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