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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Memory (Cognitive Psychology)</h1><div class="u-tcGrayDark">79,822 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Memory (Cognitive Psychology)</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Memory_Cognitive_Psychology_">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3626437" data-work_id="3626437" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3626437/False_Memory_Syndrome_A_Feminist_Philosophical_Approach">False Memory Syndrome: A Feminist Philosophical Approach. </a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In this essay, I attempt to outline a feminist philosophical approach to the debate concerning (allegedly) false memories of childhood sexual abuse. Bringing the voices of feminist philosophers to bear on this issue highlights the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3626437" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this essay, I attempt to outline a feminist philosophical approach to the debate concerning (allegedly) false memories of childhood sexual abuse. Bringing the voices of feminist philosophers to bear on this issue highlights the implicit and sometimes questionable epistemological, metaphysical, and ethical-political commitments of some therapists and scientists involved in these debates. It also illuminates some current debates in and about feminist philosophy.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3626437" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4186ea6d4b7fdb7a6cfc37dca4748b47" rel="nofollow" data-download="{"attachment_id":53853351,"asset_id":3626437,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/53853351/download_file?st=MTc0MDE0OTYzNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4363338" href="https://ucf.academia.edu/ShelleyPark">Shelley Park</a><script data-card-contents-for-user="4363338" type="text/json">{"id":4363338,"first_name":"Shelley","last_name":"Park","domain_name":"ucf","page_name":"ShelleyPark","display_name":"Shelley Park","profile_url":"https://ucf.academia.edu/ShelleyPark?f_ri=1595","photo":"https://0.academia-photos.com/4363338/1760555/17404716/s65_shelley.park.jpg"}</script></span></span></li><li class="js-paper-rank-work_3626437 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3626437"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3626437, container: ".js-paper-rank-work_3626437", }); 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Studies","url":"https://www.academia.edu/Documents/in/Memory_Studies?f_ri=1595"},{"id":11483,"name":"Cultural Memory","url":"https://www.academia.edu/Documents/in/Cultural_Memory?f_ri=1595"},{"id":13833,"name":"Social Epistemology","url":"https://www.academia.edu/Documents/in/Social_Epistemology?f_ri=1595"},{"id":16683,"name":"False Memory","url":"https://www.academia.edu/Documents/in/False_Memory?f_ri=1595"},{"id":29866,"name":"Autobiographical Memory","url":"https://www.academia.edu/Documents/in/Autobiographical_Memory?f_ri=1595"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_21082817" data-work_id="21082817" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/21082817/Trauma_Memory_and_PTSD_A_Biopsychological_Analysis">Trauma, Memory, and PTSD - A Biopsychological Analysis</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">An in-depth look at trauma, memory, and PTSD from a biopsychological and neurological perspective.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/21082817" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b3c4976ddd181f1f618e45dee68e45d6" rel="nofollow" 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{"id":21082817,"title":"Trauma, Memory, and PTSD - A Biopsychological Analysis","created_at":"2016-01-28T19:08:43.169-08:00","url":"https://www.academia.edu/21082817/Trauma_Memory_and_PTSD_A_Biopsychological_Analysis?f_ri=1595","dom_id":"work_21082817","summary":"An in-depth look at trauma, memory, and PTSD from a biopsychological and neurological perspective. ","downloadable_attachments":[{"id":41706449,"asset_id":21082817,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":32717596,"first_name":"Dani","last_name":"Jacoby, M.A., LMFT","domain_name":"antiochsb","page_name":"DaniJacoby","display_name":"Dani Jacoby, M.A., LMFT","profile_url":"https://antiochsb.academia.edu/DaniJacoby?f_ri=1595","photo":"https://0.academia-photos.com/32717596/9758061/118067445/s65_dani.jacoby_m.a._lmft.jpeg"}],"research_interests":[{"id":161,"name":"Neuroscience","url":"https://www.academia.edu/Documents/in/Neuroscience?f_ri=1595","nofollow":true},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=1595","nofollow":true},{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=1595","nofollow":true},{"id":251,"name":"Neuropsychology","url":"https://www.academia.edu/Documents/in/Neuropsychology?f_ri=1595","nofollow":true},{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595"},{"id":3718,"name":"Posttraumatic Stress Disorder (PTSD)","url":"https://www.academia.edu/Documents/in/Posttraumatic_Stress_Disorder_PTSD_?f_ri=1595"},{"id":4563,"name":"Biopsychology","url":"https://www.academia.edu/Documents/in/Biopsychology?f_ri=1595"},{"id":4941,"name":"Marriage \u0026 Family Therapy","url":"https://www.academia.edu/Documents/in/Marriage_and_Family_Therapy?f_ri=1595"},{"id":6106,"name":"Trauma Studies","url":"https://www.academia.edu/Documents/in/Trauma_Studies?f_ri=1595"},{"id":35686,"name":"Trauma","url":"https://www.academia.edu/Documents/in/Trauma?f_ri=1595"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_16969133" data-work_id="16969133" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/16969133/_The_Johannine_Riddles_and_their_Place_in_the_Development_of_Trinitarian_Theology_">"The Johannine Riddles and their Place in the Development of Trinitarian Theology"</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This essay was published in The Bible and Early Trinitarian Theology, edited by Christopher A. Beeley and Mark E. Weedman, for the CUAP Studies in Early Christianity (Washington DC: Catholic University of America Press, 2018); this is the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_16969133" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This essay was published in The Bible and Early Trinitarian Theology, edited by Christopher A. Beeley and Mark E. Weedman, for the CUAP Studies in Early Christianity (Washington DC: Catholic University of America Press, 2018); this is the uncorrected proofs. Exploring the humanity and divinity of Jesus, the Son's relation to the Father, and the agency of the Holy Spirit, it is one of five essays suggesting Johannine contributions to trinitarian discussions in the early church.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/16969133" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1818692b368cc88974711d733835903a" rel="nofollow" data-download="{"attachment_id":56375893,"asset_id":16969133,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56375893/download_file?st=MTc0MDE0OTYzNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="420301" href="https://georgefox.academia.edu/PaulAnderson">Paul N Anderson</a><script data-card-contents-for-user="420301" type="text/json">{"id":420301,"first_name":"Paul","last_name":"Anderson","domain_name":"georgefox","page_name":"PaulAnderson","display_name":"Paul N Anderson","profile_url":"https://georgefox.academia.edu/PaulAnderson?f_ri=1595","photo":"https://0.academia-photos.com/420301/3800249/4447975/s65_paul.anderson.jpg"}</script></span></span></li><li class="js-paper-rank-work_16969133 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="16969133"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 16969133, container: ".js-paper-rank-work_16969133", }); 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An embodied form of remembering the personal past</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Despite the popularity that the embodied cognition thesis has gained in recent years, explicit memories of events personally experienced are still conceived as disembodied mental representations. It seems that we can consciously remember... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_31706650" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Despite the popularity that the embodied cognition thesis has gained in recent years, explicit memories of events personally experienced are still conceived as disembodied mental representations. It seems that we can consciously remember our personal past through sensory imagery, through concepts, propositions and language, but not through the body. In this article, I defend the idea that the body constitutes a genuine means of representing past personal experiences. For this purpose, I focus on the analysis of bodily movements associated with the retrieval of a personal memory, which have certain features that make them different from procedural memories, pragmatic actions and common gestures, as well as other forms of embodied memories found in recent literature. I refer to these as “kinetic memories” and analyse their representative nature as well as their adaptive functions. Kinetic memories are bodily movements in which some event or action that took place in the past can be seen, because they are an externalisation of the subject’s inner intention of representing a past personal experience. Kinetic memories represent a past experience sometimes by imitation of a past movement, and other times through embodied symbols and metaphors. Furthermore, although sometimes they present direct pragmatic benefits, such as communicative benefits, they seem to enhance the whole reexperience of the past event and memory recall, which I argue is one important adaptive value.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/31706650" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="42335b44e154f707d9c968cc04c52606" rel="nofollow" data-download="{"attachment_id":69734007,"asset_id":31706650,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/69734007/download_file?st=MTc0MDE0OTYzNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="12233906" href="https://conicet-ar.academia.edu/MarinaTrakas">Marina Trakas</a><script data-card-contents-for-user="12233906" type="text/json">{"id":12233906,"first_name":"Marina","last_name":"Trakas","domain_name":"conicet-ar","page_name":"MarinaTrakas","display_name":"Marina Trakas","profile_url":"https://conicet-ar.academia.edu/MarinaTrakas?f_ri=1595","photo":"https://0.academia-photos.com/12233906/3511682/119702226/s65_marina.trakas.jpg"}</script></span></span></li><li class="js-paper-rank-work_31706650 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="31706650"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 31706650, container: ".js-paper-rank-work_31706650", }); 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An embodied form of remembering the personal past","created_at":"2017-03-04T02:44:39.678-08:00","url":"https://www.academia.edu/31706650/Kinetic_Memories_An_embodied_form_of_remembering_the_personal_past?f_ri=1595","dom_id":"work_31706650","summary":"Despite the popularity that the embodied cognition thesis has gained in recent years, explicit memories of events personally experienced are still conceived as disembodied mental representations. It seems that we can consciously remember our personal past through sensory imagery, through concepts, propositions and language, but not through the body. In this article, I defend the idea that the body constitutes a genuine means of representing past personal experiences. For this purpose, I focus on the analysis of bodily movements associated with the retrieval of a personal memory, which have certain features that make them different from procedural memories, pragmatic actions and common gestures, as well as other forms of embodied memories found in recent literature. I refer to these as “kinetic memories” and analyse their representative nature as well as their adaptive functions. Kinetic memories are bodily movements in which some event or action that took place in the past can be seen, because they are an externalisation of the subject’s inner intention of representing a past personal experience. Kinetic memories represent a past experience sometimes by imitation of a past movement, and other times through embodied symbols and metaphors. Furthermore, although sometimes they present direct pragmatic benefits, such as communicative benefits, they seem to enhance the whole reexperience of the past event and memory recall, which I argue is one important adaptive value.","downloadable_attachments":[{"id":69734007,"asset_id":31706650,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":12233906,"first_name":"Marina","last_name":"Trakas","domain_name":"conicet-ar","page_name":"MarinaTrakas","display_name":"Marina Trakas","profile_url":"https://conicet-ar.academia.edu/MarinaTrakas?f_ri=1595","photo":"https://0.academia-photos.com/12233906/3511682/119702226/s65_marina.trakas.jpg"}],"research_interests":[{"id":98,"name":"Semiotics","url":"https://www.academia.edu/Documents/in/Semiotics?f_ri=1595","nofollow":true},{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true},{"id":4420,"name":"Embodied Cognition","url":"https://www.academia.edu/Documents/in/Embodied_Cognition?f_ri=1595","nofollow":true},{"id":5425,"name":"Embodied Mind and Cognition","url":"https://www.academia.edu/Documents/in/Embodied_Mind_and_Cognition?f_ri=1595","nofollow":true},{"id":14617,"name":"Phenomenology of the body","url":"https://www.academia.edu/Documents/in/Phenomenology_of_the_body?f_ri=1595"},{"id":29866,"name":"Autobiographical Memory","url":"https://www.academia.edu/Documents/in/Autobiographical_Memory?f_ri=1595"},{"id":32361,"name":"Episodic Memory","url":"https://www.academia.edu/Documents/in/Episodic_Memory?f_ri=1595"},{"id":35567,"name":"Body Language","url":"https://www.academia.edu/Documents/in/Body_Language?f_ri=1595"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory?f_ri=1595"},{"id":255640,"name":"Embodied knowledge","url":"https://www.academia.edu/Documents/in/Embodied_knowledge?f_ri=1595"},{"id":362853,"name":"Embodied and Enactive Cognition","url":"https://www.academia.edu/Documents/in/Embodied_and_Enactive_Cognition?f_ri=1595"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_13959376" data-work_id="13959376" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/13959376/Widmontologia_Teoria_filozoficzna_i_praktyka_artystyczna_ponowoczesno%C5%9Bci">Widmontologia. Teoria filozoficzna i praktyka artystyczna ponowoczesności</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Przysługujący widmom wywrotowy, niemalże rewolucyjny potencjał został odsunięty oraz zagubiony poprzez pozbycie się tej kontrowersyjnej kategorii z terytorium metafizyki i zbyt pośpieszne odesłanie jej do przestrzeni badań nad literaturą,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_13959376" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Przysługujący widmom wywrotowy, niemalże rewolucyjny potencjał został odsunięty oraz zagubiony poprzez pozbycie się tej kontrowersyjnej kategorii z terytorium metafizyki i zbyt pośpieszne odesłanie jej do przestrzeni badań nad literaturą, sprowadzając ją jedynie do roli użytecznego, bezpiecznego narzędzia interpretacji. <br /> <br />Książka Andrzeja Marca odzyskuje niepokojący charakter widmontologii i ponownie wprowadza widma do myśli metafizycznej. Czym nawiedzona i przeniknięta jest tradycyjna metafizyka, co właściwie ją dręczy, nie daje spokoju oraz nieustannie podmywa jej stabilność? <br /> <br />Kategoria widma Derridy posłużyła Marcowi przede wszystkim do rozważań nad charakterem współczesności i przeobrażeń, jakie dokonały się w obrębie myśli ponowoczesnej. Współczesna kultura, zdaniem Marca, stała się miejscem powstawania widm, nieustannie powracających z przeszłości. Uznając, że nie jesteśmy już w stanie tworzyć utopijnych wizji przyszłości, autor stara się zdać sprawę z widmowego charakteru współczesnej kultury, analizując m. in. strategie vintage, retro, nurt no future w kulturze lat 70. czy nurt fantastyki naukowej w literaturze.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/13959376" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0cb0353e6ea6ded49dcb30bf48235587" rel="nofollow" data-download="{"attachment_id":56840903,"asset_id":13959376,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56840903/download_file?st=MTc0MDE0OTYzNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1934801" href="https://amu.academia.edu/AndrzejMarzec">Andrzej Marzec</a><script data-card-contents-for-user="1934801" type="text/json">{"id":1934801,"first_name":"Andrzej","last_name":"Marzec","domain_name":"amu","page_name":"AndrzejMarzec","display_name":"Andrzej Marzec","profile_url":"https://amu.academia.edu/AndrzejMarzec?f_ri=1595","photo":"https://0.academia-photos.com/1934801/652084/20810388/s65_andrzej.marzec.jpg"}</script></span></span></li><li class="js-paper-rank-work_13959376 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="13959376"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 13959376, container: ".js-paper-rank-work_13959376", }); 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Teoria filozoficzna i praktyka artystyczna ponowoczesności","created_at":"2015-07-12T14:40:50.058-07:00","url":"https://www.academia.edu/13959376/Widmontologia_Teoria_filozoficzna_i_praktyka_artystyczna_ponowoczesno%C5%9Bci?f_ri=1595","dom_id":"work_13959376","summary":"Przysługujący widmom wywrotowy, niemalże rewolucyjny potencjał został odsunięty oraz zagubiony poprzez pozbycie się tej kontrowersyjnej kategorii z terytorium metafizyki i zbyt pośpieszne odesłanie jej do przestrzeni badań nad literaturą, sprowadzając ją jedynie do roli użytecznego, bezpiecznego narzędzia interpretacji. \r\n \r\nKsiążka Andrzeja Marca odzyskuje niepokojący charakter widmontologii i ponownie wprowadza widma do myśli metafizycznej. Czym nawiedzona i przeniknięta jest tradycyjna metafizyka, co właściwie ją dręczy, nie daje spokoju oraz nieustannie podmywa jej stabilność? \r\n \r\nKategoria widma Derridy posłużyła Marcowi przede wszystkim do rozważań nad charakterem współczesności i przeobrażeń, jakie dokonały się w obrębie myśli ponowoczesnej. Współczesna kultura, zdaniem Marca, stała się miejscem powstawania widm, nieustannie powracających z przeszłości. Uznając, że nie jesteśmy już w stanie tworzyć utopijnych wizji przyszłości, autor stara się zdać sprawę z widmowego charakteru współczesnej kultury, analizując m. in. strategie vintage, retro, nurt no future w kulturze lat 70. czy nurt fantastyki naukowej w literaturze.","downloadable_attachments":[{"id":56840903,"asset_id":13959376,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1934801,"first_name":"Andrzej","last_name":"Marzec","domain_name":"amu","page_name":"AndrzejMarzec","display_name":"Andrzej Marzec","profile_url":"https://amu.academia.edu/AndrzejMarzec?f_ri=1595","photo":"https://0.academia-photos.com/1934801/652084/20810388/s65_andrzej.marzec.jpg"}],"research_interests":[{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=1595","nofollow":true},{"id":136,"name":"Cultural History","url":"https://www.academia.edu/Documents/in/Cultural_History?f_ri=1595","nofollow":true},{"id":188,"name":"Cultural 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itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3633955/Baroni_R_2007_La_Tension_narrative_Suspense_curiosit%C3%A9_surprise_Paris_Seuil_coll_Po%C3%A9tique_">Baroni, R. (2007), La Tension narrative. Suspense, curiosité, surprise, Paris, Seuil, coll. « Poétique ».</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Suspendus aux lèvres d’un conteur, incapables d’interrompre la lecture d’un roman, captivés par un film haletant, nous faisons tous l’expérience quotidienne de ce plaisir apparemment paradoxal que nous tirons de notre insatisfaction... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3633955" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Suspendus aux lèvres d’un conteur, incapables d’interrompre la lecture d’un roman, captivés par un film haletant, nous faisons tous l’expérience quotidienne de ce plaisir apparemment paradoxal que nous tirons de notre insatisfaction provisoire face à un récit inachevé. Bien qu’une mode esthétique et théorique ait tenté de nous convaincre que ce plaisir était honteux, on peut néanmoins avoir l’intuition que le cœur vivant de la narrativité réside précisément dans ce nœud coulant, toujours plus serré à mesure que nous progressons dans l’histoire, qui nous attache à l’intrigue et creuse la temporalité par l’attente impatiente d’un dénouement. Si le récit a quelque chose à voir avec la manière dont nous éprouvons le temps, cette expérience n’apparaît jamais avec autant d’éclat que dans le suspense, la curiosité ou la surprise qui font la force des intrigues fictionnelles. La compréhension des fonctions narratives engage donc non seulement l’analyse littéraire, linguistique et sémiotique, mais aussi l’analyse cognitive et la psychologie des émotions.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3633955" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1f4ad6fffd5f55ae904f293c10490417" rel="nofollow" data-download="{"attachment_id":47158492,"asset_id":3633955,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/47158492/download_file?st=MTc0MDE0OTYzNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4384264" href="https://unil.academia.edu/RaphaelBaroni">Raphaël Baroni</a><script data-card-contents-for-user="4384264" type="text/json">{"id":4384264,"first_name":"Raphaël","last_name":"Baroni","domain_name":"unil","page_name":"RaphaelBaroni","display_name":"Raphaël Baroni","profile_url":"https://unil.academia.edu/RaphaelBaroni?f_ri=1595","photo":"https://0.academia-photos.com/4384264/1869160/19548620/s65_rapha_l.baroni.jpg"}</script></span></span></li><li class="js-paper-rank-work_3633955 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3633955"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3633955, container: ".js-paper-rank-work_3633955", }); 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Writing","url":"https://www.academia.edu/Documents/in/Script_Writing?f_ri=1595"},{"id":416340,"name":"Reader","url":"https://www.academia.edu/Documents/in/Reader?f_ri=1595"},{"id":417137,"name":"Boris Tomachevski","url":"https://www.academia.edu/Documents/in/Boris_Tomachevski?f_ri=1595"},{"id":551930,"name":"Narratologia","url":"https://www.academia.edu/Documents/in/Narratologia?f_ri=1595"},{"id":965012,"name":"Narrativa Digital","url":"https://www.academia.edu/Documents/in/Narrativa_Digital?f_ri=1595"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_7069179" data-work_id="7069179" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/7069179/CBT_Existential_article_by_Mirea_D">CBT Existential article by Mirea D</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper attempts to describe two approaches to psychotherapy; Existential-Phenomenological Psychotherapy (EPP) and Cognitive Behavioural Therapy (CBT) in the context of the governance role of the National Institute for Health and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_7069179" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper attempts to describe two approaches to psychotherapy; Existential-Phenomenological Psychotherapy (EPP) and Cognitive Behavioural Therapy (CBT) in the context of the governance role of the National Institute for Health and Clinical Excellence (NICE) and its demand for evidence based practice, exploring how the two modalities interact with each other, where they are opposed, and where they come together.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/7069179" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6a41dd42f8e4f0f549f995f4a7920a0b" rel="nofollow" data-download="{"attachment_id":33719445,"asset_id":7069179,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/33719445/download_file?st=MTc0MDE0OTYzNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="12104965" href="https://danmirea.academia.edu/DanielMireafounderNeuroAffectiveCBT">Daniel Mirea founder NeuroAffective-CBT</a><script data-card-contents-for-user="12104965" type="text/json">{"id":12104965,"first_name":"Daniel","last_name":"Mirea founder NeuroAffective-CBT","domain_name":"danmirea","page_name":"DanielMireafounderNeuroAffectiveCBT","display_name":"Daniel Mirea founder NeuroAffective-CBT","profile_url":"https://danmirea.academia.edu/DanielMireafounderNeuroAffectiveCBT?f_ri=1595","photo":"https://0.academia-photos.com/12104965/3473325/165175801/s65_daniel.mirea_founder_neuroaffective-cbt.jpg"}</script></span></span></li><li class="js-paper-rank-work_7069179 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="7069179"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 7069179, container: ".js-paper-rank-work_7069179", }); });</script></li><li class="js-percentile-work_7069179 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7069179; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_7069179"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_7069179 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="7069179"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7069179; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7069179]").text(description); $(".js-view-count-work_7069179").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_7069179").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="7069179"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="230" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Behavioral_Therapy">Cognitive Behavioral Therapy</a>, <script data-card-contents-for-ri="230" type="text/json">{"id":230,"name":"Cognitive Behavioral Therapy","url":"https://www.academia.edu/Documents/in/Cognitive_Behavioral_Therapy?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1595" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_">Memory (Cognitive Psychology)</a>, <script data-card-contents-for-ri="1595" type="text/json">{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2581" rel="nofollow" href="https://www.academia.edu/Documents/in/Existential_Phenomenological_Psychotherapy">Existential Phenomenological Psychotherapy</a>, <script data-card-contents-for-ri="2581" type="text/json">{"id":2581,"name":"Existential Phenomenological Psychotherapy","url":"https://www.academia.edu/Documents/in/Existential_Phenomenological_Psychotherapy?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4420" rel="nofollow" href="https://www.academia.edu/Documents/in/Embodied_Cognition">Embodied Cognition</a><script data-card-contents-for-ri="4420" type="text/json">{"id":4420,"name":"Embodied Cognition","url":"https://www.academia.edu/Documents/in/Embodied_Cognition?f_ri=1595","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=7069179]'), work: {"id":7069179,"title":"CBT Existential article by Mirea D","created_at":"2014-05-16T18:58:28.097-07:00","url":"https://www.academia.edu/7069179/CBT_Existential_article_by_Mirea_D?f_ri=1595","dom_id":"work_7069179","summary":"This paper attempts to describe two approaches to psychotherapy; Existential-Phenomenological Psychotherapy (EPP) and Cognitive Behavioural Therapy (CBT) in the context of the governance role of the National Institute for Health and Clinical Excellence (NICE) and its demand for evidence based practice, exploring how the two modalities interact with each other, where they are opposed, and where they come together.","downloadable_attachments":[{"id":33719445,"asset_id":7069179,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":12104965,"first_name":"Daniel","last_name":"Mirea founder NeuroAffective-CBT","domain_name":"danmirea","page_name":"DanielMireafounderNeuroAffectiveCBT","display_name":"Daniel Mirea founder NeuroAffective-CBT","profile_url":"https://danmirea.academia.edu/DanielMireafounderNeuroAffectiveCBT?f_ri=1595","photo":"https://0.academia-photos.com/12104965/3473325/165175801/s65_daniel.mirea_founder_neuroaffective-cbt.jpg"}],"research_interests":[{"id":230,"name":"Cognitive Behavioral Therapy","url":"https://www.academia.edu/Documents/in/Cognitive_Behavioral_Therapy?f_ri=1595","nofollow":true},{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true},{"id":2581,"name":"Existential Phenomenological Psychotherapy","url":"https://www.academia.edu/Documents/in/Existential_Phenomenological_Psychotherapy?f_ri=1595","nofollow":true},{"id":4420,"name":"Embodied Cognition","url":"https://www.academia.edu/Documents/in/Embodied_Cognition?f_ri=1595","nofollow":true},{"id":5425,"name":"Embodied Mind and Cognition","url":"https://www.academia.edu/Documents/in/Embodied_Mind_and_Cognition?f_ri=1595"},{"id":16834,"name":"Attachment Theory","url":"https://www.academia.edu/Documents/in/Attachment_Theory?f_ri=1595"},{"id":21548,"name":"Cognitive Neuroscience","url":"https://www.academia.edu/Documents/in/Cognitive_Neuroscience?f_ri=1595"},{"id":33137,"name":"Acceptance and Commitment Therapy","url":"https://www.academia.edu/Documents/in/Acceptance_and_Commitment_Therapy?f_ri=1595"},{"id":44414,"name":"Behavioural Neuroscience","url":"https://www.academia.edu/Documents/in/Behavioural_Neuroscience?f_ri=1595"},{"id":251982,"name":"Mindfulness \u0026 CBT","url":"https://www.academia.edu/Documents/in/Mindfulness_and_CBT?f_ri=1595"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_31896329" data-work_id="31896329" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/31896329/CHILDHOOD_MEMORIES_MEDIATE_CAREER_PLANS">CHILDHOOD MEMORIES MEDIATE CAREER PLANS</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">We tend to think, that what happened in the past stays in the past. We can't change it; it's gone, done with and sometimes it is just best to forget. However, real, lived experience suggests otherwise. People's experiences in life,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_31896329" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">We tend to think, that what happened in the past stays in the past. We can't change it; it's gone, done with and sometimes it is just best to forget. However, real, lived experience suggests otherwise. People's experiences in life, particularly the early experiences, have a strong influence on the people they become. It seems that there is nothing as powerful as a memory created by a child's experience. They impact the adult's life in a profound way. Conversations regarding childhood memories are most often brought up as stories to connect to others. It is like saying "I was always this way". The listener will understand a childhood story. We all have them; we can relate to them, we know the importance they have for us.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/31896329" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d6527c31cbc33d0d9adcae31c81681bc" rel="nofollow" data-download="{"attachment_id":52181188,"asset_id":31896329,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/52181188/download_file?st=MTc0MDE0OTYzNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1709722" href="https://uvic.academia.edu/AlenaKottova">Alena Kottova, PhD</a><script data-card-contents-for-user="1709722" type="text/json">{"id":1709722,"first_name":"Alena","last_name":"Kottova, PhD","domain_name":"uvic","page_name":"AlenaKottova","display_name":"Alena Kottova, PhD","profile_url":"https://uvic.academia.edu/AlenaKottova?f_ri=1595","photo":"https://0.academia-photos.com/1709722/590182/733015/s65_alena.kottova.jpg"}</script></span></span></li><li class="js-paper-rank-work_31896329 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="31896329"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 31896329, container: ".js-paper-rank-work_31896329", }); });</script></li><li class="js-percentile-work_31896329 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31896329; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_31896329"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_31896329 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="31896329"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31896329; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31896329]").text(description); $(".js-view-count-work_31896329").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_31896329").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="31896329"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="972" rel="nofollow" href="https://www.academia.edu/Documents/in/Self_and_Identity">Self and Identity</a>, <script data-card-contents-for-ri="972" type="text/json">{"id":972,"name":"Self and Identity","url":"https://www.academia.edu/Documents/in/Self_and_Identity?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1595" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_">Memory (Cognitive Psychology)</a>, <script data-card-contents-for-ri="1595" type="text/json">{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1736" rel="nofollow" href="https://www.academia.edu/Documents/in/Science_Education">Science Education</a><script data-card-contents-for-ri="1736" type="text/json">{"id":1736,"name":"Science Education","url":"https://www.academia.edu/Documents/in/Science_Education?f_ri=1595","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=31896329]'), work: {"id":31896329,"title":"CHILDHOOD MEMORIES MEDIATE CAREER PLANS","created_at":"2017-03-16T13:21:28.343-07:00","url":"https://www.academia.edu/31896329/CHILDHOOD_MEMORIES_MEDIATE_CAREER_PLANS?f_ri=1595","dom_id":"work_31896329","summary":"We tend to think, that what happened in the past stays in the past. We can't change it; it's gone, done with and sometimes it is just best to forget. However, real, lived experience suggests otherwise. People's experiences in life, particularly the early experiences, have a strong influence on the people they become. It seems that there is nothing as powerful as a memory created by a child's experience. They impact the adult's life in a profound way. Conversations regarding childhood memories are most often brought up as stories to connect to others. It is like saying \"I was always this way\". The listener will understand a childhood story. We all have them; we can relate to them, we know the importance they have for us.","downloadable_attachments":[{"id":52181188,"asset_id":31896329,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1709722,"first_name":"Alena","last_name":"Kottova, PhD","domain_name":"uvic","page_name":"AlenaKottova","display_name":"Alena Kottova, PhD","profile_url":"https://uvic.academia.edu/AlenaKottova?f_ri=1595","photo":"https://0.academia-photos.com/1709722/590182/733015/s65_alena.kottova.jpg"}],"research_interests":[{"id":972,"name":"Self and Identity","url":"https://www.academia.edu/Documents/in/Self_and_Identity?f_ri=1595","nofollow":true},{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true},{"id":1736,"name":"Science Education","url":"https://www.academia.edu/Documents/in/Science_Education?f_ri=1595","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_315320" data-work_id="315320" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/315320/Age_related_differences_on_cognitive_overload_in_an_audio_visual_memory_task">Age-related differences on cognitive overload in an audio-visual memory task</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The present study aimed to provide evidence outlining whether the type of stimuli used in teaching would provoke differing levels of recall across three different academic age groups. One hundred and twenty-one participants, aged 11–25... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_315320" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The present study aimed to provide evidence outlining whether the type of stimuli used in teaching would provoke differing levels of recall across three different academic age groups. One hundred and twenty-one participants, aged 11–25 years, were given a language based memory task in the form of a wordlist consisting of 15 concrete and 15 abstract words, <br />presented either visually, acoustically, or a combination of both audio and visual presentation. The study found that the presence of cognitive overload was greater in the older academic age participants than in the younger groups and that as academic experience increased, the visual presentation of the target stimuli produced greater levels of recall than was the case with acoustic and audio-visual presentation. Overall the findings indicate that cognitive overload increases with age, as the younger-age groups were found to have significantly higher levels of word recall in the audio-visual condition than the older groups. <br /> <br />full paper attached.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/315320" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8559aaadf2dcaf436167d790b892e744" rel="nofollow" data-download="{"attachment_id":2080710,"asset_id":315320,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/2080710/download_file?st=MTc0MDE0OTYzNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="241820" href="https://napier.academia.edu/JenniferMurray">Jennifer Murray</a><script data-card-contents-for-user="241820" type="text/json">{"id":241820,"first_name":"Jennifer","last_name":"Murray","domain_name":"napier","page_name":"JenniferMurray","display_name":"Jennifer Murray","profile_url":"https://napier.academia.edu/JenniferMurray?f_ri=1595","photo":"https://0.academia-photos.com/241820/52632/38743982/s65_jennifer.murray.jpeg"}</script></span></span></li><li class="js-paper-rank-work_315320 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="315320"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 315320, container: ".js-paper-rank-work_315320", }); });</script></li><li class="js-percentile-work_315320 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 315320; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_315320"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_315320 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="315320"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 315320; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=315320]").text(description); $(".js-view-count-work_315320").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_315320").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="315320"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1595" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_">Memory (Cognitive Psychology)</a>, <script data-card-contents-for-ri="1595" type="text/json">{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4562" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Ageing">Cognitive Ageing</a><script data-card-contents-for-ri="4562" type="text/json">{"id":4562,"name":"Cognitive Ageing","url":"https://www.academia.edu/Documents/in/Cognitive_Ageing?f_ri=1595","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=315320]'), work: {"id":315320,"title":"Age-related differences on cognitive overload in an audio-visual memory task","created_at":"2010-09-01T19:57:01.236-07:00","url":"https://www.academia.edu/315320/Age_related_differences_on_cognitive_overload_in_an_audio_visual_memory_task?f_ri=1595","dom_id":"work_315320","summary":"The present study aimed to provide evidence outlining whether the type of stimuli used in teaching would provoke differing levels of recall across three different academic age groups. One hundred and twenty-one participants, aged 11–25 years, were given a language based memory task in the form of a wordlist consisting of 15 concrete and 15 abstract words,\r\npresented either visually, acoustically, or a combination of both audio and visual presentation. The study found that the presence of cognitive overload was greater in the older academic age participants than in the younger groups and that as academic experience increased, the visual presentation of the target stimuli produced greater levels of recall than was the case with acoustic and audio-visual presentation. Overall the findings indicate that cognitive overload increases with age, as the younger-age groups were found to have significantly higher levels of word recall in the audio-visual condition than the older groups.\r\n\r\nfull paper attached.","downloadable_attachments":[{"id":2080710,"asset_id":315320,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":241820,"first_name":"Jennifer","last_name":"Murray","domain_name":"napier","page_name":"JenniferMurray","display_name":"Jennifer Murray","profile_url":"https://napier.academia.edu/JenniferMurray?f_ri=1595","photo":"https://0.academia-photos.com/241820/52632/38743982/s65_jennifer.murray.jpeg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=1595","nofollow":true},{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true},{"id":4562,"name":"Cognitive Ageing","url":"https://www.academia.edu/Documents/in/Cognitive_Ageing?f_ri=1595","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43849383" data-work_id="43849383" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43849383/What_Sort_of_Imagining_Might_Remembering_Be">What Sort of Imagining Might Remembering Be</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper unites current philosophical thinking on imagination with a burgeoning debate in the philosophy of memory over whether episodic remembering is simply a kind of imagining. So far, this debate has been hampered by a lack of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43849383" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper unites current philosophical thinking on imagination with a burgeoning debate in the philosophy of memory over whether episodic remembering is simply a kind of imagining. So far, this debate has been hampered by a lack of clarity in the notion of 'imagining' at issue. Several options are considered and constructive imagining is identified as the relevant kind. Next, a functionalist account of episodic memory is defended as a means to establishing two key points: first, one need not defend a factive (or "causalist") view of remembering in order to hold that causal connections to past experiences are essential to how rememberings are typed; and, second, current theories that equate remembering with imagining are in fact consistent with a functionalist theory that includes causal connections in its account of what it is to remember. This suggests that remembering is not a kind of imagining and clarifies what it would take to establish the contrary.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43849383" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="144d90fee081b7518cffd31d68ce3be1" rel="nofollow" data-download="{"attachment_id":64171340,"asset_id":43849383,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64171340/download_file?st=MTc0MDE0OTYzNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1508105" href="https://uc.academia.edu/PeterLanglandHassan">Peter Langland-Hassan</a><script data-card-contents-for-user="1508105" type="text/json">{"id":1508105,"first_name":"Peter","last_name":"Langland-Hassan","domain_name":"uc","page_name":"PeterLanglandHassan","display_name":"Peter Langland-Hassan","profile_url":"https://uc.academia.edu/PeterLanglandHassan?f_ri=1595","photo":"https://0.academia-photos.com/1508105/535030/36478529/s65_peter.langland-hassan.jpg"}</script></span></span></li><li class="js-paper-rank-work_43849383 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43849383"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43849383, container: ".js-paper-rank-work_43849383", }); });</script></li><li class="js-percentile-work_43849383 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43849383; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_43849383"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_43849383 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="43849383"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43849383; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43849383]").text(description); $(".js-view-count-work_43849383").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43849383").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43849383"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1595" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_">Memory (Cognitive Psychology)</a>, <script data-card-contents-for-ri="1595" type="text/json">{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10499" rel="nofollow" href="https://www.academia.edu/Documents/in/Functionalism">Functionalism</a>, <script data-card-contents-for-ri="10499" type="text/json">{"id":10499,"name":"Functionalism","url":"https://www.academia.edu/Documents/in/Functionalism?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="11452" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Studies">Memory Studies</a>, <script data-card-contents-for-ri="11452" type="text/json">{"id":11452,"name":"Memory Studies","url":"https://www.academia.edu/Documents/in/Memory_Studies?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15838" rel="nofollow" href="https://www.academia.edu/Documents/in/Imagination">Imagination</a><script data-card-contents-for-ri="15838" type="text/json">{"id":15838,"name":"Imagination","url":"https://www.academia.edu/Documents/in/Imagination?f_ri=1595","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43849383]'), work: {"id":43849383,"title":"What Sort of Imagining Might Remembering Be","created_at":"2020-08-13T06:11:17.068-07:00","url":"https://www.academia.edu/43849383/What_Sort_of_Imagining_Might_Remembering_Be?f_ri=1595","dom_id":"work_43849383","summary":"This paper unites current philosophical thinking on imagination with a burgeoning debate in the philosophy of memory over whether episodic remembering is simply a kind of imagining. So far, this debate has been hampered by a lack of clarity in the notion of 'imagining' at issue. Several options are considered and constructive imagining is identified as the relevant kind. Next, a functionalist account of episodic memory is defended as a means to establishing two key points: first, one need not defend a factive (or \"causalist\") view of remembering in order to hold that causal connections to past experiences are essential to how rememberings are typed; and, second, current theories that equate remembering with imagining are in fact consistent with a functionalist theory that includes causal connections in its account of what it is to remember. This suggests that remembering is not a kind of imagining and clarifies what it would take to establish the contrary.","downloadable_attachments":[{"id":64171340,"asset_id":43849383,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1508105,"first_name":"Peter","last_name":"Langland-Hassan","domain_name":"uc","page_name":"PeterLanglandHassan","display_name":"Peter Langland-Hassan","profile_url":"https://uc.academia.edu/PeterLanglandHassan?f_ri=1595","photo":"https://0.academia-photos.com/1508105/535030/36478529/s65_peter.langland-hassan.jpg"}],"research_interests":[{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true},{"id":10499,"name":"Functionalism","url":"https://www.academia.edu/Documents/in/Functionalism?f_ri=1595","nofollow":true},{"id":11452,"name":"Memory Studies","url":"https://www.academia.edu/Documents/in/Memory_Studies?f_ri=1595","nofollow":true},{"id":15838,"name":"Imagination","url":"https://www.academia.edu/Documents/in/Imagination?f_ri=1595","nofollow":true},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory?f_ri=1595"},{"id":1004951,"name":"Philosophy of Mind: Imagination","url":"https://www.academia.edu/Documents/in/Philosophy_of_Mind_Imagination?f_ri=1595"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3321583" data-work_id="3321583" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3321583/A_comparison_of_Neuropsychological_Test_Battery_NTB_and_ADAS_cog_based_on_Alzheimer_s_disease_clinical_trials">A comparison of Neuropsychological Test Battery (NTB) and ADAS-cog based on Alzheimer’s disease clinical trials.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Background: It has been suggested that the ADAS-Cog is not uniformly sensitive to measuring cognitive decline in Alzheimer disease across mild and moderate patients. As a result, the NTB (neuropsychological test battery) was introduced as... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3321583" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Background: It has been suggested that the ADAS-Cog is not uniformly sensitive to measuring cognitive decline in Alzheimer disease across mild and moderate patients. As a result, the NTB (neuropsychological test battery) was introduced as an alternative which measures cognitive de- cline in both mild and moderate patients equally well (Harrison et al, Arch Neurol 64:1323-9, 2007). Methods: The psychometric properties of NTB are examined in two randomized, double-blind trials; one 12-week placebo- and active-controlled (w 350 patients) and the other 24-week placebo-con- trolled (w 330). The test-retest reliability, ratio of within subject variability to between subject variability, and internal consistency of NTB in addition to correlation of NTB with other cognitive and functional measures are evaluated using data from the placebo patients. The sensitivities of NTB and ADAS-Cog are assessed as a function of baseline MMSE (Mini-Mental State Examination) scores using data from the active and the placebo arms. Results: It is confirmed that the NTB has good psychometric properties. Although the NTB and ADAS-Cog are equally sensitive in detecting change in the overall population, differences are observed when stratified by baseline MMSE scores. While the NTB is more sensitive than ADAS-Cog among the mild patients, the reverse is observed among the moderate patients. Conclusions: The NTB has good psychometric proper- ties. Based on two studies of relatively short duration, both the NTB and ADAS-Cog are shown to be good instruments for detecting drug effects on cognitive decline among AD patients. The sensitivity of these instruments needs to be evaluated in validation studies of longer duration.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3321583" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="649086e2afa50c9b6f7412cdcb3e49b5" rel="nofollow" data-download="{"attachment_id":40294158,"asset_id":3321583,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40294158/download_file?st=MTc0MDE0OTYzNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2604767" href="https://independent.academia.edu/JohnHarrison128">John Harrison</a><script data-card-contents-for-user="2604767" type="text/json">{"id":2604767,"first_name":"John","last_name":"Harrison","domain_name":"independent","page_name":"JohnHarrison128","display_name":"John Harrison","profile_url":"https://independent.academia.edu/JohnHarrison128?f_ri=1595","photo":"https://0.academia-photos.com/2604767/1061628/12865224/s65_john.harrison.jpg"}</script></span></span></li><li class="js-paper-rank-work_3321583 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3321583"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3321583, container: ".js-paper-rank-work_3321583", }); });</script></li><li class="js-percentile-work_3321583 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3321583; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_3321583"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_3321583 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="3321583"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3321583; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3321583]").text(description); $(".js-view-count-work_3321583").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_3321583").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="3321583"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1595" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_">Memory (Cognitive Psychology)</a>, <script data-card-contents-for-ri="1595" type="text/json">{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3662" rel="nofollow" href="https://www.academia.edu/Documents/in/Dementia">Dementia</a>, <script data-card-contents-for-ri="3662" type="text/json">{"id":3662,"name":"Dementia","url":"https://www.academia.edu/Documents/in/Dementia?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3776" rel="nofollow" href="https://www.academia.edu/Documents/in/Alzheimers_Disease">Alzheimer's Disease</a>, <script data-card-contents-for-ri="3776" type="text/json">{"id":3776,"name":"Alzheimer's Disease","url":"https://www.academia.edu/Documents/in/Alzheimers_Disease?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4212" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognition">Cognition</a><script data-card-contents-for-ri="4212" type="text/json">{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=1595","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=3321583]'), work: {"id":3321583,"title":"A comparison of Neuropsychological Test Battery (NTB) and ADAS-cog based on Alzheimer’s disease clinical trials.","created_at":"2013-04-17T23:20:24.738-07:00","url":"https://www.academia.edu/3321583/A_comparison_of_Neuropsychological_Test_Battery_NTB_and_ADAS_cog_based_on_Alzheimer_s_disease_clinical_trials?f_ri=1595","dom_id":"work_3321583","summary":"Background: It has been suggested that the ADAS-Cog is not uniformly sensitive to measuring cognitive decline in Alzheimer disease across mild and moderate patients. As a result, the NTB (neuropsychological test battery) was introduced as an alternative which measures cognitive de- cline in both mild and moderate patients equally well (Harrison et al, Arch Neurol 64:1323-9, 2007). Methods: The psychometric properties of NTB are examined in two randomized, double-blind trials; one 12-week placebo- and active-controlled (w 350 patients) and the other 24-week placebo-con- trolled (w 330). The test-retest reliability, ratio of within subject variability to between subject variability, and internal consistency of NTB in addition to correlation of NTB with other cognitive and functional measures are evaluated using data from the placebo patients. The sensitivities of NTB and ADAS-Cog are assessed as a function of baseline MMSE (Mini-Mental State Examination) scores using data from the active and the placebo arms. Results: It is confirmed that the NTB has good psychometric properties. Although the NTB and ADAS-Cog are equally sensitive in detecting change in the overall population, differences are observed when stratified by baseline MMSE scores. While the NTB is more sensitive than ADAS-Cog among the mild patients, the reverse is observed among the moderate patients. Conclusions: The NTB has good psychometric proper- ties. Based on two studies of relatively short duration, both the NTB and ADAS-Cog are shown to be good instruments for detecting drug effects on cognitive decline among AD patients. The sensitivity of these instruments needs to be evaluated in validation studies of longer duration.","downloadable_attachments":[{"id":40294158,"asset_id":3321583,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2604767,"first_name":"John","last_name":"Harrison","domain_name":"independent","page_name":"JohnHarrison128","display_name":"John Harrison","profile_url":"https://independent.academia.edu/JohnHarrison128?f_ri=1595","photo":"https://0.academia-photos.com/2604767/1061628/12865224/s65_john.harrison.jpg"}],"research_interests":[{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true},{"id":3662,"name":"Dementia","url":"https://www.academia.edu/Documents/in/Dementia?f_ri=1595","nofollow":true},{"id":3776,"name":"Alzheimer's Disease","url":"https://www.academia.edu/Documents/in/Alzheimers_Disease?f_ri=1595","nofollow":true},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=1595","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35392754" data-work_id="35392754" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35392754/Flashbulb_memories_New_challenges_and_future_perspectives">Flashbulb memories: New challenges and future perspectives</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Are Flashbulb memories special or ordinary memory formations? Are emotional, cognitive, or social factors highly relevant for the formation of Flashbulb memories? How can sociological, historical, and cultural issues help us to understand... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35392754" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Are Flashbulb memories special or ordinary memory formations? Are emotional, cognitive, or social factors highly relevant for the formation of Flashbulb memories? How can sociological, historical, and cultural issues help us to understand the process? What is the difference between Flashbulb memories, memories of traumatic experiences, and highly vivid personal memories? How can we provide a valid and reliable measure for Flashbulb memories?<br /><br />This edition of Flashbulb Memories: New Challenges and Future Perspectives revisits these questions, considering significant new evidence and research in the field. It now includes additional chapters focusing on experimental investigations, and review studies on positive vs. negative Flashbulb memories.<br /><br />Bringing together leading international researchers, the book presents significant progress in this area of research, which has remained divisive for the past 40 years. The discussion of Flashbulb memories also contributes to the understanding of the general functioning of autobiographical memory. It will provide essential reading for researchers in Flashbulb memories and will be of great interest to those in related areas such as cognitive psychology, social psychology, cross-cultural psychology, sociology, political sciences, and history, as well as clinicians dealing with those who have strong Flashbulb memories after personal traumatic events.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35392754" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a0ba8964cc1bdba6f008bfb5c6302e35" rel="nofollow" data-download="{"attachment_id":57478414,"asset_id":35392754,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57478414/download_file?st=MTc0MDE0OTYzNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="224387" href="https://uclouvain.academia.edu/OlivierLuminet">Olivier Luminet</a><script data-card-contents-for-user="224387" type="text/json">{"id":224387,"first_name":"Olivier","last_name":"Luminet","domain_name":"uclouvain","page_name":"OlivierLuminet","display_name":"Olivier Luminet","profile_url":"https://uclouvain.academia.edu/OlivierLuminet?f_ri=1595","photo":"https://0.academia-photos.com/224387/250281/295810/s65_olivier.luminet.jpg"}</script></span></span></li><li class="js-paper-rank-work_35392754 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35392754"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35392754, container: ".js-paper-rank-work_35392754", }); });</script></li><li class="js-percentile-work_35392754 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35392754; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_35392754"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_35392754 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="35392754"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35392754; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35392754]").text(description); $(".js-view-count-work_35392754").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_35392754").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="35392754"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1595" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_">Memory (Cognitive Psychology)</a>, <script data-card-contents-for-ri="1595" type="text/json">{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="29866" rel="nofollow" href="https://www.academia.edu/Documents/in/Autobiographical_Memory">Autobiographical Memory</a>, <script data-card-contents-for-ri="29866" type="text/json">{"id":29866,"name":"Autobiographical Memory","url":"https://www.academia.edu/Documents/in/Autobiographical_Memory?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="903625" rel="nofollow" href="https://www.academia.edu/Documents/in/Flashbulb_Memory">Flashbulb Memory</a><script data-card-contents-for-ri="903625" type="text/json">{"id":903625,"name":"Flashbulb Memory","url":"https://www.academia.edu/Documents/in/Flashbulb_Memory?f_ri=1595","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35392754]'), work: {"id":35392754,"title":"Flashbulb memories: New challenges and future perspectives","created_at":"2017-12-10T08:02:18.850-08:00","url":"https://www.academia.edu/35392754/Flashbulb_memories_New_challenges_and_future_perspectives?f_ri=1595","dom_id":"work_35392754","summary":"Are Flashbulb memories special or ordinary memory formations? Are emotional, cognitive, or social factors highly relevant for the formation of Flashbulb memories? How can sociological, historical, and cultural issues help us to understand the process? What is the difference between Flashbulb memories, memories of traumatic experiences, and highly vivid personal memories? How can we provide a valid and reliable measure for Flashbulb memories?\n\nThis edition of Flashbulb Memories: New Challenges and Future Perspectives revisits these questions, considering significant new evidence and research in the field. It now includes additional chapters focusing on experimental investigations, and review studies on positive vs. negative Flashbulb memories.\n\nBringing together leading international researchers, the book presents significant progress in this area of research, which has remained divisive for the past 40 years. The discussion of Flashbulb memories also contributes to the understanding of the general functioning of autobiographical memory. It will provide essential reading for researchers in Flashbulb memories and will be of great interest to those in related areas such as cognitive psychology, social psychology, cross-cultural psychology, sociology, political sciences, and history, as well as clinicians dealing with those who have strong Flashbulb memories after personal traumatic events.","downloadable_attachments":[{"id":57478414,"asset_id":35392754,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":224387,"first_name":"Olivier","last_name":"Luminet","domain_name":"uclouvain","page_name":"OlivierLuminet","display_name":"Olivier Luminet","profile_url":"https://uclouvain.academia.edu/OlivierLuminet?f_ri=1595","photo":"https://0.academia-photos.com/224387/250281/295810/s65_olivier.luminet.jpg"}],"research_interests":[{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true},{"id":29866,"name":"Autobiographical Memory","url":"https://www.academia.edu/Documents/in/Autobiographical_Memory?f_ri=1595","nofollow":true},{"id":903625,"name":"Flashbulb Memory","url":"https://www.academia.edu/Documents/in/Flashbulb_Memory?f_ri=1595","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1567520" data-work_id="1567520" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1567520/Language_comprehenders_retain_implied_shape_and_orientation_of_objects">Language comprehenders retain implied shape and orientation of objects</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">According to theories of embodied cognition, language comprehenders simulate sensorimotor experiences to represent the meaning of what they read. Previous studies have shown that picture recognition is better if the object in the picture... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1567520" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">According to theories of embodied cognition, language comprehenders simulate sensorimotor experiences to represent the meaning of what they read. Previous studies have shown that picture recognition is better if the object in the picture matches the orientation or shape implied by a preceding sentence. In order to test whether strategic imagery may explain previous findings, language comprehenders first read a list of sentences in which objects were mentioned. Only once the complete list had been read was recognition memory tested with pictures. Recognition performance was better if the orientation or shape of the object matched that implied by the sentence, both immediately after reading the complete list of sentences and after a 45-min delay. These results suggest that previously found match effects were not due to strategic imagery and show that details of sensorimotor simulations are retained over longer periods.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1567520" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2588c760901a74d85e84afc2cdf0a60c" rel="nofollow" data-download="{"attachment_id":13966327,"asset_id":1567520,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/13966327/download_file?st=MTc0MDE0OTYzNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1764879" href="https://eur.academia.edu/DianePecher">Diane Pecher</a><script data-card-contents-for-user="1764879" type="text/json">{"id":1764879,"first_name":"Diane","last_name":"Pecher","domain_name":"eur","page_name":"DianePecher","display_name":"Diane Pecher","profile_url":"https://eur.academia.edu/DianePecher?f_ri=1595","photo":"https://0.academia-photos.com/1764879/1452950/1777072/s65_diane.pecher.jpg"}</script></span></span></li><li class="js-paper-rank-work_1567520 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1567520"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1567520, container: ".js-paper-rank-work_1567520", }); });</script></li><li class="js-percentile-work_1567520 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1567520; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_1567520"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_1567520 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="1567520"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1567520; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1567520]").text(description); $(".js-view-count-work_1567520").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1567520").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1567520"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1595" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_">Memory (Cognitive Psychology)</a>, <script data-card-contents-for-ri="1595" type="text/json">{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4420" rel="nofollow" href="https://www.academia.edu/Documents/in/Embodied_Cognition">Embodied Cognition</a>, <script data-card-contents-for-ri="4420" type="text/json">{"id":4420,"name":"Embodied Cognition","url":"https://www.academia.edu/Documents/in/Embodied_Cognition?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="51067" rel="nofollow" href="https://www.academia.edu/Documents/in/Grounded_Cognition">Grounded Cognition</a><script data-card-contents-for-ri="51067" type="text/json">{"id":51067,"name":"Grounded Cognition","url":"https://www.academia.edu/Documents/in/Grounded_Cognition?f_ri=1595","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1567520]'), work: {"id":1567520,"title":"Language comprehenders retain implied shape and orientation of objects","created_at":"2012-05-17T04:30:04.832-07:00","url":"https://www.academia.edu/1567520/Language_comprehenders_retain_implied_shape_and_orientation_of_objects?f_ri=1595","dom_id":"work_1567520","summary":"According to theories of embodied cognition, language comprehenders simulate sensorimotor experiences to represent the meaning of what they read. Previous studies have shown that picture recognition is better if the object in the picture matches the orientation or shape implied by a preceding sentence. In order to test whether strategic imagery may explain previous findings, language comprehenders first read a list of sentences in which objects were mentioned. Only once the complete list had been read was recognition memory tested with pictures. Recognition performance was better if the orientation or shape of the object matched that implied by the sentence, both immediately after reading the complete list of sentences and after a 45-min delay. These results suggest that previously found match effects were not due to strategic imagery and show that details of sensorimotor simulations are retained over longer periods.","downloadable_attachments":[{"id":13966327,"asset_id":1567520,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1764879,"first_name":"Diane","last_name":"Pecher","domain_name":"eur","page_name":"DianePecher","display_name":"Diane Pecher","profile_url":"https://eur.academia.edu/DianePecher?f_ri=1595","photo":"https://0.academia-photos.com/1764879/1452950/1777072/s65_diane.pecher.jpg"}],"research_interests":[{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true},{"id":4420,"name":"Embodied Cognition","url":"https://www.academia.edu/Documents/in/Embodied_Cognition?f_ri=1595","nofollow":true},{"id":51067,"name":"Grounded Cognition","url":"https://www.academia.edu/Documents/in/Grounded_Cognition?f_ri=1595","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_20272236" data-work_id="20272236" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/20272236/Memory_Abuse_and_Science_Questioning_Claims_about_the_False_Memory_Syndrome_Epidemic_Award_Address_for_the_American_Psychological_Associations_Award_for_Distinguished_Contributions_to_Public_Service">Memory, Abuse, and Science: Questioning Claims about the False Memory Syndrome Epidemic -- Award Address for the American†Psychological†Association's Award for Distinguished Contributions to Public Service</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Careful assessment of purported scientific discoveries and the resulting interpretations is a responsibility of every scientist. The area of memory, particularly memory for abuse, has recently seen new, highly publicized claims. These... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_20272236" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Careful assessment of purported scientific discoveries and the resulting<br />interpretations is a responsibility of every scientist. The area of memory, particularly memory<br />for abuse, has recently seen new, highly publicized claims. These include the proposal of a<br />new diagnostic category, the false memory syndrome; claims about the ease with which<br />extensive autobiographical memories can be implanted; and estimates of the extent therapists<br />use risky practices likely to cause false memory syndrome. This article suggests questions to<br />evaluate these claims and the methods used to promote them. Implications for clinical<br />standards and malpractice are discussed.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/20272236" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="76407f2021afee78a45256c454b9d7d4" rel="nofollow" data-download="{"attachment_id":41141144,"asset_id":20272236,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/41141144/download_file?st=MTc0MDE0OTYzNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="40746742" href="https://independent.academia.edu/PopeKenneth">Kenneth S Pope</a><script data-card-contents-for-user="40746742" type="text/json">{"id":40746742,"first_name":"Kenneth","last_name":"Pope","domain_name":"independent","page_name":"PopeKenneth","display_name":"Kenneth S Pope","profile_url":"https://independent.academia.edu/PopeKenneth?f_ri=1595","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_20272236 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="20272236"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 20272236, container: ".js-paper-rank-work_20272236", }); });</script></li><li class="js-percentile-work_20272236 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 20272236; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_20272236"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_20272236 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="20272236"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 20272236; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=20272236]").text(description); $(".js-view-count-work_20272236").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_20272236").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="20272236"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="226" rel="nofollow" href="https://www.academia.edu/Documents/in/Clinical_Psychology">Clinical Psychology</a>, <script data-card-contents-for-ri="226" type="text/json">{"id":226,"name":"Clinical Psychology","url":"https://www.academia.edu/Documents/in/Clinical_Psychology?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1595" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_">Memory (Cognitive Psychology)</a>, <script data-card-contents-for-ri="1595" type="text/json">{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="11452" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Studies">Memory Studies</a>, <script data-card-contents-for-ri="11452" type="text/json">{"id":11452,"name":"Memory Studies","url":"https://www.academia.edu/Documents/in/Memory_Studies?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="16683" rel="nofollow" href="https://www.academia.edu/Documents/in/False_Memory">False Memory</a><script data-card-contents-for-ri="16683" type="text/json">{"id":16683,"name":"False Memory","url":"https://www.academia.edu/Documents/in/False_Memory?f_ri=1595","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=20272236]'), work: {"id":20272236,"title":"Memory, Abuse, and Science: Questioning Claims about the False Memory Syndrome Epidemic -- Award Address for the American†Psychological†Association's Award for Distinguished Contributions to Public Service","created_at":"2016-01-14T12:59:30.103-08:00","url":"https://www.academia.edu/20272236/Memory_Abuse_and_Science_Questioning_Claims_about_the_False_Memory_Syndrome_Epidemic_Award_Address_for_the_American_Psychological_Associations_Award_for_Distinguished_Contributions_to_Public_Service?f_ri=1595","dom_id":"work_20272236","summary":"Careful assessment of purported scientific discoveries and the resulting\ninterpretations is a responsibility of every scientist. The area of memory, particularly memory\nfor abuse, has recently seen new, highly publicized claims. These include the proposal of a\nnew diagnostic category, the false memory syndrome; claims about the ease with which\nextensive autobiographical memories can be implanted; and estimates of the extent therapists\nuse risky practices likely to cause false memory syndrome. This article suggests questions to\nevaluate these claims and the methods used to promote them. Implications for clinical\nstandards and malpractice are discussed.","downloadable_attachments":[{"id":41141144,"asset_id":20272236,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":40746742,"first_name":"Kenneth","last_name":"Pope","domain_name":"independent","page_name":"PopeKenneth","display_name":"Kenneth S Pope","profile_url":"https://independent.academia.edu/PopeKenneth?f_ri=1595","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":226,"name":"Clinical Psychology","url":"https://www.academia.edu/Documents/in/Clinical_Psychology?f_ri=1595","nofollow":true},{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true},{"id":11452,"name":"Memory Studies","url":"https://www.academia.edu/Documents/in/Memory_Studies?f_ri=1595","nofollow":true},{"id":16683,"name":"False Memory","url":"https://www.academia.edu/Documents/in/False_Memory?f_ri=1595","nofollow":true},{"id":335516,"name":"False memories","url":"https://www.academia.edu/Documents/in/False_memories?f_ri=1595"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_10123170" data-work_id="10123170" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/10123170/Does_Context_dependent_Memory_Reactivation_Work_in_the_Waking_State">Does Context-dependent Memory Reactivation Work in the Waking State?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Within the framework of a M.Sc. Neurosciences Master’s thesis, the present study assessed context-dependent memory (CDM) reactivation in the waking state and oscillatory activity in the brain during music listening at rest. CDM... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_10123170" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Within the framework of a M.Sc. Neurosciences Master’s thesis, the present study assessed context-dependent memory (CDM) reactivation in the waking state and oscillatory activity in the brain during music listening at rest. CDM reactivation is a phenomenon with which memory consolidation can be experimentally manipulated by repeating the context in which memories were initially created. Music has been shown to be sufficient for the effects of context-dependent memory, but experimental reactivation using music as a context has not yet been shown. Further, many students use background music as a study aid, and it is therefore relevant to research in memory, cognition, and education. The present study investigated oscillatory activity in the brain during music listening at rest, specifically in the alpha (8-12 Hz) and beta (15-30 Hz) ranges. After performing a non-spatial face memory task with background music (Chopin’s Nocturnes), memory traces were manipulated through repeating context in a waking-state consolidation phase. Testing immediately following the consolidation phase demonstrated no effect of repeating context on performance, suggesting that CDM reactivation does not work during wakefulness. This is in line with many other studies, but should further be investigated during slow-wave sleep to determine the usefulness of music as context on CDM reactivation as a whole. Further, the condition in which there was no music during consolidatiion exhibited lower power in the alpha (8-12 Hz) range compared to the music conditions. This is in line with previous research and supports the idea of alpha activity representing cortical inhibition. Moreover, alpha activity was localized to the occipital electrodes, suggesting localization to the visual cortex. No effect of condition was found on beta power, but it was found to be higher over temporal and temporoparietal electrodes, suggesting localization to temporal cortical areas, including auditory cortex. The results presented here clarify some discrepancies in previously published literature, but the question remains of the effectiveness of CDM reactivation in wakefulness and of the nature of oscillatory neural activity during music listening and its functional effects on memory task performance.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/10123170" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="56e3a25bf983aaac33cef675dc7b32b5" rel="nofollow" data-download="{"attachment_id":36238453,"asset_id":10123170,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36238453/download_file?st=MTc0MDE0OTYzNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4414133" href="https://uni-regensburg.academia.edu/AlexanderChockley">Alexander Chockley</a><script data-card-contents-for-user="4414133" type="text/json">{"id":4414133,"first_name":"Alexander","last_name":"Chockley","domain_name":"uni-regensburg","page_name":"AlexanderChockley","display_name":"Alexander Chockley","profile_url":"https://uni-regensburg.academia.edu/AlexanderChockley?f_ri=1595","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_10123170 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="10123170"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 10123170, container: ".js-paper-rank-work_10123170", }); 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$(".js-view-count[data-work-id=10123170]").text(description); $(".js-view-count-work_10123170").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_10123170").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="10123170"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="671" rel="nofollow" href="https://www.academia.edu/Documents/in/Music">Music</a>, <script data-card-contents-for-ri="671" type="text/json">{"id":671,"name":"Music","url":"https://www.academia.edu/Documents/in/Music?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1595" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_">Memory (Cognitive Psychology)</a>, <script data-card-contents-for-ri="1595" type="text/json">{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10402" rel="nofollow" href="https://www.academia.edu/Documents/in/EEG">EEG</a>, <script data-card-contents-for-ri="10402" type="text/json">{"id":10402,"name":"EEG","url":"https://www.academia.edu/Documents/in/EEG?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="11452" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Studies">Memory Studies</a><script data-card-contents-for-ri="11452" type="text/json">{"id":11452,"name":"Memory Studies","url":"https://www.academia.edu/Documents/in/Memory_Studies?f_ri=1595","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=10123170]'), work: {"id":10123170,"title":"Does Context-dependent Memory Reactivation Work in the Waking State?","created_at":"2015-01-12T03:20:08.132-08:00","url":"https://www.academia.edu/10123170/Does_Context_dependent_Memory_Reactivation_Work_in_the_Waking_State?f_ri=1595","dom_id":"work_10123170","summary":"Within the framework of a M.Sc. Neurosciences Master’s thesis, the present study assessed context-dependent memory (CDM) reactivation in the waking state and oscillatory activity in the brain during music listening at rest. CDM reactivation is a phenomenon with which memory consolidation can be experimentally manipulated by repeating the context in which memories were initially created. Music has been shown to be sufficient for the effects of context-dependent memory, but experimental reactivation using music as a context has not yet been shown. Further, many students use background music as a study aid, and it is therefore relevant to research in memory, cognition, and education. The present study investigated oscillatory activity in the brain during music listening at rest, specifically in the alpha (8-12 Hz) and beta (15-30 Hz) ranges. After performing a non-spatial face memory task with background music (Chopin’s Nocturnes), memory traces were manipulated through repeating context in a waking-state consolidation phase. Testing immediately following the consolidation phase demonstrated no effect of repeating context on performance, suggesting that CDM reactivation does not work during wakefulness. This is in line with many other studies, but should further be investigated during slow-wave sleep to determine the usefulness of music as context on CDM reactivation as a whole. Further, the condition in which there was no music during consolidatiion exhibited lower power in the alpha (8-12 Hz) range compared to the music conditions. This is in line with previous research and supports the idea of alpha activity representing cortical inhibition. Moreover, alpha activity was localized to the occipital electrodes, suggesting localization to the visual cortex. No effect of condition was found on beta power, but it was found to be higher over temporal and temporoparietal electrodes, suggesting localization to temporal cortical areas, including auditory cortex. The results presented here clarify some discrepancies in previously published literature, but the question remains of the effectiveness of CDM reactivation in wakefulness and of the nature of oscillatory neural activity during music listening and its functional effects on memory task performance.\t ","downloadable_attachments":[{"id":36238453,"asset_id":10123170,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4414133,"first_name":"Alexander","last_name":"Chockley","domain_name":"uni-regensburg","page_name":"AlexanderChockley","display_name":"Alexander Chockley","profile_url":"https://uni-regensburg.academia.edu/AlexanderChockley?f_ri=1595","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":671,"name":"Music","url":"https://www.academia.edu/Documents/in/Music?f_ri=1595","nofollow":true},{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true},{"id":10402,"name":"EEG","url":"https://www.academia.edu/Documents/in/EEG?f_ri=1595","nofollow":true},{"id":11452,"name":"Memory Studies","url":"https://www.academia.edu/Documents/in/Memory_Studies?f_ri=1595","nofollow":true},{"id":46081,"name":"Memory Consolidation","url":"https://www.academia.edu/Documents/in/Memory_Consolidation?f_ri=1595"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_12032213" data-work_id="12032213" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/12032213/Child_and_Adolescent_Learning_0_19_The_role_of_memory_in_foreign_language_learning">Child and Adolescent Learning 0-19: The role of memory in foreign language learning</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Action research based on memory retention (or lack of) and its effect on outcomes in the Modern Foreign Language classroom.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12032213" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5b9d33e9112d1e4d708abee078cbc2b9" rel="nofollow" data-download="{"attachment_id":37363437,"asset_id":12032213,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37363437/download_file?st=MTc0MDE0OTYzNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="29976655" href="https://cardiff.academia.edu/HayleyBendle">Hayley Bendle</a><script data-card-contents-for-user="29976655" type="text/json">{"id":29976655,"first_name":"Hayley","last_name":"Bendle","domain_name":"cardiff","page_name":"HayleyBendle","display_name":"Hayley Bendle","profile_url":"https://cardiff.academia.edu/HayleyBendle?f_ri=1595","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_12032213 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="12032213"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 12032213, container: ".js-paper-rank-work_12032213", }); });</script></li><li class="js-percentile-work_12032213 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12032213; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_12032213"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_12032213 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="12032213"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12032213; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12032213]").text(description); $(".js-view-count-work_12032213").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_12032213").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="12032213"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1595" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_">Memory (Cognitive Psychology)</a>, <script data-card-contents-for-ri="1595" type="text/json">{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1716" rel="nofollow" href="https://www.academia.edu/Documents/in/Action_Research">Action Research</a>, <script data-card-contents-for-ri="1716" type="text/json">{"id":1716,"name":"Action Research","url":"https://www.academia.edu/Documents/in/Action_Research?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8538" rel="nofollow" href="https://www.academia.edu/Documents/in/Working_Memory">Working Memory</a><script data-card-contents-for-ri="8538" type="text/json">{"id":8538,"name":"Working Memory","url":"https://www.academia.edu/Documents/in/Working_Memory?f_ri=1595","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=12032213]'), work: {"id":12032213,"title":"Child and Adolescent Learning 0-19: The role of memory in foreign language learning","created_at":"2015-04-20T12:39:23.929-07:00","url":"https://www.academia.edu/12032213/Child_and_Adolescent_Learning_0_19_The_role_of_memory_in_foreign_language_learning?f_ri=1595","dom_id":"work_12032213","summary":"Action research based on memory retention (or lack of) and its effect on outcomes in the Modern Foreign Language classroom. ","downloadable_attachments":[{"id":37363437,"asset_id":12032213,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":29976655,"first_name":"Hayley","last_name":"Bendle","domain_name":"cardiff","page_name":"HayleyBendle","display_name":"Hayley Bendle","profile_url":"https://cardiff.academia.edu/HayleyBendle?f_ri=1595","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=1595","nofollow":true},{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true},{"id":1716,"name":"Action Research","url":"https://www.academia.edu/Documents/in/Action_Research?f_ri=1595","nofollow":true},{"id":8538,"name":"Working Memory","url":"https://www.academia.edu/Documents/in/Working_Memory?f_ri=1595","nofollow":true},{"id":11452,"name":"Memory Studies","url":"https://www.academia.edu/Documents/in/Memory_Studies?f_ri=1595"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_4680271" data-work_id="4680271" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/4680271/The_cognitive_cerebellum_A_big_role_in_psychology_for_the_little_brain">The cognitive cerebellum: A big role in psychology for the 'little brain'?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Most contemporary text books of neurology and of psychology pay little attention to the function of the cerebellum beyond noting it to be an organ of motor control. A historical overview of research on cerebellar function is presented,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_4680271" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Most contemporary text books of neurology and of psychology pay little attention to the function of the cerebellum beyond noting it to be an organ of motor control. A historical overview of research on cerebellar function is presented, from pre-Sherrinton suggestions of sensory and motor function, through the post-Sherrinton and dominant 20 th . Century view of "motor" function, to the 21 st . century perspective of "sensorimotor" function. The intrinsic capability of the cerebellum is briefly considered in terms of: its size/complexity/capacity; its information representation/processing characteristics (with "a particular computational function"); its sensory information processing capability; and, its role in sensorimotor regulatory control. It is suggested that the cerebellum can process sensorimotor stimulus information in a statistical (connectionist type) manner and respond to in on the basis of its own learning based sensorimotor representations, albeit at a "level" that does not necessarily involve cerebral "awareness".</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/4680271" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6789cd6fbfec4741215f8fa66334adbc" rel="nofollow" data-download="{"attachment_id":32016049,"asset_id":4680271,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/32016049/download_file?st=MTc0MDE0OTYzNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5068174" href="https://independent.academia.edu/EricParkins">Eric Parkins</a><script data-card-contents-for-user="5068174" type="text/json">{"id":5068174,"first_name":"Eric","last_name":"Parkins","domain_name":"independent","page_name":"EricParkins","display_name":"Eric Parkins","profile_url":"https://independent.academia.edu/EricParkins?f_ri=1595","photo":"https://0.academia-photos.com/5068174/2211302/2663294/s65_eric.parkins.jpg"}</script></span></span></li><li class="js-paper-rank-work_4680271 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="4680271"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 4680271, container: ".js-paper-rank-work_4680271", }); 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$(".js-view-count[data-work-id=4680271]").text(description); $(".js-view-count-work_4680271").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_4680271").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="4680271"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">251</a>  </div><span class="InlineList-item-text u-textTruncate u-pl11x"><a class="InlineList-item-text" data-has-card-for-ri="155" rel="nofollow" href="https://www.academia.edu/Documents/in/Evolutionary_Biology">Evolutionary Biology</a>, <script data-card-contents-for-ri="155" type="text/json">{"id":155,"name":"Evolutionary Biology","url":"https://www.academia.edu/Documents/in/Evolutionary_Biology?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="161" rel="nofollow" href="https://www.academia.edu/Documents/in/Neuroscience">Neuroscience</a>, <script data-card-contents-for-ri="161" type="text/json">{"id":161,"name":"Neuroscience","url":"https://www.academia.edu/Documents/in/Neuroscience?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="224" rel="nofollow" href="https://www.academia.edu/Documents/in/Behavioural_Science">Behavioural Science</a><script data-card-contents-for-ri="224" type="text/json">{"id":224,"name":"Behavioural Science","url":"https://www.academia.edu/Documents/in/Behavioural_Science?f_ri=1595","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=4680271]'), work: {"id":4680271,"title":"The cognitive cerebellum: A big role in psychology for the 'little brain'?","created_at":"2013-10-04T20:51:49.126-07:00","url":"https://www.academia.edu/4680271/The_cognitive_cerebellum_A_big_role_in_psychology_for_the_little_brain?f_ri=1595","dom_id":"work_4680271","summary":"Most contemporary text books of neurology and of psychology pay little attention to the function of the cerebellum beyond noting it to be an organ of motor control. A historical overview of research on cerebellar function is presented, from pre-Sherrinton suggestions of sensory and motor function, through the post-Sherrinton and dominant 20 th . Century view of \"motor\" function, to the 21 st . century perspective of \"sensorimotor\" function. The intrinsic capability of the cerebellum is briefly considered in terms of: its size/complexity/capacity; its information representation/processing characteristics (with \"a particular computational function\"); its sensory information processing capability; and, its role in sensorimotor regulatory control. 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})();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_2025302 coauthored" data-work_id="2025302" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/2025302/Working_Memory_for_visual_and_haptic_targets_A_study_using_the_interference_paradigm">Working Memory for visual and haptic targets: A study using the interference paradigm</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Working Memory is an outstanding mental resource with limited capacity that temporarily maintains and stores information. Although psychophysical studies demonstrated analogous neural mechanisms for WM across tactile and visual... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_2025302" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Working Memory is an outstanding mental resource with limited capacity that temporarily maintains and stores information. Although psychophysical studies demonstrated analogous neural mechanisms for WM across tactile and visual modalities, haptic WM is generally more limited and shows more variability than visual WM. In a previous study, we found larger spans for visual than for haptic spatial WM using a dual-task paradigm. In the present study, we tested the hypothesis that haptically encoded information would be more sensitive to interference than visually encoded information. Because spatial and verbal interference tasks produce negative effects on WM, we introduced two new non-spatial interference tasks. We predict that spatial interference will impair performance in both modalities, but more in touch than in vision. Moreover, the impairment would be greater when the primary and the interference tasks would be performed using the same perceptual modality. To test these hypotheses, we used a dual-task paradigm with two primary task (visual, haptic) combined with four secondary tasks (auditory, visual-static, spatial-visual, and spatial-haptic).</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/2025302" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="aab19d80f5f27bca42cd4a696b51f550" rel="nofollow" data-download="{"attachment_id":29561877,"asset_id":2025302,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/29561877/download_file?st=MTc0MDE0OTYzNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2480736" href="https://udima.academia.edu/ManuelSebastian">Manuel Sebastián</a><script data-card-contents-for-user="2480736" type="text/json">{"id":2480736,"first_name":"Manuel","last_name":"Sebastián","domain_name":"udima","page_name":"ManuelSebastian","display_name":"Manuel Sebastián","profile_url":"https://udima.academia.edu/ManuelSebastian?f_ri=1595","photo":"https://0.academia-photos.com/2480736/825460/1025979/s65_manuel.sebasti_n.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-2025302">+2</span><div class="hidden js-additional-users-2025302"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://uned.academia.edu/SoledadBallesteros">Soledad Ballesteros</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://uned.academia.edu/JMayas">J. Mayas</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-2025302'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-2025302').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_2025302 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="2025302"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 2025302, container: ".js-paper-rank-work_2025302", }); });</script></li><li class="js-percentile-work_2025302 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2025302; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_2025302"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_2025302 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="2025302"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2025302; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2025302]").text(description); $(".js-view-count-work_2025302").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_2025302").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="2025302"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="236" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Psychology">Cognitive Psychology</a>, <script data-card-contents-for-ri="236" type="text/json">{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="258" rel="nofollow" href="https://www.academia.edu/Documents/in/Experimental_Psychology">Experimental Psychology</a>, <script data-card-contents-for-ri="258" type="text/json">{"id":258,"name":"Experimental Psychology","url":"https://www.academia.edu/Documents/in/Experimental_Psychology?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1595" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_">Memory (Cognitive Psychology)</a>, <script data-card-contents-for-ri="1595" type="text/json">{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8538" rel="nofollow" href="https://www.academia.edu/Documents/in/Working_Memory">Working Memory</a><script data-card-contents-for-ri="8538" type="text/json">{"id":8538,"name":"Working Memory","url":"https://www.academia.edu/Documents/in/Working_Memory?f_ri=1595","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=2025302]'), work: {"id":2025302,"title":"Working Memory for visual and haptic targets: A study using the interference paradigm","created_at":"2012-10-13T07:13:32.284-07:00","url":"https://www.academia.edu/2025302/Working_Memory_for_visual_and_haptic_targets_A_study_using_the_interference_paradigm?f_ri=1595","dom_id":"work_2025302","summary":"Working Memory is an outstanding mental resource with limited capacity that temporarily maintains and stores information. Although psychophysical studies demonstrated analogous neural mechanisms for WM across tactile and visual modalities, haptic WM is generally more limited and shows more variability than visual WM. In a previous study, we found larger spans for visual than for haptic spatial WM using a dual-task paradigm. In the present study, we tested the hypothesis that haptically encoded information would be more sensitive to interference than visually encoded information. Because spatial and verbal interference tasks produce negative effects on WM, we introduced two new non-spatial interference tasks. We predict that spatial interference will impair performance in both modalities, but more in touch than in vision. Moreover, the impairment would be greater when the primary and the interference tasks would be performed using the same perceptual modality. To test these hypotheses, we used a dual-task paradigm with two primary task (visual, haptic) combined with four secondary tasks (auditory, visual-static, spatial-visual, and spatial-haptic).","downloadable_attachments":[{"id":29561877,"asset_id":2025302,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2480736,"first_name":"Manuel","last_name":"Sebastián","domain_name":"udima","page_name":"ManuelSebastian","display_name":"Manuel Sebastián","profile_url":"https://udima.academia.edu/ManuelSebastian?f_ri=1595","photo":"https://0.academia-photos.com/2480736/825460/1025979/s65_manuel.sebasti_n.png"},{"id":32568651,"first_name":"Soledad","last_name":"Ballesteros","domain_name":"uned","page_name":"SoledadBallesteros","display_name":"Soledad Ballesteros","profile_url":"https://uned.academia.edu/SoledadBallesteros?f_ri=1595","photo":"/images/s65_no_pic.png"},{"id":34775728,"first_name":"J.","last_name":"Mayas","domain_name":"uned","page_name":"JMayas","display_name":"J. Mayas","profile_url":"https://uned.academia.edu/JMayas?f_ri=1595","photo":"https://0.academia-photos.com/34775728/10142693/11317528/s65_j..mayas.jpg"}],"research_interests":[{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=1595","nofollow":true},{"id":258,"name":"Experimental Psychology","url":"https://www.academia.edu/Documents/in/Experimental_Psychology?f_ri=1595","nofollow":true},{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true},{"id":8538,"name":"Working Memory","url":"https://www.academia.edu/Documents/in/Working_Memory?f_ri=1595","nofollow":true},{"id":10482,"name":"Haptics","url":"https://www.academia.edu/Documents/in/Haptics?f_ri=1595"},{"id":11452,"name":"Memory Studies","url":"https://www.academia.edu/Documents/in/Memory_Studies?f_ri=1595"}]}, }) } })();</script></ul></li></ul></div></div><div 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itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="62678364" href="https://independent.academia.edu/SulpicioCasil">Sulpicio J Casil</a><script data-card-contents-for-user="62678364" type="text/json">{"id":62678364,"first_name":"Sulpicio","last_name":"Casil","domain_name":"independent","page_name":"SulpicioCasil","display_name":"Sulpicio J Casil","profile_url":"https://independent.academia.edu/SulpicioCasil?f_ri=1595","photo":"https://0.academia-photos.com/62678364/16262847/16674095/s65_sulpicio.casil.jpg"}</script></span></span></li><li class="js-paper-rank-work_32306423 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="32306423"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 32306423, container: ".js-paper-rank-work_32306423", }); 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Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1595" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_">Memory (Cognitive Psychology)</a><script data-card-contents-for-ri="1595" type="text/json">{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=32306423]'), work: {"id":32306423,"title":"How to Get Everything You Want — Faster Than You Ever Thought Possible","created_at":"2017-04-06T17:13:24.515-07:00","url":"https://www.academia.edu/32306423/How_to_Get_Everything_You_Want_Faster_Than_You_Ever_Thought_Possible?f_ri=1595","dom_id":"work_32306423","summary":"How to get everything you want faster than you ever thought possible.","downloadable_attachments":[{"id":52520218,"asset_id":32306423,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":62678364,"first_name":"Sulpicio","last_name":"Casil","domain_name":"independent","page_name":"SulpicioCasil","display_name":"Sulpicio J Casil","profile_url":"https://independent.academia.edu/SulpicioCasil?f_ri=1595","photo":"https://0.academia-photos.com/62678364/16262847/16674095/s65_sulpicio.casil.jpg"}],"research_interests":[{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=1595","nofollow":true},{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_4603725" data-work_id="4603725" itemscope="itemscope" 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data-download="{"attachment_id":34664400,"asset_id":4603725,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/34664400/download_file?st=MTc0MDE0OTYzNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2967220" href="https://meditatelive.academia.edu/rudolphbauer">rudolph bauer</a><script data-card-contents-for-user="2967220" 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type="text/json">{"id":226,"name":"Clinical Psychology","url":"https://www.academia.edu/Documents/in/Clinical_Psychology?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="236" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Psychology">Cognitive Psychology</a>, <script data-card-contents-for-ri="236" type="text/json">{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="240" rel="nofollow" href="https://www.academia.edu/Documents/in/Organizational_Psychology">Organizational Psychology</a><script data-card-contents-for-ri="240" type="text/json">{"id":240,"name":"Organizational Psychology","url":"https://www.academia.edu/Documents/in/Organizational_Psychology?f_ri=1595","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=4603725]'), work: {"id":4603725,"title":"Cognitive style and perception of success and failure","created_at":"2013-09-27T02:44:51.984-07:00","url":"https://www.academia.edu/4603725/Cognitive_style_and_perception_of_success_and_failure?f_ri=1595","dom_id":"work_4603725","summary":null,"downloadable_attachments":[{"id":34664400,"asset_id":4603725,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2967220,"first_name":"rudolph","last_name":"bauer","domain_name":"meditatelive","page_name":"rudolphbauer","display_name":"rudolph bauer","profile_url":"https://meditatelive.academia.edu/rudolphbauer?f_ri=1595","photo":"https://0.academia-photos.com/2967220/982632/1229615/s65_rudolph.bauer.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=1595","nofollow":true},{"id":226,"name":"Clinical 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Perspective","url":"https://www.academia.edu/Documents/in/Time_Perspective?f_ri=1595"},{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation?f_ri=1595"},{"id":174830,"name":"Hopelessness","url":"https://www.academia.edu/Documents/in/Hopelessness?f_ri=1595"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_23875583" data-work_id="23875583" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/23875583/Forks_in_the_road_Memories_of_turning_points_and_transitions">Forks in the road: Memories of turning points and transitions</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Turning points and transitions are both life events marked by significant change. Whereas turning points are personal changes in life direction, transitions are external changes in daily circumstances. Transition-linked turning points are... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_23875583" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Turning points and transitions are both life events marked by significant change. Whereas turning points are personal changes in life direction, transitions are external changes in daily circumstances. Transition-linked turning points are events that fit both of these definitions. Although transitions and turning points have been examined separately, the current study is the first empirical comparison of these types of events and their overlap. Differences in the characteristics of adults’ autobiographical memories of turning points, transitions, and transition-linked turning points were compared using a within-subjects design. Memories of transition-linked turning points and turning points were more central to participants’ life stories than transitions, whereas memories of transitions had more similarities in content, particularly location, with related memories. These results suggest that transitions organize autobiographical memory whereas turning points anchor the life story</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/23875583" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0b5a422b49892b2e1e0ed4cba0f92b92" rel="nofollow" data-download="{"attachment_id":44266159,"asset_id":23875583,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44266159/download_file?st=MTc0MDE0OTYzNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2047" href="https://lafayette.academia.edu/JenniferTalarico">Jennifer Talarico</a><script data-card-contents-for-user="2047" type="text/json">{"id":2047,"first_name":"Jennifer","last_name":"Talarico","domain_name":"lafayette","page_name":"JenniferTalarico","display_name":"Jennifer Talarico","profile_url":"https://lafayette.academia.edu/JenniferTalarico?f_ri=1595","photo":"https://0.academia-photos.com/2047/971/5264917/s65_jennifer.talarico.jpg"}</script></span></span></li><li class="js-paper-rank-work_23875583 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="23875583"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 23875583, container: ".js-paper-rank-work_23875583", }); });</script></li><li class="js-percentile-work_23875583 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 23875583; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_23875583"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_23875583 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="23875583"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23875583; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=23875583]").text(description); $(".js-view-count-work_23875583").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_23875583").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="23875583"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="1595" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_">Memory (Cognitive Psychology)</a><script data-card-contents-for-ri="1595" type="text/json">{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=23875583]'), work: {"id":23875583,"title":"Forks in the road: Memories of turning points and transitions","created_at":"2016-03-31T10:23:16.921-07:00","url":"https://www.academia.edu/23875583/Forks_in_the_road_Memories_of_turning_points_and_transitions?f_ri=1595","dom_id":"work_23875583","summary":"Turning points and transitions are both life events marked by significant change. Whereas turning points are personal changes in life direction, transitions are external changes in daily circumstances. Transition-linked turning points are events that fit both of these definitions. Although transitions and turning points have been examined separately, the current study is the first empirical comparison of these types of events and their overlap. Differences in the characteristics of adults’ autobiographical memories of turning points, transitions, and transition-linked turning points were compared using a within-subjects design. Memories of transition-linked turning points and turning points were more central to participants’ life stories than transitions, whereas memories of transitions had more similarities in content, particularly location, with related memories. These results suggest that transitions organize autobiographical memory whereas turning points anchor the life story","downloadable_attachments":[{"id":44266159,"asset_id":23875583,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2047,"first_name":"Jennifer","last_name":"Talarico","domain_name":"lafayette","page_name":"JenniferTalarico","display_name":"Jennifer Talarico","profile_url":"https://lafayette.academia.edu/JenniferTalarico?f_ri=1595","photo":"https://0.academia-photos.com/2047/971/5264917/s65_jennifer.talarico.jpg"}],"research_interests":[{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_5536217" data-work_id="5536217" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/5536217/The_Role_of_Inhibitory_Control_in_Forgetting_Semantic_Knowledge">The Role of Inhibitory Control in Forgetting Semantic Knowledge</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Previous research has shown that episodic retrieval recruits inhibitory processes that impair memory for related events. We report two experiments examining whether inhibitory processes may also be involved in causing semantic memory... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_5536217" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Previous research has shown that episodic retrieval <br />recruits inhibitory processes that impair memory for related <br />events. We report two experiments examining whether inhibitory <br />processes may also be involved in causing semantic memory <br />lapses. In a semantic retrieval-practice paradigm, subjects were <br />given trials presenting a cue (a homograph in Experiment 1, a <br />category in Experiment 2) linked to many different items in <br />semantic memory. For each cue, subjects used general knowledge <br />to generate no (baseline), one, four, or eight different items <br />of semantic knowledge. Afterward, we determined through an <br />apparently unrelated free-association test whether a critical <br />nonpracticed concept associated to the cue had been inhibited. <br />Both experiments found that generating items from semantic <br />memory suppressed competing concepts, and that this impairment <br />was cue independent. These findings show that inhibitory <br />control processes overcome interference during semantic retrieval <br />and that recruitment of these processes may contribute to <br />semantic forgetting.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/5536217" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2fe074f320f96635820b68d8a15a1fbc" rel="nofollow" data-download="{"attachment_id":32634873,"asset_id":5536217,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/32634873/download_file?st=MTc0MDE0OTYzNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7486809" href="https://cambridge.academia.edu/MichaelAnderson">Michael Anderson</a><script data-card-contents-for-user="7486809" type="text/json">{"id":7486809,"first_name":"Michael","last_name":"Anderson","domain_name":"cambridge","page_name":"MichaelAnderson","display_name":"Michael Anderson","profile_url":"https://cambridge.academia.edu/MichaelAnderson?f_ri=1595","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_5536217 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="5536217"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 5536217, container: ".js-paper-rank-work_5536217", }); });</script></li><li class="js-percentile-work_5536217 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5536217; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_5536217"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_5536217 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="5536217"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5536217; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5536217]").text(description); $(".js-view-count-work_5536217").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_5536217").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="5536217"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="236" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Psychology">Cognitive Psychology</a>, <script data-card-contents-for-ri="236" type="text/json">{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1595" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_">Memory (Cognitive Psychology)</a>, <script data-card-contents-for-ri="1595" type="text/json">{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9189" rel="nofollow" href="https://www.academia.edu/Documents/in/Semantic_Memory">Semantic Memory</a>, <script data-card-contents-for-ri="9189" type="text/json">{"id":9189,"name":"Semantic Memory","url":"https://www.academia.edu/Documents/in/Semantic_Memory?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10793" rel="nofollow" href="https://www.academia.edu/Documents/in/Retrieval-Induced_Forgetting">Retrieval-Induced Forgetting</a><script data-card-contents-for-ri="10793" type="text/json">{"id":10793,"name":"Retrieval-Induced Forgetting","url":"https://www.academia.edu/Documents/in/Retrieval-Induced_Forgetting?f_ri=1595","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=5536217]'), work: {"id":5536217,"title":"The Role of Inhibitory Control in Forgetting Semantic Knowledge","created_at":"2013-12-26T22:54:31.136-08:00","url":"https://www.academia.edu/5536217/The_Role_of_Inhibitory_Control_in_Forgetting_Semantic_Knowledge?f_ri=1595","dom_id":"work_5536217","summary":"Previous research has shown that episodic retrieval\r\nrecruits inhibitory processes that impair memory for related\r\nevents. We report two experiments examining whether inhibitory\r\nprocesses may also be involved in causing semantic memory\r\nlapses. In a semantic retrieval-practice paradigm, subjects were\r\ngiven trials presenting a cue (a homograph in Experiment 1, a\r\ncategory in Experiment 2) linked to many different items in\r\nsemantic memory. For each cue, subjects used general knowledge\r\nto generate no (baseline), one, four, or eight different items\r\nof semantic knowledge. Afterward, we determined through an\r\napparently unrelated free-association test whether a critical\r\nnonpracticed concept associated to the cue had been inhibited.\r\nBoth experiments found that generating items from semantic\r\nmemory suppressed competing concepts, and that this impairment\r\nwas cue independent. These findings show that inhibitory\r\ncontrol processes overcome interference during semantic retrieval\r\nand that recruitment of these processes may contribute to\r\nsemantic forgetting.","downloadable_attachments":[{"id":32634873,"asset_id":5536217,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7486809,"first_name":"Michael","last_name":"Anderson","domain_name":"cambridge","page_name":"MichaelAnderson","display_name":"Michael Anderson","profile_url":"https://cambridge.academia.edu/MichaelAnderson?f_ri=1595","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=1595","nofollow":true},{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true},{"id":9189,"name":"Semantic Memory","url":"https://www.academia.edu/Documents/in/Semantic_Memory?f_ri=1595","nofollow":true},{"id":10793,"name":"Retrieval-Induced Forgetting","url":"https://www.academia.edu/Documents/in/Retrieval-Induced_Forgetting?f_ri=1595","nofollow":true},{"id":11632,"name":"Executive Functions (Cognitive Neuroscience)","url":"https://www.academia.edu/Documents/in/Executive_Functions_Cognitive_Neuroscience_?f_ri=1595"},{"id":33732,"name":"Executive Function","url":"https://www.academia.edu/Documents/in/Executive_Function?f_ri=1595"},{"id":43773,"name":"Forgetting","url":"https://www.academia.edu/Documents/in/Forgetting?f_ri=1595"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory?f_ri=1595"},{"id":51869,"name":"Cognitive Inhibition","url":"https://www.academia.edu/Documents/in/Cognitive_Inhibition?f_ri=1595"},{"id":58734,"name":"Episodic and Semantic Memory","url":"https://www.academia.edu/Documents/in/Episodic_and_Semantic_Memory?f_ri=1595"},{"id":217660,"name":"Inhibitory Control","url":"https://www.academia.edu/Documents/in/Inhibitory_Control?f_ri=1595"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_4806239" data-work_id="4806239" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/4806239/Hippocampus_Involvement_in_Explicit_Memory_Processes_Related_to_Trauma">Hippocampus Involvement in Explicit Memory Processes Related to Trauma</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This brief paper provides a review of some of the literature regarding the constructs and nature of memory as formed through the hippocampus. It examines the processes of explicit memory, key neurotransmitters as well as structural... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_4806239" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This brief paper provides a review of some of the literature regarding the constructs and nature of memory as formed through the hippocampus. It examines the processes of explicit memory, key neurotransmitters as well as structural differences with internal functioning in the hippocampus.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/4806239" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="90808ee3492fdf84c36b62e2a82000ed" rel="nofollow" data-download="{"attachment_id":32104015,"asset_id":4806239,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/32104015/download_file?st=MTc0MDE0OTYzNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5233022" href="https://un-lincoln.academia.edu/ThomasGross">Thomas Gross</a><script data-card-contents-for-user="5233022" type="text/json">{"id":5233022,"first_name":"Thomas","last_name":"Gross","domain_name":"un-lincoln","page_name":"ThomasGross","display_name":"Thomas Gross","profile_url":"https://un-lincoln.academia.edu/ThomasGross?f_ri=1595","photo":"https://0.academia-photos.com/5233022/2303727/4057263/s65_thomas.gross.jpg"}</script></span></span></li><li class="js-paper-rank-work_4806239 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="4806239"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 4806239, container: ".js-paper-rank-work_4806239", }); });</script></li><li class="js-percentile-work_4806239 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 4806239; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_4806239"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_4806239 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="4806239"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 4806239; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=4806239]").text(description); $(".js-view-count-work_4806239").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_4806239").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="4806239"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1595" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_">Memory (Cognitive Psychology)</a>, <script data-card-contents-for-ri="1595" type="text/json">{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="42695" rel="nofollow" href="https://www.academia.edu/Documents/in/Post_traumatic_stress_disorder">Post traumatic stress disorder</a>, <script data-card-contents-for-ri="42695" type="text/json">{"id":42695,"name":"Post traumatic stress disorder","url":"https://www.academia.edu/Documents/in/Post_traumatic_stress_disorder?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="57556" rel="nofollow" href="https://www.academia.edu/Documents/in/Hippocampus">Hippocampus</a>, <script data-card-contents-for-ri="57556" type="text/json">{"id":57556,"name":"Hippocampus","url":"https://www.academia.edu/Documents/in/Hippocampus?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="61474" rel="nofollow" href="https://www.academia.edu/Documents/in/Brain">Brain</a><script data-card-contents-for-ri="61474" type="text/json">{"id":61474,"name":"Brain","url":"https://www.academia.edu/Documents/in/Brain?f_ri=1595","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=4806239]'), work: {"id":4806239,"title":"Hippocampus Involvement in Explicit Memory Processes Related to Trauma","created_at":"2013-10-17T21:47:34.640-07:00","url":"https://www.academia.edu/4806239/Hippocampus_Involvement_in_Explicit_Memory_Processes_Related_to_Trauma?f_ri=1595","dom_id":"work_4806239","summary":"This brief paper provides a review of some of the literature regarding the constructs and nature of memory as formed through the hippocampus. It examines the processes of explicit memory, key neurotransmitters as well as structural differences with internal functioning in the hippocampus.","downloadable_attachments":[{"id":32104015,"asset_id":4806239,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5233022,"first_name":"Thomas","last_name":"Gross","domain_name":"un-lincoln","page_name":"ThomasGross","display_name":"Thomas Gross","profile_url":"https://un-lincoln.academia.edu/ThomasGross?f_ri=1595","photo":"https://0.academia-photos.com/5233022/2303727/4057263/s65_thomas.gross.jpg"}],"research_interests":[{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true},{"id":42695,"name":"Post traumatic stress disorder","url":"https://www.academia.edu/Documents/in/Post_traumatic_stress_disorder?f_ri=1595","nofollow":true},{"id":57556,"name":"Hippocampus","url":"https://www.academia.edu/Documents/in/Hippocampus?f_ri=1595","nofollow":true},{"id":61474,"name":"Brain","url":"https://www.academia.edu/Documents/in/Brain?f_ri=1595","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_29100145" data-work_id="29100145" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/29100145/Exploring_the_role_of_the_posterior_middle_temporal_gyrus_in_semantic_cognition_Integration_of_anterior_temporal_lobe_with_executive_processes">Exploring the role of the posterior middle temporal gyrus in semantic cognition: Integration of anterior temporal lobe with executive processes</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Making sense of the world around us depends upon selectively retrieving information relevant to our current goal or context. However, it is unclear whether selective semantic retrieval relies exclusively on general control mechanisms... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_29100145" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Making sense of the world around us depends upon selectively retrieving information relevant to our current goal or context. However, it is unclear whether selective semantic retrieval relies exclusively on general control mechanisms recruited in demanding non-semantic tasks, or instead on systems specialised for the control of meaning. One hypothesis is that the left posterior middle temporal gyrus (pMTG) is important in the controlled retrieval of semantic (not non-semantic) information; however this view remains controversial since a parallel literature links this site to event and relational semantics. In a functional neuroimaging study, we demonstrated that an area of pMTG implicated in semantic control by a recent meta-analysis was activated in a conjunction of (i) semantic association over size judgements and (ii) action over colour feature matching. Under these circumstances the same region showed functional coupling with the inferior frontal gyrus — another crucial site for semantic control. Structural and functional connectivity analyses demonstrated that this site is at the nexus of networks recruited in automatic semantic processing (the default mode network) and executively demanding tasks (the multiple-demand network). Moreover, in both task and task-free contexts, pMTG exhibited functional properties that were more similar to ventral parts of inferior frontal cortex, implicated in controlled semantic retrieval , than more dorsal inferior frontal sulcus, implicated in domain-general control. Finally, the pMTG region was functionally correlated at rest with other regions implicated in control-demanding semantic tasks, including inferior frontal gyrus and intraparietal sulcus. We suggest that pMTG may play a crucial role within a large-scale network that allows the integration of automatic retrieval in the default mode network with executively-demanding goal-oriented cognition, and that this could support our ability to understand actions and non-dominant semantic associations, allowing semantic retrieval to be 'shaped' to suit a task or context.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/29100145" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0f43463259a8b12db81b7c6c100fb47c" rel="nofollow" data-download="{"attachment_id":49548053,"asset_id":29100145,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/49548053/download_file?st=MTc0MDE0OTYzNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3530967" href="https://york.academia.edu/CharlotteMurphy">Charlotte Murphy</a><script data-card-contents-for-user="3530967" type="text/json">{"id":3530967,"first_name":"Charlotte","last_name":"Murphy","domain_name":"york","page_name":"CharlotteMurphy","display_name":"Charlotte Murphy","profile_url":"https://york.academia.edu/CharlotteMurphy?f_ri=1595","photo":"https://0.academia-photos.com/3530967/1213051/1517921/s65_charlotte.murphy.jpg"}</script></span></span></li><li class="js-paper-rank-work_29100145 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="29100145"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 29100145, container: ".js-paper-rank-work_29100145", }); });</script></li><li class="js-percentile-work_29100145 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 29100145; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_29100145"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_29100145 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="29100145"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 29100145; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=29100145]").text(description); $(".js-view-count-work_29100145").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_29100145").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="29100145"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1595" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_">Memory (Cognitive Psychology)</a>, <script data-card-contents-for-ri="1595" type="text/json">{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2349" rel="nofollow" href="https://www.academia.edu/Documents/in/Semantics">Semantics</a>, <script data-card-contents-for-ri="2349" type="text/json">{"id":2349,"name":"Semantics","url":"https://www.academia.edu/Documents/in/Semantics?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3245" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Control">Cognitive Control</a>, <script data-card-contents-for-ri="3245" type="text/json">{"id":3245,"name":"Cognitive Control","url":"https://www.academia.edu/Documents/in/Cognitive_Control?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9224" rel="nofollow" href="https://www.academia.edu/Documents/in/Functional_MRI">Functional MRI</a><script data-card-contents-for-ri="9224" type="text/json">{"id":9224,"name":"Functional MRI","url":"https://www.academia.edu/Documents/in/Functional_MRI?f_ri=1595","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=29100145]'), work: {"id":29100145,"title":"Exploring the role of the posterior middle temporal gyrus in semantic cognition: Integration of anterior temporal lobe with executive processes","created_at":"2016-10-12T07:05:48.048-07:00","url":"https://www.academia.edu/29100145/Exploring_the_role_of_the_posterior_middle_temporal_gyrus_in_semantic_cognition_Integration_of_anterior_temporal_lobe_with_executive_processes?f_ri=1595","dom_id":"work_29100145","summary":"Making sense of the world around us depends upon selectively retrieving information relevant to our current goal or context. However, it is unclear whether selective semantic retrieval relies exclusively on general control mechanisms recruited in demanding non-semantic tasks, or instead on systems specialised for the control of meaning. One hypothesis is that the left posterior middle temporal gyrus (pMTG) is important in the controlled retrieval of semantic (not non-semantic) information; however this view remains controversial since a parallel literature links this site to event and relational semantics. In a functional neuroimaging study, we demonstrated that an area of pMTG implicated in semantic control by a recent meta-analysis was activated in a conjunction of (i) semantic association over size judgements and (ii) action over colour feature matching. Under these circumstances the same region showed functional coupling with the inferior frontal gyrus — another crucial site for semantic control. Structural and functional connectivity analyses demonstrated that this site is at the nexus of networks recruited in automatic semantic processing (the default mode network) and executively demanding tasks (the multiple-demand network). Moreover, in both task and task-free contexts, pMTG exhibited functional properties that were more similar to ventral parts of inferior frontal cortex, implicated in controlled semantic retrieval , than more dorsal inferior frontal sulcus, implicated in domain-general control. Finally, the pMTG region was functionally correlated at rest with other regions implicated in control-demanding semantic tasks, including inferior frontal gyrus and intraparietal sulcus. We suggest that pMTG may play a crucial role within a large-scale network that allows the integration of automatic retrieval in the default mode network with executively-demanding goal-oriented cognition, and that this could support our ability to understand actions and non-dominant semantic associations, allowing semantic retrieval to be 'shaped' to suit a task or context.","downloadable_attachments":[{"id":49548053,"asset_id":29100145,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3530967,"first_name":"Charlotte","last_name":"Murphy","domain_name":"york","page_name":"CharlotteMurphy","display_name":"Charlotte Murphy","profile_url":"https://york.academia.edu/CharlotteMurphy?f_ri=1595","photo":"https://0.academia-photos.com/3530967/1213051/1517921/s65_charlotte.murphy.jpg"}],"research_interests":[{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true},{"id":2349,"name":"Semantics","url":"https://www.academia.edu/Documents/in/Semantics?f_ri=1595","nofollow":true},{"id":3245,"name":"Cognitive Control","url":"https://www.academia.edu/Documents/in/Cognitive_Control?f_ri=1595","nofollow":true},{"id":9224,"name":"Functional MRI","url":"https://www.academia.edu/Documents/in/Functional_MRI?f_ri=1595","nofollow":true},{"id":21548,"name":"Cognitive Neuroscience","url":"https://www.academia.edu/Documents/in/Cognitive_Neuroscience?f_ri=1595"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_25721814" data-work_id="25721814" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/25721814/_They_fought_lots_of_Zarma_but_I_won_t_be_telling_you_Reflexion_about_how_memory_works">« They fought lots of Zarma but I won’t be telling you… ». Reflexion about how memory works</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">I once was offered by a jasare — a genealogist and historian griot — to meet the descendants of a great warrior; he wanted to tell me the former’s story and glorious feats on Ghanaian soil. Both the jasare and I were astonished to find... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_25721814" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">I once was offered by a jasare — a genealogist and historian griot — to meet the descendants of a great warrior; he wanted to tell me the former’s story and glorious feats on Ghanaian soil. Both the jasare and I were astonished to find out that the men of that lineage didn’t know this ancestor, no matter how famous he was. Only those who had moved to Ghana had heard his name and knew he came from their actual village.<br />Both my survey of the jasare in the songhay-zarma region of Niger and that peculiar case where transmission of memory seems lacking, have led me to be deeply concerned about the issue of memory ; therefore, I wish to develop four different aspects ; though, what is at stakes here goes far beyond Zarma society.  <br />1) What kind of learning process do the jasare(s) provide for? I shall first describe the memory process of recalling ancestors and narratives, starting from my own learning and jasare metadiscourse. Then I shall deal with the role and experiences of the jasare. Finally, I will link these practices and representations to research in the field of psychology and cognitive anthropology on « semantic memory » and « autobiographical memory ».<br />2) Putting in perspective this learning process, situated speaking (enunciation) shows how central the genealogical list is. If it forms a mnemonic basis for the jasare, its role is especially to spot a person out of the crowd, vouching him with historic importance by admitting him into a lineage, but above all into History. How then, shall omissions be considered? Either circumstantial or systematic, unwilling or deliberate, they are definitely meaningful; and when noticed, they are construed. Nevertheless, only the jasare’s metadiscourse lets us know. Is it the jasare’s agency that has to be understood here? <br />3) What does it mean for a dominating social group, as M. Bloch (1995) puts it, « to delegate its historic memory of the past » and its public enunciation to an inferior social group such as the jasare, considering the former cannot claim to power?<br />4) According to M. Maurice Halbwachs (1925) memorization occurs in social environments. But when a society is changing, its environment does the same ; and what was considered essential to remember has become meaningless and can create conflict ; similarly to what is happening to the jasare whose presence during the ceremonies is disputed. Thus, how shall we as anthropologists question these changes ? <br /><br /> Brief note on the contributor<br />Anthropolinguiste, Sandra Bornand est actuellement chargée de recherche au CNRS et membre du Llacan (UMR 8135). Docteur ès Lettres à l’Université de Lausanne (2002), ses recherches sont consacrées à l’anthropologie linguistique, la littérature orale et à l’anthropologie sociale des sociétés songhay-zarma. Elle est membre du comité éditorial de la revue  des Cahiers de Littérature Orale et des Classiques Africains, édition d’ouvrages bilingues. Auteur de nombreux articles, elle a également publié Le discours du griot généalogiste chez les Zarma du Niger (Karthala, 2005), Parlons zarma (L’Harmattan, 2006) et Anthropologie des pratiques langagières (avec Cécile Leguy, Colin, 2014) et dirigé plusieurs ouvrages collectifs dont Pratiques d’enquêtes (avec Brunhilde Biebuyck et Cécile Leguy, Cahiers de Littérature Orale, n°63/64, 2008), Autour de la performance (avec Ursula Baumgardt, Cahiers de Littérature Orale n°65, 2009) et D’un rythme à l’autre (avec Maria Manca, Cahiers de Littérature Orale n°73-74, 2013).  <br />Anthropolinguist, Sandra Bornand is currently researcher (CNRS, LLacan, UMR 8135). Doctor ès Lettres from the University of Lausanne (20029, her research is devoted to linguistic anthropology, oral literature and social anthropology of the songhay-zarma societies. She is a member of the editorial board of the Journal Cahiers de Littérature Orale et and Classiques Africains, an edition of bilingual books. Author of numerous papers, she notably published Le discours du griot généalogiste chez les Zarma du Niger (Karthala, 2005), Parlons zarma (L’Harmattan, 2006) and Anthropologie des pratiques langagières (with Cécile Leguy, Colin, 2014). She directed many collective works as Pratiques d’enquêtes (with Brunhilde Biebuyck and Cécile Leguy, Cahiers de Littérature Orale n°63-64, 2008), Autour de la performance (with Ursula Baumgardt, Cahiers de Littérature Orale n°65, 2009) or D’un rythme à l’autre (with Maria Manca, Cahiers de Littérature Orale n°73-74, 2013).</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/25721814" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="45f6077fbfaf1f859e094a1a1ed84e8d" rel="nofollow" data-download="{"attachment_id":46070175,"asset_id":25721814,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/46070175/download_file?st=MTc0MDE0OTYzNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1452777" href="https://cnrs.academia.edu/SandraBornand">Sandra Bornand</a><script data-card-contents-for-user="1452777" type="text/json">{"id":1452777,"first_name":"Sandra","last_name":"Bornand","domain_name":"cnrs","page_name":"SandraBornand","display_name":"Sandra Bornand","profile_url":"https://cnrs.academia.edu/SandraBornand?f_ri=1595","photo":"https://0.academia-photos.com/1452777/852177/1061214/s65_sandra.bornand.jpg"}</script></span></span></li><li class="js-paper-rank-work_25721814 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="25721814"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 25721814, container: ".js-paper-rank-work_25721814", }); 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$(".js-view-count[data-work-id=25721814]").text(description); $(".js-view-count-work_25721814").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_25721814").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="25721814"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">16</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="254" rel="nofollow" href="https://www.academia.edu/Documents/in/Emotion">Emotion</a>, <script data-card-contents-for-ri="254" type="text/json">{"id":254,"name":"Emotion","url":"https://www.academia.edu/Documents/in/Emotion?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="379" rel="nofollow" href="https://www.academia.edu/Documents/in/African_Studies">African Studies</a>, <script data-card-contents-for-ri="379" type="text/json">{"id":379,"name":"African Studies","url":"https://www.academia.edu/Documents/in/African_Studies?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="767" rel="nofollow" href="https://www.academia.edu/Documents/in/Anthropology">Anthropology</a>, <script data-card-contents-for-ri="767" type="text/json">{"id":767,"name":"Anthropology","url":"https://www.academia.edu/Documents/in/Anthropology?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1595" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_">Memory (Cognitive Psychology)</a><script data-card-contents-for-ri="1595" type="text/json">{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=25721814]'), work: {"id":25721814,"title":"« They fought lots of Zarma but I won’t be telling you… ». Reflexion about how memory works","created_at":"2016-05-30T06:42:09.760-07:00","url":"https://www.academia.edu/25721814/_They_fought_lots_of_Zarma_but_I_won_t_be_telling_you_Reflexion_about_how_memory_works?f_ri=1595","dom_id":"work_25721814","summary":"I once was offered by a jasare — a genealogist and historian griot — to meet the descendants of a great warrior; he wanted to tell me the former’s story and glorious feats on Ghanaian soil. Both the jasare and I were astonished to find out that the men of that lineage didn’t know this ancestor, no matter how famous he was. Only those who had moved to Ghana had heard his name and knew he came from their actual village.\nBoth my survey of the jasare in the songhay-zarma region of Niger and that peculiar case where transmission of memory seems lacking, have led me to be deeply concerned about the issue of memory ; therefore, I wish to develop four different aspects ; though, what is at stakes here goes far beyond Zarma society. \n1)\tWhat kind of learning process do the jasare(s) provide for? I shall first describe the memory process of recalling ancestors and narratives, starting from my own learning and jasare metadiscourse. Then I shall deal with the role and experiences of the jasare. Finally, I will link these practices and representations to research in the field of psychology and cognitive anthropology on « semantic memory » and « autobiographical memory ».\n2)\tPutting in perspective this learning process, situated speaking (enunciation) shows how central the genealogical list is. If it forms a mnemonic basis for the jasare, its role is especially to spot a person out of the crowd, vouching him with historic importance by admitting him into a lineage, but above all into History. How then, shall omissions be considered? Either circumstantial or systematic, unwilling or deliberate, they are definitely meaningful; and when noticed, they are construed. Nevertheless, only the jasare’s metadiscourse lets us know. Is it the jasare’s agency that has to be understood here? \n3)\tWhat does it mean for a dominating social group, as M. Bloch (1995) puts it, « to delegate its historic memory of the past » and its public enunciation to an inferior social group such as the jasare, considering the former cannot claim to power?\n4)\tAccording to M. Maurice Halbwachs (1925) memorization occurs in social environments. But when a society is changing, its environment does the same ; and what was considered essential to remember has become meaningless and can create conflict ; similarly to what is happening to the jasare whose presence during the ceremonies is disputed. Thus, how shall we as anthropologists question these changes ? \n\n Brief note on the contributor\nAnthropolinguiste, Sandra Bornand est actuellement chargée de recherche au CNRS et membre du Llacan (UMR 8135). Docteur ès Lettres à l’Université de Lausanne (2002), ses recherches sont consacrées à l’anthropologie linguistique, la littérature orale et à l’anthropologie sociale des sociétés songhay-zarma. Elle est membre du comité éditorial de la revue des Cahiers de Littérature Orale et des Classiques Africains, édition d’ouvrages bilingues. Auteur de nombreux articles, elle a également publié Le discours du griot généalogiste chez les Zarma du Niger (Karthala, 2005), Parlons zarma (L’Harmattan, 2006) et Anthropologie des pratiques langagières (avec Cécile Leguy, Colin, 2014) et dirigé plusieurs ouvrages collectifs dont Pratiques d’enquêtes (avec Brunhilde Biebuyck et Cécile Leguy, Cahiers de Littérature Orale, n°63/64, 2008), Autour de la performance (avec Ursula Baumgardt, Cahiers de Littérature Orale n°65, 2009) et D’un rythme à l’autre (avec Maria Manca, Cahiers de Littérature Orale n°73-74, 2013). \nAnthropolinguist, Sandra Bornand is currently researcher (CNRS, LLacan, UMR 8135). Doctor ès Lettres from the University of Lausanne (20029, her research is devoted to linguistic anthropology, oral literature and social anthropology of the songhay-zarma societies. She is a member of the editorial board of the Journal Cahiers de Littérature Orale et and Classiques Africains, an edition of bilingual books. Author of numerous papers, she notably published Le discours du griot généalogiste chez les Zarma du Niger (Karthala, 2005), Parlons zarma (L’Harmattan, 2006) and Anthropologie des pratiques langagières (with Cécile Leguy, Colin, 2014). She directed many collective works as Pratiques d’enquêtes (with Brunhilde Biebuyck and Cécile Leguy, Cahiers de Littérature Orale n°63-64, 2008), Autour de la performance (with Ursula Baumgardt, Cahiers de Littérature Orale n°65, 2009) or D’un rythme à l’autre (with Maria Manca, Cahiers de Littérature Orale n°73-74, 2013).\n","downloadable_attachments":[{"id":46070175,"asset_id":25721814,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1452777,"first_name":"Sandra","last_name":"Bornand","domain_name":"cnrs","page_name":"SandraBornand","display_name":"Sandra Bornand","profile_url":"https://cnrs.academia.edu/SandraBornand?f_ri=1595","photo":"https://0.academia-photos.com/1452777/852177/1061214/s65_sandra.bornand.jpg"}],"research_interests":[{"id":254,"name":"Emotion","url":"https://www.academia.edu/Documents/in/Emotion?f_ri=1595","nofollow":true},{"id":379,"name":"African Studies","url":"https://www.academia.edu/Documents/in/African_Studies?f_ri=1595","nofollow":true},{"id":767,"name":"Anthropology","url":"https://www.academia.edu/Documents/in/Anthropology?f_ri=1595","nofollow":true},{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true},{"id":2718,"name":"Linguistic Anthropology","url":"https://www.academia.edu/Documents/in/Linguistic_Anthropology?f_ri=1595"},{"id":3499,"name":"Social and Cultural Anthropology","url":"https://www.academia.edu/Documents/in/Social_and_Cultural_Anthropology?f_ri=1595"},{"id":3891,"name":"Orality-Literacy Studies","url":"https://www.academia.edu/Documents/in/Orality-Literacy_Studies?f_ri=1595"},{"id":7540,"name":"Oral Traditions","url":"https://www.academia.edu/Documents/in/Oral_Traditions?f_ri=1595"},{"id":11452,"name":"Memory Studies","url":"https://www.academia.edu/Documents/in/Memory_Studies?f_ri=1595"},{"id":11459,"name":"Anthropology of Memory","url":"https://www.academia.edu/Documents/in/Anthropology_of_Memory?f_ri=1595"},{"id":13950,"name":"Collective Memory","url":"https://www.academia.edu/Documents/in/Collective_Memory?f_ri=1595"},{"id":15990,"name":"Anthropology of emotions","url":"https://www.academia.edu/Documents/in/Anthropology_of_emotions?f_ri=1595"},{"id":62430,"name":"Oral literature","url":"https://www.academia.edu/Documents/in/Oral_literature?f_ri=1595"},{"id":226745,"name":"Zarma","url":"https://www.academia.edu/Documents/in/Zarma?f_ri=1595"},{"id":527408,"name":"Griots","url":"https://www.academia.edu/Documents/in/Griots?f_ri=1595"},{"id":1281136,"name":"Griotism","url":"https://www.academia.edu/Documents/in/Griotism?f_ri=1595"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_11295325" data-work_id="11295325" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/11295325/Enhanced_processing_of_vocal_melodies_in_childhood">Enhanced processing of vocal melodies in childhood</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Music cognition is typically studied with instrumental stimuli. Adults remember melodies better, however, when they are presented in a biologically significant timbre (i.e., the human voice) than in various instrumental timbres (Weiss,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_11295325" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Music cognition is typically studied with instrumental stimuli. Adults remember melodies better, <br />however, when they are presented in a biologically significant timbre (i.e., the human voice) than in <br />various instrumental timbres (Weiss, Trehub, & Schellenberg, 2012). We examined the impact of vocal <br />timbre on children’s processing of melodies. In Study 1, 9- to 11-year-olds listened to 16 unfamiliar folk <br />melodies (4 each of voice, piano, banjo, or marimba). They subsequently listened to the same melodies <br />and 16 timbre-matched foils, and judged whether each melody was old or new. Vocal melodies were <br />recognized better than instrumental melodies, which did not differ from one another, and the vocal <br />advantage was consistent across age. In Study 2, 5- to 6-year-olds and 7- to 8-year-olds were tested with <br />a simplified design that included only vocal and piano melodies. Both age groups successfully differentiated <br />old from new melodies, but memory was more accurate for the older group. The older children <br />recognized vocal melodies better than piano melodies, whereas the younger children tended to label vocal <br />melodies as old whether they were old or new. The results provide the first evidence of differential processing of vocal and instrumental melodies in childhood.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/11295325" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="94ff866b5c34d8289852d9d56a063eeb" rel="nofollow" data-download="{"attachment_id":36872789,"asset_id":11295325,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36872789/download_file?st=MTc0MDE0OTYzNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3873217" href="https://utoronto.academia.edu/SandraTrehub">Sandra Trehub</a><script data-card-contents-for-user="3873217" type="text/json">{"id":3873217,"first_name":"Sandra","last_name":"Trehub","domain_name":"utoronto","page_name":"SandraTrehub","display_name":"Sandra Trehub","profile_url":"https://utoronto.academia.edu/SandraTrehub?f_ri=1595","photo":"https://0.academia-photos.com/3873217/1427927/1750557/s65_sandra.trehub.jpg"}</script></span></span></li><li class="js-paper-rank-work_11295325 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="11295325"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 11295325, container: ".js-paper-rank-work_11295325", }); });</script></li><li class="js-percentile-work_11295325 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11295325; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_11295325"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_11295325 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="11295325"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11295325; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11295325]").text(description); $(".js-view-count-work_11295325").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_11295325").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="11295325"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="671" rel="nofollow" href="https://www.academia.edu/Documents/in/Music">Music</a>, <script data-card-contents-for-ri="671" type="text/json">{"id":671,"name":"Music","url":"https://www.academia.edu/Documents/in/Music?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1595" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_">Memory (Cognitive Psychology)</a>, <script data-card-contents-for-ri="1595" type="text/json">{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="25836" rel="nofollow" href="https://www.academia.edu/Documents/in/Music_Perception">Music Perception</a>, <script data-card-contents-for-ri="25836" type="text/json">{"id":25836,"name":"Music Perception","url":"https://www.academia.edu/Documents/in/Music_Perception?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="54533" rel="nofollow" href="https://www.academia.edu/Documents/in/Children">Children</a><script data-card-contents-for-ri="54533" type="text/json">{"id":54533,"name":"Children","url":"https://www.academia.edu/Documents/in/Children?f_ri=1595","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=11295325]'), work: {"id":11295325,"title":"Enhanced processing of vocal melodies in childhood","created_at":"2015-03-05T14:13:29.470-08:00","url":"https://www.academia.edu/11295325/Enhanced_processing_of_vocal_melodies_in_childhood?f_ri=1595","dom_id":"work_11295325","summary":"Music cognition is typically studied with instrumental stimuli. Adults remember melodies better,\r\nhowever, when they are presented in a biologically significant timbre (i.e., the human voice) than in\r\nvarious instrumental timbres (Weiss, Trehub, \u0026 Schellenberg, 2012). We examined the impact of vocal\r\ntimbre on children’s processing of melodies. In Study 1, 9- to 11-year-olds listened to 16 unfamiliar folk\r\nmelodies (4 each of voice, piano, banjo, or marimba). They subsequently listened to the same melodies\r\nand 16 timbre-matched foils, and judged whether each melody was old or new. Vocal melodies were\r\nrecognized better than instrumental melodies, which did not differ from one another, and the vocal\r\nadvantage was consistent across age. In Study 2, 5- to 6-year-olds and 7- to 8-year-olds were tested with\r\na simplified design that included only vocal and piano melodies. Both age groups successfully differentiated\r\nold from new melodies, but memory was more accurate for the older group. The older children\r\nrecognized vocal melodies better than piano melodies, whereas the younger children tended to label vocal\r\nmelodies as old whether they were old or new. The results provide the first evidence of differential processing of vocal and instrumental melodies in childhood.","downloadable_attachments":[{"id":36872789,"asset_id":11295325,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3873217,"first_name":"Sandra","last_name":"Trehub","domain_name":"utoronto","page_name":"SandraTrehub","display_name":"Sandra Trehub","profile_url":"https://utoronto.academia.edu/SandraTrehub?f_ri=1595","photo":"https://0.academia-photos.com/3873217/1427927/1750557/s65_sandra.trehub.jpg"}],"research_interests":[{"id":671,"name":"Music","url":"https://www.academia.edu/Documents/in/Music?f_ri=1595","nofollow":true},{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true},{"id":25836,"name":"Music Perception","url":"https://www.academia.edu/Documents/in/Music_Perception?f_ri=1595","nofollow":true},{"id":54533,"name":"Children","url":"https://www.academia.edu/Documents/in/Children?f_ri=1595","nofollow":true},{"id":715088,"name":"Melody","url":"https://www.academia.edu/Documents/in/Melody?f_ri=1595"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_342447 coauthored" data-work_id="342447" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/342447/A_Conceptual_and_Empirical_Framework_for_the_Social_Distribution_of_Cognition_the_case_of_memory_Barnier_Sutton_Harris_and_Wilson_">A Conceptual and Empirical Framework for the Social Distribution of Cognition: the case of memory [Barnier, Sutton, Harris, & Wilson]</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/342447" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c6283a127eb63e009776cfe99d65b322" rel="nofollow" data-download="{"attachment_id":1752511,"asset_id":342447,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/1752511/download_file?st=MTc0MDE0OTYzNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="176044" href="https://mq.academia.edu/JohnSutton">John Sutton</a><script data-card-contents-for-user="176044" type="text/json">{"id":176044,"first_name":"John","last_name":"Sutton","domain_name":"mq","page_name":"JohnSutton","display_name":"John Sutton","profile_url":"https://mq.academia.edu/JohnSutton?f_ri=1595","photo":"https://0.academia-photos.com/176044/43811/40295/s65_john.sutton.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-342447">+1</span><div class="hidden js-additional-users-342447"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://westernsydney.academia.edu/CeliaHarris">Celia Harris</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-342447'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-342447').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_342447 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="342447"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 342447, container: ".js-paper-rank-work_342447", }); });</script></li><li class="js-percentile-work_342447 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 342447; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_342447"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_342447 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="342447"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 342447; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=342447]").text(description); $(".js-view-count-work_342447").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_342447").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="342447"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1595" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_">Memory (Cognitive Psychology)</a>, <script data-card-contents-for-ri="1595" type="text/json">{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="11452" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Studies">Memory Studies</a>, <script data-card-contents-for-ri="11452" type="text/json">{"id":11452,"name":"Memory Studies","url":"https://www.academia.edu/Documents/in/Memory_Studies?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="11455" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_and_Collective_Memory">Social and Collective Memory</a>, <script data-card-contents-for-ri="11455" type="text/json">{"id":11455,"name":"Social and Collective Memory","url":"https://www.academia.edu/Documents/in/Social_and_Collective_Memory?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="11464" rel="nofollow" href="https://www.academia.edu/Documents/in/Transactive_Memory">Transactive Memory</a><script data-card-contents-for-ri="11464" type="text/json">{"id":11464,"name":"Transactive Memory","url":"https://www.academia.edu/Documents/in/Transactive_Memory?f_ri=1595","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=342447]'), work: {"id":342447,"title":"A Conceptual and Empirical Framework for the Social Distribution of Cognition: the case of memory [Barnier, Sutton, Harris, \u0026 Wilson]","created_at":"2010-09-28T07:09:07.858-07:00","url":"https://www.academia.edu/342447/A_Conceptual_and_Empirical_Framework_for_the_Social_Distribution_of_Cognition_the_case_of_memory_Barnier_Sutton_Harris_and_Wilson_?f_ri=1595","dom_id":"work_342447","summary":null,"downloadable_attachments":[{"id":1752511,"asset_id":342447,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":176044,"first_name":"John","last_name":"Sutton","domain_name":"mq","page_name":"JohnSutton","display_name":"John Sutton","profile_url":"https://mq.academia.edu/JohnSutton?f_ri=1595","photo":"https://0.academia-photos.com/176044/43811/40295/s65_john.sutton.jpg"},{"id":872424,"first_name":"Celia","last_name":"Harris","domain_name":"westernsydney","page_name":"CeliaHarris","display_name":"Celia Harris","profile_url":"https://westernsydney.academia.edu/CeliaHarris?f_ri=1595","photo":"https://0.academia-photos.com/872424/314639/57152891/s65_celia.harris.jpg"}],"research_interests":[{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true},{"id":11452,"name":"Memory Studies","url":"https://www.academia.edu/Documents/in/Memory_Studies?f_ri=1595","nofollow":true},{"id":11455,"name":"Social and Collective Memory","url":"https://www.academia.edu/Documents/in/Social_and_Collective_Memory?f_ri=1595","nofollow":true},{"id":11464,"name":"Transactive Memory","url":"https://www.academia.edu/Documents/in/Transactive_Memory?f_ri=1595","nofollow":true},{"id":13950,"name":"Collective Memory","url":"https://www.academia.edu/Documents/in/Collective_Memory?f_ri=1595"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_918933" data-work_id="918933" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/918933/Earwitness_Memory_Effects_of_Facial_Concealment_on_the_Face_Overshadowing_Effect">Earwitness Memory: Effects of Facial Concealment on the Face Overshadowing Effect</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The face overshadowing effect (FOE) has been noted in cases where recognition of voices is impaired if they are presented simultaneous to a face at encoding. The current study investigated the effect of facial concealment (with and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_918933" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The face overshadowing effect (FOE) has been noted in cases where recognition of voices is impaired if they are presented simultaneous to a face at encoding. The current study investigated the effect of facial concealment  (with and without wearing a balaclava) and emotionality of vocal tone on the face overshadowing effect in voice identification. It was predicted that the FOE would be reduced in the case of presentation of a concealed face along with voices, as the lack of facial feature information would result in greater attention being paid to the voice. It was further anticipated that angry voices would attract more attention and result in better voice recognition and reductions in the FOE than neutral voices, as hostile voices represent a level of threat that captures attention analogous to the weapon focus effect in eyewitness memory. Results replicated the FOE in a voice plus face video presentation but, contrary to  expectations; a concealed face presentation also <br />demonstrated a FOE, with highest accuracy of voice identification in the voice only condition. Angry vocal tone had a slight tendency to result in better recognition of voices across groups and somewhat improve performance in the visual conditions. It was concluded that voice identification is as fallible and prone to error as eyewitness identification but that conditions where the voice is made salient and visual information is absent result in higher accuracy. Implications for the criminal justice system are discussed.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/918933" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="998e7677f854a848c6bc721478ce672d" rel="nofollow" data-download="{"attachment_id":5576299,"asset_id":918933,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/5576299/download_file?st=MTc0MDE0OTYzNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="636155" href="https://uclan.academia.edu/KeeleyMoore">Keeley Moore</a><script data-card-contents-for-user="636155" type="text/json">{"id":636155,"first_name":"Keeley","last_name":"Moore","domain_name":"uclan","page_name":"KeeleyMoore","display_name":"Keeley Moore","profile_url":"https://uclan.academia.edu/KeeleyMoore?f_ri=1595","photo":"https://0.academia-photos.com/636155/232144/39876635/s65_keeley.moore.jpeg"}</script></span></span></li><li class="js-paper-rank-work_918933 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="918933"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 918933, container: ".js-paper-rank-work_918933", }); });</script></li><li class="js-percentile-work_918933 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 918933; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_918933"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_918933 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="918933"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 918933; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=918933]").text(description); $(".js-view-count-work_918933").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_918933").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="918933"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1595" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_">Memory (Cognitive Psychology)</a>, <script data-card-contents-for-ri="1595" type="text/json">{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1611" rel="nofollow" href="https://www.academia.edu/Documents/in/Eyewitness_memory">Eyewitness memory</a>, <script data-card-contents-for-ri="1611" type="text/json">{"id":1611,"name":"Eyewitness memory","url":"https://www.academia.edu/Documents/in/Eyewitness_memory?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3304" rel="nofollow" href="https://www.academia.edu/Documents/in/Emotional_Memory">Emotional Memory</a><script data-card-contents-for-ri="3304" type="text/json">{"id":3304,"name":"Emotional Memory","url":"https://www.academia.edu/Documents/in/Emotional_Memory?f_ri=1595","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=918933]'), work: {"id":918933,"title":"Earwitness Memory: Effects of Facial Concealment on the Face Overshadowing Effect","created_at":"2011-09-15T04:59:11.249-07:00","url":"https://www.academia.edu/918933/Earwitness_Memory_Effects_of_Facial_Concealment_on_the_Face_Overshadowing_Effect?f_ri=1595","dom_id":"work_918933","summary":"The face overshadowing effect (FOE) has been noted in cases where recognition of voices is impaired if they are presented simultaneous to a face at encoding. The current study investigated the effect of facial concealment (with and without wearing a balaclava) and emotionality of vocal tone on the face overshadowing effect in voice identification. It was predicted that the FOE would be reduced in the case of presentation of a concealed face along with voices, as the lack of facial feature information would result in greater attention being paid to the voice. It was further anticipated that angry voices would attract more attention and result in better voice recognition and reductions in the FOE than neutral voices, as hostile voices represent a level of threat that captures attention analogous to the weapon focus effect in eyewitness memory. Results replicated the FOE in a voice plus face video presentation but, contrary to expectations; a concealed face presentation also \ndemonstrated a FOE, with highest accuracy of voice identification in the voice only condition. Angry vocal tone had a slight tendency to result in better recognition of voices across groups and somewhat improve performance in the visual conditions. It was concluded that voice identification is as fallible and prone to error as eyewitness identification but that conditions where the voice is made salient and visual information is absent result in higher accuracy. Implications for the criminal justice system are discussed.","downloadable_attachments":[{"id":5576299,"asset_id":918933,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":636155,"first_name":"Keeley","last_name":"Moore","domain_name":"uclan","page_name":"KeeleyMoore","display_name":"Keeley Moore","profile_url":"https://uclan.academia.edu/KeeleyMoore?f_ri=1595","photo":"https://0.academia-photos.com/636155/232144/39876635/s65_keeley.moore.jpeg"}],"research_interests":[{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true},{"id":1611,"name":"Eyewitness memory","url":"https://www.academia.edu/Documents/in/Eyewitness_memory?f_ri=1595","nofollow":true},{"id":3304,"name":"Emotional Memory","url":"https://www.academia.edu/Documents/in/Emotional_Memory?f_ri=1595","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_12672399" data-work_id="12672399" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/12672399/Not_Just_Study_Drugs_For_The_Rich_Stimulants_as_Moral_Tools_For_Creating_Opportunities_For_Socially_Disadvantaged_Students">Not Just “Study Drugs” For The Rich: Stimulants as Moral Tools For Creating Opportunities For Socially Disadvantaged Students</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">An argument in the cognitive enhancement literature is that using stimulants in populations of healthy but socially disadvantaged individuals mistakenly attributes pathology to nonpathological individuals who experience social... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_12672399" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">An argument in the cognitive enhancement literature is that using stimulants in populations of healthy but socially disadvantaged individuals mistakenly attributes pathology to nonpathological individuals who experience social inequalities. As the argument goes, using stimulants as cognitive- enhancing drugs to solve the social problem of poorly educated students in inadequate schools, misattributes the problem as an individual medical problem, when it is really a collective socio-political problem. I challenge this argument on the grounds that not all types of enhancement have to be explained in medical terms, but rather at least one conception of enhancement can be explained in social terms—opportunity maintenance. Therefore I propose that as a moral requirement we ought to explore whether stimulants could be a means of remedying underprivileged children’s experiences of social inequalities that are borne from inadequate schools for the sake of increasing their chances for opportunities and wellbeing (Forthcoming in American Journal of Bioethics).</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12672399" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="af8f29f200c47db9c8a51d0a0ae33bd6" rel="nofollow" data-download="{"attachment_id":44921034,"asset_id":12672399,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44921034/download_file?st=MTc0MDE0OTYzNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="747631" href="https://tmc.academia.edu/KeishaRay">Keisha Ray</a><script data-card-contents-for-user="747631" type="text/json">{"id":747631,"first_name":"Keisha","last_name":"Ray","domain_name":"tmc","page_name":"KeishaRay","display_name":"Keisha Ray","profile_url":"https://tmc.academia.edu/KeishaRay?f_ri=1595","photo":"https://0.academia-photos.com/747631/254544/121041475/s65_keisha.ray.jpeg"}</script></span></span></li><li class="js-paper-rank-work_12672399 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="12672399"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 12672399, container: ".js-paper-rank-work_12672399", }); });</script></li><li class="js-percentile-work_12672399 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12672399; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_12672399"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_12672399 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="12672399"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12672399; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12672399]").text(description); $(".js-view-count-work_12672399").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_12672399").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="12672399"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1595" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_">Memory (Cognitive Psychology)</a>, <script data-card-contents-for-ri="1595" type="text/json">{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2625" rel="nofollow" href="https://www.academia.edu/Documents/in/Child_and_adolescent_mental_health">Child and adolescent mental health</a>, <script data-card-contents-for-ri="2625" type="text/json">{"id":2625,"name":"Child and adolescent mental health","url":"https://www.academia.edu/Documents/in/Child_and_adolescent_mental_health?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3454" rel="nofollow" href="https://www.academia.edu/Documents/in/Children_and_Families">Children and Families</a><script data-card-contents-for-ri="3454" type="text/json">{"id":3454,"name":"Children and Families","url":"https://www.academia.edu/Documents/in/Children_and_Families?f_ri=1595","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=12672399]'), work: {"id":12672399,"title":"Not Just “Study Drugs” For The Rich: Stimulants as Moral Tools For Creating Opportunities For Socially Disadvantaged Students","created_at":"2015-05-29T09:08:39.239-07:00","url":"https://www.academia.edu/12672399/Not_Just_Study_Drugs_For_The_Rich_Stimulants_as_Moral_Tools_For_Creating_Opportunities_For_Socially_Disadvantaged_Students?f_ri=1595","dom_id":"work_12672399","summary":"An argument in the cognitive enhancement literature is that using stimulants in populations of healthy but socially disadvantaged individuals mistakenly attributes pathology to nonpathological individuals who experience social inequalities. As the argument goes, using stimulants as cognitive- enhancing drugs to solve the social problem of poorly educated students in inadequate schools, misattributes the problem as an individual medical problem, when it is really a collective socio-political problem. I challenge this argument on the grounds that not all types of enhancement have to be explained in medical terms, but rather at least one conception of enhancement can be explained in social terms—opportunity maintenance. Therefore I propose that as a moral requirement we ought to explore whether stimulants could be a means of remedying underprivileged children’s experiences of social inequalities that are borne from inadequate schools for the sake of increasing their chances for opportunities and wellbeing (Forthcoming in American Journal of Bioethics).","downloadable_attachments":[{"id":44921034,"asset_id":12672399,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":747631,"first_name":"Keisha","last_name":"Ray","domain_name":"tmc","page_name":"KeishaRay","display_name":"Keisha Ray","profile_url":"https://tmc.academia.edu/KeishaRay?f_ri=1595","photo":"https://0.academia-photos.com/747631/254544/121041475/s65_keisha.ray.jpeg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=1595","nofollow":true},{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true},{"id":2625,"name":"Child and adolescent mental health","url":"https://www.academia.edu/Documents/in/Child_and_adolescent_mental_health?f_ri=1595","nofollow":true},{"id":3454,"name":"Children and Families","url":"https://www.academia.edu/Documents/in/Children_and_Families?f_ri=1595","nofollow":true},{"id":3753,"name":"Early Childhood Education","url":"https://www.academia.edu/Documents/in/Early_Childhood_Education?f_ri=1595"},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=1595"},{"id":4583,"name":"Child Development","url":"https://www.academia.edu/Documents/in/Child_Development?f_ri=1595"},{"id":21548,"name":"Cognitive Neuroscience","url":"https://www.academia.edu/Documents/in/Cognitive_Neuroscience?f_ri=1595"},{"id":21809,"name":"Human Enhancement","url":"https://www.academia.edu/Documents/in/Human_Enhancement?f_ri=1595"},{"id":117991,"name":"Stimulants","url":"https://www.academia.edu/Documents/in/Stimulants?f_ri=1595"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_34932877" data-work_id="34932877" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/34932877/Alfabet_hauntologii">Alfabet hauntologii</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Hauntology is a trend in music, and more broadly in culture, defined by Mark Fisher, Simon Reynolds and Adam Harper. It is linked with who are artists interested in exploring memory and its close connections with the transmission of media... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_34932877" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Hauntology is a trend in music, and more broadly in culture, defined by Mark Fisher, Simon Reynolds and Adam Harper. It is linked with who are artists interested in exploring memory and its close connections with the transmission of media (hence its frequent references to radio and television). This paper is an attempt to summarize the phenomenon in the form of an alphabetic breakdown, taking into account both the main inspirations behind the movement and profiles of the artists in it.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34932877" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f9129bed871753b5894d90ef7368c097" rel="nofollow" data-download="{"attachment_id":70044555,"asset_id":34932877,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/70044555/download_file?st=MTc0MDE0OTYzNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="69123326" href="https://independent.academia.edu/CzasKultury">Czas Kultury</a><script data-card-contents-for-user="69123326" type="text/json">{"id":69123326,"first_name":"Czas","last_name":"Kultury","domain_name":"independent","page_name":"CzasKultury","display_name":"Czas Kultury","profile_url":"https://independent.academia.edu/CzasKultury?f_ri=1595","photo":"https://0.academia-photos.com/69123326/17934683/17947917/s65_czas.kultury.jpg"}</script></span></span></li><li class="js-paper-rank-work_34932877 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="34932877"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 34932877, container: ".js-paper-rank-work_34932877", }); 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$(".js-view-count[data-work-id=34932877]").text(description); $(".js-view-count-work_34932877").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_34932877").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="34932877"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">15</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="208" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Movements">Social Movements</a>, <script data-card-contents-for-ri="208" type="text/json">{"id":208,"name":"Social Movements","url":"https://www.academia.edu/Documents/in/Social_Movements?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="671" rel="nofollow" href="https://www.academia.edu/Documents/in/Music">Music</a>, <script data-card-contents-for-ri="671" type="text/json">{"id":671,"name":"Music","url":"https://www.academia.edu/Documents/in/Music?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1595" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_">Memory (Cognitive Psychology)</a>, <script data-card-contents-for-ri="1595" type="text/json">{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6865" rel="nofollow" href="https://www.academia.edu/Documents/in/Digital_Culture">Digital Culture</a><script data-card-contents-for-ri="6865" type="text/json">{"id":6865,"name":"Digital Culture","url":"https://www.academia.edu/Documents/in/Digital_Culture?f_ri=1595","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=34932877]'), work: {"id":34932877,"title":"Alfabet hauntologii","created_at":"2017-10-23T07:08:04.010-07:00","url":"https://www.academia.edu/34932877/Alfabet_hauntologii?f_ri=1595","dom_id":"work_34932877","summary":"Hauntology is a trend in music, and more broadly in culture, defined by Mark Fisher, Simon Reynolds and Adam Harper. It is linked with who are artists interested in exploring memory and its close connections with the transmission of media (hence its frequent references to radio and television). This paper is an attempt to summarize the phenomenon in the form of an alphabetic breakdown, taking into account both the main inspirations behind the movement and profiles of the artists in it.","downloadable_attachments":[{"id":70044555,"asset_id":34932877,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":69123326,"first_name":"Czas","last_name":"Kultury","domain_name":"independent","page_name":"CzasKultury","display_name":"Czas Kultury","profile_url":"https://independent.academia.edu/CzasKultury?f_ri=1595","photo":"https://0.academia-photos.com/69123326/17934683/17947917/s65_czas.kultury.jpg"}],"research_interests":[{"id":208,"name":"Social Movements","url":"https://www.academia.edu/Documents/in/Social_Movements?f_ri=1595","nofollow":true},{"id":671,"name":"Music","url":"https://www.academia.edu/Documents/in/Music?f_ri=1595","nofollow":true},{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true},{"id":6865,"name":"Digital Culture","url":"https://www.academia.edu/Documents/in/Digital_Culture?f_ri=1595","nofollow":true},{"id":10167,"name":"Hauntology","url":"https://www.academia.edu/Documents/in/Hauntology?f_ri=1595"},{"id":11452,"name":"Memory Studies","url":"https://www.academia.edu/Documents/in/Memory_Studies?f_ri=1595"},{"id":53039,"name":"Haunting and Spectrality","url":"https://www.academia.edu/Documents/in/Haunting_and_Spectrality?f_ri=1595"},{"id":76095,"name":"Transmission","url":"https://www.academia.edu/Documents/in/Transmission?f_ri=1595"},{"id":152110,"name":"Artists","url":"https://www.academia.edu/Documents/in/Artists?f_ri=1595"},{"id":166425,"name":"Monsters, Ghosts, Haunting","url":"https://www.academia.edu/Documents/in/Monsters_Ghosts_Haunting?f_ri=1595"},{"id":296683,"name":"Political and Social Essays","url":"https://www.academia.edu/Documents/in/Political_and_Social_Essays?f_ri=1595"},{"id":324721,"name":"Mark Fisher","url":"https://www.academia.edu/Documents/in/Mark_Fisher?f_ri=1595"},{"id":519075,"name":"Simon Reynolds","url":"https://www.academia.edu/Documents/in/Simon_Reynolds?f_ri=1595"},{"id":1300629,"name":"Cultural Essays","url":"https://www.academia.edu/Documents/in/Cultural_Essays?f_ri=1595"},{"id":2310357,"name":"Political Essay, Societal Essay","url":"https://www.academia.edu/Documents/in/Political_Essay_Societal_Essay?f_ri=1595"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_17151576" data-work_id="17151576" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/17151576/The_Effect_of_Question_Order_on_Recall_Accuracy">The Effect of Question Order on Recall Accuracy</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The purpose of this research was to investigate the effect of question order on recall accuracy. Previous research on working memory by Baddeley (2000) proposed the theory of the “episodic buffer” slave system in working memory was... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_17151576" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The purpose of this research was to investigate the effect of question order on recall accuracy.<br />Previous research on working memory by Baddeley (2000) proposed the theory of the “episodic buffer” slave system in working memory was thought to be linked to semantic processing of memories.  Research by Bower & Clarke, (1969) found that using a narrative technique, individuals could remember a greater amount of information and with greater accuracy, providing evidence that placing events in a coherent narrative order improves later recall.  Research by Craik & Tulving, (1975) provided evidence of shallow and deep processing, information processed at the deep level (in terms of its semantic content and how it linked to other pieces of information) was easier to recall.<br /> This research is also based on evidence from Fischer & Geiselman (1990) who found that reverse recall can enhance the accuracy of recalled memories and on research by Geiselman & Callot, (1990) who found that reverse recall following forward recall improved participants recall accuracy.<br />Cognitive interviewing techniques claim that questions can act as contextual prompts to aid recall of events by reinforcing the narrative structure of the event to aid recall of events proceeding and preceding the question.<br /> It was predicted that questions listed in an ordered fashion (chronologically ordered or reverse-chronologically ordered) would provide more accurate recall than questions listed in a mixed/random order.<br />Participants were presented with a single trial during which they watched a short (around five minute) film clip.  Participants were given a short break after watching the clip to control for the recency effect and were then provided with an answer sheet and were presented with 20 questions using PowerPoint which were ordered in one of three ways (chronological, reverse-chronological and mixed/random).  Participants were given 20 seconds to answer each question; answer sheets were then marked by the researchers.<br />The independent variable was question order and it had three levels (chronological, reverse-chronological and mixed/random), the dependent variable was accuracy (number of questions answered correctly).<br />The experiment found that there was a significant difference between accuracy on mixed and reverse-chronological question order.  When an outlier in the chronological condition was controlled for it was found that there was a significant difference between mixed and reverse-chronological question order and between mixed and chronological question order.  The hypothesis was accepted and the null hypothesis rejected.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/17151576" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="fec998a5b2ce4754ffabc8b42d2d1b04" rel="nofollow" data-download="{"attachment_id":39354952,"asset_id":17151576,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/39354952/download_file?st=MTc0MDE0OTYzNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4974198" href="https://independent.academia.edu/BrianUprichard">Brian Uprichard</a><script data-card-contents-for-user="4974198" type="text/json">{"id":4974198,"first_name":"Brian","last_name":"Uprichard","domain_name":"independent","page_name":"BrianUprichard","display_name":"Brian Uprichard","profile_url":"https://independent.academia.edu/BrianUprichard?f_ri=1595","photo":"https://0.academia-photos.com/4974198/2153910/11728097/s65_brian.uprichard.jpg"}</script></span></span></li><li class="js-paper-rank-work_17151576 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="17151576"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 17151576, container: ".js-paper-rank-work_17151576", }); });</script></li><li class="js-percentile-work_17151576 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17151576; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_17151576"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_17151576 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="17151576"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17151576; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17151576]").text(description); $(".js-view-count-work_17151576").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_17151576").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="17151576"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1595" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_">Memory (Cognitive Psychology)</a>, <script data-card-contents-for-ri="1595" type="text/json">{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1611" rel="nofollow" href="https://www.academia.edu/Documents/in/Eyewitness_memory">Eyewitness memory</a>, <script data-card-contents-for-ri="1611" type="text/json">{"id":1611,"name":"Eyewitness memory","url":"https://www.academia.edu/Documents/in/Eyewitness_memory?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="11452" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Studies">Memory Studies</a><script data-card-contents-for-ri="11452" type="text/json">{"id":11452,"name":"Memory Studies","url":"https://www.academia.edu/Documents/in/Memory_Studies?f_ri=1595","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=17151576]'), work: {"id":17151576,"title":"The Effect of Question Order on Recall Accuracy","created_at":"2015-10-22T04:53:08.109-07:00","url":"https://www.academia.edu/17151576/The_Effect_of_Question_Order_on_Recall_Accuracy?f_ri=1595","dom_id":"work_17151576","summary":"The purpose of this research was to investigate the effect of question order on recall accuracy.\nPrevious research on working memory by Baddeley (2000) proposed the theory of the “episodic buffer” slave system in working memory was thought to be linked to semantic processing of memories. Research by Bower \u0026 Clarke, (1969) found that using a narrative technique, individuals could remember a greater amount of information and with greater accuracy, providing evidence that placing events in a coherent narrative order improves later recall. Research by Craik \u0026 Tulving, (1975) provided evidence of shallow and deep processing, information processed at the deep level (in terms of its semantic content and how it linked to other pieces of information) was easier to recall.\n This research is also based on evidence from Fischer \u0026 Geiselman (1990) who found that reverse recall can enhance the accuracy of recalled memories and on research by Geiselman \u0026 Callot, (1990) who found that reverse recall following forward recall improved participants recall accuracy.\nCognitive interviewing techniques claim that questions can act as contextual prompts to aid recall of events by reinforcing the narrative structure of the event to aid recall of events proceeding and preceding the question.\n\tIt was predicted that questions listed in an ordered fashion (chronologically ordered or reverse-chronologically ordered) would provide more accurate recall than questions listed in a mixed/random order.\nParticipants were presented with a single trial during which they watched a short (around five minute) film clip. Participants were given a short break after watching the clip to control for the recency effect and were then provided with an answer sheet and were presented with 20 questions using PowerPoint which were ordered in one of three ways (chronological, reverse-chronological and mixed/random). Participants were given 20 seconds to answer each question; answer sheets were then marked by the researchers.\nThe independent variable was question order and it had three levels (chronological, reverse-chronological and mixed/random), the dependent variable was accuracy (number of questions answered correctly).\nThe experiment found that there was a significant difference between accuracy on mixed and reverse-chronological question order. When an outlier in the chronological condition was controlled for it was found that there was a significant difference between mixed and reverse-chronological question order and between mixed and chronological question order. The hypothesis was accepted and the null hypothesis rejected.\n","downloadable_attachments":[{"id":39354952,"asset_id":17151576,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4974198,"first_name":"Brian","last_name":"Uprichard","domain_name":"independent","page_name":"BrianUprichard","display_name":"Brian Uprichard","profile_url":"https://independent.academia.edu/BrianUprichard?f_ri=1595","photo":"https://0.academia-photos.com/4974198/2153910/11728097/s65_brian.uprichard.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=1595","nofollow":true},{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true},{"id":1611,"name":"Eyewitness memory","url":"https://www.academia.edu/Documents/in/Eyewitness_memory?f_ri=1595","nofollow":true},{"id":11452,"name":"Memory Studies","url":"https://www.academia.edu/Documents/in/Memory_Studies?f_ri=1595","nofollow":true},{"id":520909,"name":"Eyewitness Testimony","url":"https://www.academia.edu/Documents/in/Eyewitness_Testimony?f_ri=1595"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_11080352 coauthored" data-work_id="11080352" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/11080352/Iconic_memory_is_not_a_case_of_attention_free_awareness">Iconic memory is not a case of attention-free awareness</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Whether or not awareness entails attention is a much debated question. Since iconic mem- ory has been generally assumed to be attention-free, it has been considered an important piece of evidence that it does not (Koch & Tsuchiya, 2007).... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_11080352" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Whether or not awareness entails attention is a much debated question. Since iconic mem- ory has been generally assumed to be attention-free, it has been considered an important piece of evidence that it does not (Koch & Tsuchiya, 2007). Therefore the question of the role of attention in iconic memory matters. Recent evidence (Persuh, Genzer, & Melara, 2012), suggests that iconic memory does depend on attention. Because of the centrality of iconic memory to this debate, we looked again at the role of attention in iconic memory using a standard whole versus partial report task of letters in a 3 􏰀 2 matrix. We manipu- lated attention to the array by coupling it with a second task that was either easy or hard and by manipulating the probability of which task was to be performed on any given trial. When attention was maximally diverted from the matrix, participants were able to report less than a single item, confirming the prior results and supporting the conclusion that ico- nic memory entails attention. It is not an instance of attention-free awareness.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/11080352" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="dfb73f377d20e730295b4594cfdd81ab" rel="nofollow" data-download="{"attachment_id":36768817,"asset_id":11080352,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36768817/download_file?st=MTc0MDE0OTYzNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1744461" href="https://uwl.academia.edu/JasonClarke">Jason Clarke</a><script data-card-contents-for-user="1744461" type="text/json">{"id":1744461,"first_name":"Jason","last_name":"Clarke","domain_name":"uwl","page_name":"JasonClarke","display_name":"Jason Clarke","profile_url":"https://uwl.academia.edu/JasonClarke?f_ri=1595","photo":"https://0.academia-photos.com/1744461/599926/7877288/s65_jason.clarke.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-11080352">+2</span><div class="hidden js-additional-users-11080352"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://newschool.academia.edu/ArienMack">Arien Mack</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://newschool.academia.edu/MugeErol">Muge Erol</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-11080352'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-11080352').html(); 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Since iconic mem- ory has been generally assumed to be attention-free, it has been considered an important piece of evidence that it does not (Koch \u0026 Tsuchiya, 2007). Therefore the question of the role of attention in iconic memory matters. Recent evidence (Persuh, Genzer, \u0026 Melara, 2012), suggests that iconic memory does depend on attention. Because of the centrality of iconic memory to this debate, we looked again at the role of attention in iconic memory using a standard whole versus partial report task of letters in a 3 􏰀 2 matrix. We manipu- lated attention to the array by coupling it with a second task that was either easy or hard and by manipulating the probability of which task was to be performed on any given trial. When attention was maximally diverted from the matrix, participants were able to report less than a single item, confirming the prior results and supporting the conclusion that ico- nic memory entails attention. It is not an instance of attention-free awareness.","downloadable_attachments":[{"id":36768817,"asset_id":11080352,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1744461,"first_name":"Jason","last_name":"Clarke","domain_name":"uwl","page_name":"JasonClarke","display_name":"Jason Clarke","profile_url":"https://uwl.academia.edu/JasonClarke?f_ri=1595","photo":"https://0.academia-photos.com/1744461/599926/7877288/s65_jason.clarke.jpg"},{"id":220951,"first_name":"Arien","last_name":"Mack","domain_name":"newschool","page_name":"ArienMack","display_name":"Arien Mack","profile_url":"https://newschool.academia.edu/ArienMack?f_ri=1595","photo":"/images/s65_no_pic.png"},{"id":26863478,"first_name":"Muge","last_name":"Erol","domain_name":"newschool","page_name":"MugeErol","display_name":"Muge Erol","profile_url":"https://newschool.academia.edu/MugeErol?f_ri=1595","photo":"https://0.academia-photos.com/26863478/9783610/39956115/s65_muge.erol.jpg"}],"research_interests":[{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=1595","nofollow":true},{"id":806,"name":"Philosophy of Mind","url":"https://www.academia.edu/Documents/in/Philosophy_of_Mind?f_ri=1595","nofollow":true},{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception?f_ri=1595","nofollow":true},{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true},{"id":5359,"name":"Visual perception","url":"https://www.academia.edu/Documents/in/Visual_perception?f_ri=1595"},{"id":9040,"name":"Consciousness","url":"https://www.academia.edu/Documents/in/Consciousness?f_ri=1595"},{"id":17728,"name":"Philosophy of perception","url":"https://www.academia.edu/Documents/in/Philosophy_of_perception?f_ri=1595"},{"id":21548,"name":"Cognitive Neuroscience","url":"https://www.academia.edu/Documents/in/Cognitive_Neuroscience?f_ri=1595"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_938137 coauthored" data-work_id="938137" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/938137/Age_effects_in_cultural_life_scripts">Age effects in cultural life scripts</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Life scripts are culturally shared expectations about the timing of life events in an idealized life course. Because they are cultural semantic knowledge, they should be known by all adult age groups including those who have not lived... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_938137" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Life scripts are culturally shared expectations about the timing of life events in an idealized life course. Because they are cultural semantic knowledge, they should be known by all adult age groups including those who have not lived through all events in the life script, but this has not been tested previously. Young, middle-aged and older adults from the Netherlands were therefore asked in this online study to imagine an ordinary Dutch infant and to name the seven most important events that were likely to take place in the life of this prototypical child. Participants subsequently answered questions about at what ages these events were expected to occur and about their prevalence, importance and valence. We found that the cultural life script was similar for young, middle-aged and older adults and for adults with different educational attainment.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/938137" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="13ab8a9e7c75084afadcca40919fa6be" rel="nofollow" data-download="{"attachment_id":5727590,"asset_id":938137,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/5727590/download_file?st=MTc0MDE0OTYzNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="36923934" href="https://independent.academia.edu/DavidRubin12">David Rubin</a><script data-card-contents-for-user="36923934" type="text/json">{"id":36923934,"first_name":"David","last_name":"Rubin","domain_name":"independent","page_name":"DavidRubin12","display_name":"David Rubin","profile_url":"https://independent.academia.edu/DavidRubin12?f_ri=1595","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-938137">+1</span><div class="hidden js-additional-users-938137"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://nottingham-my.academia.edu/SteveJanssen">Steve M J Janssen</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-938137'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-938137').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_938137 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="938137"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 938137, container: ".js-paper-rank-work_938137", }); });</script></li><li class="js-percentile-work_938137 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 938137; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_938137"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_938137 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="938137"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 938137; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=938137]").text(description); $(".js-view-count-work_938137").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_938137").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="938137"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="236" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Psychology">Cognitive Psychology</a>, <script data-card-contents-for-ri="236" type="text/json">{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="258" rel="nofollow" href="https://www.academia.edu/Documents/in/Experimental_Psychology">Experimental Psychology</a>, <script data-card-contents-for-ri="258" type="text/json">{"id":258,"name":"Experimental Psychology","url":"https://www.academia.edu/Documents/in/Experimental_Psychology?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1595" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_">Memory (Cognitive Psychology)</a>, <script data-card-contents-for-ri="1595" type="text/json">{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4212" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognition">Cognition</a><script data-card-contents-for-ri="4212" type="text/json">{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=1595","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=938137]'), work: {"id":938137,"title":"Age effects in cultural life scripts","created_at":"2011-09-21T12:04:00.415-07:00","url":"https://www.academia.edu/938137/Age_effects_in_cultural_life_scripts?f_ri=1595","dom_id":"work_938137","summary":"Life scripts are culturally shared expectations about the timing of life events in an idealized life course. Because they are cultural semantic knowledge, they should be known by all adult age groups including those who have not lived through all events in the life script, but this has not been tested previously. Young, middle-aged and older adults from the Netherlands were therefore asked in this online study to imagine an ordinary Dutch infant and to name the seven most important events that were likely to take place in the life of this prototypical child. Participants subsequently answered questions about at what ages these events were expected to occur and about their prevalence, importance and valence. We found that the cultural life script was similar for young, middle-aged and older adults and for adults with different educational attainment.","downloadable_attachments":[{"id":5727590,"asset_id":938137,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":36923934,"first_name":"David","last_name":"Rubin","domain_name":"independent","page_name":"DavidRubin12","display_name":"David Rubin","profile_url":"https://independent.academia.edu/DavidRubin12?f_ri=1595","photo":"/images/s65_no_pic.png"},{"id":773918,"first_name":"Steve","last_name":"Janssen","domain_name":"nottingham-my","page_name":"SteveJanssen","display_name":"Steve M J Janssen","profile_url":"https://nottingham-my.academia.edu/SteveJanssen?f_ri=1595","photo":"https://0.academia-photos.com/773918/261750/5884388/s65_steve.janssen.jpg"}],"research_interests":[{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=1595","nofollow":true},{"id":258,"name":"Experimental Psychology","url":"https://www.academia.edu/Documents/in/Experimental_Psychology?f_ri=1595","nofollow":true},{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=1595","nofollow":true},{"id":6791,"name":"Aging","url":"https://www.academia.edu/Documents/in/Aging?f_ri=1595"},{"id":11452,"name":"Memory Studies","url":"https://www.academia.edu/Documents/in/Memory_Studies?f_ri=1595"},{"id":29866,"name":"Autobiographical Memory","url":"https://www.academia.edu/Documents/in/Autobiographical_Memory?f_ri=1595"},{"id":32361,"name":"Episodic Memory","url":"https://www.academia.edu/Documents/in/Episodic_Memory?f_ri=1595"},{"id":169200,"name":"Reminiscence Bump","url":"https://www.academia.edu/Documents/in/Reminiscence_Bump?f_ri=1595"},{"id":274809,"name":"Life Scripts","url":"https://www.academia.edu/Documents/in/Life_Scripts?f_ri=1595"},{"id":409963,"name":"Episodic Memory, Life Story, Life Scripts","url":"https://www.academia.edu/Documents/in/Episodic_Memory_Life_Story_Life_Scripts?f_ri=1595"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1074218" data-work_id="1074218" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1074218/Wen_Zhisheng_2016_Working_memory_and_second_language_learning_Towards_an_integrated_approach_Bristol_Multilingual_Matters">Wen, Zhisheng. (2016). Working memory and second language learning: Towards an integrated approach. Bristol: Multilingual Matters</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Summary: This book introduces a principled approach to conceptualizing and measuring working memory in first and second language research. It presents comprehensive, thorough and updated reviews of relevant literatures of WM and SLA... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1074218" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Summary:<br />This book introduces a principled approach to conceptualizing and measuring working memory in first and second language research. It presents comprehensive, thorough and updated reviews of relevant literatures of WM and SLA research in cognitive sciences, cognitive psychology and applied linguistics. Drawing on multidisciplinary research insights, it advocates an integrated framework for implementing working memory and second language acquisition research. In light of the basic tenets and general principles of this integrated perspective, the book then proposes an overarching theoretical model that clearly specifies the distinctive roles of phonological and executive working memory as they relate to specific second language acquisition domains and processing activities. The implications of this innovative Phonological/Executive Model are further discussed and elaborated, first for the specific realm of L2 task-based speech planning and performance, and then within the broader context of foreign language aptitude. <br /><br />Reviews: <br />"One of the most encouraging features of the development of the multicomponent model of working memory has been its application beyond the laboratory to a range of  issues of which language learning is among the most important. Work was initially focused on native language acquisition but subsequently exciting developments are increasingly occurring in the hugely significant field of second language learning. This book surveys the field in detail , producing a synthesis of evidence and theory that will make a substantial contribution to this important field." Alan Baddeley, University of York, U.K.<br /><br />"There are perhaps few predicaments as frustrating as being unable to communicate with another person because he or she does not speak the same language as you. In this volume, Dr. Wen comprehensively considers the importance for second-language learning of the individual’s working memory, the small amount of information that can be readily held in mind to carry out cognitive tasks. Different theoretical views are considered in detail and they are judiciously applied in an up-to-date treatment of various facets of language learning. The volume will be of great interest to students of both memory and language, ranging from novices to experts." Nelson Cowan, University of Missouri-Columbia, USA<br /><br />"A well-informed, up-to-date, and comprehensive review of phonological and executive aspects of working memory, their  components and measurement, their roles in second language acquisition and processing, and their status as language aptitudes. An excellent overview for scholars in these areas." Nick Ellis, University of Michigan, U.S.A.<br /><br />"A thorough analysis of how the various components of the working memory system relate to different aspects of second language processing and learning. This is a very timely and useful contribution to a centrally important topic in the field of individual differences."  John Williams, University of Cambridge, UK<br /><br />Author Biography:<br />Zhisheng (Edward) Wen is Associate Professor at School of Languages and Translation at Macao Polytechnic Institute (MPI). Dr. Wen has been lecturing undergraduate and postgraduate courses in applied linguistics and psycholinguistics for over 15 years. He has published extensively in these areas. His paper publications have appeared in key academic journals (e.g., Language Teaching, ELT Journal, InJAL). He is recipient of the ‘Language Learning Roundtable Conference Grant’ and lead-editor of “Working memory in second language acquisition and processing” (2015, Multilingual Matters).  His another forthcoming monograph “Cognitive individual differences in second language acquisition” will be published by Mouton de Gruyter in 2017.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1074218" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e36ef5bc6c164ae2952ecf1e873df107" rel="nofollow" data-download="{"attachment_id":43907765,"asset_id":1074218,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/43907765/download_file?st=MTc0MDE0OTYzNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="717808" href="https://hksyu.academia.edu/ZhishengWenEdward">Zhisheng Wen (Edward)</a><script data-card-contents-for-user="717808" type="text/json">{"id":717808,"first_name":"Zhisheng","last_name":"Wen (Edward)","domain_name":"hksyu","page_name":"ZhishengWenEdward","display_name":"Zhisheng Wen (Edward)","profile_url":"https://hksyu.academia.edu/ZhishengWenEdward?f_ri=1595","photo":"https://0.academia-photos.com/717808/244465/11859010/s65_zhisheng.wen_edward_.jpg"}</script></span></span></li><li class="js-paper-rank-work_1074218 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1074218"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1074218, container: ".js-paper-rank-work_1074218", }); 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(2016). Working memory and second language learning: Towards an integrated approach. Bristol: Multilingual Matters","created_at":"2011-11-08T00:23:13.617-08:00","url":"https://www.academia.edu/1074218/Wen_Zhisheng_2016_Working_memory_and_second_language_learning_Towards_an_integrated_approach_Bristol_Multilingual_Matters?f_ri=1595","dom_id":"work_1074218","summary":"Summary:\nThis book introduces a principled approach to conceptualizing and measuring working memory in first and second language research. It presents comprehensive, thorough and updated reviews of relevant literatures of WM and SLA research in cognitive sciences, cognitive psychology and applied linguistics. Drawing on multidisciplinary research insights, it advocates an integrated framework for implementing working memory and second language acquisition research. In light of the basic tenets and general principles of this integrated perspective, the book then proposes an overarching theoretical model that clearly specifies the distinctive roles of phonological and executive working memory as they relate to specific second language acquisition domains and processing activities. The implications of this innovative Phonological/Executive Model are further discussed and elaborated, first for the specific realm of L2 task-based speech planning and performance, and then within the broader context of foreign language aptitude. \n\nReviews: \n\"One of the most encouraging features of the development of the multicomponent model of working memory has been its application beyond the laboratory to a range of issues of which language learning is among the most important. Work was initially focused on native language acquisition but subsequently exciting developments are increasingly occurring in the hugely significant field of second language learning. This book surveys the field in detail , producing a synthesis of evidence and theory that will make a substantial contribution to this important field.\" Alan Baddeley, University of York, U.K.\n\n\"There are perhaps few predicaments as frustrating as being unable to communicate with another person because he or she does not speak the same language as you. In this volume, Dr. Wen comprehensively considers the importance for second-language learning of the individual’s working memory, the small amount of information that can be readily held in mind to carry out cognitive tasks. Different theoretical views are considered in detail and they are judiciously applied in an up-to-date treatment of various facets of language learning. The volume will be of great interest to students of both memory and language, ranging from novices to experts.\" Nelson Cowan, University of Missouri-Columbia, USA\n\n\"A well-informed, up-to-date, and comprehensive review of phonological and executive aspects of working memory, their components and measurement, their roles in second language acquisition and processing, and their status as language aptitudes. An excellent overview for scholars in these areas.\" Nick Ellis, University of Michigan, U.S.A.\n\n\"A thorough analysis of how the various components of the working memory system relate to different aspects of second language processing and learning. This is a very timely and useful contribution to a centrally important topic in the field of individual differences.\" John Williams, University of Cambridge, UK\n\nAuthor Biography:\nZhisheng (Edward) Wen is Associate Professor at School of Languages and Translation at Macao Polytechnic Institute (MPI). Dr. Wen has been lecturing undergraduate and postgraduate courses in applied linguistics and psycholinguistics for over 15 years. He has published extensively in these areas. His paper publications have appeared in key academic journals (e.g., Language Teaching, ELT Journal, InJAL). He is recipient of the ‘Language Learning Roundtable Conference Grant’ and lead-editor of “Working memory in second language acquisition and processing” (2015, Multilingual Matters). His another forthcoming monograph “Cognitive individual differences in second language acquisition” will be published by Mouton de Gruyter in 2017.","downloadable_attachments":[{"id":43907765,"asset_id":1074218,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":717808,"first_name":"Zhisheng","last_name":"Wen (Edward)","domain_name":"hksyu","page_name":"ZhishengWenEdward","display_name":"Zhisheng Wen (Edward)","profile_url":"https://hksyu.academia.edu/ZhishengWenEdward?f_ri=1595","photo":"https://0.academia-photos.com/717808/244465/11859010/s65_zhisheng.wen_edward_.jpg"}],"research_interests":[{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=1595","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=1595","nofollow":true},{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=1595","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1595","nofollow":true},{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595"},{"id":4246,"name":"Learning and Memory (Neurosciences)","url":"https://www.academia.edu/Documents/in/Learning_and_Memory_Neurosciences_?f_ri=1595"},{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=1595"},{"id":5423,"name":"Connectionism","url":"https://www.academia.edu/Documents/in/Connectionism?f_ri=1595"},{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=1595"},{"id":8538,"name":"Working Memory","url":"https://www.academia.edu/Documents/in/Working_Memory?f_ri=1595"},{"id":11103,"name":"Neurobiology of Learning and Memory","url":"https://www.academia.edu/Documents/in/Neurobiology_of_Learning_and_Memory?f_ri=1595"},{"id":15180,"name":"Philosophy of Cognitive Science","url":"https://www.academia.edu/Documents/in/Philosophy_of_Cognitive_Science?f_ri=1595"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=1595"},{"id":17282,"name":"English Grammar","url":"https://www.academia.edu/Documents/in/English_Grammar?f_ri=1595"},{"id":18072,"name":"Construction Grammar","url":"https://www.academia.edu/Documents/in/Construction_Grammar?f_ri=1595"},{"id":19810,"name":"Theoretical Linguistics","url":"https://www.academia.edu/Documents/in/Theoretical_Linguistics?f_ri=1595"},{"id":25520,"name":"Language Acquisition and Development","url":"https://www.academia.edu/Documents/in/Language_Acquisition_and_Development?f_ri=1595"},{"id":27712,"name":"Sentence Processing","url":"https://www.academia.edu/Documents/in/Sentence_Processing?f_ri=1595"},{"id":27837,"name":"Formulaic Language","url":"https://www.academia.edu/Documents/in/Formulaic_Language?f_ri=1595"},{"id":28664,"name":"Sentence processing (Languages And Linguistics)","url":"https://www.academia.edu/Documents/in/Sentence_processing_Languages_And_Linguistics_?f_ri=1595"},{"id":30048,"name":"Individual Differences","url":"https://www.academia.edu/Documents/in/Individual_Differences?f_ri=1595"},{"id":36491,"name":"English language and linguistics","url":"https://www.academia.edu/Documents/in/English_language_and_linguistics?f_ri=1595"},{"id":46596,"name":"English language teaching","url":"https://www.academia.edu/Documents/in/English_language_teaching?f_ri=1595"},{"id":46948,"name":"Bilingualism and Multilingualism","url":"https://www.academia.edu/Documents/in/Bilingualism_and_Multilingualism?f_ri=1595"},{"id":47268,"name":"Bilingualism","url":"https://www.academia.edu/Documents/in/Bilingualism?f_ri=1595"},{"id":50024,"name":"Language Teaching","url":"https://www.academia.edu/Documents/in/Language_Teaching?f_ri=1595"},{"id":50569,"name":"Language Learning","url":"https://www.academia.edu/Documents/in/Language_Learning?f_ri=1595"},{"id":55408,"name":"Individual differences in L2/FL learning","url":"https://www.academia.edu/Documents/in/Individual_differences_in_L2_FL_learning?f_ri=1595"},{"id":117497,"name":"Child Language Development","url":"https://www.academia.edu/Documents/in/Child_Language_Development?f_ri=1595"},{"id":148913,"name":"Task-based language teaching","url":"https://www.academia.edu/Documents/in/Task-based_language_teaching?f_ri=1595"},{"id":225815,"name":"Second Language Acquisiton","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisiton?f_ri=1595"},{"id":793812,"name":"Language Aptitude","url":"https://www.academia.edu/Documents/in/Language_Aptitude?f_ri=1595"},{"id":1002445,"name":"Cognitive/construction Grammar","url":"https://www.academia.edu/Documents/in/Cognitive_construction_Grammar?f_ri=1595"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_31010610" data-work_id="31010610" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/31010610/Two_Years_Later_Effects_of_Question_Repetition_and_Retention_Interval_on_the_Eyewitness_Testimony_of_Children_and_Adults">Two Years Later: Effects of Question Repetition and Retention Interval on the Eyewitness Testimony of Children and Adults</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study examined witnesses' memories for an event experienced 2 years earlier. Ss in 4 age groups (6-, 8-and 10-year-olds and adults; N= 79) answered repeated questions about an ambiguous incident that occurred as part of an earlier... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_31010610" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study examined witnesses' memories for an event experienced 2 years earlier. Ss in 4 age groups (6-, 8-and 10-year-olds and adults; N= 79) answered repeated questions about an ambiguous incident that occurred as part of an earlier study (D. A. Poole & L. T. . Surprisingly, the effects of question repetition were similar to the patterns observed 2 years ago. There were important differences in the testimonies of children and adults, however, that were not observed in the initial study: Children were less consistent than adults across sessions on yes-no questions, less accurate in response to open-ended questions, and more likely to fabricate answers to a question about a man's occupation. Some children also confused the actions of 2 research assistants. These results indicate the need for additional research on qualitative and quantitative changes in children's testimonies over long delays.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/31010610" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="919615b2dd17c37e6308a936ef5b2532" rel="nofollow" data-download="{"attachment_id":51443963,"asset_id":31010610,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51443963/download_file?st=MTc0MDE0OTYzNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33014895" href="https://beloit.academia.edu/LawrenceWhite">Lawrence T White</a><script data-card-contents-for-user="33014895" type="text/json">{"id":33014895,"first_name":"Lawrence","last_name":"White","domain_name":"beloit","page_name":"LawrenceWhite","display_name":"Lawrence T White","profile_url":"https://beloit.academia.edu/LawrenceWhite?f_ri=1595","photo":"https://0.academia-photos.com/33014895/9809541/10930702/s65_lawrence.white.jpg"}</script></span></span></li><li class="js-paper-rank-work_31010610 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="31010610"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 31010610, container: ".js-paper-rank-work_31010610", }); 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Ss in 4 age groups (6-, 8-and 10-year-olds and adults; N= 79) answered repeated questions about an ambiguous incident that occurred as part of an earlier study (D. A. Poole \u0026 L. T. . Surprisingly, the effects of question repetition were similar to the patterns observed 2 years ago. There were important differences in the testimonies of children and adults, however, that were not observed in the initial study: Children were less consistent than adults across sessions on yes-no questions, less accurate in response to open-ended questions, and more likely to fabricate answers to a question about a man's occupation. Some children also confused the actions of 2 research assistants. These results indicate the need for additional research on qualitative and quantitative changes in children's testimonies over long delays.","downloadable_attachments":[{"id":51443963,"asset_id":31010610,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33014895,"first_name":"Lawrence","last_name":"White","domain_name":"beloit","page_name":"LawrenceWhite","display_name":"Lawrence T White","profile_url":"https://beloit.academia.edu/LawrenceWhite?f_ri=1595","photo":"https://0.academia-photos.com/33014895/9809541/10930702/s65_lawrence.white.jpg"}],"research_interests":[{"id":252,"name":"Developmental Psychology","url":"https://www.academia.edu/Documents/in/Developmental_Psychology?f_ri=1595","nofollow":true},{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true},{"id":19083,"name":"Legal Psychology","url":"https://www.academia.edu/Documents/in/Legal_Psychology?f_ri=1595","nofollow":true},{"id":229892,"name":"Child witnesses","url":"https://www.academia.edu/Documents/in/Child_witnesses?f_ri=1595","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43524513" data-work_id="43524513" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43524513/Rese%C3%B1a_4_Historiando_un_pasado_traum%C3%A1tico_Entre_la_seducci%C3%B3n_de_la_memoria_y_el_hallazgo_de_fuentes_Dutr%C3%A9nit_Silvia_2007_">Reseña 4. Historiando un pasado traumático: Entre la seducción de la memoria y el hallazgo de fuentes - Dutrénit, Silvia (2007)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">UNIVERSIDAD PEDAGÓGICA NACIONAL Maestría en Estadios Sociales Seminario de estrategias y técnicas de investigación social Reseña 4. Historiando un pasado traumático: Entre la seducción de la memoria y el hallazgo de fuentes Dutrénit,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43524513" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">UNIVERSIDAD PEDAGÓGICA NACIONAL Maestría en Estadios Sociales Seminario de estrategias y técnicas de investigación social Reseña 4. Historiando un pasado traumático: Entre la seducción de la memoria y el hallazgo de fuentes Dutrénit, Silvia (2007) "Historiando un pasado traumático: Entre la seducción de la memoria y el hallazgo de fuentes". En: De Garay, Graciela (coord.) Para pensar el tiempo presente. Aproximaciones teórico-metodológicas y experiencias empíricas. México: Instituto Mora. Silvia Dutrénit es una historiadora uruguaya de la Universidad de la República y doctora en Estudios Latinoamericanos de la UNAM. Actualmente, Dutrénit es profesora del Instituto de Investigaciones Dr. José María Luis Mora de México. Su producción académica está asociada a la historia reciente de América Latina, en especial, sus líneas de investigación están asociadas a temas como el exilio, el asilo, la violación de derechos humanos, la memoria, entre otros. Justamente el artículo Historiando un pasado traumático nace a partir de la reflexión y trabajo hermenéutico sobre las situaciones de asilo diplomático en las embajadas mexicanas del Cono Sur, con el objetivo de evidenciar los problemas éticos, epistémicos y metodológicos que se asume el investigador al aplicar la historia oral en contextos marcados por acontecimientos traumáticos a través de: hacer la historia del tiempo presente, hacer historia con la historia oral y situar a la investigadora como participante de los procesos históricos analizados. El documento se posiciona en la perspectiva de la historia del tiempo presente de América Latina, por lo que subraya puntos sobre su selección epistémica y metodológica. Lo primero que destaca es que estos son parte del pasado traumático, esto quiere decir que surgieron en escenarios donde la violencia y la represión fueron elementos constitutivos de la cotidianeidad de las relaciones sociales; en segundo lugar, explica que seleccionó la historia oral, pues le permite dar cuenta de la existencia de múltiples relatos y la posterior ubicación interpretativa de los acontecimientos enunciados; finalmente, señala que al escribir desde la historia del tiempo presente, se recurre a la experiencia y participación del en los acontecimientos relatados. En primer lugar, la autora presenta su cercanía con la unidad de análisis del trabajo, muestra unos elementos de contexto para ubicar los acontecimientos a los que hace referencia en el desarrollo del trabajo, por ejemplo, la obligación internacional, vía convenciones interamericanas, que tiene el Estado para otorgar asilo diplomático por derechos humanos, la gama de articulación que le permitió al Estado, no sólo nación sino a nivel regional, librarse</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43524513" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6469cec680d5030ef3bc1f16b1628d6e" rel="nofollow" data-download="{"attachment_id":63835390,"asset_id":43524513,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63835390/download_file?st=MTc0MDE0OTYzNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="11299918" href="https://independent.academia.edu/LinaGonzalez5">Lina Marcela González González</a><script data-card-contents-for-user="11299918" type="text/json">{"id":11299918,"first_name":"Lina Marcela","last_name":"González González","domain_name":"independent","page_name":"LinaGonzalez5","display_name":"Lina Marcela González González","profile_url":"https://independent.academia.edu/LinaGonzalez5?f_ri=1595","photo":"https://0.academia-photos.com/11299918/4551325/27903825/s65_lina.gonzalez.jpg"}</script></span></span></li><li class="js-paper-rank-work_43524513 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43524513"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43524513, container: ".js-paper-rank-work_43524513", }); 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$(".js-view-count[data-work-id=43524513]").text(description); $(".js-view-count-work_43524513").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43524513").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43524513"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1595" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_">Memory (Cognitive Psychology)</a>, <script data-card-contents-for-ri="1595" type="text/json">{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="11452" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Studies">Memory Studies</a><script data-card-contents-for-ri="11452" type="text/json">{"id":11452,"name":"Memory Studies","url":"https://www.academia.edu/Documents/in/Memory_Studies?f_ri=1595","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43524513]'), work: {"id":43524513,"title":"Reseña 4. Historiando un pasado traumático: Entre la seducción de la memoria y el hallazgo de fuentes - Dutrénit, Silvia (2007)","created_at":"2020-07-05T11:17:20.977-07:00","url":"https://www.academia.edu/43524513/Rese%C3%B1a_4_Historiando_un_pasado_traum%C3%A1tico_Entre_la_seducci%C3%B3n_de_la_memoria_y_el_hallazgo_de_fuentes_Dutr%C3%A9nit_Silvia_2007_?f_ri=1595","dom_id":"work_43524513","summary":"UNIVERSIDAD PEDAGÓGICA NACIONAL Maestría en Estadios Sociales Seminario de estrategias y técnicas de investigación social Reseña 4. Historiando un pasado traumático: Entre la seducción de la memoria y el hallazgo de fuentes Dutrénit, Silvia (2007) \"Historiando un pasado traumático: Entre la seducción de la memoria y el hallazgo de fuentes\". En: De Garay, Graciela (coord.) Para pensar el tiempo presente. Aproximaciones teórico-metodológicas y experiencias empíricas. México: Instituto Mora. Silvia Dutrénit es una historiadora uruguaya de la Universidad de la República y doctora en Estudios Latinoamericanos de la UNAM. Actualmente, Dutrénit es profesora del Instituto de Investigaciones Dr. José María Luis Mora de México. Su producción académica está asociada a la historia reciente de América Latina, en especial, sus líneas de investigación están asociadas a temas como el exilio, el asilo, la violación de derechos humanos, la memoria, entre otros. Justamente el artículo Historiando un pasado traumático nace a partir de la reflexión y trabajo hermenéutico sobre las situaciones de asilo diplomático en las embajadas mexicanas del Cono Sur, con el objetivo de evidenciar los problemas éticos, epistémicos y metodológicos que se asume el investigador al aplicar la historia oral en contextos marcados por acontecimientos traumáticos a través de: hacer la historia del tiempo presente, hacer historia con la historia oral y situar a la investigadora como participante de los procesos históricos analizados. El documento se posiciona en la perspectiva de la historia del tiempo presente de América Latina, por lo que subraya puntos sobre su selección epistémica y metodológica. Lo primero que destaca es que estos son parte del pasado traumático, esto quiere decir que surgieron en escenarios donde la violencia y la represión fueron elementos constitutivos de la cotidianeidad de las relaciones sociales; en segundo lugar, explica que seleccionó la historia oral, pues le permite dar cuenta de la existencia de múltiples relatos y la posterior ubicación interpretativa de los acontecimientos enunciados; finalmente, señala que al escribir desde la historia del tiempo presente, se recurre a la experiencia y participación del en los acontecimientos relatados. En primer lugar, la autora presenta su cercanía con la unidad de análisis del trabajo, muestra unos elementos de contexto para ubicar los acontecimientos a los que hace referencia en el desarrollo del trabajo, por ejemplo, la obligación internacional, vía convenciones interamericanas, que tiene el Estado para otorgar asilo diplomático por derechos humanos, la gama de articulación que le permitió al Estado, no sólo nación sino a nivel regional, librarse","downloadable_attachments":[{"id":63835390,"asset_id":43524513,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":11299918,"first_name":"Lina Marcela","last_name":"González González","domain_name":"independent","page_name":"LinaGonzalez5","display_name":"Lina Marcela González González","profile_url":"https://independent.academia.edu/LinaGonzalez5?f_ri=1595","photo":"https://0.academia-photos.com/11299918/4551325/27903825/s65_lina.gonzalez.jpg"}],"research_interests":[{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true},{"id":11452,"name":"Memory Studies","url":"https://www.academia.edu/Documents/in/Memory_Studies?f_ri=1595","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_58978322" data-work_id="58978322" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/58978322/The_Effect_of_Set_Size_on_Color_Recognition">The Effect of Set Size on Color Recognition</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">To determine what effect the set size of a group of colors has on the time required to recognize whether or not a target color belongs to the set. FINDINGS Increasing set size-from one to two colors results in a significant increase in... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_58978322" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">To determine what effect the set size of a group of colors has on the time required to recognize whether or not a target color belongs to the set. FINDINGS Increasing set size-from one to two colors results in a significant increase in time to recognize individual colors; however, further increases in set size, up to seven colors, causes little, if any, additional increase in time to recognition. APPLICATION It appears that the use of up to seven colors on sonar displays, where memory for color would be important, will have little or no detrimental effect on the time to recognize color set members. Thus it may be possible to use as many as half a dozen colors, even for tasks involving absolute identification, without any significant decrement in performance.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/58978322" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7c0f61410771ecc6a0088a17f8e92f83" rel="nofollow" data-download="{"attachment_id":73127449,"asset_id":58978322,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/73127449/download_file?st=MTc0MDE0OTYzNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="60271479" href="https://independent.academia.edu/DavidNeri6">David Neri</a><script data-card-contents-for-user="60271479" type="text/json">{"id":60271479,"first_name":"David","last_name":"Neri","domain_name":"independent","page_name":"DavidNeri6","display_name":"David Neri","profile_url":"https://independent.academia.edu/DavidNeri6?f_ri=1595","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_58978322 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="58978322"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 58978322, container: ".js-paper-rank-work_58978322", }); 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$(".js-view-count[data-work-id=58978322]").text(description); $(".js-view-count-work_58978322").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_58978322").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="58978322"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1595" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_">Memory (Cognitive Psychology)</a>, <script data-card-contents-for-ri="1595" type="text/json">{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5359" rel="nofollow" href="https://www.academia.edu/Documents/in/Visual_perception">Visual perception</a>, <script data-card-contents-for-ri="5359" type="text/json">{"id":5359,"name":"Visual perception","url":"https://www.academia.edu/Documents/in/Visual_perception?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="33069" rel="nofollow" href="https://www.academia.edu/Documents/in/Probability">Probability</a>, <script data-card-contents-for-ri="33069" type="text/json">{"id":33069,"name":"Probability","url":"https://www.academia.edu/Documents/in/Probability?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="43774" rel="nofollow" href="https://www.academia.edu/Documents/in/Learning">Learning</a><script data-card-contents-for-ri="43774" type="text/json">{"id":43774,"name":"Learning","url":"https://www.academia.edu/Documents/in/Learning?f_ri=1595","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=58978322]'), work: {"id":58978322,"title":"The Effect of Set Size on Color Recognition","created_at":"2021-10-19T01:06:47.521-07:00","url":"https://www.academia.edu/58978322/The_Effect_of_Set_Size_on_Color_Recognition?f_ri=1595","dom_id":"work_58978322","summary":"To determine what effect the set size of a group of colors has on the time required to recognize whether or not a target color belongs to the set. FINDINGS Increasing set size-from one to two colors results in a significant increase in time to recognize individual colors; however, further increases in set size, up to seven colors, causes little, if any, additional increase in time to recognition. APPLICATION It appears that the use of up to seven colors on sonar displays, where memory for color would be important, will have little or no detrimental effect on the time to recognize color set members. Thus it may be possible to use as many as half a dozen colors, even for tasks involving absolute identification, without any significant decrement in performance.","downloadable_attachments":[{"id":73127449,"asset_id":58978322,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":60271479,"first_name":"David","last_name":"Neri","domain_name":"independent","page_name":"DavidNeri6","display_name":"David Neri","profile_url":"https://independent.academia.edu/DavidNeri6?f_ri=1595","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true},{"id":5359,"name":"Visual perception","url":"https://www.academia.edu/Documents/in/Visual_perception?f_ri=1595","nofollow":true},{"id":33069,"name":"Probability","url":"https://www.academia.edu/Documents/in/Probability?f_ri=1595","nofollow":true},{"id":43774,"name":"Learning","url":"https://www.academia.edu/Documents/in/Learning?f_ri=1595","nofollow":true},{"id":62968,"name":"Colors","url":"https://www.academia.edu/Documents/in/Colors?f_ri=1595"},{"id":119665,"name":"Reaction Time","url":"https://www.academia.edu/Documents/in/Reaction_Time?f_ri=1595"},{"id":198077,"name":"Stimuli","url":"https://www.academia.edu/Documents/in/Stimuli?f_ri=1595"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_34097411" data-work_id="34097411" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/34097411/A_comunica%C3%A7%C3%A3o_inconsciente_no_discurso">A comunicação inconsciente no discurso</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Ao consideramos o discurso cotidiano ou especializado uma forma de comunicação consciente e ordenada segundo a lógica linguística, precisamos considerar suas motivações e interesses, geralmente, submersos aos códigos de linguagem, embora... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_34097411" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Ao consideramos o discurso cotidiano ou especializado uma forma de comunicação consciente e ordenada segundo a lógica linguística, precisamos considerar suas motivações e interesses, geralmente, submersos aos códigos de linguagem, embora ajam fortemente na constituição da mensagem discursiva. A "comunicação inconsciente" transportada pelo discurso pode informar muitas vezes mais do que a mensagem denotada das palavras.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34097411" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ef0479fcbb01743731ee5c5b0a3ca0b3" rel="nofollow" data-download="{"attachment_id":54029628,"asset_id":34097411,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54029628/download_file?st=MTc0MDE0OTYzNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3907298" href="https://independent.academia.edu/MarcosHenriqueCamargo">Marcos Henrique Camargo</a><script data-card-contents-for-user="3907298" type="text/json">{"id":3907298,"first_name":"Marcos Henrique","last_name":"Camargo","domain_name":"independent","page_name":"MarcosHenriqueCamargo","display_name":"Marcos Henrique Camargo","profile_url":"https://independent.academia.edu/MarcosHenriqueCamargo?f_ri=1595","photo":"https://0.academia-photos.com/3907298/1451343/73990932/s65_marcos_henrique.camargo.jpg"}</script></span></span></li><li class="js-paper-rank-work_34097411 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="34097411"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 34097411, container: ".js-paper-rank-work_34097411", }); 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$(".js-view-count[data-work-id=34097411]").text(description); $(".js-view-count-work_34097411").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_34097411").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="34097411"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">46</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="106" rel="nofollow" href="https://www.academia.edu/Documents/in/Religion">Religion</a>, <script data-card-contents-for-ri="106" type="text/json">{"id":106,"name":"Religion","url":"https://www.academia.edu/Documents/in/Religion?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="161" rel="nofollow" href="https://www.academia.edu/Documents/in/Neuroscience">Neuroscience</a>, <script data-card-contents-for-ri="161" type="text/json">{"id":161,"name":"Neuroscience","url":"https://www.academia.edu/Documents/in/Neuroscience?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="251" rel="nofollow" href="https://www.academia.edu/Documents/in/Neuropsychology">Neuropsychology</a><script data-card-contents-for-ri="251" type="text/json">{"id":251,"name":"Neuropsychology","url":"https://www.academia.edu/Documents/in/Neuropsychology?f_ri=1595","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=34097411]'), work: {"id":34097411,"title":"A comunicação inconsciente no discurso","created_at":"2017-08-01T04:56:04.504-07:00","url":"https://www.academia.edu/34097411/A_comunica%C3%A7%C3%A3o_inconsciente_no_discurso?f_ri=1595","dom_id":"work_34097411","summary":"Ao consideramos o discurso cotidiano ou especializado uma forma de comunicação consciente e ordenada segundo a lógica linguística, precisamos considerar suas motivações e interesses, geralmente, submersos aos códigos de linguagem, embora ajam fortemente na constituição da mensagem discursiva. A \"comunicação inconsciente\" transportada pelo discurso pode informar muitas vezes mais do que a mensagem denotada das palavras.","downloadable_attachments":[{"id":54029628,"asset_id":34097411,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3907298,"first_name":"Marcos Henrique","last_name":"Camargo","domain_name":"independent","page_name":"MarcosHenriqueCamargo","display_name":"Marcos Henrique Camargo","profile_url":"https://independent.academia.edu/MarcosHenriqueCamargo?f_ri=1595","photo":"https://0.academia-photos.com/3907298/1451343/73990932/s65_marcos_henrique.camargo.jpg"}],"research_interests":[{"id":106,"name":"Religion","url":"https://www.academia.edu/Documents/in/Religion?f_ri=1595","nofollow":true},{"id":161,"name":"Neuroscience","url":"https://www.academia.edu/Documents/in/Neuroscience?f_ri=1595","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=1595","nofollow":true},{"id":251,"name":"Neuropsychology","url":"https://www.academia.edu/Documents/in/Neuropsychology?f_ri=1595","nofollow":true},{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=1595"},{"id":806,"name":"Philosophy of Mind","url":"https://www.academia.edu/Documents/in/Philosophy_of_Mind?f_ri=1595"},{"id":807,"name":"Philosophy Of Language","url":"https://www.academia.edu/Documents/in/Philosophy_Of_Language?f_ri=1595"},{"id":859,"name":"Communication","url":"https://www.academia.edu/Documents/in/Communication?f_ri=1595"},{"id":865,"name":"Presocratic Philosophy","url":"https://www.academia.edu/Documents/in/Presocratic_Philosophy?f_ri=1595"},{"id":902,"name":"Philosophy Of Religion","url":"https://www.academia.edu/Documents/in/Philosophy_Of_Religion?f_ri=1595"},{"id":1279,"name":"Science Communication","url":"https://www.academia.edu/Documents/in/Science_Communication?f_ri=1595"},{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595"},{"id":1753,"name":"Implicit learning","url":"https://www.academia.edu/Documents/in/Implicit_learning?f_ri=1595"},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=1595"},{"id":4420,"name":"Embodied Cognition","url":"https://www.academia.edu/Documents/in/Embodied_Cognition?f_ri=1595"},{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=1595"},{"id":4730,"name":"Mass Communication","url":"https://www.academia.edu/Documents/in/Mass_Communication?f_ri=1595"},{"id":5073,"name":"Discursive Psychology","url":"https://www.academia.edu/Documents/in/Discursive_Psychology?f_ri=1595"},{"id":5130,"name":"History of the Senses","url":"https://www.academia.edu/Documents/in/History_of_the_Senses?f_ri=1595"},{"id":7369,"name":"Political communication","url":"https://www.academia.edu/Documents/in/Political_communication?f_ri=1595"},{"id":8024,"name":"Psychology of Unconscious","url":"https://www.academia.edu/Documents/in/Psychology_of_Unconscious?f_ri=1595"},{"id":8676,"name":"Pre-Socratic (Pre-Platonic) Philosophy","url":"https://www.academia.edu/Documents/in/Pre-Socratic_Pre-Platonic_Philosophy?f_ri=1595"},{"id":11010,"name":"Communication Theory","url":"https://www.academia.edu/Documents/in/Communication_Theory?f_ri=1595"},{"id":14200,"name":"Freedom Of Expression","url":"https://www.academia.edu/Documents/in/Freedom_Of_Expression?f_ri=1595"},{"id":18070,"name":"Ubuntu","url":"https://www.academia.edu/Documents/in/Ubuntu?f_ri=1595"},{"id":18297,"name":"Free Will","url":"https://www.academia.edu/Documents/in/Free_Will?f_ri=1595"},{"id":21548,"name":"Cognitive 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Discurso","url":"https://www.academia.edu/Documents/in/An%C3%A1lise_do_Discurso?f_ri=1595"},{"id":67135,"name":"Psicología","url":"https://www.academia.edu/Documents/in/Psicolog%C3%ADa?f_ri=1595"},{"id":85718,"name":"Marketing Communications","url":"https://www.academia.edu/Documents/in/Marketing_Communications?f_ri=1595"},{"id":88654,"name":"Cognição","url":"https://www.academia.edu/Documents/in/Cognicao?f_ri=1595"},{"id":92257,"name":"Freedom","url":"https://www.academia.edu/Documents/in/Freedom?f_ri=1595"},{"id":115200,"name":"Psicologia Cognitiva","url":"https://www.academia.edu/Documents/in/Psicologia_Cognitiva?f_ri=1595"},{"id":123612,"name":"Psicología Social","url":"https://www.academia.edu/Documents/in/Psicolog%C3%ADa_Social-1?f_ri=1595"},{"id":175530,"name":"Filosofia da Religião","url":"https://www.academia.edu/Documents/in/Filosofia_da_Religiao?f_ri=1595"},{"id":597942,"name":"Psicologia Clinica","url":"https://www.academia.edu/Documents/in/Psicologia_Clinica?f_ri=1595"},{"id":619396,"name":"Anthropology of Religion","url":"https://www.academia.edu/Documents/in/Anthropology_of_Religion?f_ri=1595"},{"id":839277,"name":"Tecnologias da Informação e da Comunicação (TIC) na Educação","url":"https://www.academia.edu/Documents/in/Tecnologias_da_Informacao_e_da_Comunicacao_TIC_na_Educacao?f_ri=1595"},{"id":1019289,"name":"Psicologia Del Discurso","url":"https://www.academia.edu/Documents/in/Psicologia_Del_Discurso-1?f_ri=1595"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_32466830" data-work_id="32466830" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/32466830/The_Effects_of_Cell_Phone_Use_and_Emotion_regulation_Style_on_College_Students_Learning">The Effects of Cell Phone Use and Emotion-regulation Style on College Students' Learning</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Cell phones are becoming an inevitable part of the classroom, but extant research suggests that using cell phones in the classroom impairs academic performance. The present study examined the impact of different cell phone policies on... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_32466830" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Cell phones are becoming an inevitable part of the classroom, but extant research suggests that using cell phones in the classroom impairs academic performance. The present study examined the impact of different cell phone policies on learning and emotion-regulation style. Participants were randomly assigned to one of four experimental conditions: cell phone usage allowed, cell phone possession allowed but without usage, cell phones removed, and a no-instruction control group. All participants watched a 20-minute lecture and were sent text messages to mimic classroom distractions. Afterward, participants took a multiple-choice test and filled out questionnaires assessing their level of obsessiveness, nomophobia, and mindfulness. Participants who had their cell phone taken away performed best on the test with no other differences. None of the emotional-regulation measures moderated the results. These findings provide important insight as to how cell phone policies can optimize learning in the classroom.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/32466830" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5a3964416dd8d67f5c85a4b8c7aa0169" rel="nofollow" data-download="{"attachment_id":52655242,"asset_id":32466830,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/52655242/download_file?st=MTc0MDE0OTYzNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="150070" href="https://binghamton.academia.edu/IanMcDonough">Ian McDonough</a><script data-card-contents-for-user="150070" type="text/json">{"id":150070,"first_name":"Ian","last_name":"McDonough","domain_name":"binghamton","page_name":"IanMcDonough","display_name":"Ian McDonough","profile_url":"https://binghamton.academia.edu/IanMcDonough?f_ri=1595","photo":"https://0.academia-photos.com/150070/39609/64764332/s65_ian.mcdonough.jpg"}</script></span></span></li><li class="js-paper-rank-work_32466830 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="32466830"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 32466830, container: ".js-paper-rank-work_32466830", }); });</script></li><li class="js-percentile-work_32466830 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 32466830; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_32466830"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_32466830 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="32466830"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 32466830; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=32466830]").text(description); $(".js-view-count-work_32466830").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_32466830").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="32466830"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1003" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1595" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_">Memory (Cognitive Psychology)</a>, <script data-card-contents-for-ri="1595" type="text/json">{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="412405" rel="nofollow" href="https://www.academia.edu/Documents/in/Impact_of_cell_phones">Impact of cell phones</a><script data-card-contents-for-ri="412405" type="text/json">{"id":412405,"name":"Impact of cell phones","url":"https://www.academia.edu/Documents/in/Impact_of_cell_phones?f_ri=1595","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=32466830]'), work: {"id":32466830,"title":"The Effects of Cell Phone Use and Emotion-regulation Style on College Students' Learning","created_at":"2017-04-17T17:42:33.173-07:00","url":"https://www.academia.edu/32466830/The_Effects_of_Cell_Phone_Use_and_Emotion_regulation_Style_on_College_Students_Learning?f_ri=1595","dom_id":"work_32466830","summary":"Cell phones are becoming an inevitable part of the classroom, but extant research suggests that using cell phones in the classroom impairs academic performance. The present study examined the impact of different cell phone policies on learning and emotion-regulation style. Participants were randomly assigned to one of four experimental conditions: cell phone usage allowed, cell phone possession allowed but without usage, cell phones removed, and a no-instruction control group. All participants watched a 20-minute lecture and were sent text messages to mimic classroom distractions. Afterward, participants took a multiple-choice test and filled out questionnaires assessing their level of obsessiveness, nomophobia, and mindfulness. Participants who had their cell phone taken away performed best on the test with no other differences. None of the emotional-regulation measures moderated the results. These findings provide important insight as to how cell phone policies can optimize learning in the classroom.","downloadable_attachments":[{"id":52655242,"asset_id":32466830,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":150070,"first_name":"Ian","last_name":"McDonough","domain_name":"binghamton","page_name":"IanMcDonough","display_name":"Ian McDonough","profile_url":"https://binghamton.academia.edu/IanMcDonough?f_ri=1595","photo":"https://0.academia-photos.com/150070/39609/64764332/s65_ian.mcdonough.jpg"}],"research_interests":[{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=1595","nofollow":true},{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true},{"id":412405,"name":"Impact of cell phones","url":"https://www.academia.edu/Documents/in/Impact_of_cell_phones?f_ri=1595","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_40270442" data-work_id="40270442" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/40270442/The_Story_of_First_person_Recovering_Autobiographical_Memory_through_the_Animated_Documentary_Ketchup_Scanned_Edition_">The Story of First-person Recovering Autobiographical Memory through the Animated Documentary "Ketchup"(Scanned Edition)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This is practice-based research, aiming to explore the experimental form of animated documentary, which is a unique form that can explore the mysteries and complexity of memories. Animated documentary is a medium through which one can... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_40270442" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This is practice-based research, aiming to explore the experimental form of animated documentary, which is a unique form that can explore the mysteries and complexity of memories. Animated documentary is a medium through which one can reveal an individual’s memories within the context of a narrative that is historically situated and influenced. The marriage of animation and documentary gave birth to a new form of film. How should academic critics and practitioners categorize this new form? Is it an animated short or documentary short? This raises issues that question the very nature of animation and documentary. Following Shuibo Wang’s works, more young Chinese artists began to experiment with symbols (related to the Political Pop Trend) in visual narration, which could also be seen as a reflection of an advance in structuralism and semiology in the contemporary Chinese art field. As a case study, this article demonstrates how animated short ‘Ketchup’ revealed the problems of youth and social turmoil through the memories of a six-year-old boy. At Festivals and conferences, the public have been shocked to know that ‘Ketchup’ was based on true memories, and they became more curious about why such crucial things have almost been forgotten. Actually ‘forgetfulness’ is one of the layers of memory and animated documentary offers new ways to explore how our memories are shaped.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40270442" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a288d8c7c6563511ad64d606d12e15a0" rel="nofollow" data-download="{"attachment_id":60506425,"asset_id":40270442,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/60506425/download_file?st=MTc0MDE0OTYzNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33020005" href="https://xiakejun.academia.edu/ChunningGuo">Chunning Guo</a><script data-card-contents-for-user="33020005" type="text/json">{"id":33020005,"first_name":"Chunning","last_name":"Guo","domain_name":"xiakejun","page_name":"ChunningGuo","display_name":"Chunning Guo","profile_url":"https://xiakejun.academia.edu/ChunningGuo?f_ri=1595","photo":"https://0.academia-photos.com/33020005/15243847/19619998/s65_chunning.guo.jpg"}</script></span></span></li><li class="js-paper-rank-work_40270442 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="40270442"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 40270442, container: ".js-paper-rank-work_40270442", }); });</script></li><li class="js-percentile-work_40270442 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40270442; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_40270442"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_40270442 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="40270442"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40270442; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40270442]").text(description); $(".js-view-count-work_40270442").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_40270442").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="40270442"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="136" rel="nofollow" href="https://www.academia.edu/Documents/in/Cultural_History">Cultural History</a>, <script data-card-contents-for-ri="136" type="text/json">{"id":136,"name":"Cultural History","url":"https://www.academia.edu/Documents/in/Cultural_History?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1575" rel="nofollow" href="https://www.academia.edu/Documents/in/Animation">Animation</a>, <script data-card-contents-for-ri="1575" type="text/json">{"id":1575,"name":"Animation","url":"https://www.academia.edu/Documents/in/Animation?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1595" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_">Memory (Cognitive Psychology)</a>, <script data-card-contents-for-ri="1595" type="text/json">{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2610" rel="nofollow" href="https://www.academia.edu/Documents/in/Animation_Theory">Animation Theory</a><script data-card-contents-for-ri="2610" type="text/json">{"id":2610,"name":"Animation Theory","url":"https://www.academia.edu/Documents/in/Animation_Theory?f_ri=1595","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=40270442]'), work: {"id":40270442,"title":"The Story of First-person Recovering Autobiographical Memory through the Animated Documentary \"Ketchup\"(Scanned Edition)","created_at":"2019-09-06T06:38:08.421-07:00","url":"https://www.academia.edu/40270442/The_Story_of_First_person_Recovering_Autobiographical_Memory_through_the_Animated_Documentary_Ketchup_Scanned_Edition_?f_ri=1595","dom_id":"work_40270442","summary":"This is practice-based research, aiming to explore the experimental form of animated documentary, which is a unique form that can explore the mysteries and complexity of memories. Animated documentary is a medium through which one can reveal an individual’s memories within the context of a narrative that is historically situated and influenced. The marriage of animation and documentary gave birth to a new form of film. How should academic critics and practitioners categorize this new form? Is it an animated short or documentary short? This raises issues that question the very nature of animation and documentary. Following Shuibo Wang’s works, more young Chinese artists began to experiment with symbols (related to the Political Pop Trend) in visual narration, which could also be seen as a reflection of an advance in structuralism and semiology in the contemporary Chinese art field. As a case study, this article demonstrates how animated short ‘Ketchup’ revealed the problems of youth and social turmoil through the memories of a six-year-old boy. At Festivals and conferences, the public have been shocked to know that ‘Ketchup’ was based on true memories, and they became more curious about why such crucial things have almost been forgotten. Actually ‘forgetfulness’ is one of the layers of memory and animated documentary offers new ways to explore how our memories are shaped.","downloadable_attachments":[{"id":60506425,"asset_id":40270442,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33020005,"first_name":"Chunning","last_name":"Guo","domain_name":"xiakejun","page_name":"ChunningGuo","display_name":"Chunning Guo","profile_url":"https://xiakejun.academia.edu/ChunningGuo?f_ri=1595","photo":"https://0.academia-photos.com/33020005/15243847/19619998/s65_chunning.guo.jpg"}],"research_interests":[{"id":136,"name":"Cultural History","url":"https://www.academia.edu/Documents/in/Cultural_History?f_ri=1595","nofollow":true},{"id":1575,"name":"Animation","url":"https://www.academia.edu/Documents/in/Animation?f_ri=1595","nofollow":true},{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true},{"id":2610,"name":"Animation Theory","url":"https://www.academia.edu/Documents/in/Animation_Theory?f_ri=1595","nofollow":true},{"id":3193,"name":"Animated Documentary","url":"https://www.academia.edu/Documents/in/Animated_Documentary?f_ri=1595"},{"id":3987,"name":"History and Memory","url":"https://www.academia.edu/Documents/in/History_and_Memory?f_ri=1595"},{"id":11452,"name":"Memory Studies","url":"https://www.academia.edu/Documents/in/Memory_Studies?f_ri=1595"},{"id":12186,"name":"Mainland Chinese Film","url":"https://www.academia.edu/Documents/in/Mainland_Chinese_Film?f_ri=1595"},{"id":98758,"name":"Animated Film","url":"https://www.academia.edu/Documents/in/Animated_Film?f_ri=1595"},{"id":817277,"name":"Chinese Animation","url":"https://www.academia.edu/Documents/in/Chinese_Animation?f_ri=1595"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3802426 coauthored" data-work_id="3802426" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3802426/Back_to_the_Future_Nostalgia_Increases_Optimism">Back to the Future: Nostalgia Increases Optimism</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">"This research examined the proposition that nostalgia is not simply a past-oriented emotion, but its scope extends into the future, and, in particular, a positive future. We adopted a convergent validation approach, using multiple... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3802426" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">"This research examined the proposition that nostalgia is not simply a past-oriented emotion, but its scope extends into the future, and, in particular, a positive future. We adopted a convergent validation approach, using multiple methods to assess the relation between nostalgia and optimism. Study 1 tested whether nostalgic narratives entail traces of optimism; indeed, nostalgic (compared to ordinary) narratives contained more expressions of optimism. Study 2 manipulated nostalgia through the recollection of nostalgic (vs. ordinary) events, and showed that nostalgia boosts optimism. Study 3 demonstrated that the effect of nostalgia (induced with nomothetically-relevant songs) on optimism is mediated by self-esteem. Finally, Study 4 established that nostalgia (induced with idiographically-relevant lyrics) fosters social connectedness, which subsequently increases self-esteem, which then boosts optimism. The nostalgic experience is inherently optimistic and paints a subjectively rosier future."</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3802426" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="18b6361a5c665791cde2a135a51e6544" rel="nofollow" data-download="{"attachment_id":33461686,"asset_id":3802426,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/33461686/download_file?st=MTc0MDE0OTYzNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="30823" href="https://surrey.academia.edu/EricaHepper">Erica Hepper</a><script data-card-contents-for-user="30823" type="text/json">{"id":30823,"first_name":"Erica","last_name":"Hepper","domain_name":"surrey","page_name":"EricaHepper","display_name":"Erica Hepper","profile_url":"https://surrey.academia.edu/EricaHepper?f_ri=1595","photo":"https://0.academia-photos.com/30823/9988/17624989/s65_erica.hepper.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-3802426">+2</span><div class="hidden js-additional-users-3802426"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/WCheung1">W. Cheung</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/TimWildschut">Tim Wildschut</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-3802426'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-3802426').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_3802426 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3802426"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3802426, container: ".js-paper-rank-work_3802426", }); });</script></li><li class="js-percentile-work_3802426 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3802426; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_3802426"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_3802426 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="3802426"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3802426; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3802426]").text(description); $(".js-view-count-work_3802426").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_3802426").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="3802426"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="248" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Psychology">Social Psychology</a>, <script data-card-contents-for-ri="248" type="text/json">{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="254" rel="nofollow" href="https://www.academia.edu/Documents/in/Emotion">Emotion</a>, <script data-card-contents-for-ri="254" type="text/json">{"id":254,"name":"Emotion","url":"https://www.academia.edu/Documents/in/Emotion?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="972" rel="nofollow" href="https://www.academia.edu/Documents/in/Self_and_Identity">Self and Identity</a>, <script data-card-contents-for-ri="972" type="text/json">{"id":972,"name":"Self and Identity","url":"https://www.academia.edu/Documents/in/Self_and_Identity?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1595" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_">Memory (Cognitive Psychology)</a><script data-card-contents-for-ri="1595" type="text/json">{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=3802426]'), work: {"id":3802426,"title":"Back to the Future: Nostalgia Increases Optimism","created_at":"2013-06-27T02:49:49.997-07:00","url":"https://www.academia.edu/3802426/Back_to_the_Future_Nostalgia_Increases_Optimism?f_ri=1595","dom_id":"work_3802426","summary":"\"This research examined the proposition that nostalgia is not simply a past-oriented emotion, but its scope extends into the future, and, in particular, a positive future. We adopted a convergent validation approach, using multiple methods to assess the relation between nostalgia and optimism. Study 1 tested whether nostalgic narratives entail traces of optimism; indeed, nostalgic (compared to ordinary) narratives contained more expressions of optimism. Study 2 manipulated nostalgia through the recollection of nostalgic (vs. ordinary) events, and showed that nostalgia boosts optimism. Study 3 demonstrated that the effect of nostalgia (induced with nomothetically-relevant songs) on optimism is mediated by self-esteem. Finally, Study 4 established that nostalgia (induced with idiographically-relevant lyrics) fosters social connectedness, which subsequently increases self-esteem, which then boosts optimism. The nostalgic experience is inherently optimistic and paints a subjectively rosier future.\"","downloadable_attachments":[{"id":33461686,"asset_id":3802426,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":30823,"first_name":"Erica","last_name":"Hepper","domain_name":"surrey","page_name":"EricaHepper","display_name":"Erica Hepper","profile_url":"https://surrey.academia.edu/EricaHepper?f_ri=1595","photo":"https://0.academia-photos.com/30823/9988/17624989/s65_erica.hepper.jpg"},{"id":40677086,"first_name":"W.","last_name":"Cheung","domain_name":"independent","page_name":"WCheung1","display_name":"W. Cheung","profile_url":"https://independent.academia.edu/WCheung1?f_ri=1595","photo":"/images/s65_no_pic.png"},{"id":34860381,"first_name":"Tim","last_name":"Wildschut","domain_name":"independent","page_name":"TimWildschut","display_name":"Tim Wildschut","profile_url":"https://independent.academia.edu/TimWildschut?f_ri=1595","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=1595","nofollow":true},{"id":254,"name":"Emotion","url":"https://www.academia.edu/Documents/in/Emotion?f_ri=1595","nofollow":true},{"id":972,"name":"Self and Identity","url":"https://www.academia.edu/Documents/in/Self_and_Identity?f_ri=1595","nofollow":true},{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true},{"id":42042,"name":"Nostalgia","url":"https://www.academia.edu/Documents/in/Nostalgia?f_ri=1595"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_5536143" data-work_id="5536143" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/5536143/On_the_role_of_inhibitory_control_in_forgetting_unwanted_memories_A_consideration_of_three_methods">On the role of inhibitory control in forgetting unwanted memories: A consideration of three methods</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">When confronted with reminders to things that we would prefer not to think about, we often attempt to put the unwanted memories out of awareness. Here, I argue that the ability to control memory is a special case of a broad class of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_5536143" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">When confronted with reminders to things that we would prefer <br />not to think about, we often attempt to put the unwanted memories out <br />of awareness. Here, I argue that the ability to control memory is a special <br />case of a broad class of situations thought to require executive control: response <br />override. In such situations, one must stop a strong habitual response <br />to a stimulus due to situational demands, a function thought to be <br />accomplished by inhibitory processes that suppress the response, enabling <br />more flexible, context-sensitive control over behavior. Recent behavioral <br />studies show that inhibitory mechanisms that control overt behavior are <br />also targeted at declarative memories to control retrieval. Recent neuroimaging <br />findings (Anderson et al., 2004) further establish that controlling <br />awareness of unwanted memories is associated with increased dorsolateral <br />prefrontal cortex activation, reduced hippocampal activation, and impaired <br />retention of the unwanted trace and that the magnitude of activation in prefrontal <br />cortex predicts memory suppression. These findings indicate that <br />cognitive and neural systems that support our ability to override prepotent <br />responses can be recruited to override declarative memory retrieval, and <br />that this cognitive act leads to memory failure. The relation between these <br />findings and those obtained with the directed forgetting procedure is also <br />discussed.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/5536143" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="932661fab33ab01ced90fd102ff17b41" rel="nofollow" data-download="{"attachment_id":32634807,"asset_id":5536143,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/32634807/download_file?st=MTc0MDE0OTYzNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7486809" href="https://cambridge.academia.edu/MichaelAnderson">Michael Anderson</a><script data-card-contents-for-user="7486809" type="text/json">{"id":7486809,"first_name":"Michael","last_name":"Anderson","domain_name":"cambridge","page_name":"MichaelAnderson","display_name":"Michael Anderson","profile_url":"https://cambridge.academia.edu/MichaelAnderson?f_ri=1595","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_5536143 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="5536143"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 5536143, container: ".js-paper-rank-work_5536143", }); });</script></li><li class="js-percentile-work_5536143 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5536143; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_5536143"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_5536143 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="5536143"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5536143; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5536143]").text(description); $(".js-view-count-work_5536143").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_5536143").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="5536143"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1595" rel="nofollow" href="https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_">Memory (Cognitive Psychology)</a>, <script data-card-contents-for-ri="1595" type="text/json">{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3245" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Control">Cognitive Control</a>, <script data-card-contents-for-ri="3245" type="text/json">{"id":3245,"name":"Cognitive Control","url":"https://www.academia.edu/Documents/in/Cognitive_Control?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10793" rel="nofollow" href="https://www.academia.edu/Documents/in/Retrieval-Induced_Forgetting">Retrieval-Induced Forgetting</a>, <script data-card-contents-for-ri="10793" type="text/json">{"id":10793,"name":"Retrieval-Induced Forgetting","url":"https://www.academia.edu/Documents/in/Retrieval-Induced_Forgetting?f_ri=1595","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="29868" rel="nofollow" href="https://www.academia.edu/Documents/in/Directed_forgetting_Psychology_">Directed forgetting (Psychology)</a><script data-card-contents-for-ri="29868" type="text/json">{"id":29868,"name":"Directed forgetting (Psychology)","url":"https://www.academia.edu/Documents/in/Directed_forgetting_Psychology_?f_ri=1595","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=5536143]'), work: {"id":5536143,"title":"On the role of inhibitory control in forgetting unwanted memories: A consideration of three methods","created_at":"2013-12-26T22:44:31.767-08:00","url":"https://www.academia.edu/5536143/On_the_role_of_inhibitory_control_in_forgetting_unwanted_memories_A_consideration_of_three_methods?f_ri=1595","dom_id":"work_5536143","summary":"When confronted with reminders to things that we would prefer\r\nnot to think about, we often attempt to put the unwanted memories out\r\nof awareness. Here, I argue that the ability to control memory is a special\r\ncase of a broad class of situations thought to require executive control: response\r\noverride. In such situations, one must stop a strong habitual response\r\nto a stimulus due to situational demands, a function thought to be\r\naccomplished by inhibitory processes that suppress the response, enabling\r\nmore flexible, context-sensitive control over behavior. Recent behavioral\r\nstudies show that inhibitory mechanisms that control overt behavior are\r\nalso targeted at declarative memories to control retrieval. Recent neuroimaging\r\nfindings (Anderson et al., 2004) further establish that controlling\r\nawareness of unwanted memories is associated with increased dorsolateral\r\nprefrontal cortex activation, reduced hippocampal activation, and impaired\r\nretention of the unwanted trace and that the magnitude of activation in prefrontal\r\ncortex predicts memory suppression. These findings indicate that\r\ncognitive and neural systems that support our ability to override prepotent\r\nresponses can be recruited to override declarative memory retrieval, and\r\nthat this cognitive act leads to memory failure. The relation between these\r\nfindings and those obtained with the directed forgetting procedure is also\r\ndiscussed.","downloadable_attachments":[{"id":32634807,"asset_id":5536143,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7486809,"first_name":"Michael","last_name":"Anderson","domain_name":"cambridge","page_name":"MichaelAnderson","display_name":"Michael Anderson","profile_url":"https://cambridge.academia.edu/MichaelAnderson?f_ri=1595","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true},{"id":3245,"name":"Cognitive Control","url":"https://www.academia.edu/Documents/in/Cognitive_Control?f_ri=1595","nofollow":true},{"id":10793,"name":"Retrieval-Induced Forgetting","url":"https://www.academia.edu/Documents/in/Retrieval-Induced_Forgetting?f_ri=1595","nofollow":true},{"id":29868,"name":"Directed forgetting (Psychology)","url":"https://www.academia.edu/Documents/in/Directed_forgetting_Psychology_?f_ri=1595","nofollow":true},{"id":43773,"name":"Forgetting","url":"https://www.academia.edu/Documents/in/Forgetting?f_ri=1595"},{"id":217660,"name":"Inhibitory Control","url":"https://www.academia.edu/Documents/in/Inhibitory_Control?f_ri=1595"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_2636880" data-work_id="2636880" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/2636880/Wen_Zhisheng_2012_Working_memory_and_second_language_learning_International_Journal_of_Applied_Linguistics_22_1_1_22">Wen, Zhisheng. (2012). Working memory and second language learning. International Journal of Applied Linguistics, 22/1, 1-22.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This book introduces a principled approach to incorporating the construct of working memory (WM) into second language acquisition (SLA) research. Towards that end, I argue for an integrated framework of WM for SLA that draws on insights... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_2636880" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This book introduces a principled approach to incorporating the construct of working memory (WM) into second language acquisition (SLA) research. Towards that end, I argue for an integrated framework of WM for SLA that draws on insights from established WM research in cognitive psychology as well as initial findings from SLA studies looking into the effects of WM. Within the framework, I also propose a set of general principles that serve as a basis for further studies probing the WM-SLA nexus. Applying some tenets from this framework, I report on an empirical study investigating the differential effects of WM constructs on L2 task-based speech planning and performance, culminating in forged links bridging WM components and their corresponding L2 speech performance measures. Further implications of this integrated framework of WM for SLA are also discussed in the context of “WM as foreign language aptitude”.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/2636880" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1d7293579046cbc517d9e39092ee743c" rel="nofollow" data-download="{"attachment_id":31122355,"asset_id":2636880,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/31122355/download_file?st=MTc0MDE0OTYzNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="717808" href="https://hksyu.academia.edu/ZhishengWenEdward">Zhisheng Wen (Edward)</a><script data-card-contents-for-user="717808" type="text/json">{"id":717808,"first_name":"Zhisheng","last_name":"Wen (Edward)","domain_name":"hksyu","page_name":"ZhishengWenEdward","display_name":"Zhisheng Wen (Edward)","profile_url":"https://hksyu.academia.edu/ZhishengWenEdward?f_ri=1595","photo":"https://0.academia-photos.com/717808/244465/11859010/s65_zhisheng.wen_edward_.jpg"}</script></span></span></li><li class="js-paper-rank-work_2636880 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="2636880"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 2636880, container: ".js-paper-rank-work_2636880", }); 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(2012). Working memory and second language learning. International Journal of Applied Linguistics, 22/1, 1-22.","created_at":"2013-02-23T17:34:08.448-08:00","url":"https://www.academia.edu/2636880/Wen_Zhisheng_2012_Working_memory_and_second_language_learning_International_Journal_of_Applied_Linguistics_22_1_1_22?f_ri=1595","dom_id":"work_2636880","summary":"This book introduces a principled approach to incorporating the construct of working memory (WM) into second language acquisition (SLA) research. Towards that end, I argue for an integrated framework of WM for SLA that draws on insights from established WM research in cognitive psychology as well as initial findings from SLA studies looking into the effects of WM. Within the framework, I also propose a set of general principles that serve as a basis for further studies probing the WM-SLA nexus. 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Processes","url":"https://www.academia.edu/Documents/in/Automaticity_and_Unconscious_Processes?f_ri=1595"},{"id":1223727,"name":"Depth-Psychology","url":"https://www.academia.edu/Documents/in/Depth-Psychology?f_ri=1595"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_820145" data-work_id="820145" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/820145/Time_perception_and_its_relationship_to_memory_in_Autism_Spectrum_Conditions">Time perception and its relationship to memory in Autism Spectrum Conditions</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Timing is essential for the development of cognitive skills known to be impaired in Autism Spectrum Conditions (ASC), such as social cognition and episodic memory abilities. Despite the proposal that timing impairments may underpin core... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_820145" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Timing is essential for the development of cognitive skills known to be impaired in Autism Spectrum Conditions (ASC), such as social cognition and episodic memory abilities. Despite the proposal that timing impairments may underpin core features of ASC, few studies have examined temporal processing in ASC and they have produced conflicting results. The present study first addressed discrepancies between previous experiments before testing the assumption that timing impairments may underpin key aspects of autism, by relating differences in temporal processing in the ASC group to memory abilities. Errors in duration reproduction in high functioning children with ASC were observed for the shortest and longest duration tested. While the former was due to attentional factors, the latter was due to deficient timing related to atypical episodic memory processing. These findings suggest that temporal processing abilities play a key role in the poor development of both social cognition and episodic memory abilities associated with ASC.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/820145" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5554925830aa95143320ef7b3dc130b8" rel="nofollow" data-download="{"attachment_id":51226789,"asset_id":820145,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51226789/download_file?st=MTc0MDE0OTYzNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="82856" href="https://bangor.academia.edu/LaraMaister">Lara Maister</a><script data-card-contents-for-user="82856" type="text/json">{"id":82856,"first_name":"Lara","last_name":"Maister","domain_name":"bangor","page_name":"LaraMaister","display_name":"Lara Maister","profile_url":"https://bangor.academia.edu/LaraMaister?f_ri=1595","photo":"https://0.academia-photos.com/82856/23058/101391/s65_lara.maister.jpg"}</script></span></span></li><li class="js-paper-rank-work_820145 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="820145"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 820145, container: ".js-paper-rank-work_820145", }); 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Despite the proposal that timing impairments may underpin core features of ASC, few studies have examined temporal processing in ASC and they have produced conflicting results. The present study first addressed discrepancies between previous experiments before testing the assumption that timing impairments may underpin key aspects of autism, by relating differences in temporal processing in the ASC group to memory abilities. Errors in duration reproduction in high functioning children with ASC were observed for the shortest and longest duration tested. While the former was due to attentional factors, the latter was due to deficient timing related to atypical episodic memory processing. These findings suggest that temporal processing abilities play a key role in the poor development of both social cognition and episodic memory abilities associated with ASC.","downloadable_attachments":[{"id":51226789,"asset_id":820145,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":82856,"first_name":"Lara","last_name":"Maister","domain_name":"bangor","page_name":"LaraMaister","display_name":"Lara Maister","profile_url":"https://bangor.academia.edu/LaraMaister?f_ri=1595","photo":"https://0.academia-photos.com/82856/23058/101391/s65_lara.maister.jpg"}],"research_interests":[{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_?f_ri=1595","nofollow":true},{"id":4270,"name":"Autism Spectrum Disorders","url":"https://www.academia.edu/Documents/in/Autism_Spectrum_Disorders?f_ri=1595","nofollow":true},{"id":21902,"name":"Time Perception","url":"https://www.academia.edu/Documents/in/Time_Perception?f_ri=1595","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_34542116" data-work_id="34542116" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/34542116/Transitions_in_Consciousness_from_an_African_American_Perspective_Appendix_I_Time_Line_of_African_American_Life_Five_Transitions_in_Consciousness_Historical_Themes_and_Events_pdf">Transitions in Consciousness from an African American Perspective: Appendix I-Time Line of African American Life (Five Transitions in Consciousness--Historical Themes and Events).pdf</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This writing appears as Appendix I in my book, Transitions in Consciousness from an African American Perspective: Original Essays in Psycho-Historical Context. The book was published in 2004. Appendix I is a comprehensive Timeline of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_34542116" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This writing appears as Appendix I in my book, Transitions in Consciousness from an African American Perspective: Original Essays in Psycho-Historical Context.  The book was published in 2004.  Appendix I is a comprehensive Timeline of African American Life, focused on Five Historical Time Frames For African American Life, with Consciousness Transition Themes and Examples of Historical Events.  The five time frames are: 1517-1863 (6 Themes)--The Beginning of Slavery in the New World Up to The Onset of a Civil War and The Emancipation of Slaves; 1863-1896 (4 Themes)--Resistance to the End of the Civil War and the Force of the Reconstruction Era Up to Early Popularized African American Cultural Influences; 1896-1929 (5 Themes)--Creative Tension of Two Ideologies for Black Progress: Vocational Education vs. College-Trained Leadership Up to The Second Black Nationalist Movement; 1929-1954 (4 Themes)—The Condoning of a Segregated American Lifestyle and the Treatment of African Americans As “Objects” By the U. S. Government Up To Challenges To U. S. Segregated Cultural Life Through Music, Art, Publications, Inventions, Sports, and Civic Symbols; 1954-2002 (Themes)—The Struggle of the Civil Rights Movement, Sit-In Movement, and Freedom Rides to Promote the Ideas of Freedom, Desegregation, and Full Equality for African Americans Up to The Struggle to Shift Race-Related Consciousness and to Urge Cultural Transformations By Infusing African American Cultural Influences and a Search for the Meaning of Race and Ethnicity Into The Mainstream Via The Mediums of Music, Dance, Film, Television, Publications, Sports, and Civic Symbols.  Even though the Time Line ends at 2002, the Themes are very instructive for understanding what is happening in today’s reality (2017) regarding race relations in the United States.  The Themes mirror how the mind, body, and spirit has been dealt with in the United States over time in regard to the phenomenon of race.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34542116" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8a82f958c57e30facc72768fc915ad77" rel="nofollow" data-download="{"attachment_id":54407246,"asset_id":34542116,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54407246/download_file?st=MTc0MDE0OTYzNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="13464851" href="https://um-boston.academia.edu/carroyferguson">carroy ferguson</a><script data-card-contents-for-user="13464851" type="text/json">{"id":13464851,"first_name":"carroy","last_name":"ferguson","domain_name":"um-boston","page_name":"carroyferguson","display_name":"carroy ferguson","profile_url":"https://um-boston.academia.edu/carroyferguson?f_ri=1595","photo":"https://0.academia-photos.com/13464851/3771911/72157139/s65_carroy.ferguson.jpg"}</script></span></span></li><li class="js-paper-rank-work_34542116 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="34542116"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 34542116, container: ".js-paper-rank-work_34542116", }); 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Segregated Cultural Life Through Music, Art, Publications, Inventions, Sports, and Civic Symbols; 1954-2002 (Themes)—The Struggle of the Civil Rights Movement, Sit-In Movement, and Freedom Rides to Promote the Ideas of Freedom, Desegregation, and Full Equality for African Americans Up to The Struggle to Shift Race-Related Consciousness and to Urge Cultural Transformations By Infusing African American Cultural Influences and a Search for the Meaning of Race and Ethnicity Into The Mainstream Via The Mediums of Music, Dance, Film, Television, Publications, Sports, and Civic Symbols. Even though the Time Line ends at 2002, the Themes are very instructive for understanding what is happening in today’s reality (2017) regarding race relations in the United States. 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all skilled action, contrary to influential views that many skills are performed largely automatically.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_10275225" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">We present a synthetic theory of skilled action which proposes that cognitive processes make an important contribution to almost all skilled action, contrary to influential views that many skills are performed largely automatically. Cognitive control is focused on strategic aspects of performance, and plays a greater role as difficulty increases. We offer an analysis of various forms of skill experience and show that the theory provides a better explanation for the full set of these experiences than automatic theories. We further show that the theory can explain experimental evidence for skill automaticity, including evidence that secondary tasks do not interfere with expert performance, and evidence that experts have reduced memory for performance of sensorimotor skills.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/10275225" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c0a27510c05440c2224ff76e9d672433" rel="nofollow" data-download="{"attachment_id":41987074,"asset_id":10275225,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/41987074/download_file?st=MTc0MDE0OTYzNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="176044" href="https://mq.academia.edu/JohnSutton">John Sutton</a><script data-card-contents-for-user="176044" type="text/json">{"id":176044,"first_name":"John","last_name":"Sutton","domain_name":"mq","page_name":"JohnSutton","display_name":"John Sutton","profile_url":"https://mq.academia.edu/JohnSutton?f_ri=1595","photo":"https://0.academia-photos.com/176044/43811/40295/s65_john.sutton.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-10275225">+1</span><div class="hidden js-additional-users-10275225"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://barcelona.academia.edu/WayneChristensen">Wayne Christensen</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-10275225'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-10275225').html(); 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An individual must know why they feel the way they feel, in order to psychologically return to normal.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43206667" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9a0dbf9a2708086f61bcde679f9ea2d9" rel="nofollow" data-download="{"attachment_id":63475482,"asset_id":43206667,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63475482/download_file?st=MTc0MDE0OTYzNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="124395626" href="https://liberty.academia.edu/LaTriceHughes">LaTrice Hughes</a><script data-card-contents-for-user="124395626" type="text/json">{"id":124395626,"first_name":"LaTrice","last_name":"Hughes","domain_name":"liberty","page_name":"LaTriceHughes","display_name":"LaTrice Hughes","profile_url":"https://liberty.academia.edu/LaTriceHughes?f_ri=1595","photo":"https://0.academia-photos.com/124395626/31504916/38469584/s65_latrice.hughes.jpg"}</script></span></span></li><li class="js-paper-rank-work_43206667 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43206667"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43206667, container: ".js-paper-rank-work_43206667", }); 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College, June 2012.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/27114741" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3ba3a71bd1dbe14b6fc02d4ffb90788c" rel="nofollow" data-download="{"attachment_id":47365077,"asset_id":27114741,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/47365077/download_file?st=MTc0MDE0OTYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa 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