Spencer, and the social philosophy of Nietzsche among others. In spite of dissenting voices even from within their own ranks challenging such a metaphysics, the general trend among Europeans has been to hold tenaciously onto these pessimistic and escapist illusions mainly for egoistic, exploitative and supremacist purposes. Malouf does question discrimination based on binary assumptions of natural superiority and inferiority by juxtaposing notions of the human and non-human, progress and degeneration, modernity and pre-modernity (Science/Culture) in the 'Cartesian' sense as well as in the social and racial Darwinian sense. It is the approach he adopts in this project inter alia which I seek to examine in my study.
Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2003.
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Stuart, Heather Anne. "Patterns of Being." Thesis, 2014. http://hdl.handle.net/2440/97247.

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Author also known as Heather Sladdin
Major creative work: 'Patterns of Being' – a verse novel. The major creative work is a narrative in open verse. The fictional narrative was inspired by an interview with Rupert Max Stuart in The Age on August 19, 2002, titled, 'Max Stuart reflects, finds peace'. Rupert Max Stuart is a South Australian Aboriginal man who was imprisoned in the 1950s for the murder and rape of Mary Hattam, a young white girl. The case created controversy around issues of race and capital punishment for many years. 'Patterns of Being' is a fictional narrative about grief and reconciliation. A girl named Dawn is murdered and police accuse a carnival worker named Rufus. The story is told by Annie, who is Dawn's cousin. She recalls her own experiences but also imagines the remembrances of Lilly, Dawn's mother and Aril, a nymph-like girl who moves through dimensions of time and space. The imagery is inspired by the environment of regional South Australia and the narrative shows Annie's psychic evolution. Annie is 'both the agent and the theatre of individuation' (Simondon). 'Patterns of Being' shows how Annie uses the collective voices of her interior to navigate a path through grie
Thesis (Ph.D.) -- University of Adelaide, School of Humanities, 2014
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Books on the topic "Self-remembering"

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Self-remembering. York Beach, Me: Samuel Weiser, 1995.

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Burton, Robert Earl. Self-remembering. New York: Globe Press Books, 1991.

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Memory, narrative, identity: Remembering the self. Edinburgh: Edinburgh University Press, 2000.

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Memory, narrative, identity: Remembering the self. Edinburgh: Edinburgh University Press, 2000.

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Remembering home: Rediscovering the self in dementia. Baltimore: Johns Hopkins University Press, 2008.

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Remembering the (post)colonial self: Memory and identity in the novels of Assia Djebar. Bern: Peter Lang, 2008.

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Restoring life's missing pieces: The spiritual power of remembering & reuniting with people, places, things & self. 2nd ed. Woodstock, Vt: SkyLight Paths Pub., 2011.

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Arden, John Boghosian. Improving your memory for dummies. New York: Wiley Pub., 2002.

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Remembering oneself, charting the other: Memory as intertextuality and self-reflexivity in the works of Paul Auster. Trier: WVT, Wissenschaftlicher Verlag Trier, 2012.

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Madden, Deirdre. Remembering light and stone. London: Boston, 1992.

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Book chapters on the topic "Self-remembering"

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Wang, Qi. "The Cultured Self and Remembering." In The Wiley Handbook on the Development of Children's Memory, 605–25. Chichester, UK: John Wiley & Sons Ltd, 2013. http://dx.doi.org/10.1002/9781118597705.ch26.

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Driscoll, Lawrence. "“Unpopular Everywhere,” or Forgetting the Self, Remembering Drugs." In Reconsidering Drugs, 23–42. New York: Palgrave Macmillan US, 2000. http://dx.doi.org/10.1007/978-1-349-62239-9_2.

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Noble, Denise. "Beyond Racial Trauma: Remembering Bodies, Healing the Self." In Decolonizing and Feminizing Freedom, 229–74. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-44951-1_7.

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Edwards, Delyth. "A Methodology of Remembering: The Self Who Was, the Self Who Is and the Self Who Narrates." In Cultural, Autobiographical and Absent Memories of Orphanhood, 43–67. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64039-6_3.

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Wagenaar, Willem A. "Remembering my worst sins: How autobiographical memory serves the updating of the conceptual self." In Theoretical Perspectives on Autobiographical Memory, 263–74. Dordrecht: Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-015-7967-4_15.

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Seidler, Victor Jeleniewski. "Democracy, ‘New Britain’, Freedom and Self-Invention." In Remembering Diana, 146–62. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9780230371903_9.

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Arizti, Bárbara. "Self-Representation and the (Im)Possibility of Remembering in Jamaica Kincaid’s The Autobiography of My Mother and Mr. Potter." In Traumatic Memory and the Ethical, Political and Transhistorical Functions of Literature, 251–77. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55278-1_11.

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Ibrahim, Zawawi. "The Anthropology of Remembering: Memory as a Complementary Ethnography." In Fieldwork and the Self, 171–98. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2438-4_9.

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Hoffmann, Birthe. "Bombing beyond Democracy: Remembering the Ruins of Europe." In European Self-Reflection between Politics and Religion, 213–26. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137315113_11.

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Ross, Michael, and Roger Buehler. "Creative remembering." In The Remembering Self, 205–35. Cambridge University Press, 1994. http://dx.doi.org/10.1017/cbo9780511752858.013.

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Conference papers on the topic "Self-remembering"

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Xin, Yu, Zhao Yi, Yu Xiaochen, Zhou Runxing, Luo Xiaochu, Ma Yixuan, and Gao Zhongfan. "Research on Prediction Method of Power System Transient Disturbed Trajectory Based on Self-Remembering Model." In 2019 11th International Conference on Measuring Technology and Mechatronics Automation (ICMTMA). IEEE, 2019. http://dx.doi.org/10.1109/icmtma.2019.00048.

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عبد الرزاق أيوب, ضياء. "Kurdish-Arab coexistence in Iraqi contemporary poetry." In Peacebuilding and Genocide Prevention. University of Human Development, 2021. http://dx.doi.org/10.21928/uhdicpgp/56.

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" One of the best manifestations of the ego is in its relation to the other as an identifiable equivalent. This relation is basically and culturally determined by the nature of the observant ego, both dialectically and dialogically. The other serves as an inspiring stimulus that produces a desirable effect on an expressive ego which is aiming at self-expression and actively shaped by that equivalent other. This article investigates the poetic ego in its constant, variable interaction with the Kurds as reflected in the poems of contemporary Iraqi poets who showed sympathy with and support to the Kurdish cause. Exemplary poems will be chosen to depict this reciprocal relationship, shedding light on its unified representation. The article is divided into an introduction and five sections. The concept of the other and its origin, diversity of meanings, and its interdisciplinary suggestiveness are all discussed in the introduction. The five sections, on the other hand, are a study of the various depictions of the Kurds in contemporary Iraqi poetry. These depictions are shown in the Kurdish brotherhood, the commemoration of famous Kurdish figures, the celebration of the Kurdish place and festivities and their role in identity formation, and remembering its setbacks and inculcating it in the collective memory"
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Ho, Jen, Andrew Keenlyside, Jake Sieradzki, Su Hua Sim, and Mark Hughes. "Validating a novel visual field assessment app: A pilot study." In VIRTUAL ACADEMIC SURGERY CONFERENCE 2021. Cambridge Medicine Journal, 2021. http://dx.doi.org/10.7244/cmj.2021.04.001.4.

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Introduction The paper Cullen chart has been a validated adjunct to perimeters in detecting scotomas for various neuro-ophthalmological pathologies for decades. It was digitized into a prototype-app to empower future users to conduct remote monitoring of visual fields. This project aimed to refine the apps' usability for future users to self-assess and monitor their visual fields by exploring the difficulties faced using the app, to gather feedback, and subsequently to improve its usability for future iterations to objectively compare iterations using the MAUQ scores. Methods Participants (n = 15; age: 24-58) recruited through convenience sampling underwent mixed (quantitative and qualitative) methods to measure 1. Participants' adherence to the app instruction through observation, 2. objective experiences of using the app through self-reporting using the mHealth App Usability Questionnaire (MAUQ), and 3. Subjective experience of app using through semi-structured interviews. Descriptive analysis was computed for observation and MAUQ data. Thematic analysis was adopted to analyse the semi-structured interview data. Results 1/15 adhered to 3 written instructions and 8/15 participants had awkward hand movements. The MAUQ median score was 123/147, the MAUQ domain mean scores - ease of use and satisfaction, system information arrangement and usefulness were 81.6%(45.7/56), 80.6%(33.9/42) and 80.2%(39.3/49), respectively. Questions 4, 5, 9, 11 and 19 were the 5 lowest-scoring questions. Qualitative data were categorised into instructions, test, and feedback which had codes and subcodes. Conclusion Feedback for improvements were surrounding central fixation, remembering peripheral stimuli, uncover eye when interacting with peripheral stimuli, video examples, an introduction to the app and audio instructions.
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Langston, Sara. "Space education: challenges and strategies in teaching space policy to technical university students." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.058.

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Law and policy provide the foundation for space actors engaging in space activities. Likewise, various levels of policy and regulation apply internationally, domestically, and even institutionally to both governmental and nongovernmental entities. Consequently, teaching the policy frameworks for space regulations and best practices is essential for a comprehensive university curriculum in space education. Challenges arise, however, when instructing technical and non-policy university students in humanities-centered topics. Reading comprehension, writing ability, critical thinking, and communication skills are critical elements of policy education, yet many technically oriented students struggle with these requirements. Given these are fundamental skillsets necessary for success in both academia and a dynamic space work force, adapting traditional teaching methodologies may be required to optimize desired learning outcomes for technical student audiences. Customizable strategies exist that can combine and scale these fundamental skillsets with substantive content and materials, providing a range of teaching and learning modalities for study, assessment, and experience. This presentation will highlight potential learning approaches tried at one aeronautical university to address these challenges. For instance, overarching strategies may include commencing with a visual of the student journey (much like a user journey in an investment pitch) delineating the value-added experience for students engaging in course content, and building substantive skill-based learning components which are introduced sequentially and with increasing level of difficulty. Examples of learning methodologies include applying Bloom’s Taxonomy in assignment creation. Most importantly: 1) Knowledge: involves identifying, understanding and remembering core content (e.g. pop quizzes, reading quizzes, cumulative review quizzes, question bank assessments); 2) Analysis: involves reading comprehension, interpretation, evaluation, analysis (e.g. essays, summaries, case studies); 3) Application: involves investigation, research and designing research projects (e.g. research articles, posters, digital presentations, short videos). Scaffolding assignments and artifacts into manageable pieces throughout the semester is key to guiding students towards success and reducing potential for ‘expert blind spots.’ Lastly, an end-of-course review and self-reflection of the student journey is helpful in underlining the critical thinking process and provide a visual review of the student journey in acquiring substantive knowledge, skills, and experience throughout the term
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