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El. knyga: Memory

3.80/5 (226 ratings by Goodreads)
(The University of York, UK), (MRC Cognition and Brain Sciences Unit, Cambridge, UK), (Royal Holloway, University of London, UK)
  • Formatas: 626 pages
  • Išleidimo metai: 12-Mar-2020
  • Leidėjas: Routledge
  • Kalba: eng
  • ISBN-13: 9780429831294
  • Formatas: 626 pages
  • Išleidimo metai: 12-Mar-2020
  • Leidėjas: Routledge
  • Kalba: eng
  • ISBN-13: 9780429831294

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The third edition of Memory provides students with the most comprehensive introduction to the study of human memory and its applications in the field. Written by three leading experts, this bestselling textbook delivers an authoritative and accessible overview of key topic areas.

Each chapter combines breadth of content coverage with a wealth of relevant practical examples, whilst the engaging writing style invites the reader to share the authors’ fascination with the exploration of memory through their individual areas of expertise. Across the text, the scientific theory is connected to a range of real-world questions and everyday human experiences. As a result, this edition of Memory is an essential resource for those interested in this important field and embarking on their studies in the subject.

Key features of this edition:

  • it is fully revised and updated to address the latest research, theories, and findings;
  • chapters on learning, organization, and autobiographical memory form a more integrated section on long-term memory and provide relevant links to neuroscience research;
  • it has new material addressing current research into visual short-term and working memory,and links to research on visual attention;
  • it includes content on the state-of-play on working memory training;
  • the chapter on “memory across the lifespan” strengthens the applied emphasis, including the effects of malnutrition in developing nations on cognition and memory.

The third edition is supported by a Companion Website providing a range of core resources for students and lecturers.

Recenzijos

"With this exciting third edition of Memory, three leading researchers once again manage to combine accessible writing with expert coverage of classic studies and recent cutting-edge developments. As in the excellent previous editions, they effectively integrate material from cognitive psychology, neuropsychology, and neuroimaging to provide students with a broad perspective on key findings and ideas about memory. I enthusiastically recommend this outstanding text." Daniel L. Schacter, Harvard University, USA

"In this third edition, Baddeley, Eysenck, and Anderson have surpassed even their own high standards set by the previous two editions for accessible and comprehensive scholarship. They integrate seamlessly, the understanding of brain function and structure in the healthy and damaged brain, cognitive theory, experimental cognitive psychology, and the applicability of memory research to life outside of the laboratory. This is all presented with their hallmark clarity of informed writing that achieves both an introduction to undergraduates, and an authoritative source for new and established researchers." Robert Logie, University of Edinburgh, UK

"This third edition of Memory continues to meet the outstanding standards set by previous editions. It is an authoritative account of recent and classical theories and findings written in an engaging personal style by top researchers in the field. The coverage runs from observational studies of everyday memory successes and failures through clinical cases of memory disorders to current work on the neural correlates of learning and memory. The book can be strongly recommended as a highly readable introduction to the exciting world of memory research for both students and the general reader." Fergus Craik, Rotman Research Institute, Canada

About the authors xi
Preface to the third edition xiii
1 What is memory?
3(20)
Why do we need memory?
3(1)
One memory or many?
4(1)
Theories, maps, and models
5(1)
How can we study memory?
6(3)
How many kinds of memory?
9(1)
Sensory memory
10(3)
Short-term and working memory
13(1)
Long-term memory
13(3)
Memory: Beyond the laboratory
16(2)
Summary
18(1)
Points for discussion
19(1)
Further reading
19(1)
References
19(4)
2 Memory and the brain
23(18)
Neuropsychological approaches
23(3)
Observing the brain
26(4)
Blood flow based measures
30(3)
The cellular basis of memory
33(1)
Genetic approaches
33(3)
Summary
36(2)
Points for discussion
38(1)
Further reading
38(1)
References
38(3)
3 Short-term memory
41(30)
Short-term and working memory: What's the difference?
41(1)
Memory span
42(2)
Models of verbal short-term memory
44(5)
Competing theories of verbal short-term memory
49(1)
Free recall
50(3)
Visuo-spatial short-term memory
53(8)
Neuropsychological approaches to the study of short-term memory
61(2)
Summary
63(1)
Points for discussion
63(1)
Further reading
64(1)
References
65(6)
4 Working memory
71(42)
The modal model
71(3)
The multicomponent model
74(6)
Imagery and the visuo-spatial sketchpad
80(2)
The central executive
82(3)
The episodic buffer
85(3)
Individual differences in working memory
88(1)
Alternative approaches to working memory
89(5)
Can working memory be trained?
94(2)
The neuroscience of working memory
96(6)
Conclusion
102(1)
Summary
103(1)
Points for discussion
104(1)
Further reading
104(1)
References
105(8)
5 Learning
113(50)
The contribution of Hermann Ebbinghaus
114(1)
Factors determining learning success
115(26)
Varieties of learning
141(9)
The neurobiological basis of learning
150(2)
Concluding remarks
152(1)
Summary
153(3)
Points for discussion
156(1)
Further reading
156(1)
References
156(7)
6 Episodic memory: Organizing and remembering
163(44)
The contribution of Sir Frederic Bartlett
165(3)
Meaning enhances episodic memory encoding
168(6)
Why is deeper encoding better?
174(2)
Organization enhances encoding
176(10)
Episodic memory and the brain
186(12)
Concluding remarks
198(1)
Summary
199(2)
Points for discussion
201(1)
Further reading
202(1)
References
202(5)
7 Semantic memory and stored knowledge
207(30)
Introduction
207(1)
Semantic memory vs. episodic memory
208(2)
Organization of concepts: Traditional views
210(7)
Using concepts
217(3)
Concepts and the brain
220(3)
Schemas
223(7)
Summary
230(1)
Points for discussion
231(1)
Further reading
231(1)
References
232(5)
8 Retrieval
237(40)
The experience of retrieval failure
237(3)
The retrieval process: General principles
240(3)
Factors determining retrieval success
243(7)
Context cues
250(1)
Retrieval tasks
251(3)
The importance of incidental context in episodic memory retrieval
254(4)
Reconstructive memory
258(2)
Recognition memory
260(7)
Concluding remarks
267(1)
Summary
268(2)
Points for discussion
270(1)
Further reading
270(1)
References
271(6)
9 Incidental forgetting
277(38)
A remarkable memory
278(1)
The fundamental fact of forgetting
279(3)
On the nature of forgetting
282(1)
Factors that discourage forgetting
282(3)
Factors that encourage incidental forgetting
285(20)
A functional view of incidental forgetting
305(2)
Summary
307(2)
Points for discussion
309(1)
Further reading
309(1)
References
310(5)
10 Motivated forgetting
315(36)
Life is good, or memory makes it so
316(1)
Terminology in research on motivated forgetting
317(1)
Factors that predict motivated forgetting
318(14)
Factors that predict memory recovery
332(7)
Recovered memories of trauma: Instances of motivated forgetting?
339(5)
Summary
344(1)
Points for discussion
345(1)
Further reading
345(1)
References
346(5)
11 Autobiographical memory
351(42)
Why do we need autobiographical memory?
352(1)
Methods of study
353(7)
Theories of autobiographical memory
360(2)
Emotion and autobiographical memory
362(7)
Variations in autobiographical memory function
369(11)
Neural basis of autobiographical memory
380(3)
Concluding remarks
383(1)
Summary
384(2)
Points for discussion
386(1)
Further reading
386(1)
References
386(7)
12 Eyewitness testimony
393(32)
Introduction
393(1)
In the real world: Should jurors trust confident eyewitnesses?
394(1)
Major factors influencing eyewitness accuracy
395(6)
Anxiety and violence
401(3)
Age and eyewitness accuracy
404(1)
Remembering faces
404(6)
Police procedures with eyewitnesses
410(3)
From laboratory to courtroom
413(4)
Summary
417(1)
Points for discussion
418(1)
Further reading
419(1)
References
419(6)
13 Prospective memory
425(22)
Introduction
425(3)
Prospective memory in everyday life
428(4)
Types of prospective memory
432(2)
Theoretical perspectives
434(5)
Enhancing prospective memory
439(2)
Summary
441(1)
Points for discussion
442(1)
Further reading
442(1)
References
442(5)
14 Memory across the lifespan: Growing up
447(26)
How the brain develops
447(1)
Cognitive development and malnutrition
448(2)
Learning and memory in infants
450(3)
Infantile amnesia
453(2)
Developmental changes in memory during childhood
455(4)
Applications
459(2)
Children as witnesses
461(3)
Conclusion
464(1)
Summary
465(1)
Points for discussion
466(1)
Further reading
467(1)
References
467(6)
15 Memory and aging
473(30)
Approaches to the study of aging
473(4)
Working memory and aging
477(2)
Aging and long-term memory
479(10)
Theories of aging
489(2)
The aging brain
491(3)
Summary
494(1)
Points for discussion
495(1)
Further reading
496(1)
References
496(7)
16 When memory systems fail
503(34)
Amnesia: The patient and the psychologist
503(3)
Alzheimer's disease
506(7)
Traumatic brain injury
513(1)
Episodic memory impairment
513(9)
Post-traumatic amnesia and consolidation
522(2)
Rehabilitation of patients with memory problems
524(4)
Conclusion
528(1)
Summary
528(1)
Points for discussion
529(1)
Further reading
529(2)
References
531(6)
17 Improving your memory
537(26)
Introduction
537(1)
Distinctive processing
538(1)
Techniques to improve memory: Visual imagery
539(5)
Techniques to improve memory: Verbal mnemonics
544(1)
Why are mnemonic techniques effective?
545(2)
Working memory training
547(1)
Memory experts
548(3)
Preparing for examinations
551(6)
Summary
557(1)
Points for discussion
558(1)
Further reading
559(1)
References
560(3)
Glossary 563(12)
Photo credits 575(2)
Author index 577(20)
Subject index 597
Alan Baddeley is Professor of Psychology at the University of York, UK.

Michael W. Eysenck is Professor Emeritus in Psychology and Honorary Fellow at Royal Holloway, University of London. He is also a Professorial Fellow at the University of Roehampton, UK.

Michael C. Anderson is Senior Scientist and Programme Leader at the MRC Cognition and Brain Sciences Unit, University of Cambridge, UK.