| |
| |
| Series preface | |
| |
| |
| Preface | |
| |
| |
| |
| What is memory? | |
| |
| |
| The physical basis of memory | |
| |
| |
| How psychologists study memory | |
| |
| |
| The nature of human memory | |
| |
| |
| How many kinds of memory? | |
| |
| |
| Summary | |
| |
| |
| |
| Short-term memory | |
| |
| |
| Digit span | |
| |
| |
| Chunking | |
| |
| |
| Short-term forgetting | |
| |
| |
| Free recall | |
| |
| |
| Are short-term and long-term memory separate systems? | |
| |
| |
| Acoustic cues | |
| |
| |
| Short-term memory store | |
| |
| |
| Levels of processing | |
| |
| |
| Summary | |
| |
| |
| |
| Working memory | |
| |
| |
| Capacity and limitations | |
| |
| |
| The phonological loop system | |
| |
| |
| The visuo-spatial sketch pad | |
| |
| |
| The central executive | |
| |
| |
| Summary | |
| |
| |
| |
| Learning | |
| |
| |
| Rate of learning | |
| |
| |
| Distributed practice | |
| |
| |
| Motivation to learn | |
| |
| |
| Learning and arousal | |
| |
| |
| Memory and anaesthesia | |
| |
| |
| Repetition and learning | |
| |
| |
| Meaning and memory | |
| |
| |
| Learning and predictability | |
| |
| |
| Implicit learning | |
| |
| |
| Summary | |
| |
| |
| |
| Organising and remembering | |
| |
| |
| Remembering stories | |
| |
| |
| The role of organisation | |
| |
| |
| Visual imagery mnemonics | |
| |
| |
| Supernormal imagery | |
| |
| |
| Mnemonists and memory feats | |
| |
| |
| Summary | |
| |
| |
| |
| Forgetting | |
| |
| |
| The forgetting curve | |
| |
| |
| Memory for events | |
| |
| |
| Do we forget skills? | |
| |
| |
| Resistance to forgetting | |
| |
| |
| Theories of forgetting | |
| |
| |
| Sleep and memory | |
| |
| |
| Interference and forgetting | |
| |
| |
| Accessing the memory trace | |
| |
| |
| Summary | |
| |
| |
| |
| Repression | |
| |
| |
| Forgetting what is unpleasant | |
| |
| |
| Hysterical amnesia | |
| |
| |
| Multiple personality | |
| |
| |
| Child abuse | |
| |
| |
| Summary | |
| |
| |
| |
| Storing knowledge | |
| |
| |
| Storing simple concepts | |
| |
| |
| Schemata | |
| |
| |
| Scripts | |
| |
| |
| The nature of semantic memory: Words, images, or propositions? | |
| |
| |
| Learning new concepts | |
| |
| |
| Disorders of semantic memory | |
| |
| |
| The organisation of semantic memory | |
| |
| |
| Summary | |
| |
| |
| |
| Retrieval | |
| |
| |
| Learning to retrieve | |
| |
| |
| "On the tip of the tongue" | |
| |
| |
| Classifying incoming material | |
| |
| |
| Depth of processing | |
| |
| |
| Retrieval cues | |
| |
| |
| Context-dependent memory | |
| |
| |
| State-dependent memory | |
| |
| |
| Mood-congruent memory | |
| |
| |
| Recollection | |
| |
| |
| What can we learn from computers? | |
| |
| |
| Connectionist models | |
| |
| |
| Summary | |
| |
| |
| |
| Eyewitness testimony | |
| |
| |
| Innocent or guilty? | |
| |
| |
| Suspect testimony | |
| |
| |
| The influence of violence | |
| |
| |
| Leading questions | |
| |
| |
| Remembering faces | |
| |
| |
| Identity parades and line-ups | |
| |
| |
| Summary | |
| |
| |
| |
| Amnesia | |
| |
| |
| What is it like to be amnesic? | |
| |
| |
| Causes of amnesia | |
| |
| |
| Retrograde amnesia | |
| |
| |
| Pure amnesia | |
| |
| |
| Amnesia and everyday memory | |
| |
| |
| Amnesic patients can still learn | |
| |
| |
| Managing memory problems | |
| |
| |
| Summary | |
| |
| |
| |
| Memory in childhood | |
| |
| |
| Infantile amnesia | |
| |
| |
| Children as witnesses | |
| |
| |
| Do children forget more quickly than adults? | |
| |
| |
| What develops in cognitive development? | |
| |
| |
| Summary | |
| |
| |
| |
| Memory and ageing | |
| |
| |
| Age and cognitive processes | |
| |
| |
| Working memory and ageing | |
| |
| |
| Long-term memory | |
| |
| |
| Prospective memory | |
| |
| |
| Semantic memory | |
| |
| |
| Implicit learning | |
| |
| |
| Biological influences | |
| |
| |
| Individual differences | |
| |
| |
| Alzheimer's disease | |
| |
| |
| Summary | |
| |
| |
| |
| Improving your memory | |
| |
| |
| Everyday remembering | |
| |
| |
| Demands on memory | |
| |
| |
| Mnemonic aids | |
| |
| |
| Ritual and oral tradition | |
| |
| |
| Improving your memory | |
| |
| |
| Attention and interest | |
| |
| |
| Organisation | |
| |
| |
| Practice | |
| |
| |
| Conclusion | |
| |
| |
| Summary | |
| |
| |
| |
| What's next in the study of memory? | |
| |
| |
| Some powerful influences on current research | |
| |
| |
| The study of working memory | |
| |
| |
| The study of long-term memory | |
| |
| |
| Conclusion | |
| |
| |
| Summary | |
| |
| |
| References | |
| |
| |
| Author Index | |
| |
| |
| Subject Index | |