Autobiographical memory: Outline the self-memory system model<\/p>\n

Autobiographical Memory<\/h2>\n

\uf0b7 Properties:<\/p>\n

\n
• Events of personal significance<\/li>\n
• Complex events<\/li>\n
• Extends over many years<\/li>\n
• Involves some semantic content – <\/strong>More sensitive to loss in amnesia<\/li>\n
• Flashbulb memories \u2013 vivid, long lasting, often highly detailed, emotional<\/li>\n
• Autobiographical memory across the lifespan<\/li>\n
• Childhood\/infantile amnesia \u2013 few memories before 3<\/li>\n
• Reminiscence bump \u2013 high number of memories formed between 10-30<\/li>\n
• Recency effects \u2013 slightly higher density of recent events<\/li>\n<\/ul>\n

  Self-Memory System Model (Conway and Pleydell-Pearce, 2002)<\/h2>\n

  \uf0b7 Autobiographical memory knowledge base<\/p>\n

  \n
  • Lifetime periods<\/li>\n
  • General events<\/li>\n
  • Event-specific knowledge<\/li>\n<\/ul>\n

    \uf0b7 Working self<\/p>\n

    –\u00a0\u00a0\u00a0\u00a0 <\/strong>Goals<\/p>\n

    \n
    • Retrieval of memories \u2013 direct or generative<\/li>\n<\/ul>\n

      Eyewitness memory: explain how the accuracy and reliability of eyewitness memory can be improved<\/p>\n

      \n
      • Catalogue of effects related to a type of episode<\/li>\n
      • Pre and post event information e.g. Misinformation effect (Loftus and Palmer, 1974) o Source amnesia, reconsolidation<\/li>\n
      • Weapon focus (Loftus et al., 1987) o Weapon vs cheque, affects vividness, detail of weapon but not other parts of the scene<\/li>\n
      • Own age and race bias<\/li>\n<\/ul>\n

        \uf0b7 Methods to improve eyewitness testimony:<\/p>\n

        \n
        • Mental reinstatement of environment<\/li>\n
        • Report any details that occur<\/li>\n
        • Describe in different orders\/from different time points<\/li>\n
        • Describe from describe viewpoints<\/li>\n<\/ul>\n

          Prospective memory: Compare and contrast the PAM and multi-process models of prospective memory<\/p>\n

          Prospective Memory<\/strong><\/p>\n

          \uf0b7 Memory of things to do in the future<\/p>\n

          PAM Model (Smith and Bayen, 2005)<\/h2>\n

          \uf0b7 2 part process model preparatory attentional and memory process<\/p>\n

          \n
          • Monitoring process \u2013 uses resources from intention formation until the action is performed<\/li>\n
          • Retrospective-memory process \u2013 to recall the content of the action<\/li>\n<\/ul>\n

            Multi-Process Theory<\/h2>\n

            \uf0b7 (Einstein and McDaniel, 2005) \u2013 multiple cognitive resources used as appropriate<\/p>\n

            –\u00a0\u00a0\u00a0\u00a0 <\/strong>Low cognitive load when ongoing task involves prospective cues; the cue and action are associated; the cue is salient; the action is simple<\/p>\n

            \uf0b7 Scullin et al. (2013) \u2013 dynamic multi-process framework<\/p>\n

            \n
            • Monitoring \u2013 top-down attentional control to search for cues<\/li>\n
            • Spontaneous retrieval \u2013 bottom-up triggered by cue o Expectations about cue determine which is used<\/li>\n<\/ul>\n

              Explain how autobiographical and prospective memory are implicated in psychopathology<\/p>\n

              \n
              • Plays a role in encoding and recall<\/li>\n
              • Encoding specificity<\/li>\n
              • Attentional bias<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"

                Autobiographical memory: Outline the self-memory system model Autobiographical Memory \uf0b7 Properties: Events of personal significance Complex events Extends over many years Involves some semantic content – More sensitive to… Continue Reading Memory 3 – Frontiers of Memory Research, \u201cReal Life\u201d Memory Learning Objectives<\/span><\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[106],"tags":[],"_links":{"self":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4227"}],"collection":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/comments?post=4227"}],"version-history":[{"count":0,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4227\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/media?parent=4227"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/categories?post=4227"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/tags?post=4227"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}