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Memory:Are forgotten memories lost forever?

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Cognitive Psychology ­ PSY 504
VU
Lesson 32
Memory
Long Term Memory
Recall versus Recognition
Eye witness testimony or expert witness
When we recognize others we make our own ways. For example we see Chinese and recognize
them as Chinese because of their small eyes and foreheads. We also perceive black farm people
same. This is just because of the things that we see common in all black farms. So, false
testimony can be made by people. For example a white man sees a black farm man at night then
he thinks other black farms are same like that black farm.
Our memory is inference by our contextual clues that are saved in our long term memory. We use
these clues or information from our memory to fill our gap.
Activation in network
The following figure is showing the activation in a network. The word penguin has two links, one
is bird and other is swimming. Bird and swimming have their links as well. If we think about
swimming the activation model will become active and we can recall penguin because of its
connection with swimming. So the words are linked with other so many words. By remembering
one word we can recall others as well.
So, in our daily life if we want to learn things if we make links of this information then it become
easy to remember or recall. For example we want to learn an essay of parents, we make different
links like father, mother, love, affection, help, sacrifice, food, help etc. so, students should make
links among information they can easily recall information in exams.
Even in the case of historical memories if we make links it become easy to recall. For example
you want to recall who made or discovered Sulfuric Acid? If we have learnt it and make a link with
it that sulfuric acid was made by Muslim scientist. Then we can recall it easily.
When the students are learning the lessons if they make a network of all material than they can
easily recall it. If they make picture of material and learn it then it will also help in recalling.
Because the memory of pictures is better and has deeper quality to recall than for words. Memory
for smells is long lasting than all other memories. For example you take just one drop of perfume
and put it on the page where you are making network. Then it will help in remembering the
information. Because, the association between interesting and boring things makes remembering
easy and fast. It is called elaborate networks
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Cognitive Psychology ­ PSY 504
VU
In all kind of material sciences, like physics, chemistry, biology, mathematics, all kind of
information becomes easy because of these elaborate networks. Different pictures or figures are
also given in books because these figures help in remembering things easily. Even in subjects of
History or Islamiyat different hierarchies and tables are also given.
Another example of memory for smells is that mostly the females use diaries that have smell.
Some females or people put some perfume on their notebooks.
Are forgotten memories lost forever?
An important issue to consider while talking about the memory is that whether or not the forgotten
memories are lost for ever.
An interesting possibility is that we never do really lose our memories that forgotten memories are
still there but are too weak to be retrieved. Penfield (1959) conducted an experiment to report this
notion.
In that experiment as a neurosurgical procedure, he electrically stimulated parts of patients'
brains and asked them to report what they experienced (patients were conscious during the
surgery but the stimulation technique was painless). In this way Penfield was able to determine
the function of various portions of the brain. Stimulation of the temporal lobes led to reports of
memories that patients were unable to report in normal recall, for instance, events from their
childhood.
It was as if Penfield's stimulation activated portions of the memory network that spreading
activation could not reach. Unfortunately, it is hard to know whether the patient's memory reports
were accurate, since going back in time to check on whether the events reported actually
occurred was nearly impossible. Therefore, although suggestive, the Penfield experiments are
generally discounted by memory researchers. Even so, the question of forgotten memories and
its importance remains the same.
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Table of Contents:
  1. INTRODUCTION:Historical Background
  2. THE INFORMATION PROCESSING APPROACH
  3. COGNITIVE NEUROPSYCHOLOGY:Brains of Dead People, The Neuron
  4. COGNITIVE NEUROPSYCHOLOGY (CONTINUED):The Eye, The visual pathway
  5. COGNITIVE PSYCHOLOGY (CONTINUED):Hubel & Wiesel, Sensory Memory
  6. VISUAL SENSORY MEMORY EXPERIMENTS (CONTINUED):Psychological Time
  7. ATTENTION:Single-mindedness, In Shadowing Paradigm, Attention and meaning
  8. ATTENTION (continued):Implications, Treisman’s Model, Norman’s Model
  9. ATTENTION (continued):Capacity Models, Arousal, Multimode Theory
  10. ATTENTION:Subsidiary Task, Capacity Theory, Reaction Time & Accuracy, Implications
  11. RECAP OF LAST LESSONS:AUTOMATICITY, Automatic Processing
  12. AUTOMATICITY (continued):Experiment, Implications, Task interference
  13. AUTOMATICITY (continued):Predicting flight performance, Thought suppression
  14. PATTERN RECOGNITION:Template Matching Models, Human flexibility
  15. PATTERN RECOGNITION:Implications, Phonemes, Voicing, Place of articulation
  16. PATTERN RECOGNITION (continued):Adaptation paradigm
  17. PATTERN RECOGNITION (continued):Gestalt Theory of Perception
  18. PATTERN RECOGNITION (continued):Queen Elizabeth’s vase, Palmer (1977)
  19. OBJECT PERCEPTION (continued):Segmentation, Recognition of object
  20. ATTENTION & PATTERN RECOGNITION:Word Superiority Effect
  21. PATTERN RECOGNITION (CONTINUED):Neural Networks, Patterns of connections
  22. PATTERN RECOGNITION (CONTINUED):Effects of Sentence Context
  23. MEMORY:Short Term Working Memory, Atkinson & Shiffrin Model
  24. MEMORY:Rate of forgetting, Size of memory set
  25. Memory:Activation in a network, Magic number 7, Chunking
  26. Memory:Chunking, Individual differences in chunking
  27. MEMORY:THE NATURE OF FORGETTING, Release from PI, Central Executive
  28. Memory:Atkinson & Shiffrin Model, Long Term Memory, Different kinds of LTM
  29. Memory:Spread of Activation, Associative Priming, Implications, More Priming
  30. Memory:Interference, The Critical Assumption, Limited capacity
  31. Memory:Interference, Historical Memories, Recall versus Recognition
  32. Memory:Are forgotten memories lost forever?
  33. Memory:Recognition of lost memories, Representation of knowledge
  34. Memory:Benefits of Categorization, Levels of Categories
  35. Memory:Prototype, Rosch and Colleagues, Experiments of Stephen Read
  36. Memory:Schema Theory, A European Solution, Generalization hierarchies
  37. Memory:Superset Schemas, Part hierarchy, Slots Have More Schemas
  38. MEMORY:Representation of knowledge (continued), Memory for stories
  39. Memory:Representation of knowledge, PQ4R Method, Elaboration
  40. Memory:Study Methods, Analyze Story Structure, Use Multiple Modalities
  41. Memory:Mental Imagery, More evidence, Kosslyn yet again, Image Comparison
  42. Mental Imagery:Eidetic Imagery, Eidetic Psychotherapy, Hot and cold imagery
  43. Language and thought:Productivity & Regularity, Linguistic Intuition
  44. Cognitive development:Assimilation, Accommodation, Stage Theory
  45. Cognitive Development:Gender Identity, Learning Mathematics, Sensory Memory