This book treats memory and understanding on two levels, on the phenomenological level of experience, on which a theory of dynamic conceptual semantics is built, and on the neuro-connectionist level, which supports the capacities of concept formation, remembering, and understanding. A neuro-connectionist circuit architecture of a constructive memory is developed in which understanding and remembering are modelled in accordance with the constituent structures of a dynamic conceptual semantics. Consciousness emerges by circuit activation between conceptual indicators and episodic indices with the sensory-motor, emotional, and proprioceptual areas. This theory of concept formation, remembering, and understanding is applied to Proust s "A la recherche du temps perdu," with special attention to the author s excursions into philosophical and aesthetic issues. Under this perspective, Proust s work can be seen as an artistic exploration into our capacity of understanding, whereby the unconscious, the memory, is exteriorized in consciousness by presenting the experienced episodes in the conceptual order of similarity and contiguity through our capacity of concept formation. (Series A)

The most engaging, comprehensive, and applied introduction to memory that relates the study of memory to everyday life. Balancing theory and application, Understanding Memory provides an engaging and comprehensive understanding of human memory with a focus on current models of memory systems and how these models are relevant to our everyday lives.

Reviews and integrates the many theories, perspectives and approaches in the field of autobiographical memory.

It is hard to conceive of a classroom activity that does not involve working memory – our ability to work with information. In fact, it would be impossible for students to learn without working memory. From following instructions to reading a sentence, from sounding out an unfamiliar word to calculating a math problem, nearly everything a student does in the classroom requires working with information. Even when a student is asked to do something simple, like take out their science book and open it to page 289, they have to use their working memory. Most children have a working memory that is strong enough to quickly find the book and open to the correct page, but some don’t – approximately 10% in any classroom. A student who loses focus and often daydreams may fall in this 10%. A student who isn’t living up to their potential may fall in this 10%. A student who may seem unmotivated may fall in this 10%. In the past, many of these students would have languished at the bottom of the class, because their problems seemed insurmountable and a standard remedy like extra tuition didn’t solve them. But emerging evidence shows that many of these children can improve their performance by focusing on their working memory. Working memory is a foundational skill in the classroom and when properly supported it can often turn around a struggling student’s prospects. This book will make sure you are able to spot problems early, work with children to improve their working memory and ensure they reach their full potential. How does the book work? Each of the following chapters includes a description of the learning difficulty (WHAT), followed by an inside look into the brain of a student with the disorder (WHERE), their unique working memory profile (WHY), and classroom strategies to support working memory (HOW). There are two types of strategies: general working memory strategies that can be applied to all students in your class, and specific working memory strategies for each learning difficulty. The final chapter (Chapter 9) provides the student with tools to empower them along their learning journey. The aim in supporting students with learning difficulties is not just to help them survive in the classroom, but to thrive as well. The strategies in the book can provide scaffolding and support that will unlock their working memory potential to boost learning. They are designed to be easily integrated within the classroom setting as a dimension of an inclusive curriculum and used in developing an individualized education program (IEP) for the student. The strategies recommended here can also complement existing programs that support a core deficit, such as a social skills program for a student with autistic spectrum disorder, or behavior modification for those with ADHD. Each chapter also includes: Try It box: Provides the reader with an opportunity to have a hands-on understanding of the material Science Flash box: Gives the reader a snapshot of current and interesting research related to each chapter Current Debate box: Discusses a controversial issue pertaining to the disorder Tracy Packiam Alloway is an award-winning psychologist based at the University of North Florida Ross Alloway is the CEO of Memosyne Ltd, a company that brings cutting-edge scientific research to parents.

This book explores the contributions that cognitive linguistics and psychology, including neuropsychology, have made to the understanding of the way that second languages are processed and learnt. It examines areas of phonology, word recognition and semantics, examining 'bottom-up' decoding processes as compared with 'top-down' processes as they affect memory. It also discusses second language learning from the acquisition/learning and nativist/connectionist perspectives. These ideas are then related to the methods that are used to teach second languages, primarily English, in formal classroom situations. This examination involves both 'mainstream' communicative approaches, and more traditional methods widely used to teach EFL throughout the world. The book is intended to act both as a textbook for students who are studying second language teaching and as an exploration of issues for the interested teacher who would like to further extend their understanding of the cognitive processes underlying their teaching.Mick Randall is currently Senior Lecturer in TESOL and Head of the Institute of Education at the British University in Dubai. He has taught courses in second language learning and teaching, applied linguistics and psychology in a number of different contexts. He has a special interest in the cognitive processing of language and in the psycholinguistics of word recognition, spelling and reading.

Easy-to-apply, scientifically-based approaches for engaging students in the classroom Cognitive scientist Dan Willingham focuses his acclaimed research on the biological and cognitive basis of learning. His book will help teachers improve their practice by explaining how they and their students think and learn. It reveals-the importance of story, emotion, memory, context, and routine in building knowledge and creating lasting learning experiences. Nine, easy-to-understand principles with clear applications for the classroom Includes surprising findings, such as that intelligence is malleable, and that you cannot develop "thinking skills" without facts How an understanding of the brain's workings can help teachers hone their teaching skills "Mr. Willingham's answers apply just as well outside the classroom. Corporate trainers, marketers and, not least, parents -anyone who cares about how we learn-should find his book valuable reading." —Wall Street Journal

An essential overview of how perception and memory affect eyewitness testimony In 1981, sixteen-year-old Michael Williams was convicted on charges of aggravated rape based on the victim’s eyewitness testimony. No other evidence was found linking him to the attack. After nearly twenty-four years, Williams was released after three separate DNA analyses proved his innocence. The victim still maintains that Williams was the culprit. This heartbreaking case is but one example of eyewitness error. In Understanding Eyewitness Memory, Sean M. Lane and Kate A. Houston delve into the science of eyewitness memory. They examine a number of important topics, from basic research on perception and memory to the implications of this research on the quality and accuracy of eyewitness evidence. The volume answers questions such as: How do we remember and describe people we’ve encountered? What is the nature of false and genuine memories? How do emotional arousal and stress affect what we remember? Understanding Eyewitness Memory offers a brilliant overview of how memory and psychology affect eyewitness testimony, where quality and accuracy can mean the difference between wrongful imprisonment and true justice.

The brain ... There is no other part of the human anatomy that is so intriguing. How does it develop and function and why does it sometimes, tragically, degenerate? The answers are complex. In Discovering the Brain, science writer Sandra Ackerman cuts through the complexity to bring this vital topic to the public. The 1990s were declared the "Decade of the Brain" by former President Bush, and the neuroscience community responded with a host of new investigations and conferences. Discovering the Brain is based on the Institute of Medicine conference, Decade of the Brain: Frontiers in Neuroscience and Brain Research. Discovering the Brain is a "field guide" to the brainâ€"an easy-to-read discussion of the brain's physical structure and where functions such as language and music appreciation lie. Ackerman examines: How electrical and chemical signals are conveyed in the brain. The mechanisms by which we see, hear, think, and pay attentionâ€"and how a "gut feeling" actually originates in the brain. Learning and memory retention, including parallels to computer memory and what they might tell us about our own mental capacity. Development of the brain throughout the life span, with a look at the aging brain. Ackerman provides an enlightening chapter on the connection between the brain's physical condition and various mental disorders and notes what progress can realistically be made toward the prevention and treatment of stroke and other ailments. Finally, she explores the potential for major advances during the "Decade of the Brain," with a look at medical imaging techniquesâ€"what various technologies can and cannot tell usâ€"and how the public and private sectors can contribute to continued advances in neuroscience. This highly readable volume will provide the public and policymakersâ€"and many scientists as wellâ€"with a helpful guide to understanding the many discoveries that are sure to be announced throughout the "Decade of the Brain."

How does the historian approach memory and how do historians use different sources to analyze how history and memory interact and impact on each other? Memory and History explores the different aspects of the study of this field. Taking examples from Europe, Australia, the USA and Japan and treating periods beyond living memory as well as the recent past, the volume highlights the contours of the current vogue for memory among historians while demonstrating the diversity and imagination of the field. Each chapter looks at a set of key historical and historiographical questions through research-based case studies: How does engaging with memory as either source or subject help to illuminate the past? What are the theoretical, ethical and/or methodological challenges that are encountered by historians engaging with memory in this way, and how might they be managed? How can the reading of a particular set of sources illuminate both of these questions? The chapters cover a diverse range of approaches and subjects including oral history, memorialization and commemoration, visual cultures and photography, autobiographical fiction, material culture, ethnic relations, the individual and collective memories of war veterans. The chapters collectively address a wide range of primary source material beyond oral testimony – photography, monuments, memoir and autobiographical writing, fiction, art and woodcuttings, ‘everyday’ and ‘exotic’ cultural artefacts, journalism, political polemic, the law and witness testimony. This book will be essential reading for students of history and memory, providing an accessible guide to the historical study of memory through a focus on varied source materials.