| Baddeley; Eysenck; Anderson; Memory | |||||
| Book | Page | Topic | |||
| Baddeley, et.al.; Memory | 3 | Theories serve to summarize our knowledge in a simple and structured way and help us to understand what we know. | |||
| Baddeley, et.al.; Memory | 3 | The aim of the present book is to outline what we know of the psychology of memory. | 0 | ||
| Baddeley, et.al.; Memory | 4 | In the 1930s, a German approach known as gestalt psychology began attempting to apply ideas developed in the study of perception to the understanding of human memory. | 1 | ||
| Baddeley, et.al.; Memory | 5 | People's cultural assumptions about the world depend on internal representations that are referred to as schemas. | 1 | ||
| Baddeley, et.al.; Memory | 5 | Schemas are internal representations that explain how our knowledge of the world is structured and influences the way in which new information is stored and subsequently recalled. | 0 | ||
| Baddeley, et.al.; Memory | 7 | In the early 1960s, investigators at Bell Laboratories analyzed the fleeting visual memory system, which subsequently became known as the iconic memory. | 2 | ||
| Baddeley, et.al.; Memory | 9 | Short-Term Memory and Working Memory | 2 | ||
| Baddeley, et.al.; Memory | 9 | Short-term memory -- a term applied to the retention of small amounts of material over periods of a few seconds. | 0 | ||
| Baddeley, et.al.; Memory | 9 | Short-term memory (STM) is not limited to verbal material, and has been studied extensively for visual and spatial information, and much less extensively for smell and touch. | 0 | ||
| Baddeley, et.al.; Memory | 10 | Long-Term Memory | 1 | ||
| Baddeley, et.al.; Memory | 10 | Long-term memory makes a broad distinction between explicit or declarative memory and implicit or nondeclarative memory. | 0 | ||
| Baddeley, et.al.; Memory | 10 | Explicit Memory | 0 | ||
| Baddeley, et.al.; Memory | 10 | Explicit memory can be divided into two categories, semantic memory and episodic memory. | 0 | ||
| Baddeley, et.al.; Memory | 11 | Semantic memory refers to a knowledge of the world. It goes beyond simply knowing the meaning of words and extends to sensory attributes and includes general knowledge of how society works, e.g. what to do when you enter a restaurant. | 1 | ||
| Baddeley, et.al.; Memory | 12 | Implicit Memory | 1 | ||
| Baddeley, et.al.; Memory | 14 | Patient HM became densely amnesic following brain injury to treat his intractable epilepsy. | 2 | ||
| Baddeley, et.al.; Memory | 14 | HMs memory deficit was limited to episodic long-term memory. | 0 | ||
| Baddeley, et.al.; Memory | 14 | Neuroimaging Human Memory | 0 | ||
| Baddeley, et.al.; Memory | 15 | Functional magnetic resonance imaging (fMRI) scans have become an important source of data in psychology. | 1 | ||
| Baddeley, et.al.; Memory | 16 | fMRI is safer than PET, being noninvasive of the body and not involving radioactivity. | 1 | ||
| Baddeley, et.al.; Memory | 16 | Finer-grained temporal monitoring of brain activity is provided by the more recent development, magnetoencephalography (MEG), in which tiny magnetic forces generated by neurons within the brain are detected and located. The ordered relationship in which different brain areas respond can be recorded very precisely. | 0 | ||
| Baddeley, et.al.; Memory | 19 | Short-Term Memory | 3 | ||
| Baddeley, et.al.; Memory | 20 | Memory Span | 1 | ||
| Baddeley, et.al.; Memory | 24 | Free Recall | 4 | ||
| Baddeley, et.al.; Memory | 27 | Phonological Loop | 3 | ||
| Baddeley, et.al.; Memory | 33 | Visuospatial Short-Term memory | 6 | ||
| Baddeley, et.al.; Memory | 33 | Spatial Short-Term Memory | 0 | ||
| Baddeley, et.al.; Memory | 36 | Deficits in Verbal Short-Term Memory | 3 | ||
| Baddeley, et.al.; Memory | 37 | Deficits in Visuospatial Short-Term Memory | 1 | ||
| Baddeley, et.al.; Memory | 39 | Research studies have considered the characteristics of various STM systems. | 2 | ||
| Baddeley, et.al.; Memory | 39 | Verbal STM has been shown to be influenced by phonological similarity and by the length of the words being retained. | 0 | ||
| Baddeley, et.al.; Memory | 39 | The phonological loop hypothesis attempts to explain the findings within a broader working memory framework by assuming a temporary store and an articulatory rehearsal process that can be interrupted by articulatory suppression. | 0 | ||
| Baddeley, et.al.; Memory | 39 | Visual STM can be divided into visual and spatial memory. | 0 | ||
| Baddeley, et.al.; Memory | 39 | Memory for spatial location appears to show forgetting over a period of seconds, while memory for visual objects does not. | 0 | ||
| Baddeley, et.al.; Memory | 39 | The number of features an object comprises does not seem to be obviously limited. | 0 | ||
| Baddeley, et.al.; Memory | 39 | Visual and spatial components have been proposed as part of the visuospatial sketchpad, a component of working memory that is a counterpart of the phonological loop. | 0 | ||
| Baddeley, et.al.; Memory | 39 | Neuropsychological studies have revealed the potential separation between verbal STM and both LTM and visual STM. | 0 | ||
| Baddeley, et.al.; Memory | 41 | Working Memory | 2 | ||
| Baddeley, et.al.; Memory | 44 | Phonological Loop | 3 | ||
| Baddeley, et.al.; Memory | 44 | Phonological loop -- the term applied by Baddeley and Hitch to the component of their model responsible for the temporary storage is speech-like information. | 0 | ||
| Baddeley, et.al.; Memory | 44 | Visuospatial sketchpad -- a component of the Baddeley and Hitch model that is assumed to be responsible for the temporary maintenance of visual and spatial information. | 0 | ||
| Baddeley, et.al.; Memory | 49 | Visuospatial Sketchpad | 5 | ||
| Baddeley, et.al.; Memory | 53 | Central Executive | 4 | ||
| Baddeley, et.al.; Memory | 56 | Episodic Buffer | 3 | ||
| Baddeley, et.al.; Memory | 58 | The Baddeley Multicomponent Working Memory Model (year 2000) (diagram) | 2 | ||
| Baddeley, et.al.; Memory | 58 | Individual Differences in Working Memory | 0 | ||
| Baddeley, et.al.; Memory | 60 | Theories of Working Memory | 2 | ||
| Baddeley, et.al.; Memory | 60 | Cowan's Embedded Processess Theory | 0 | ||
| Baddeley, et.al.; Memory | 63 | Long-term working memory | 3 | ||
| Baddeley, et.al.; Memory | 63 | Neuroscience of Working Memory | 0 | ||
| Baddeley, et.al.; Memory | 63 | Single-cell recording approaches to working memory | 0 | ||
| Baddeley, et.al.; Memory | 64 | Neuroimaging Working Memory | 1 | ||
| Baddeley, et.al.; Memory | 69 | Learning | 5 | ||
| Baddeley, et.al.; Memory | 76 | Repetition and Learning | 7 | ||
| Baddeley, et.al.; Memory | 79 | Implicit Learning | 3 | ||
| Baddeley, et.al.; Memory | 79 | Classical Conditioning | 0 | ||
| Baddeley, et.al.; Memory | 81 | Priming | 2 | ||
| Baddeley, et.al.; Memory | 82 | Procedural Learning | 1 | ||
| Baddeley, et.al.; Memory | 85 | Learning and Consciousness | 3 | ||
| Baddeley, et.al.; Memory | 86 | Explaining Implicit Memory | 1 | ||
| Baddeley, et.al.; Memory | 86 | Learning and the Brain | 0 | ||
| Baddeley, et.al.; Memory | 88 | Implicit Learning in the Brain | 2 | ||
| Baddeley, et.al.; Memory | 88 | Conditioning | 0 | ||
| Baddeley, et.al.; Memory | 89 | Priming | 1 | ||
| Baddeley, et.al.; Memory | 90 | Procedural Learning | 1 | ||
| Baddeley, et.al.; Memory | 93 | Episodic Memory | 3 | ||
| Baddeley, et.al.; Memory | 106 | Memory and the Brain | 13 | ||
| Baddeley, et.al.; Memory | 113 | Semantic Memory and Stored Knowledge | 7 | ||
| Baddeley, et.al.; Memory | 113 | Master chess players have between 10,000 and 100,000 groups of pieces (chunks) stored in long-term memory. | 0 | ||
| Baddeley, et.al.; Memory | 113 | Each chunk contains information about a given pattern of chess pieces on the board, and these chunks help players to relate a present game position to their knowledge of previous chess games and situations. | 0 | ||
| Baddeley, et.al.; Memory | 113 | Semantic Memory vs. Episodic Memory | 0 | ||
| Baddeley, et.al.; Memory | 114 | Distinguish between semantic memory (general knowledge about the world) and episodic memory (memory for events occurring at a specific time in a specific place). | 1 | ||
| Baddeley, et.al.; Memory | 114 | In studies of patients with amnesia, researchers found there was an impairment of episodic memory in all cases, whereas many other patients had only modest problems with semantic memory. | 0 | ||
| Baddeley, et.al.; Memory | 114 | The impact of brain damage was much greater on episodic than on the semantic memory, suggesting that the two types of memory are distinctly different from each other. | 0 | ||
| Baddeley, et.al.; Memory | 115 | There are important differences between semantic and episodic memory. | 1 | ||
| Baddeley, et.al.; Memory | 115 | There are many patients who show more retrograde amnesia for episodic memory than to semantic memory, but also many who showed the opposite pattern. | 0 | ||
| Baddeley, et.al.; Memory | 115 | The different patterns of impairment from patient to patient suggest (but don't prove) that episodic and semantic memory are different types of memory. | 0 | ||
| Baddeley, et.al.; Memory | 115 | In brain imaging studies of healthy participants performing various memory tasks, the left prefrontal cortex was more active during episodic than semantic encoding. | 0 | ||
| Baddeley, et.al.; Memory | 115 | The right prefrontal cortex was more active during episodic memory retrieval than during semantic memory retrieval. | 0 | ||
| Baddeley, et.al.; Memory | 116 | Numerous simple questions about semantic memory can be answered very rapidly by most people in about one second. | 1 | ||
| Baddeley, et.al.; Memory | 116 | Hierarchical Network Model | 0 | ||
| Baddeley, et.al.; Memory | 116 | One hypothesis was that semantic memory is organized into a series of hierarchical networks. | 0 | ||
| Baddeley, et.al.; Memory | 117 | It is hypothesized that property information is stored as high up in the hierarchy as possible to minimize the amount of information that needs to be stored in semantic memory. | 1 | ||
| Baddeley, et.al.; Memory | 117 | It is hypothesized that organization within semantic memory is based on a principle of cognitive economy. | 0 | ||
| Baddeley, et.al.; Memory | 117 | We often use semantic memory successfully by inferring the right answer. | 0 | ||
| Baddeley, et.al.; Memory | 117 | Inferential process for semantic memory. | 0 | ||
| Baddeley, et.al.; Memory | 118 | Typicality gradient -- the ordering of members of a category in terms of their typicality ratings. | 1 | ||
| Baddeley, et.al.; Memory | 119 | Rather than belonging to rigidly defined categories, it is much more realistic to assume that categories are loosely determined. | 1 | ||
| Baddeley, et.al.; Memory | 119 | Spreading Activation Model | 0 | ||
| Baddeley, et.al.; Memory | 119 | According to spreading activation theory, semantic memory is organized on the basis of semantic relatedness or semantic distance. | 0 | ||
| Baddeley, et.al.; Memory | 120 | According to spreading activation theory, whenever a person sees, hears, or thinks about a concept, the appropriate node in the semantic memory is activated. | 1 | ||
| Baddeley, et.al.; Memory | 120 | Spreading activation spreads most strongly to other concepts that are closely related semantically, and more weekly to those that are more distant semantically. | 0 | ||
| Baddeley, et.al.; Memory | 121 | There is a facilitation (or semantic priming) effect for semantically related words. | 1 | ||
| Baddeley, et.al.; Memory | 121 | The spreading activation model has generally proved more successful than the hierarchical network model. | 0 | ||
| Baddeley, et.al.; Memory | 121 | The spreading activation model typically doesn't make very precise predictions. | 0 | ||
| Baddeley, et.al.; Memory | 121 | Organization of Semantic Memory in the Brain | 0 | ||
| Baddeley, et.al.; Memory | 121 | Behavioral experiments can tell us much about the organization of semantic memory. | 0 | ||
| Baddeley, et.al.; Memory | 122 | Much of the research related to semantic memory involves brain-damaged patients. | 1 | ||
| Baddeley, et.al.; Memory | 122 | The pattern of impairment shown by brain-damaged patients can provide useful information about the way in which knowledge of concepts is organized within the brain. | 0 | ||
| Baddeley, et.al.; Memory | 122 | Many brain-damaged patients have problems only with certain semantic categories. | 0 | ||
| Baddeley, et.al.; Memory | 122 | The most common pattern shown by patients with category-specific deficits is that their recognition performance (identifying objects from pictures) is worse on living than on nonliving things. | 0 | ||
| Baddeley, et.al.; Memory | 122 | The general pattern of greater impairment for living than for nonliving things is much more common than the opposite pattern. | 0 | ||
| Baddeley, et.al.; Memory | 123 | Nearly all of the patients having a selective impairment for knowledge of living things had damage to the anterior, medial, and inferior parts of the temporal lobes. | 1 | ||
| Baddeley, et.al.; Memory | 123 | Living things are distinguished from each other mainly on the basis of their visual or perceptual properties (i.e. what they look like). | 0 | ||
| Baddeley, et.al.; Memory | 123 | Nonliving things are distinguished from each other mainly on the basis of their functional properties (i.e. what they are used for). | 0 | ||
| Baddeley, et.al.; Memory | 123 | There are three times as many visual units within the semantic system as there are functional units. | 0 | ||
| Baddeley, et.al.; Memory | 123 | Brain areas farther back in the brain in occipital, posterior-temporal, and posterior-parietal regions are associated with processing of functional properties of objects. | 0 | ||
| Baddeley, et.al.; Memory | 123 | According to sensory-functional theory, information about objects in semantic memory is organized in terms of the distinction between sensory or visual properties and functional ones rather than between living and non-living. | 0 | ||
| Baddeley, et.al.; Memory | 124 | Processing of perceptual information from both living and nonliving concepts was associated with activation of the left posterior inferior temporal lobe regions. | 1 | ||
| Baddeley, et.al.; Memory | 124 | Processing of nonperceptual information (e.g. functional attributes) was associated with activation of middle temporal lobe regions. | 0 | ||
| Baddeley, et.al.; Memory | 124 | The areas of the brain that were activated was determined by whether perceptual on non-perceptual information was being processed rather than whether the relevant object was living or nonliving. | 0 | ||
| Baddeley, et.al.; Memory | 125 | The various kinds of information we have about an object (e.g. what humans use it for, what it does, its visual properties, its taste) are distributed in different brain areas. | 1 | ||
| Baddeley, et.al.; Memory | 125 | In ways that remain mysterious, we somehow manage to integrate all of these kinds of information rapidly and automatically when we think about any given concept. | 0 | ||
| Baddeley, et.al.; Memory | 128 | Schemas | 3 | ||
| Baddeley, et.al.; Memory | 128 | A schema is a well integrated chunk of knowledge about the world, events, people, or actions. | 0 | ||
| Baddeley, et.al.; Memory | 128 | What we remember is influenced very much by the schematic knowledge we already possess. | 0 | ||
| Baddeley, et.al.; Memory | 128 | The schemas stored in semantic memory include what are often referred to as scripts and frames. | 0 | ||
| Baddeley, et.al.; Memory | 128 | Scripts deal with knowledge about events and consequences of events. | 0 | ||
| Baddeley, et.al.; Memory | 128 | Frames are knowledge structures referring to some aspect of the world containing fixed structural information and slots for variable information. | 0 | ||
| Baddeley, et.al.; Memory | 128 | Schemas allow us to form expectations, e.g. in a restaurant, we expect to be shown a table, to be given a menu by the waitor or waitress, to order food and drink, etc. | 0 | ||
| Baddeley, et.al.; Memory | 129 | We have an excellent memory for unexpected events such as a waiter spilling soup in a customer's lap. | 1 | ||
| Baddeley, et.al.; Memory | 129 | Schemas play an important role in reading and listening because they allow us to fill in the gaps in what we read or hear and thereby enhance our understanding. | 0 | ||
| Baddeley, et.al.; Memory | 129 | Schemas provide the basis for us to draw inferences as we read or listen. | 0 | ||
| Baddeley, et.al.; Memory | 132 | Our memory representations are often richer and more complex than is implied in schema theories. | 3 | ||
| Baddeley, et.al.; Memory | 132 | Disorders of Concept and Schema-based Memory | 0 | ||
| Baddeley, et.al.; Memory | 132 | Semantic dementia involves severe problems in accessing the meaning of words and objects, but leaves a good executive functioning in the early stages of deterioration. | 0 | ||
| Baddeley, et.al.; Memory | 133 | Scripts typically have a goal directed quality, and it is generally assumed that executive functioning within the prefrontal cortex is very useful in constructing and implementing goals. | 1 | ||
| Baddeley, et.al.; Memory | 133 | Some patients with damage to the prefrontal cortex seem to have particular problems with scripts. | 0 | ||
| Baddeley, et.al.; Memory | 133 | Although some research has suggested that prefrontal patients had as much stored information about actions as normal healthy controls, prefrontal patients make many mistakes in ordering actions within a script and then deciding which actions are most important to the achievement of any given event. | 0 | ||
| Baddeley, et.al.; Memory | 133 | Some prefrontal patients have had particular problems with script-based knowledge requiring assembling the actions within a script in the optimal sequence. | 0 | ||
| Baddeley, et.al.; Memory | 133 | Patients with semantic dementia and healthy controls both detected as many sequencing errors as semantic ones. | 0 | ||
| Baddeley, et.al.; Memory | 133 | Temporo-frontal patients with attention deficits and poor executive functioning failed to detect many sequencing errors as contrasted with semantic ones. | 0 | ||
| Baddeley, et.al.; Memory | 134 | There is an important distinction between semantic memory and episodic memory. | 1 | ||
| Baddeley, et.al.; Memory | 134 | The extent of anterograde and retrograde amnesia for episodic and semantic memories often differ considerably, suggesting that the two types of memory are distinctly different. | 0 | ||
| Baddeley, et.al.; Memory | 134 | Brain imaging indicates that somewhat different brain areas are activated during learning, depending on whether the task involves episodic or semantic memory, and the same is true during retrieval. | 0 | ||
| Baddeley, et.al.; Memory | 134 | According to the hierarchical network model, semantic memory is organized into numerous hierarchical networks. | 0 | ||
| Baddeley, et.al.; Memory | 134 | According to the spreading activation model, activation of a given concept causes activation to spread most strongly to other concepts that are closely related semantically. | 0 | ||
| Baddeley, et.al.; Memory | 134 | The spreading activation model explains the typicality effect and the effects of semantic priming. | 0 | ||
| Baddeley, et.al.; Memory | 134 | Attempts have been made to understand the organization of semantic memory by studying brain-damaged patients with category-specific deficits. | 0 | ||
| Baddeley, et.al.; Memory | 134 | Brain-damaged patients with category specific deficits often have much greater problems in identifying living as contrasted with nonliving things, but many exhibit more complex problems | 0 | ||
| Baddeley, et.al.; Memory | 134 | According to sensory-functional theory, visual properties of objects are stored in different regions of the brain from their functional properties. | 0 | ||
| Baddeley, et.al.; Memory | 134 | The assumption that visual properties are especially important with living things and functional properties with nonliving things explains many research findings. | 0 | ||
| Baddeley, et.al.; Memory | 134 | An expanded theory has yielded a more complex multiple property approach in which sensory and functional properties was subdivided to produce several additional properties. | 0 | ||
| Baddeley, et.al.; Memory | 134 | The multiple property approach provides a more adequate account of the findings from brain-damaged patients than does sensory-functional theory. | 0 | ||
| Baddeley, et.al.; Memory | 134 | Schematic knowledge is useful because it allow us to form appropriate expectations and to draw inferences to fill in the gaps in the information presented to us. | 0 | ||
| Baddeley, et.al.; Memory | 134 | Schematic knowledge causes distortions in memory when what we read or hear is inconsistent with that knowledge. | 0 | ||
| Baddeley, et.al.; Memory | 137 | Autobiographical Memory | 3 | ||
| Baddeley, et.al.; Memory | 138 | Autobiographical memories can play an important role in creating and maintaining our self representation. | 1 | ||
| Baddeley, et.al.; Memory | 138 | Elderly patients with memory problems are encouraged to build up a set of reminders of their earlier life based on photographs and personal memories -- items that bring back memories of their younger days. | 0 | ||
| Baddeley, et.al.; Memory | 138 | In depression, patients find it difficult to recollect positive life experiences when depressed, whereas negative recollections are more readily available, a retrieval effect known as mood-congruent memory. | 0 | ||
| Baddeley, et.al.; Memory | 142 | People tend to recall few autobiographical memories from the first five years of life, an effect termed infantile amnesia. | 4 | ||
| Baddeley, et.al.; Memory | 142 | A number of interpretations of infantile amnesia had been proposed, including the late development of the hippocampus, and the undeveloped nature during infancy of a coherent self, something that is gradually built up on the basis of memories and experiences. | 0 | ||
| Baddeley, et.al.; Memory | 144 | A Theory of Autobiographical Memory | 2 | ||
| Baddeley, et.al.; Memory | 144 | One researcher defines autobiographical memory as a system that retains knowledge concerning the experienced self, the "me." | 0 | ||
| Baddeley, et.al.; Memory | 144 | Autobiographical memory is always addressed by the content of the memory. | 0 | ||
| Baddeley, et.al.; Memory | 144 | Recollective experiences occur when our autobiographical knowledge, our personal semantic memory, retains access to associated episodic memories. | 0 | ||
| Baddeley, et.al.; Memory | 144 | Recollective experiences are transitory and are constructed dynamically on the basis of the autobiographical knowledge base. | 0 | ||
| Baddeley, et.al.; Memory | 145 | The autobiographical knowledge base ranges from very broad-brush representations of lifetime periods to sensory-perceptual episodes, which are rapidly lost. | 1 | ||
| Baddeley, et.al.; Memory | 145 | The whole system of consciousness depends on the interaction between the autobiographical knowledge base and the working self. | 0 | ||
| Baddeley, et.al.; Memory | 145 | Working self is a concept to account for the way in which autobiographical knowledge is accumulated and used. | 0 | ||
| Baddeley, et.al.; Memory | 145 | The working self is assumed to play a similar role in autobiographical memory to that played by working memory in cognition more generally. | 0 | ||
| Baddeley, et.al.; Memory | 145 | Working self comprises a complex set of active goals and self images. | 0 | ||
| Baddeley, et.al.; Memory | 146 | The autobiographical knowledge base has a broadly hierarchical structure, with an overall life story being linked to a number of broad themes. | 1 | ||
| Baddeley, et.al.; Memory | 146 | Autonoetic consciousness is the capacity to reflect on our thoughts. | 0 | ||
| Baddeley, et.al.; Memory | 146 | Accessing detailed knowledge of autonoetic consciousness tends to be relatively slow, typically taking several seconds, whereas access to semantic memory is often performed almost immediately. | 0 | ||
| Baddeley, et.al.; Memory | 146 | Patients with frontal lobe damage can have difficulty both in accessing autobiographical memories and also, once accessed, in evaluating them, or perhaps more precisely in failure to evaluate. | 0 | ||
| Baddeley, et.al.; Memory | 146 | Autonoetic consciousness -- a term proposed for self awareness, allowing the rememberer to reflect on the contents of episodic memory. | 0 | ||
| Baddeley, et.al.; Memory | 147 | Flashbulb Memories | 1 | ||
| Baddeley, et.al.; Memory | 147 | Flashbulb memory -- the detailed and apparently highly accurate memory of a dramatic experience. | 0 | ||
| Baddeley, et.al.; Memory | 147 | People do report very vivid recollections of the point at which they remember hearing about major disasters, e.g. death of Martin Luther King, the Challenger space disaster, the World Trade Center attack. | 0 | ||
| Baddeley, et.al.; Memory | 148 | Social and Emotional Factors in Memory | 1 | ||
| Baddeley, et.al.; Memory | 148 | We tend to reconstruct our memories rather than simply calling them up. | 0 | ||
| Baddeley, et.al.; Memory | 148 | Memory in general, and autobiographical memory in particular, is likely to be influenced by our hopes and needs. | 0 | ||
| Baddeley, et.al.; Memory | 148 | A tendency to place ourselves center-stage probably plays a part in our memories, perhaps because it helps us maintain our self-esteem. | 0 | ||
| Baddeley, et.al.; Memory | 148 | We readily accept praise but tend to be skeptical of criticism. | 0 | ||
| Baddeley, et.al.; Memory | 148 | We are inclined to take credit for success when it occurs but deny responsibility for failure. | 0 | ||
| Baddeley, et.al.; Memory | 149 | We are rather good at selectively forgetting failure and remembering success and praise. | 1 | ||
| Baddeley, et.al.; Memory | 150 | Recovered Memories | 1 | ||
| Baddeley, et.al.; Memory | 150 | A number of therapists assert that abuse as a child can lead to a range of subsequent adult psychological and emotional problems that result directly from repression of memory of the abuse. | 0 | ||
| Baddeley, et.al.; Memory | 151 | False memory syndrome | 1 | ||
| Baddeley, et.al.; Memory | 151 | Posttraumatic Stress Disorder (PTSD) | 0 | ||
| Baddeley, et.al.; Memory | 151 | PTSD can follow from situations of extreme stress such as rape, near drowning, or a horrific traffic accident. | 0 | ||
| Baddeley, et.al.; Memory | 151 | PTSD often involves "flashbacks," extremely vivid memories of the scene of the initial terror. | 0 | ||
| Baddeley, et.al.; Memory | 151 | PTSD might be accompanied by nightmares and a more general state of anxiety. | 0 | ||
| Baddeley, et.al.; Memory | 152 | Do flashbacks represent a different kind of memory? A distinction has been suggested between verbally accessible memory, which links with the normal memory system, and situationally accessible memory, which is highly detailed when it occurs in the flashback but cannot be called to mind intentionally. | 1 | ||
| Baddeley, et.al.; Memory | 152 | The precise mechanism underlying memory disturbance and PTSD remains uncertain. | 0 | ||
| Baddeley, et.al.; Memory | 152 | Incidental stimuli or thoughts can act as a conditional stimulus that can trigger off the emotional response, bringing back the associated memory. | 0 | ||
| Baddeley, et.al.; Memory | 152 | Given an equivalent level of stress, not everyone develops PTSD, and those who do sometimes recover spontaneously. | 0 | ||
| Baddeley, et.al.; Memory | 152 | The response of the autonomic nervous system (ANS) to stress may influence PTSD. | 0 | ||
| Baddeley, et.al.; Memory | 152 | In a threatening situation, the amygdala this signals the ANS to release adrenaline and cortisol, stress hormones that alert the organism for flight or fight. | 0 | ||
| Baddeley, et.al.; Memory | 152 | When the danger passes, the brain normally signals the adrenal glands to stop producing stress hormones, gradually drained the body back to normal. | 0 | ||
| Baddeley, et.al.; Memory | 152 | In PTSD patients, the corrective process is reduced, leading to a more prolonged period of stress. | 0 | ||
| Baddeley, et.al.; Memory | 153 | Involuntary memories | 1 | ||
| Baddeley, et.al.; Memory | 153 | Through flashbacks that occur in PTSD represents a different kind of memory? The flashback memory differs greatly from the reconstructive view of memory that is associated with normal remembering. | 0 | ||
| Baddeley, et.al.; Memory | 153 | Reappearance hypothesis -- under certain circumstances, such as flashbulb memory and PTSD, memories can be created that later reappeared in exactly the same form. | 0 | ||
| Baddeley, et.al.; Memory | 155 | Researchers have concluded that flashbacks that are observed and PTSD do not comprise a special type of memory but have the same characteristics as recurrent memories in the normal course of life, and that both reflect the same basic principles as are found across all types of autobiographical memory. | 2 | ||
| Baddeley, et.al.; Memory | 155 | Psychogenic Amnesia | 0 | ||
| Baddeley, et.al.; Memory | 156 | Amnesia is most common in association with extreme emotion. | 1 | ||
| Baddeley, et.al.; Memory | 156 | Amnesia is not accepted as a mitigating factor in UK law, or in many other countries. | 0 | ||
| Baddeley, et.al.; Memory | 156 | Multiple Person Disorder | 0 | ||
| Baddeley, et.al.; Memory | 156 | The idea that one person could contain two or more very different personalities was popularized by Robert Louis Stevenson's book Dr. Jekyll and Mr. Hyde. | 0 | ||
| Baddeley, et.al.; Memory | 157 | Organically Based Deficits in Autobiographical Memory | 1 | ||
| Baddeley, et.al.; Memory | 157 | Organically based amnesia differs from psychogenic amnesia in that a sense of personal identity is rarely lost, whereas problems in orientation in time and place are very common. | 0 | ||
| Baddeley, et.al.; Memory | 158 | Autobiographical Memory and the Brain | 1 | ||
| Baddeley, et.al.; Memory | 158 | Confabulation | 0 | ||
| Baddeley, et.al.; Memory | 158 | Confabulation occurs when the autobiographical information is false but not intentionally misleading. | 0 | ||
| Baddeley, et.al.; Memory | 159 | Delusions | 1 | ||
| Baddeley, et.al.; Memory | 159 | Delusions are patently false beliefs about the patient and the world. | 0 | ||
| Baddeley, et.al.; Memory | 159 | Delusions can be highly elaborated and very persistent. | 0 | ||
| Baddeley, et.al.; Memory | 159 | Delusions differ from confabulation, which tends to be temporary in nature and often lacks coherence. | 0 | ||
| Baddeley, et.al.; Memory | 159 | Whereas confabulations tend to be associated with frontal lobe damage, delusions tend to occur more frequently in schizophrenia. | 0 | ||
| Baddeley, et.al.; Memory | 159 | Delusions can appear to be fantastic in nature. | 0 | ||
| Baddeley, et.al.; Memory | 159 | Auditory hallucinations often occur in patients with schizophrenia. | 0 | ||
| Baddeley, et.al.; Memory | 159 | Delusions can be highly elaborated, involving beings from other planets, and are often paranoid in nature, with patients believing their mind is being controlled from outside, by the government or foreign powers. | 0 | ||
| Baddeley, et.al.; Memory | 159 | Delusions can include belief that the patient is a reincarnation of Jesus Christ. | 0 | ||
| Baddeley, et.al.; Memory | 159 | Anatomical Basis of Autobiographical Memory | 0 | ||
| Baddeley, et.al.; Memory | 159 | Researchers have found that the early stages of autobiographical memory involve the left prefrontal cortex, presumably reflecting the executive processes involved in evoking the memory, followed by activation that spread back to the occipital and temporal lobes, consistent with an important role for visual imagery. | 0 | ||
| Baddeley, et.al.; Memory | 159 | Research supports a distinction between episodic and semantic aspects of autobiographical memory. | 0 | ||
| Baddeley, et.al.; Memory | 163 | Retrieval | 4 | ||
| Baddeley, et.al.; Memory | 163 | "On the Tip of the Tongue" | 0 | ||
| Baddeley, et.al.; Memory | 165 | Retrieval Process | 2 | ||
| Baddeley, et.al.; Memory | 165 | During retrieval, we usually seek a particular memory -- a particular fact, idea, or experience, often called the target memory or the target trace. | 0 | ||
| Baddeley, et.al.; Memory | 165 | The snippets of information that allow you to access a memory are known as retrieval cues, or simply cues. | 0 | ||
| Baddeley, et.al.; Memory | 165 | Traces of memory are believed to be linked up to one another by connections that are usually called associations or links. | 0 | ||
| Baddeley, et.al.; Memory | 165 | Associations are synaptic efficacy linkages between traces that vary in strength. | 0 | ||
| Baddeley, et.al.; Memory | 165 | Retrieval is a progression from one or more cues to a target memory, via associative connections. | 0 | ||
| Baddeley, et.al.; Memory | 165 | Many things can serve as cues; the smell of peas might remind you of last night; or the song on the radio might be the same one you played while dining on peas. | 0 | ||
| Baddeley, et.al.; Memory | 165 | Any aspect of the content of the memory can serve as a reminder that could access the experience, a property known as content addressable memory. | 0 | ||
| Baddeley, et.al.; Memory | 165 | The neural network is essentially a mental "search engine," but we can search with just about any type of information. | 0 | ||
| Baddeley, et.al.; Memory | 166 | Each memory has an internal state of its own, reflecting how "excited" or "active" it is, a state referred to as the memory's activation level. | 1 | ||
| Baddeley, et.al.; Memory | 166 | A memory trace's activation level increases when something related to it is perceived in the world. | 0 | ||
| Baddeley, et.al.; Memory | 166 | A memory trace's activation persists for some time, even after attention has been removed. | 0 | ||
| Baddeley, et.al.; Memory | 166 | Memories automatically spread activation to other memories to which they are associated. | 0 | ||
| Baddeley, et.al.; Memory | 166 | Spreading activation is like "energy" flowing through connections linking traces. | 0 | ||
| Baddeley, et.al.; Memory | 166 | The amount of activation spread from the cue to an associate is larger the stronger the association, and activation is spread in parallel to all associates. | 0 | ||
| Baddeley, et.al.; Memory | 166 | If the target accumulates enough activation from the cue, it will be retrieved, even though other associates might be activated as well. | 0 | ||
| Baddeley, et.al.; Memory | 166 | The idea that traces have activation that spreads is central to many theories of memory, and provides a useful way of thinking about how to cues access memories. | 0 | ||
| Baddeley, et.al.; Memory | 166 | Retrieval is a progression from one or more cues to the target memory, via associative connections linking them together, through a process of spreading activation. | 0 | ||
| Baddeley, et.al.; Memory | 166 | Retrieval is less effective if cues are present, but not attended, or not attended enough. | 0 | ||
| Baddeley, et.al.; Memory | 166 | Many theories assume that the activation given to a concept increases with attention. | 0 | ||
| Baddeley, et.al.; Memory | 166 | If people are given a secondary task to perform during retrieval, they are distracted, and the retrieval usually grows worse, especially if the secondary task requires them to pay attention to related materials. | 0 | ||
| Baddeley, et.al.; Memory | 169 | Encoding specificity principle. | 3 | ||
| Baddeley, et.al.; Memory | 169 | For a cue to be useful, it needs to be present at encoding, and encoded with the desired trace. | 0 | ||
| Baddeley, et.al.; Memory | 169 | Cues that are specifically encoded with a target are more powerful even if they might seem to be less good than other cues that have a pre-existing relationship with the target. | 0 | ||
| Baddeley, et.al.; Memory | 169 | We remember what we experience, and we access memory by using a fragment of that experience as a key to the whole. | 0 | ||
| Baddeley, et.al.; Memory | 169 | Associations vary in strength, and it is the strength that determines the rate at which activation spreads between a cue and a target. | 0 | ||
| Baddeley, et.al.; Memory | 169 | If the association between a cue and the target is poor, retrieval failure might occur. | 0 | ||
| Baddeley, et.al.; Memory | 170 | Retrieval success depends on how associated the cues are to the target, which depends on the time and attention we spent encoding the association. | 1 | ||
| Baddeley, et.al.; Memory | 170 | Having two cues is often far more beneficial than you would expect by simply combining the probability of retrieving the target from each cue separately. | 0 | ||
| Baddeley, et.al.; Memory | 170 | It is useful to encode information elaboratively. | 0 | ||
| Baddeley, et.al.; Memory | 170 | Elaboration associates the material to many cues that might be used for later retrieval. | 0 | ||
| Baddeley, et.al.; Memory | 176 | Incidental Context in Episodic Memory Retrieval | 6 | ||
| Baddeley, et.al.; Memory | 176 | Context dependent memory -- memory benefits when the spatio-temporal, mood, physiological, or cognitive context at retrieval matches that at encoding. | 0 | ||
| Baddeley, et.al.; Memory | 176 | Several types of context dependent memory exists, including environmental, mood, and state-dependent memory. | 0 | ||
| Baddeley, et.al.; Memory | 176 | Environmental Context Dependent Memory | 0 | ||
| Baddeley, et.al.; Memory | 177 | State Dependent Memory | 1 | ||
| Baddeley, et.al.; Memory | 178 | Aspects of our physiological state are encoded incidentally as part of the episode experience, and re-creation of that state at retrieval helps memory. | 1 | ||
| Baddeley, et.al.; Memory | 178 | Mood-Congruent and Mood-Dependent Memory | 0 | ||
| Baddeley, et.al.; Memory | 178 | Mood congruent memory -- negative mood makes negative memories more readily available than positive, and vice versa. | 0 | ||
| Baddeley, et.al.; Memory | 179 | Cognitive Context-Dependent Memory | 1 | ||
| Baddeley, et.al.; Memory | 179 | Mood dependent memory -- a form of context dependent effect whereby what is learned in a given mood, whether positive, negative, or neutral, is best recalled in that mood. | 0 | ||
| Baddeley, et.al.; Memory | 180 | Reconstructive Memory | 1 | ||
| Baddeley, et.al.; Memory | 180 | The term reconstructive memory refers to the active and inferential aspect of retrieval. | 0 | ||
| Baddeley, et.al.; Memory | 180 | There certainly exists an automatic retrieval process whereby information "pops up" for no obvious reason. | 0 | ||
| Baddeley, et.al.; Memory | 181 | Reconstructive processes often lead to errors in recollection. | 1 | ||
| Baddeley, et.al.; Memory | 181 | When veridical recall is essential (e.g. eyewitness memory), reconstructive errors can have grave consequences. | 0 | ||
| Baddeley, et.al.; Memory | 181 | Recognition Memory | 0 | ||
| Baddeley, et.al.; Memory | 182 | Recognition memory -- a person's ability to correctly decide whether they have been encounted a stimulus previously in a particular context. | 1 | ||
| Baddeley, et.al.; Memory | 182 | Frequently our intention is not to generate a memory, but to make a decision about whether we have previously encountered a particular stimulus pattern. | 0 | ||
| Baddeley, et.al.; Memory | 182 | Unlike recall, recognition presents the intact stimulus, and hence requires a judgment: did you see this stimulus in a certain context? | 0 | ||
| Baddeley, et.al.; Memory | 182 | Detractors, lures, or foils, are akin to other members of the lineup who the police think are innocent. | 0 | ||
| Baddeley, et.al.; Memory | 182 | We need to consider people's tendencies for guessing when making a recognition judgment. | 0 | ||
| Baddeley, et.al.; Memory | 183 | Signal detection theory as a model of a recognition memory | 1 | ||
| Baddeley, et.al.; Memory | 183 | Signal detection theory provides a useful way of thinking about recognition that comes with tools necessary to distinguish true memory and guessing. | 0 | ||
| Baddeley, et.al.; Memory | 183 | Signal detection theory proposes that memory traces have strength values that reflect their activation in memory, which dictates how familiar they seem. | 0 | ||
| Baddeley, et.al.; Memory | 183 | Memory traces are thought to vary in their familiarity, depending on how much attention the item received at encoding or how many times it was repeated. | 0 | ||
| Baddeley, et.al.; Memory | 186 | Familiarity-based recognition -- a fast, automatic recognition process based on the perception of a memory's strength. | 3 | ||
| Baddeley, et.al.; Memory | 186 | The familiarity process is characterized as fast and automatic, yielding as output a perception of the memory's strength, without the recall of particulars. | 0 | ||
| Baddeley, et.al.; Memory | 186 | Recollection -- the slower, more attention-demanding component of recognition memory. | 0 | ||
| Baddeley, et.al.; Memory | 186 | The recollection process is slow and more attention demanding, much more like the recall process of generating information about the context of experiencing the stimulus. | 0 | ||
| Baddeley, et.al.; Memory | 187 | Recollection is a controlled, attention-demanding process. | 1 | ||
| Baddeley, et.al.; Memory | 187 | Groups who have diminished attention, such as older adults and patients with damage to the prefrontal cortex, often show deficits in recollection, but an intact sense of familiarity for recently seen stimuli. | 0 | ||
| Baddeley, et.al.; Memory | 187 | Information about how familiar a stimulus seems is retrieved much more quickly than information necessary for recollection, consistent with the view that familiarity judgments reflect an automatic process. | 0 | ||
| Baddeley, et.al.; Memory | 191 | Incidental Forgetting | 4 | ||
| Baddeley, et.al.; Memory | 196 | Factors that Discourage Forgetting | 5 | ||
| Baddeley, et.al.; Memory | 198 | Factors that Encourage Incidental Forgetting | 2 | ||
| Baddeley, et.al.; Memory | 198 | Passage of time as a cause for getting | 0 | ||
| Baddeley, et.al.; Memory | 201 | Interference phenomena | 3 | ||
| Baddeley, et.al.; Memory | 202 | Retroactive interference | 1 | ||
| Baddeley, et.al.; Memory | 204 | Proactive interference | 2 | ||
| Baddeley, et.al.; Memory | 206 | Retrieval-induced Forgetting | 2 | ||
| Baddeley, et.al.; Memory | 209 | Interference Mechanisms | 3 | ||
| Baddeley, et.al.; Memory | 209 | Associative blocking | 0 | ||
| Baddeley, et.al.; Memory | 210 | Associative unlearning | 1 | ||
| Baddeley, et.al.; Memory | 211 | Inhibition as a cause of forgetting | 1 | ||
| Baddeley, et.al.; Memory | 217 | Motivated Forgetting | 6 | ||
| Baddeley, et.al.; Memory | 218 | Life is Good, Or Memory Makes it So | 1 | ||
| Baddeley, et.al.; Memory | 219 | Terminology in research on Motivated Forgetting | 1 | ||
| Baddeley, et.al.; Memory | 229 | Extreme Emotional Distress | 10 | ||
| Baddeley, et.al.; Memory | 231 | Factors that Predict Memory Recovery | 2 | ||
| Baddeley, et.al.; Memory | 231 | Passage of Time | 0 | ||
| Baddeley, et.al.; Memory | 233 | Repeated retrieval attempts | 2 | ||
| Baddeley, et.al.; Memory | 235 | Cue reinstatement | 2 | ||
| Baddeley, et.al.; Memory | 237 | Recovered Memories of Trauma -- Instances of Motivated Forgetting? | 2 | ||
| Baddeley, et.al.; Memory | 245 | Amnesia | 8 | ||
| Baddeley, et.al.; Memory | 248 | Anteriorgrade Amnesia | 3 | ||
| Baddeley, et.al.; Memory | 250 | Theories of Amnesia | 2 | ||
| Baddeley, et.al.; Memory | 255 | Retrograde Amnesia | 5 | ||
| Baddeley, et.al.; Memory | 259 | Traumatic Brain Injury | 4 | ||
| Baddeley, et.al.; Memory | 267 | Memory in Childhood | 8 | ||
| Baddeley, et.al.; Memory | 267 | Most people remember very little (if anything) about what occurred before the age of two or three. | 0 | ||
| Baddeley, et.al.; Memory | 267 | Research studies of autobiographical memory suggest a dearth of memories before the age of about 5 years. | 0 | ||
| Baddeley, et.al.; Memory | 268 | Memory in Infants | 1 | ||
| Baddeley, et.al.; Memory | 272 | Cognitive Neuroscience | 4 | ||
| Baddeley, et.al.; Memory | 272 | For implicit memory, there is reasonably good agreement that parts of the striatum, the cerebellum, and the brain stem are all involved in implicit learning and memory. | 0 | ||
| Baddeley, et.al.; Memory | 272 | The implicit memory structures mature very early in life. | 0 | ||
| Baddeley, et.al.; Memory | 272 | There is evidence of implicit memory shortly after birth. | 0 | ||
| Baddeley, et.al.; Memory | 272 | Declarative memory depends heavily on structures in the medial temporal lobe, including the hippocampus and parahippocampal cortex. | 0 | ||
| Baddeley, et.al.; Memory | 272 | Much of the declarative memory brain system is formed before birth. However, the dentate gyrus within the hippocampus formation has only about 70% of the adult number of cells at birth. | 0 | ||
| Baddeley, et.al.; Memory | 273 | The dentate gyrus continues to develop until about the end of the first year of life, and other parts of the hippocampal formation might not be fully developed until the child is between 2 and 8 years of age. | 1 | ||
| Baddeley, et.al.; Memory | 273 | The late-developing parts of the hippocampal formation could help to explain why declarative memory continues to develop over the early years of life. | 0 | ||
| Baddeley, et.al.; Memory | 273 | Brain areas other than the hippocampus are also involved in declarative memory, e.g. the prefrontal cortex, which is known to be involved in memories after a delay. | 0 | ||
| Baddeley, et.al.; Memory | 273 | The density as synapses in the prefrontal cortex increases substantially at about 8 months of age, and continues to increase until the infant is 15-24 months of age. | 0 | ||
| Baddeley, et.al.; Memory | 273 | There is rapid myelination of axons within the central nervous system during the first year of life. | 0 | ||
| Baddeley, et.al.; Memory | 273 | Myelination is important because it allows infants to process stimuli more rapidly and efficiently. | 0 | ||
| Baddeley, et.al.; Memory | 273 | Developmental Changes in Memory during Childhood | 0 | ||
| Baddeley, et.al.; Memory | 273 | Young children show considerable advances in declarative memory over the first 2 or 3 years of life. | 0 | ||
| Baddeley, et.al.; Memory | 273 | There is overwhelming evidence that the development of declarative memory continues for many years after infancy, at least until adolescence. | 0 | ||
| Baddeley, et.al.; Memory | 273 | Development of Declarative Memory | 0 | ||
| Baddeley, et.al.; Memory | 274 | Metamemory -- knowledge about one's own memory and an ability to regulate its functioning. | 1 | ||
| Baddeley, et.al.; Memory | 277 | The main component of the working memory system all increase in capacity during childhood. | 3 | ||
| Baddeley, et.al.; Memory | 277 | Verbatim and Gist Memory | 0 | ||
| Baddeley, et.al.; Memory | 279 | Declarative vs. Implicit Memory | 2 | ||
| Baddeley, et.al.; Memory | 279 | Declarative memory becomes markedly better over the years, but there are generally very small effects of age on implicit memory. | 0 | ||
| Baddeley, et.al.; Memory | 280 | Implicit memory involves more basic processes than declarative memory, and so is less affected by children's developing cognitive skills and abilities. | 1 | ||
| Baddeley, et.al.; Memory | 280 | Autobiographical Memory and Infantile Amnesia | 0 | ||
| Baddeley, et.al.; Memory | 283 | Infantile Amnesia | 3 | ||
| Baddeley, et.al.; Memory | 283 | Cognitive Self | 0 | ||
| Baddeley, et.al.; Memory | 284 | The development of the cognitive self late in the second year of life provides a new framework around which memories can be organized. | 1 | ||
| Baddeley, et.al.; Memory | 284 | With the development of the cognitive self, we witness the emergence of autobiographical memory and the end of infantile amnesia. | 0 | ||
| Baddeley, et.al.; Memory | 284 | The cognitive self appears shortly before the onset of autobiographical memory, around or shortly after children's second birthdays. | 0 | ||
| Baddeley, et.al.; Memory | 284 | Autobiographical memories are most likely to be remembered for very long periods of time if they are rehearsed frequently, and young children simply don't engage in much rehearsal of remembered information. | 0 | ||
| Baddeley, et.al.; Memory | 284 | Social Cultural Theory | 0 | ||
| Baddeley, et.al.; Memory | 284 | Language is important in part because we use language to communicate our memories. | 0 | ||
| Baddeley, et.al.; Memory | 285 | Children as Witnesses | 1 | ||
| Baddeley, et.al.; Memory | 286 | How accurately do children recall events? | 1 | ||
| Baddeley, et.al.; Memory | 293 | Memory and Aging | 7 | ||
| Baddeley, et.al.; Memory | 296 | Working Memory and Aging | 3 | ||
| Baddeley, et.al.; Memory | 296 | Short-term memory | 0 | ||
| Baddeley, et.al.; Memory | 298 | Aging and Long-Term Memory | 2 | ||
| Baddeley, et.al.; Memory | 298 | Episodic Memory | 0 | ||
| Baddeley, et.al.; Memory | 300 | Remembering and Knowing | 2 | ||
| Baddeley, et.al.; Memory | 301 | Prospective memory | 1 | ||
| Baddeley, et.al.; Memory | 302 | Semantic memory | 1 | ||
| Baddeley, et.al.; Memory | 303 | Implicit learning and memory | 1 | ||
| Baddeley, et.al.; Memory | 304 | Use It or Lose It? | 1 | ||
| Baddeley, et.al.; Memory | 305 | Theories of Aging | 1 | ||
| Baddeley, et.al.; Memory | 307 | The Aging Brain | 2 | ||
| Baddeley, et.al.; Memory | 309 | Alzheimer's Disease | 2 | ||
| Baddeley, et.al.; Memory | 311 | Episodic memory | 2 | ||
| Baddeley, et.al.; Memory | 311 | Forgetting | 0 | ||
| Baddeley, et.al.; Memory | 312 | Implicit Memory | 1 | ||
| Baddeley, et.al.; Memory | 312 | Working Memory in Alzheimer's Disease | 0 | ||
| Baddeley, et.al.; Memory | 317 | Eyewitness Testimony | 5 | ||
| Baddeley, et.al.; Memory | 318 | Major factors influencing Eyewitness Accuracy | 1 | ||
| Baddeley, et.al.; Memory | 320 | Remembering what you expected to see | 2 | ||
| Baddeley, et.al.; Memory | 321 | Leading questions | 1 | ||
| Baddeley, et.al.; Memory | 324 | Individual differences | 3 | ||
| Baddeley, et.al.; Memory | 325 | Eyewitness confidence | 1 | ||
| Baddeley, et.al.; Memory | 326 | Influence of anxiety and violence | 1 | ||
| Baddeley, et.al.; Memory | 328 | Remembering Faces | 2 | ||
| Baddeley, et.al.; Memory | 329 | How well do we remember faces? | 1 | ||
| Baddeley, et.al.; Memory | 330 | Holistic processing | 1 | ||
| Baddeley, et.al.; Memory | 332 | Unconscious transference | 2 | ||
| Baddeley, et.al.; Memory | 332 | Verbal overshadowing | 0 | ||
| Baddeley, et.al.; Memory | 333 | Cross-race effect | 1 | ||
| Baddeley, et.al.; Memory | 334 | Police Procedures with Eyewitnesses | 1 | ||
| Baddeley, et.al.; Memory | 334 | Lineups | 0 | ||
| Baddeley, et.al.; Memory | 334 | Interviewing witnesses | 0 | ||
| Baddeley, et.al.; Memory | 343 | Prospective Memory | 9 | ||
| Baddeley, et.al.; Memory | 357 | Improving Your Memory | 14 | ||
| Baddeley, et.al.; Memory | 357 | Techniques to Improve Memory | 0 | ||
| Baddeley, et.al.; Memory | 358 | Mnemonic aids | 1 | ||
| Baddeley, et.al.; Memory | 360 | Memory experts | 2 | ||
| Baddeley, et.al.; Memory | 361 | Natural vs. Strategists | 1 | ||
| Baddeley, et.al.; Memory | 363 | Mnemonic techniques | 2 | ||
| Baddeley, et.al.; Memory | 363 | Visual Imagery Mnemonics | 0 | ||
| Baddeley, et.al.; Memory | 368 | Why do mnemonic techniques work? | 5 | ||
| Baddeley, et.al.; Memory | 374 | Learning vocabulary | 6 | ||
| Baddeley, et.al.; Memory | 376 | Learning verbatim | 2 | ||
| Baddeley, et.al.; Memory | 377 | Attention, Interest, and Knowledge | 1 | ||
| Baddeley, et.al.; Memory | 378 | Motivation | 1 | ||