Development of perceptual and conceptual memory in explicit and implicit memory systems

2018 ◽  
Vol 57 ◽  
pp. 16-23
Author(s):  
Eli Vakil ◽  
Alon Wasserman ◽  
Roni Tibon
Keyword(s):  
Implicit Memory ◽  
Memory Systems ◽  
Conceptual Memory

Inductive reasoning and implicit memory: evidence from intact and impaired memory systems

2004 ◽  
Vol 42 (7) ◽  
pp. 926-938 ◽  
Author(s):  
Luisa Girelli ◽  
Carlo Semenza ◽  
Margarete Delazer
Keyword(s):  
Implicit Memory ◽  
Inductive Reasoning ◽  
Memory Systems ◽  
Impaired Memory

Priming deficits in patients with dementia of the Alzheimer type

1994 ◽  
Vol 24 (4) ◽  
pp. 987-993 ◽  
Author(s):  
J. Burke ◽  
R. G. Knight ◽  
F. M. Partridge
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Implicit Memory ◽  
Repetition Priming ◽  
Memory Systems ◽  
Stem Completion ◽  
Alzheimer Type ◽  
Memory Tests ◽  
Orientation Task ◽  
Semantic Orientation

SynopsisIn a study that replicated the procedures used by Salmon et al. (1988), the effect on stem completion performance of two different semantic orientation tasks has been assessed in patients with Alzheimer's disease. Previously reported findings of impairment in repetition priming in Alzheimer patients were confirmed. Performance was not affected by the nature of the orientation task. No significant correlations were found between explicit and implicit memory tests. The results are discussed in the context of a hypothesized parallel decline in explicit and implicit memory systems.

scholarly journals Implicit Memory and Cognitive Aging

2018 ◽  
Author(s):  
Emma V. Ward ◽  
David R. Shanks
Keyword(s):  
Older Adults ◽  
Implicit Memory ◽  
Cognitive Aging ◽  
Explicit Memory ◽  
Human Memory ◽  
Memory Systems ◽  
Normal Aging ◽  
Future Research ◽  
Theoretical Understanding ◽  
Age Related

It is well documented that explicit (declarative, conscious) memory declines in normal aging. Studies have shown a progressive reduction in this form of memory with age, and healthy older adults (typically aged 65+ years) usually perform worse than younger adults (typically aged 18–30 years) on laboratory tests of explicit memory such as recall and recognition. In contrast, it is less clear whether implicit (procedural, unconscious) memory declines or remains stable in normal aging. Implicit memory is evident when previous experiences affect (e.g., facilitate) performance on tasks that do not require conscious recollection of those experiences. This can manifest in rehearsed motor skills, such as playing a musical instrument, but is typically indexed in the laboratory by the greater ease with which previously studied information is processed relative to non-studied information (e.g., repetition priming). While a vast amount of research has accumulated to suggest that implicit memory remains relatively stable over the adult lifespan, and is similar in samples of young and older adults, other studies have in contrast revealed that implicit memory is subject to age-related decline. Improving methods for determining whether implicit memory declines or remains stable with age is an important goal for future research, as the issue not only has significant implications for an aging society regarding interventions likely to ameliorate the effects of age-related explicit memory decline, but can also inform our theoretical understanding of human memory systems.

scholarly journals Experimental Studies on Memory in Conference Interpretation

2002 ◽  
Vol 42 (4) ◽  
pp. 622-628 ◽  
Author(s):  
Valeria Daró
Keyword(s):  
Working Memory ◽  
Cognitive Psychology ◽  
Implicit Memory ◽  
Functional Organization ◽  
State Of The Art ◽  
Experimental Studies ◽  
Memory Systems ◽  
Human Cognition ◽  
Modal Systems ◽  
Mutually Independent

Abstract Several studies in cognitive psychology and neuropsychology have shown that memory is not a unitary function of human cognition, since it comprises several multi-modal systems, which can be mutually independent. This article describes: a) the present state of the art on the functional organization of the most relevant memory systems (working memory and explicit vs. implicit memory systems), and b) what experimental studies have so far revealed about the role ofmnestic systems during the process of simultaneous and consecutive interpretation. Since these studies suggest that memory is multifaceted, there cannot and should not be a single, unique way to teach and acquire the techniques and strategies of these two types of conference interpretation, which sometimes are erroneously considered reciprocally complementary.

Further Evidence for Systematic Reliability Differences between Explicit and Implicit Memory Tests

2003 ◽  
Vol 56 (2) ◽  
pp. 193-209 ◽  
Author(s):  
Axel Buchner ◽  
Martin Brandt
Keyword(s):  
Implicit Memory ◽  
Memory Systems ◽  
Forced Choice ◽  
Memory Tests ◽  
Reliability Problem ◽  
Explicit Measures

Meier and Perrig (2000) as well as Buchner and Wippich (2000) have shown that simple dissociations between explicit and implicit memory measures need not reflect functional dissociations of hypothetical underlying memory systems. Instead, such dissociations may also result from the fact that some widely used implicit memory measures are simply less reliable than the explicit measures with which they have been compared. We extend this argument in two ways. First, we show that illusion-based memory measures such as the priming measures derived from fame and preference judgement tasks are also subject to the reliability problem. Second, we show that yes—no and two-alternative forced-choice paradigms should, and in fact do, yield virtually identical results as far as the reliability of the memory tests is concerned.

scholarly journals Priming and Multiple Memory Systems: Perceptual Mechanisms of Implicit Memory

1992 ◽  
Vol 4 (3) ◽  
pp. 244-256 ◽  
Author(s):  
Daniel L. Schacter
Keyword(s):  
Implicit Memory ◽  
Memory Systems ◽  
Structural Description ◽  
Perceptual Representation ◽  
Word Form ◽  
Representation System ◽  
Priming Effects ◽  
Multiple Memory Systems ◽  
Auditory Word ◽  
Cognitive Neuropsychological

Research examining the relation between explicit and implicit forms of memory has generated a great deal of evidence concerning the issue of multiple memory systems. This article focuses on an extensively studied implicit memory phenomenon, known as direct or repetition priming, and examines the hypothesis that priming effects on various tasks reflect the operation of a perceptual representation system (PRS)—a class of cortically based subsystems that operate at a presemantic level and support non conscious expressions of memory. Three PRS subsystems are examined: visual word form, structural description, and auditory word form. Pertinent cognitive, neuropsychological, and neurobiological evidence is reviewed, alternative classificatory schemes are discussed, and important conceptual and terminological issues are considered.

scholarly journals ESTUDO DO PROCESSAMENTO MNÉSICO CONSCIENTE E NÃO CONSCIENTE DE PALAVRAS EMOCIONAIS

2016 ◽  
Vol 1 (1) ◽  
pp. 451
Author(s):  
Tânia Prata ◽  
Graça Esgalhado
Keyword(s):  
Implicit Memory ◽  
Declarative Memory ◽  
Memory Systems ◽  
Long Term Memory ◽  
Facilitation Effect ◽  
Emotional Words ◽  
Multiple Memory Systems ◽  
State Of Mind ◽  
Completion Test ◽  
Stored Information

Abstract:According to the literature there is not one but multiple memory systems. In particular, two forms of memory can be distinguished in long-term memory: the explicit or declarative memory and the implicit or non-declarative memory. Different stimuli (words, faces/photographs/images or storytelling) of emotional significance (neutral/positive/negative) have been used to explain the functional interdependence between memory and emotion, with the relevance of affective material in the processing of information appearing to increase with age (Carstensen & Mikels, 2005). With the association of a depressed emotional state, several authors suggest that the information that is affectively congruent with a person’s state of mind/mood is better remembered than information that is affectively incongruent (Joorman & Gotlib, 2006; Lepännen, 2006). In this study we evaluate the conscious and non-conscious mnemonic processing of emotional words. To this end, 200 older adults aged between 60 and 89 were involved and two specific tests were designed (word recognition test and bigram completion test). In both tasks, the emotion words were better recognised and recalled than the ageing words. Despite the research hypotheses have not been confirmed, the emotional content of the stimuli somehow facilitated the retrieval of previously stored information. The differences found when comparing the group of the depressed with the non-depressed elderly are not statistically significant (p > .05) and therefore no mood-congruency effect was found. In turn, the implicit memory test proved the existence of a priming facilitation effect, which contributed to a better performance in this test. The findings suggest that when the priming facilitation effect occurs and affective material is used it is possible to achieve better memory results in both direct and indirect tests.Keywords: Explicit and implicit memory and emotionResumo:De acordo com a literatura não existe um único sistema mnésico, mas múltiplos sistemas. Especificamente, na Memória a Longo Prazo podem-se encontrar dois tipos de memória, a designada memória explícita ou declarativa e a memória implícita ou não declarativa. Vários estímulos (palavras, faces/fotografias/imagens ou histórias narradas) de valência emocional (neutro/positivo/negativo) têm sido utilizadas para explicar a interdependência funcional entre a memória e a emoção, sendo que à medida que se avança na idade parece aumentar a relevância do material afectivo no processamento da informação (Carstensen & Mikels, 2005). Quando associado um estado emocional depressivo, vários autores sugerem que a informação afectivamente congruente com o estado de ânimo/humor dos indivíduos é melhor recordada que a informação afectivamente incongruente (Joormann & Gotlib, 2006; Leppänen, 2006). Neste estudo procuramos avaliar o processamento mnésico consciente e não consciente de palavras emocionais. Para tal, participaram 200 idosos com idades compreendidas entre os 60 e 88 anos e foram construídas duas provas específicas (Prova de reconhecimento de palavras e Prova de completamento de bigramas). Em ambas as provas houve um melhor reconhecimento e evocação das palavras-emoções do que das palavras-envelhecimento. Apesar das hipóteses de investigação terem sido infirmadas, o conteúdo emocional dos estímulos, de certo modo, facilitou na recuperação da informação anteriormente armazenada. As diferenças encontradas quando comparados o grupo dos deprimidos e o dos não deprimidos não são estatisticamente significativas (p >.05), logo não se encontrou um efeito de congruência de humor. Por sua vez, quando utilizada a prova de memória implícita comprovou-se a existência do efeito facilitador priming, o que contribuiu para o alcance de melhores resultados nesta prova.Os resultados obtidos sugerem que quando está presente o efeito de facilitação priming e utilizadomaterial afectivo consegue-se alcançar melhores resultados mnésicos quer em provas directas,quer indirectas.Palavras-Chave: Memória explícita e implícita e emoção

Reporting Recollective Experiences: Direct Access to Memory Systems?

1995 ◽  
Vol 6 (6) ◽  
pp. 352-358 ◽  
Author(s):  
Fritz Strack ◽  
Jens Forster
Keyword(s):  
Episodic Memory ◽  
Implicit Memory ◽  
Semantic Memory ◽  
Memory Systems ◽  
Declarative Knowledge ◽  
Direct Access ◽  
Psychological Processes ◽  
Types Of Knowledge ◽  
Self Reports ◽  
Underlying Mechanisms

It has been suggested that the use of different memory systems can be identified by asking subjects whether they remember or know a recognized stimulus (e g, Gardiner & Java, 1990, Tulving, 1985) In this view, remember responses indicate the use of episodic memory, and know responses the use of implicit memory (e g, Gardiner & Java, in press) or semantic memory (Tulving, 1993) We criticize this position on both conceptual and empirical grounds We argue that the concept of knowing and the instructions of the studies confound declarative knowledge (knowledge by description) and familiarity-based knowledge (knowledge by acquaintance) The two types of knowledge, however, seem to be associated with different psychological processes To test this notion, we conducted two recognition experiments in which the response criteria were either explicitly or implicitly manipulated The results clearly suggest that know responses are more likely than remember responses to be influenced by judgmental strategies that do not require a memorial presentation of the known stimulus Self-reports appear to be useful indicators of underlying mechanisms only to the extent that it is sufficiently understood how such reports are generated

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