Posts Tagged ‘metamemory’

THE MEMORY ILLUSION

January 26, 2017

“THE MEMORY ILLUSION” is the title of a book by psychologist Julia Shaw, Ph.D.   The subtitle is “Remembering, Forgetting and the Science of False Memory.  This is an outstanding book on a very important topic that is well-written by an excellent author, one that is strongly recommend reading by HM.  Due to the importance of this topic, many posts  will be written based on the book.

There are many misconceptions regarding human memory.   This book is devoted to correcting the most egregious of these misconceptions.  People tend to think of memory in a very limited sense.  It’s thought of as something you need during tests, and as something that fails you when you can’t recall a name.  But readers of the healthy memory blog should know that memory is central to all cognition and to our very being.

Consider someone in the last stages of Alzheimer’s.  That person no longer remembers who he is, what he did during his life, his immediate  family and, of course, his friends.  Absent memory there is no you-ness.

There are different types of memory.  Semantic memories are our knowledge about the world.  Procedural memory is about how different procedures are performed such as riding a bike.  Autobiographical memory is about ourselves, and episodic memory is about the specific events or episodes that occurred during our lifetimes.

There is also something important regarding both how our memories work and how to make them work better.  This is called metamemory.   We need to be aware of how our memories fail, so we do not fall victim to them, and so that we can compensate for their failures and shortcomings.

As Dr. Shaw writes, “Any event, no matter how important, emotional or traumatic it may seem, can be forgotten, misremembered, or even entirely fictitious.”

As she also writes, “Due to our psychological and physiological configuration all of us can come to confidently and vividly remember entire events that never actually took place.”

And as she continues,  “The Memory Illusion” will explain the fundamental principles of our memories, diving into the biological reasons we forget and remember.  It will explain how our social environments play a pivotal role in the way we experience and remember the world.  It will explain how self-concept shapes, and is shaped by our memories.  It will explain the role of the media and education in our misunderstanding of the things we think memory is capable of.  And it will look in detail at some of the most fascinating, sometimes almost unbelievable, errors, alterations and misapprehensions our memories can be subject to.”

A Brief Summary of Sessions Attended at the 2014 APA Convention

August 17, 2014

The first session I attended was on training older adults to enhance their memories. Important here are the roles of self-efficacy and self-regulation. Metamemory refers to the knowledge we have and use regarding our own memories. Important here is one’s subjective age. That is, the age one feels. Feelings of being old can led one to self-defeating prophecies that one is old and therefore cannot do things or be successful. Consequently, one one is trying to perform a task, positive feedback is important. In studies where positive feedback, negative feedback, and no feedback was provided, it is not surprising that positive feedback yields positive results. What is interesting is that there was no difference between the no feedback and negative feedback conditions. This result suggest that people provide their own negative feedback when no feedback is given. So it is important when training memory strategies, it is also important to impart positive beliefs.

Previously difficulties have been encountered in demonstrating transfer from the trained memory tasks to other tasks. These researchers reported wide spread transfer effects Although these effects were wide spread, they were not universal. Depending upon the severity of the memory problem and the difficulty of the transfer tasks, sometimes the effects were diminished. But it seemed at most all levels of dementia, some type of transfer was exhibited.

Dunlosky of Kent State presented research on Strategy Adapted Training and a Learner-oriented approach. The notion here is to capitalize on the strengths of the elderly and to develop good metacognition. An important part of this training was self testing. This self-testing not only required information retrieval, which is evaluable itself in strengthening neural connections, but the outcome of these tests provides information for regulating future study.

I also attended the Psy Chi sponsored lecture by Daniel Schacter, one of the most renowned memory researchers (see the healthymemory blog post, “The Seven Sins of Memory”). The benefits of actually ry testing oneself and retrieving information from memory were mentioned. More shall be written about Schachter’s research in future posts.

There was an interesting session on creativity and intelligence using both psychometric and neuroscience approaches. There are standard tests for different types of intelligence and for the types of thinking that lead to creativity. Brain imaging is used to find what parts of the brain are involved in certain tasks as well as what areas of the brain are more highly activated in highly intelligent and creative people. Moreover, there are different types of creativity that foster different types of activity in the brain. For example, there was a presentation on the neural correlates of metaphorical expression. Another question is whether creative people better able to control their imaginations. The current answer is a tentative “Yes.”

Research was presented on the training of working memory. As the name implies, working memory is memory that works. For example, it is the memory used when there is a distance between the phone and the directory and you need to rehearse the number until you can dial it or you will likely forget it. Research suggest that a stronger working memory allows for more persistence trying a task, which will more likely lead to success.

There was a session on Mind Body, Creative, and Cross Cultural Extension. One presenter made the argument that mindfulness is a construct whereas meditation is a technique. I have no argument with this in a theoretical sense, but in a practical sense I would argue that mindfulness is a way of thinking and living. Meditation is used to build and support mindfulness. There are many types of meditation. This point was illustrated in a cross-cultural comparison. Unfortunately, results were presented indicating that one type of meditation was superior to another type of meditation. Let us hope that this competition will not continue. It is better to think that different types of meditation are appropriate for achieving different ends, that different approaches are appropriate for different people, and that they can all be used to increase mindfulness.

There a scale that measures mindfulness, the Langer Mindfulness Scale. It was used in a study of patients suffering from ALS, which is better known as Lou Gehrig’s Disease. This scale predicted physical and psychological changes independently.

I attended an invited address by Bryan Stevenson, JD, from the Equal Justice Initiative on the Psycho-Social Dynamics of Achieving Justice. This man is remarkable. He is one of the best, perhaps the best, speakers I have every heard, and his message is an important one. I would advise everyone never to pass up an opportunity to hear this man speak. His website is www.eji.org.

The Neal Miller lecture was presented by Dr. Stuart M. Zola. In addition to being a psychologist, he is also a magician, so it was not surprising that his talk was titled “Memory, Magic, and the Brain.”He made interesting points and illustrated them with magic. I am unable to show his magic tricks, and as he made several points, I’ll just present one. This has to do with how our memories can fool us. The day after the shuttle disaster a psychologist, Ulric Neisser, had the prescience to have his students write down what they remembered regarding the tragedy. He had the further wisdom to have these same students write down their recollections again. The students also rated the confidence they had in their recollections. Neisser compared the two written accounts. There were some that were consistent. However, there were many more, some of which were wildly discrepant. When shown their original accounts, some swore that they were not theirs, that they had been switched. Most importantly is that the correlations between the confidence they expressed and the accuracy of their recollections were low. The lesson here is to be wary not only in the accuracy of our own memories, but certainly to be wary of the accuracy of others. Moreover, the confidence people express in their recollections should be ignored. What is disturbing is that research has found that in courts of law, jurors are much more prone to believe the confident witness, when in reality the memories of the cautious witness are much more likely to be accurate. It is likely that this tendency to believe confident witnesses has led to the execution of innocent individuals.

On the final day I attended sessions on impact validation, that is on validations of programs and interventions, and on consciousness. The papers on consciousness were interesting, but nothing was resolved, of course.

There will be subsequent posts on a former colleague who received a prestigious and deserved award, and on the work of Philip Zimbardo.

© Douglas Griffith and healthymemory.wordpress.com, 2014. Unauthorized use and/or duplication of this material without express and written permission from this blog’s author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Douglas Griffith and healthymemory.wordpress.com with appropriate and specific direction to the original content.