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Human Memory, by Ian Neath, Aimee Surprenant
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This book balances coverage of theory, research, and data in order to promote a more complete understanding of how human memory works. The book strikes a balance between historically significant findings and current research. Actual experiments, both paper and pencil and online demonstrations, are included to help students see the link between theory and data.
- Sales Rank: #416714 in Books
- Brand: Neath, Ian/ Surprenant, Aimee
- Published on: 2002-12-03
- Released on: 2002-12-03
- Original language: English
- Number of items: 1
- Dimensions: 9.25" h x 1.13" w x 7.38" l, 1.64 pounds
- Binding: Paperback
- 474 pages
- Used Book in Good Condition
Review
1. Introduction and Historical Overview. Introduction. Memory Metaphors. Memory Methodology. Memory Terminology. A Short History. Antiquity and the Middle Ages. The Beginning of Modern Psychology. ritish Empiricism and Continental Nativism. Scientific Psychology. Hermann Ebbinghaus. Experiment: The Forgetting Function. Research After Ebbinghaus. 2. Sensory Memory. Iconic Memory. Online Experiment: Partial Report Problems with Iconic Memory. Summary of Iconic Memory. Echoic Memory. Theories of Echoic Memory: PAS. Experiment: The stimulus suffix effect. Online Experiment: Suffix Effect. Other Theories of Echoic Memory. Summary of Iconic Memory. Odor Memory. Summary of Sensory Memory. 3. The Modal Model. Primary Memory. Broadbent's Model. Online Experiment: Absolute Identification. Brown-Peterson. Online Experiment: Brown Peterson. Waugh and Norman's Model. Atkinson and Shiffrin's Model. Online Experiment: Sternberg Memory Scanning. The Serial Position Curve and the Modal Model. Online Experiment: Serial Position. Problems with the Modal Model. Experiment: Recency Effects in Free Recall. Summary of the Modal Model. 4. Working Memory. Baddeley's Working Memory. The Phonological Loop. Experiment: The Syllable-Based Word Length Effect. The Episodic Buffer. Critique of Working Memory. Online Experiment: Memory Span. Working Memory as Activation. The Embedded Processes Model. Working Memory Capacity. Online Experiment: Operation Span. The Feature Model. Simulations Using the Feature Model. Critique of the Feature Model. Summary of Current Immediate Memory Theories. 5. Perspectives on Processing. Levels of Processing. Experiment: Levels of Processing. Transfer Appropriate Processing. Organization and Distinctiveness. Encoding Specificity Principle. Online Experiment: Encoding Specificity. Context and Memory. The Process Dissociation Framework. What is Encoded? Summary. 6. Forgetting. Consolidation Theory. Interference Theory. Decay versus Interference in Immediate Memory. Experiment: Buildup and Release from PI. Relative Distinctiveness. Online Experiment: Von Restorff Effect. Any Evidence for Decay? Forgetting as Discrimination. 7. Implicit Memory. Implicit Learning. Online Experiment: Implicit Learning. Experimental Dissociations.Experiment: Priming Word Fragment Completion. Theoretical Accounts of Implicit Memory. The Activation View. Multiple Memory Systems. Transfer Appropriate Processing. The Bias View.Comparing Bias, TAP, and the Multiple Systems Views. Summary. 8. Memory, the Brain, and Amnesia. The Neuron. The Brain. Methods of Investigation. Invasive Techniques. Noninvasive Techniques. Online Experiment: Brain Asymmetry. Experiment: Laterality of Language. Amnesia. HM: A Case Study. Theoretical Accounts of Amnesia. Summary. Alzheimer's Disease. Box: How can I tell the difference between Alzheimer's Disease and normal aging? Box: What are the treatments for Alzheimer's Disease and are they effective? Summary. Multiple Sclerosis. The Frontal Lobe. Where is Memory? 9. Recognition. Signal Detection Theory. Experiment: Recognition and Signal Detection Theory. Single Process Models. Generate-Recognize Models. Beyond Simple Generate-Recognize Models. Remember versus Know. Online Experiment: Remember Know. Recollection versus Familiarity. The Mirror Effect. Face Recognition. 10. Knowledge. Propositions and Concepts. Collins and Quillian's Hierarchical Model. The Feature Overlap Model. Experiment: Typicality Effects and Inference. Collins and Loftus' Spreading Activation Model. Knowing That You Don't Know. Priming. Online Experiment: Lexical Decision. Alternatives to Spreading Activation. Comparing Spreading Activation and Compound Cue Theory. How is Generic Memory Organized? Capacity and Acquisition. 11. Imagery. Analog versus Propositional Representations. The Dual-Task Method. Paivio's Dual-Coding Theory. Experiment: Dual Coding Theory. Mental Rotation. Online Experiment: Mental Rotation. Distinguishing Propositional from Analog Representation. Arguments Against Imagery. Imagery and Perception. Real versus Imagined Events. Eidetic Imagery. Other Forms of Imagery. Auditory Imagery. Odor Imagery. 12. Reconstructive Processes. Schemas. Specific Schemas. Malleability of Generic Memory. Eyewitness Memory. Flashbulb Memories. Hypnosis and Memory. The Cognitive Interview. Implanting Memories. Experiment: Memory for words not presented. Online Experiment: False Memory. Recovered Memories. Memory Illusions. 13. When. Data to be Accounted For. Models that Don't Work. Perturbation Theory. Experiment: Memory for Position. The Inference Model of Memory for When. Item Versus Order Information. Models of Serial Order. 14. Developmental Changes in Memory. 15. Mnemonics. Can I Improve My Memory? The Bad News. The Good News. Online Experiment: Link Word. Technical Mnemonics. Experiment: Imagery and Mnemonics. Exceptional Memories. 16. Supplement: Memory Models. SAM. Compound Cue Theory. Diffusion Model. MINERVA2. TODAM. Connectionist Models. Feature Model. 17. Appendix. Table A: Twenty-Four Nonsense Syllables (CVCs). Table B: Random Arrangements of the Digits 1-9. Table C: Ninety-six Two-Syllable Words. Table D: Eight Short and Eight Long Words. Table E: Twenty-Five Common Two-Syllable Nouns. Table F: Thirty Two Consonant Trigrams. Table G: Fifty-Six Category Names. Table H: Sixty Word Fragments. Table I: Eighty Concrete and Eighty Abstract Words.
About the Author
Ian Neath is a professor in the Department of Psychology at Memorial University of Newfoundland, Canada. He received his Ph.D. in cognitive psychology from Yale University in 1991. His research currently focuses on seeking evidence for general principles of memory that apply widely over different time scales, different tests, and different hypothetical underlying memory systems. In addition to publishing many articles on memory in peer-reviewed journals, he co-authored the Cengage textbook HUMAN MEMORY: AN INTRODUCTION TO RESEARCH, DATA, AND THEORY, 2nd edition; COGLAB on a CD; and COGLAB Reader.
Aimee M. Surprenant is currently an associate professor in the Department of Psychological Sciences at Purdue University, in West Lafayette, Indiana. She received her BA in Psychology from New York University in 1988 and a Ph.D. in cognitive psychology from Yale University in 1992. She received a National Research Service Award from the National Institutes of Health for post-doctoral work at Indiana University in the Department of Speech and Hearing Sciences. Her research has been published in journals such as Perception and Psychophysics, the Journal of the Acoustical Society of America, Memory and Cognition and the Quarterly Journal of Experimental Psychology.
Most helpful customer reviews
7 of 8 people found the following review helpful.
Reads like a stream of consciousness novel
By Robert Johnson
This book covers a great deal of research in memory by condensing each paper into a 1-2 paragraph summary. As a result, the writing is often vague and confusing. Making matters worse, the book seems to be a rough draft published without the benefit of an editor. The sentences are convoluted, terms are poorly defined and used inconsistently, and the material is disorganized. There is no unifying framework for understanding all the research results presented. The lack of organization makes it unsuitable even as a reference.
In short, this book has nothing to recommend it.
3 of 3 people found the following review helpful.
?
By John
Although I am a psych student with a pretty good GPA, I find this book difficult to understand. The difficulty seems to come from the authors' desire to condense as much information as possible in just a few hundred pages. This leads to a cryptic language, where some terms are defined only once and some sentences become a string of such words, a thing which ,personally, frustrated me.
3 of 3 people found the following review helpful.
Not recommended.
By UCD student
This book is poorly written, and I found some parts to be repetitive. Although I normally do well in my undergraduate psychology classes, I found this book dreadful to read through, as the author doesn't write in a way that would make the concepts easier to understand. It's just not concise as the other psych books I've gone through. A dry read.
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