Reconstruction of automobile destruction: An example of the interaction between language and memory

Loftus, Elizabeth F.; Palmer, John

doi:10.1016/s0022-5371(74)80011-3

Cited by 1,368 publications

(869 citation statements)

References 6 publications

Supporting

Mentioning

800

Contrasting

Unclassified

Order By: Relevance

“…Episodic memory fades over time and is subject to reconstruction based on subsequent experience and knowledge (Bartlett, 1932;Loftus & Palmer, 1974;Schacter, 2001). Memory for feelings also fades over time.…”

Section: Bias In Memory For Feelingsmentioning

confidence: 99%

Forgetting feelings: Opposite biases in reports of the intensity of past emotion and mood.

Kaplan¹,

Levine²,

Lench³

et al. 2016

Emotion

View full text Add to dashboard Cite

Peer reviewed eScholarship.orgPowered by the California Digital Library University of California Adding Comments and Notes to Your PDFTo facilitate electronic transmittal of corrections, we encourage authors to utilize the comment/annotations features in Adobe Acrobat. The PDF provided has been comment enabled, which allows you to utilize the comment and annotation features even if using only the free Adobe Acrobat reader (see note below regarding acceptable versions). Adobe Acrobat's Help menu provides additional details on the tools. When you open your PDF, the annotation tools are clearly shown on the tool bar (although icons may differ slightly among versions from what is shown below).For purposes of correcting the PDF proof of your journal article, the important features to know are the following:To insert text, place your cursor at a point in text and select the Insert Text tool ( ) from the menu bar. Type your additional text in the pop-up box.To replace text, highlight the text to be changed, select the Replace Text tool ( ) from the menu bar, and type the new text in the pop-up box. Do this instead of deleting and then reinserting.To delete text, highlight the text to be deleted and press the Delete button on the keyboard.Use the Sticky Note tool ( ) to describe changes that need to be made (e.g., changes in bold, italics, or capitalization use; altering or replacing a figure) or to answer a question or approve a change from the editor. To use this feature, click on the Sticky Note tool in the menu bar and then click on a point in the PDF where you would like to make a comment. Then type your comment in the pop-up box.Use the Callout tool ( ) to point directly to changes that need to be made. Try to put the callout box in an area of white space so that you do not obscure the text.Use the Highlight and Add Note to Text tool ( ) to indicate font problems, bad breaks, and other textual inconsistencies. Select text to be changed, choose this tool, and type your comment in the pop-up box. One note can describe many changes.To view a list of changes to the proof or to see a more comprehensive set of annotation tools, select Comment from the menu bar. ) ) ) ) ) As with hand-annotated proof corrections, the important points are to communicate changes clearly and thoroughly, to answer all queries and questions, and to provide complete information to allow us to make the necessary changes to your article so it is ready for publication. Do not use tools that incorporate changes to the text in such a way that no indication of a change is visible. Such changes will not be incorporated into the final proof.To utilize the comments features on this PDF you will need Adobe Reader version 7 or higher. This program is freely available and can be downloaded from http://get.adobe.com/reader/ 1 REPRINTS Authors have two options for ordering reprints:Authors who need to use purchase orders may order reprints from the standard Purchase Order Service. For a substantially lower price, authors may use the Prepaid Service. The rat...

show abstract

Section: Bias In Memory For Feelingsmentioning

confidence: 99%

Forgetting feelings: Opposite biases in reports of the intensity of past emotion and mood.

Kaplan¹,

Levine²,

Lench³

et al. 2016

Emotion

View full text Add to dashboard Cite

show abstract

“…Scenic pictures have been a favorite stimulus for a variety of different information-processing paradigms, for example: tachistoscopic perception (Inntraub, 1979;Palmer, 1975), visual search (Biederman, Glass, & Stacy, 1973;Potter, 1975), eye movements (Friedman, 1979;G. Loftus, 1972), priming (Bruner, 1957;McKoon, 1981), long-term recognition (Nickerson, 1968), long-term recall (Goodman, 1980), long-term reconstruction (Mandler & Parker, 1976), cross-modal retention (E. Loftus & Palmer, 1974), sentence verification (Slobin, 1966), and categorization (Tversky & Hemenway, 1983). Yet, little is known about how these stimuli are comprehended when they compose a narrative sequence.…”

mentioning

confidence: 99%

Surface information loss in comprehension

Gernsbacher

1985

Cognitive Psychology

202

185

View full text Add to dashboard Cite

Shortly after a sentence has been comprehended, information about its exact surface form (e.g., its word order) becomes less available. The present research demonstrated this phenomenon during the comprehension of nonverbal stimuli (picture stories). In Experiment 1, significantly more surface (left/right orientation) information was lost after comprehending several picture stories than just one; in Experiment 2, more was lost after comprehending an entire picture story than half of one. In Experiment 3, subjects segmented the picture stories into their constituents; in Experiment 4, significantly more surface information was lost after crossing these constituents' boundaries than before. The present research also investigated why surface information is lost. Four explanations were considered: Surface information loss is the result of performing grammatical transformations (the linguistic hypothesis), exceeding short-term memory limitations (the memory limitations hypothesis), integrating information into gist (the integration hypothesis), shifting from building one substructure to initiating another (the processing shift hypothesis). The linguistic and memory limitations hypotheses were considered inadequate; the integration and the processing shift hypotheses were tested in the last set of experiments. In Experiment 5 (using nonverbal stimuli), the predictions made by the processing shift hypothesis were confirmed; in Experiment 6 (using verbal stimuli), these results were replicated. Other implications of the processing shift hypothesis concerning surface information loss are discussed.A well-known phenomenon involved in language comprehension is this: Shortly after a passage is comprehended, information about the exact surface form of its sentences (e.g., their word order) becomes less available. By far the most cited demonstration of this phenomenon is Sachs ' (1967). Her subjects listened to a narrative story that included a sentence such as 1. He sent a letter about it to Galileo, the great Italian scientist.After comprehending this sentence, subjects decided whether it or Sentence 2 was the sentence they just heard. 2A letter about it was sent to Galileo, the great Italian scientist.If subjects were tested immediately after hearing the target sentence, their ability to discriminate between it and its reversed form was around 90%. However, if they were tested after comprehending only 80 additional syllables, performance fell to just above chance.Requests for reprints should be sent to Dr. M. A. Gernsbacher,

show abstract

“…In cognitive psychology, it has long been known that episodic memories are malleable (e.g. Loftus & Palmer, 1974), but, prior to their groundbreaking work on reconsolidation (e.g. Nader, Schafe, & LeDoux, 2000), behavioural neuroscientists believed that emotional memories were indelible (LeDoux, Romanski, & Xagoraris, 1989).…”

mentioning

confidence: 99%

Modification of episodic memories by novel learning: a failed replication study

Schie

Veen

Hout

et al. 2017

European Journal of Psychotraumatology

View full text Add to dashboard Cite

Background: After reactivation, memories can become unstable and sensitive to modification before they are restored into long-term memory. Using behavioural manipulations, reactivated memories may be disrupted via the mechanism of interference (i.e. novel learning). In a laboratory study, Wichert et al. (2013a) showed that new learning after reactivation changed episodic memory, while new learning alone or reactivation alone did not. Objective: Given the potential clinical application of such a procedure in trauma-focused psychological treatments, such as CBT or EMDR, the aim of this study was to replicate Wichert et al. Method: On Day 1, participants (N = 96) viewed and recalled a series of emotional and non-emotional pictures. Then, participants were randomized to one of four groups. One week later, on Day 8, Group 1 reactivated the previously learned pictures and learned new pictures. To control for specific effects of reactivation or new learning, Group 2 only reactivated the previously learned pictures, and Group 3 only learned new pictures. Group 4 received no reactivation and no new learning. On Day 9, all groups indicated for each picture out of a series whether they had seen it on Day 1. Results: The data were analysed using Bayesian hypothesis testing, which allows for quantifying the evidence in favour of the alternative and the null hypothesis. In general, results showed that Group 1 recognized fewer pictures from Day 1 compared to Groups 2 and 4 on Day 9. However, the expected difference between new learning following reactivation (i.e. Group 1) and new learning alone (i.e. Group 3) was not substantially supported by the data for any of our dependent measures. Conclusions: We replicated some of the findings by Wichert et al., but did not find substantial support for the critical difference between new learning following reactivation and new learning alone.

show abstract

Reconstruction of automobile destruction: An example of the interaction between language and memory

Cited by 1,368 publications

References 6 publications

Forgetting feelings: Opposite biases in reports of the intensity of past emotion and mood.

Forgetting feelings: Opposite biases in reports of the intensity of past emotion and mood.

Surface information loss in comprehension

Modification of episodic memories by novel learning: a failed replication study

Contact Info

Product

Resources

About