Long-Term Ecological Memory

Bahrick, Harry P.; Karis, Demetrios

doi:10.1016/b978-0-12-566760-9.50019-1

Cited by 33 publications

(22 citation statements)

References 45 publications

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“…This method was originally invented by Galton and it has been refined by several researchers in recent years (see the review by Bahrick and Karis, 1982). Words are convenient cues, and when used as reminders they do not seem to work differently from 'real' stimuli.…”

Section: Reminding By Cue Wordsmentioning

confidence: 99%

“…But it is the 'ecological approach' to cognitive psychology which must be credited with calling attention to everyday, 'natural' event memory (Neisser, l978,1982a(Neisser, l978, , 1984. Of the numerous studies which have appeared recently, the overwhelming majority still concerns personally experienced events (see Bahrick and Karis, 1982;Rubin, in press). Some exceptions will be considered in the following brief discussion of differences between experienced and reported events.…”

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Remembering experienced and reported events

Larsen¹,

Plunkett²

1987

Applied Cognitive Psychology

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Reported events are distinguished from personally experienced (autobiographical) events by being known from reports provided from some person or agency-for example, news reports. Memory for reported events has usually been ignored theoretically, or classified as 'semantic', though it is clearly concerned with specific, dated episodes. We discuss a number of differences between the information available to specify experienced and reported events, and the possible implications of such differences for remembering the events. A study of retrieval of the two types of events, prompted by cue words, showed that reported events take much longer time to retrieve but are dated as being equally old as experienced events. Effects of using emotion words as cues were similar for the two event types. These results suggest that reported events are forgotten (or become inaccessible) at the same rate as experienced events, but that memories are organized in such a way that reported events often have to be accessed indirectly through memories of associated autobiographical events.People have two different avenues to knowledge about real events in the world around them, their own personal experience and reports they receive from somebody else. We shall call events known in these two ways experienced and reported events, respectively (see Larsen 1983a, in press). Information about both kinds of events may be remembered, of course, but not necessarily in the same way and equally well. It may be expected that different types and amounts of information are available about experienced and reported events and, moreover, that the memories are differently organized and interrelated. The present experiment examines the accessibility of memories of experienced and reported events when retrieval cues are either emotional or non-emotional words. RESEARCH ON MEMORY FOR REPORTED EVENTSAlmost all studies of real event memory have been concerned with experienced events; in particular, personal or autobiographical memories. One reason for this focus may be that to most people autobiographical memory is probably the prototypical kind of

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Section: Reminding By Cue Wordsmentioning

confidence: 99%

mentioning

confidence: 99%

Remembering experienced and reported events

Larsen¹,

Plunkett²

1987

Applied Cognitive Psychology

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“…Generalizedknowl.. edge has its roots in episodic experiences. Over time, the identity of these roots is lost, together with the context in which such information was acquired (Bahrick & Karis, 1982).…”

Section: Literature Review Of Autobiographical Memorymentioning

confidence: 99%

“…Such de" contextualization turns episodic information into semantic knowledge (Bahrick & Karis, 1982;Nelson, 1983;Strube, 1987;Tomkins, 1980). Generalizedknowl.. edge has its roots in episodic experiences.…”

Section: Literature Review Of Autobiographical Memorymentioning

confidence: 99%

Autobiographical Memory and the Validity of Retrospective Reports

Schwarz¹,

Sudman²

1994

229

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), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use of general descriptive names, trade names, trademarks, etc., in this publication, even if the former are not especially identified, is not to be taken as a sign that such names, as understood by the Trade Marks and Merchandise Marks Act, may accordingly be used freely by anyone.Production managed by Hal Henglein; manufacturing supervised by Jacqui Ashri. Camera-ready copy prepared by the editors. Printed and bound by Edwards Brothers, Inc., Ann Arbor, MI. Printed in the United States of America. 987654321ISBN 0-387-94167-3 Springer-Verlag New York Berlin Heidelberg ISBN 3-540-94167-3 Springer-Verlag Berlin Heidelberg New York AcknowledgmentsThe conference on which the present volume is based was supported by the Walter Stellner Endowment in the Departmentof Business Administration of the University of Illinois at Urbana-Champaign, by the Zentrum fur Umfragen, Methoden und Analysen (ZUMA) in Mannheim, Germany, and by grant SWF 0044-6 from the Bundesminister fur Forschung und Technologie to Norbert Schwarz. In addition, preparation of the present volume was supported by a transatlantic cooperation grant from the Alexander von Humboldt Stiftung to Norbert Schwarz, Norman M. Bradburn, Hans-J, Hippler, and Seymour Sudman.We also wish to thank the staff of the Robert Allerton Park and Conference Center of the University of Illinois at Urbana-Champaign for facilitating the interaction of the participants with their delightful midwestern cooking, and at the social hours and coffee breaks. We wish to thank Mary A. Spaeth for her careful editing and for formatting the material into camera-ready copy. Finally, we thank all of the conference participants for the fine chapters that they submitted and for their useful comments on each other's initial drafts that helped improve the final versions.Ann Arbor Chapter 5Mahzarin R. Banaji is Assistant Professor in the Department of Psychology at Yale University. Her research examines systems of affect, self, stereotyping and prejudice. She is also interested in the theoretical analysis of method.Curtis Hardin is a doctoral candidate in social psychology at Yale University. His research interests include the role of social identity processes in affect, memory, social judgments, and sense of self. Chapter 6Peter Salovey received his Ph.D. in clinical psychology from Yale University, where he is Associate Professor and contributing to both the social/ personality and clinical psychology programs. His major research interest is the function of human emotion, especially how emotions direct cognition, motivate social behavior, and color close relationships. He has recently been concerned with the influence of emotion on perceptions of Introduction and Overview Norbert Schwarz and Seymour SudmanMuch of our ...

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“…Implications for the role of memory in first language learning are compared with results for second languages, and the role of rehearsal and interference in remembering over very long periods is considered.In recent years memory researchers have turned increasingly to the study of memory in 'natural' or 'everyday' contexts to supplement traditional restricted and artificial laboratory studies (Neisser, 1982;Bahrick and Karis, 1982;Harris and Morris, 1984; Johnston and Hasher, 1987). Recent studies have been not only of remembering and forgetting in natural contexts, but have also been of these phenomena over very long periods (up to, for example, 50 years in Bahrick's (1984a) study of recall of Spanish learned in school and university and Bahrick and Hall's (1991) of school and university mathematics).…”

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confidence: 99%

Very long‐term retention of a first language without rehearsal: A case study

Power

1993

Applied Cognitive Psychology

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A case study is presented of an American sign language-using deaf woman whose life circumstances were such that she had no opportunities to use her sign language over nearly 40 years, but whose recall of its lexicon and syntax were almost unimpaired when she resumed its use after that period. Implications for the role of memory in first language learning are compared with results for second languages, and the role of rehearsal and interference in remembering over very long periods is considered.In recent years memory researchers have turned increasingly to the study of memory in 'natural' or 'everyday' contexts to supplement traditional restricted and artificial laboratory studies (Neisser, 1982;Bahrick and Karis, 1982;Harris and Morris, 1984; Johnston and Hasher, 1987). Recent studies have been not only of remembering and forgetting in natural contexts, but have also been of these phenomena over very long periods (up to, for example, 50 years in Bahrick's (1984a) study of recall of Spanish learned in school and university and Bahrick and Hall's (1991) of school and university mathematics). Bahrick (1984a) has shown that recall of Spanish learned in school and university as a second language shows a discontinuous function; with different degrees of forgetting taking place in the first 3-6 years after learning, and then virtually no loss of material for at least 25 years thereafter. He therefore posits the existence of a 'permastore' in memory, particularly for 'semantic' materials (of which language is a prime example). The extent to which learned material is entered into permastore varies with level of original training, the original grade achieved, and the nature of the response required at later testing, with those trained to higher levels and obtaining higher original grades retaining more. Bahrick was also able to show that amount of retention was unrelated to opportunities for rehearsal and he concluded that 'very significant portions of semantic knowledge remain perfectly accessible for decades without being used at all' (p. 23). He is also of the view that interference from later learning is not particularly important in determining level of forgetting, but that the major factor at work is the level of original learning, particularly for semantic material which typically is learned over long periods so that 'extension of the re-exposure to information over long time periods produces a cumulative 0888-4080/93/030229-09/$09.50

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Long-Term Ecological Memory

Cited by 33 publications

References 45 publications

Remembering experienced and reported events

Remembering experienced and reported events

Autobiographical Memory and the Validity of Retrospective Reports

Very long‐term retention of a first language without rehearsal: A case study

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