Structure Of Human Memory Research Articles

The giant leap to humankind

Penny (2009) urges that biologists stress more strongly the biological continuity between great apes and humans. Besides stressing genetic similarities, he suggests that great apes also share psychological capacities, including language and tool use. I argue that he underestimates the psychological differences. There is no evidence that great apes have anything approaching human language, or human technological capacity. A main ingredient of human cognition is recursion, which lifted communication to true combinatorial language and simple tool use to advanced combinatorial technology. Recursion may also explain the combinatorial structure of human memory, imagination, and theory of mind. Part of the key, as Penny recognises, may lie in the trajectory of human brain growth, but there is still much to understand in how micro-tweaking of the genome achieved such dramatic differences between ape and human.

Online continual learning with declarative memory

Deep neural networks are enjoying unprecedented attention and success in recent years. However, catastrophic forgetting undermines the performance of deep models when the training data are arrived sequentially in an online multi-task learning fashion. To address this issue, we propose a novel method named continual learning with declarative memory (CLDM) in this paper. Specifically, our idea is inspired by the structure of human memory. Declarative memory is a major component of long-term memory which helps human beings memorize past experiences and facts. In this paper, we propose to formulate declarative memory as task memory and instance memory in neural networks to overcome catastrophic forgetting. Intuitively, the instance memory recalls the input–output relations (fact) in previous tasks, which is implemented by jointly rehearsing previous samples and learning current tasks as replaying-based methods act. In addition, the task memory aims to capture long-term task correlation information across task sequences to regularize the learning of the current task, thus preserving task-specific weight realizations (experience) in high task-specific layers. In this work, we implement a concrete instantiation of the proposed task memory by leveraging a recurrent unit. Extensive experiments on seven continual learning benchmarks verify that our proposed method is able to outperform previous approaches with tremendous improvements by retaining the information of both samples and tasks.

New Superionic Memory Devices Can Provide Clues to the Human Memory Structure and to Consciousness

Since the work of Penrose and Hameroff the possibility is discussed that the location of human memory and consciousness could be connected with tubulin microtubules. If one would use superionic nano-materials rolled up to microtubules with an electrolyte inside the formed channels mediating fast ionic exchange of protons respectively lithium ions, it seems to be possible to write into such materials whole image arrays (pictures) under the action of the complex electromagnetic spectrum that composes these images. The same material and architecture may be recommended for super-computers. Especially microtubules with a protofilament number of 13 are the most important to note. We connected such microtubules before with Fibonacci nets composed of 13 sub-cells that were helically rolled up to deliver suitable channels. Our recent Fibonacci analysis of Wadsley-Roth shear phases such as niobium tungsten oxide , exhibiting channels for ultra-fast lithium-ion diffusion, suggests to use these materials, besides super-battery main application, in form of nanorods or microtubules as effectively working superionic memory devices for computers that work ultra-fast with the complex effectiveness of human brains. Finally, we pose the question, whether dark matter, ever connected with ultrafast movement of ordinary matter, may be responsible for synchronization between interactions of human brains and consciousness.

Confrontations with the Past in Samuel Beckett’s Play Krapp’s Last Tape and Wiesław Myśliwski’s Novel Ucho Igielne

The aim of the study is to compare Samuel Beckett’s monodrama Krapp’s Last Tape (1958) and Wiesław Myśliwski’s novel Ucho Igielne (2018) in the context of the construction of time, which, despite the genre and content differences between those literary works, is parallel. The characters are returning to the past by reconstructing the figure of their younger selves and entering into a specific dialogue with them. The relationship between the past and the present is interpreted in the context of Paul Ricoeur’s concept of narrative identity. Each of the works is an unusual study of the old age and the structure of human memory.

Research and Enlightenment of International Working Memory Based on Knowledge Mapping

Working memory is the theoretical basis of cognitive load theory and multimedia learning theory. It provides a basis for us to understand the nature and process of learning, design and develop learning resource environment, and develop and construct new learning theories. In this paper, CiteSpace software is used to analyze the knowledge map and content of internationally important working memory research literature data, to reveal the current research status and future development trends of international working memory. The study found that the research of working memory originated from the discussion of human memory structure, and think it is not comprehensive to use short-term memory to describe the temporary storage of information by people, for it also involves the manipulation and processing of information, and the concept of working memory is proposed. In the past 20 years, working memory research has focused on seven aspects: disease damage, cognitive control, ability performance, individual differences, memory models, experimental methods and brain activation. Finally, the paper discusses the current limitations of working memory research, and discusses some issues that need to be focused on in the future of working memory research, and its implications for the design and development of instructional design principles, learning theory construction and learning environment.

The Cognitive Interview and Enhanced Cognitive Interview in Financial Forensics and Intestigations

Background – Psychological research on witness interviewing focuses on the cognitive interview (CI) and the enhanced cognitive interview (ECI), as developed in the eighties and refurbished in the early nineties. It is argued that the CI/ECI techniques outperform the standard interview (SI) approach. Given the complex structure of human memory and psychology, the interviewing techniques best suitable for witness interviewing have remained controversial among the academia since that time. Aims – This scholarly paper aims to contrast the standard interview, the cognitive interview and the enhanced cognitive interview approach in order to make recommendations for further psychological research and police interviewing practice. Furthermore, the approaches are evaluated in light of vulnerable witnesses like children, persons with intellectual disabilities and the elderly. Methodology – The settings of witness interviewing, the problems surrounding investigation officers’ and criminal court practice, as well as the interviewing techniques are assessed by the way of literature review. Laboratory and field studies covering the period of 1984 to 2013 are discussed, representing previous research. Results – The CI/ECI techniques help in obtaining more information of higher accuracy from invulnerable and vulnerable witnesses (save for autism spectrum disorder (ASD) interviewees) as compared to the SI approach. Conclusion – As the CI/ECI techniques require training and the development of social skills, more educative efforts are necessary to establish the CI/ECI approaches among the investigation officers. From the viewpoint of future research, supporting the implementation in the field can be considered a worthwhile task.

The Cognitive Interview and Enhanced Cognitive Interview in Financial Forensics and Investigations

Background – Psychological research on witness interviewing focuses on the cognitive interview (CI) and the enhanced cognitive interview (ECI), as developed in the eighties and refurbished in the early nineties. It is argued that the CI/ECI techniques outperform the standard interview (SI) approach. Given the complex structure of human memory and psychology, the interviewing techniques best suitable for witness interviewing have remained controversial among the academia since that time. Aims – This scholarly paper aims to contrast the standard interview, the cognitive interview and the enhanced cognitive interview approach in order to make recommendations for further psychological research and police interviewing practice. Furthermore, the approaches are evaluated in light of vulnerable witnesses like children, persons with intellectual disabilities and the elderly. Methodology – The settings of witness interviewing, the problems surrounding investigation officers’ and criminal court practice, as well as the interviewing techniques are assessed by the way of literature review. Laboratory and field studies covering the period of 1984 to 2013 are discussed, representing previous research. Results – The CI/ECI techniques help in obtaining more information of higher accuracy from invulnerable and vulnerable witnesses (save for autism spectrum disorder (ASD) interviewees) as compared to the SI approach. Conclusion – As the CI/ECI techniques require training and the development of social skills, more educative efforts are necessary to establish the CI/ECI approaches among the investigation officers. From the viewpoint of future research, supporting the implementation in the field can be considered a worthwhile task.

Modeling Human Learning and Cognition Structure: Application to Driver Behavior in Dilemma Zone

AbstractIn transportation studies, modeling human learning and decision-making processes plays a key role in developing realistic safety countermeasures and appropriate crash-mitigation strategies. In this study, a human learning model was created that captures the cognitive structure of human memory. The relationship between long-term and short-term memories was incorporated into a reinforcement learning technique to construct the human learning model. The model was then applied to dilemma zone data collected in a simulator study. Dilemma zone is an area of roadway ahead of the signalized intersection in which drivers have difficulty deciding whether to stop or proceed through at the onset of yellow. Driver choice behavior and learning process in dilemma zones was modeled, taking into account drivers’ experiences at the previous intersections, and was compared to a pure machine learning model. The results of the model revealed lower and faster-merging errors when human learning was considered in training...

Consistency across repeated eyewitness interviews: contrasting police detectives' beliefs with actual eyewitness performance.

In the legal system, inconsistencies in eyewitness accounts are often used to discredit witnesses’ credibility. This is at odds with research findings showing that witnesses frequently report reminiscent details (details previously unrecalled) at an accuracy rate that is nearly as high as for consistently recalled information. The present study sought to put the validity of beliefs about recall consistency to a test by directly comparing them with actual memory performance in two recall attempts. All participants watched a film of a staged theft. Subsequently, the memory group (N = 84) provided one statement immediately after the film (either with the Self-Administered Interview or free recall) and one after a one-week delay. The estimation group (N = 81) consisting of experienced police detectives estimated the recall performance of the memory group. The results showed that actual recall performance was consistently underestimated. Also, a sharp decline of memory performance between recall attempts was assumed by the estimation group whereas actual accuracy remained stable. While reminiscent details were almost as accurate as consistent details, they were estimated to be much less accurate than consistent information and as inaccurate as direct contradictions. The police detectives expressed a great concern that reminiscence was the result of suggestive external influences. In conclusion, it seems that experienced police detectives hold many implicit beliefs about recall consistency that do not correspond with actual recall performance. Recommendations for police trainings are provided. These aim at fostering a differentiated view on eyewitness performance and the inclusion of more comprehensive classes on human memory structure.

Thinking in the Cloud: The Cognitive Incorporation of Cloud-Based Technology

Technologies and artefacts have long played a role in the structure of human memory and our cognitive lives more generally. Recent years have seen an explosion in the production and use of a new regime of information technologies that might have powerful implications for our minds. Electronic-Memory (E-Memory), powerful, portable and wearable digital gadgetry and “the cloud” of ever-present data services allow us to record, store and access an ever-expanding range of information both about and of relevance to our lives. Already, for a decade we have been carrying around expansive gadgetry which allows us to collect, store and use what would have been almost unimaginable amounts of digital information only a short time ago. Now, thanks to the wireless internet adding vast processing and storage potential to the powerful portable devices which many of us carry constantly or wear, this information can be accessed and customised in an ever-greater variety of ways. How should we assess the implications of the new portable and pervasive cognitive technologies on offer? Does E-Memory and the wider panoply of cloud-enabled cognitive technologies really promise (as some see it), or threaten (as others do), a radical change to the human cognitive abilities and perhaps the very nature of our minds? If so, how are we to assess the possibilities and attempt to understand whether they offer a hopeful or dangerous turn in the human condition? This investigation is structured around four related factors of the new technology: Totality, Practical Incorporability, Autonomy and Entanglement. We use these factors to inquire into the implications of this cloud-based memory technology for our minds and our sense of self.

Brain Bridge: A Comparative Study between Database Querying and Human Memory Querying.

The human memory is always been subject to many innovations and research since a very long time. As far as our knowledge exceeds, it is the fastest information retrieval system present. Further, the database management systems are specially designed applications that interact with the user to retrieve and analyze data. Its working can be best understood with the help of a human memory structure. While the database system itself is conceptualized from the human memory, it is important to know the similarities and working principles between these two. In this paper, we throw some light on the context of database structure, it working and we refer it with respect to the human memory system.

The memory project: The developmental structure of human memory

The memory project: The developmental structure of human memory

Cognitive Load and Instructional Design in Medical Education

TThe purpose of this study was to review the definition of cognitive load (CL), the relationship between CL and instruction- al design, and to provide a viewpoint of CL in curriculum and instructional design in medical education. Cognitive load theory (CLT) makes use of three hypotheses about the structure of human memory: working memory (WM) is limited in terms of the amount of information it can hold, in contrast with WM, long term memory is assumed to have no limits and organizes information as schemata. CL indicates the mental load on the limitation of WM. CLT has been used to design instructional interventions that help to ease the learning process. Extraneous CL is related to irrelevant instructional interventions, while intrinsic CL is the complexity of the information itself. Germane CL is the cognitive process for acquiring schema formation. It is a necessary CL to achieve deeper comprehension and solve problems. The range of medical education includes complex, multifaceted and knowledge-rich domains with clinical skills and attitudes. Therefore, CLT may be used to guide instructional design in medical education in terms of decreasing extraneous CL, adjusting intrinsic CL and enhancing the germane CL.

Cognition Inspired Object Oriented Knowledge Warehouse Architecture

An adaptive knowledge system needs massive knowledge. But massive knowledge can handicap the speed of searching and reasoning. Good structure can considerably enhance the expressive power and efficiency of a knowledge system. Inspired by the structure of human memory and data warehouse, object-oriented warehouse architecture of knowledge based on the 3-World model was advanced after exploring the essence of knowledge and cognition. Great amount of conceptual and nonconceptual knowledge can be well handled with this architecture. System using the architecture can be more adaptable with different tasks.

Atmintis ir mokymas

Straipsnio tikslas – apžvelgti įvairius atminties ypatumus, svarbius, mokant užsienio kalbų. Siekdama anglų kalbos metodikos pritaikymo geresnei atminčiai ugdyti, kėliau tikslą išnagrinėti atmintį, struktūrą, funkcijas, veiksnius, rūšis. Pateikta detali atminties psichologinių tyrimų analizė ir kalbinės informacijos vaidmuo atminties vyksmuose atskleidė galimybes ją panaudoti mokant įvairių programinių dalykų vidurinėje mokykloje, ypač tų, kuriems reikalinga atmintis, pavyzdžiui, užsienio kalbai. Antra vertus, atminties psichologijos žinios padeda tobulinti mokymo metodus, kuriais ji pati lavinama.

Five seconds or sixty? Presentation time in expert memory

For many years, the game of chess has provided an invaluable task environment for research on cognition, in particular on the differences between novices and experts and the learning that removes these differences, and upon the structure of human memory and its paramaters. The template theory presented by Gobet and Simon based on the EPAM theory offers precise predictions on cognitive processes during the presentation and recall of chess positions. This article describes the behavior of CHREST, a computer implementation of the template theory, in a memory task when the presentation time is varied from one second to sixty, on the recall of game and random positions, and compares the model to human data. Strong players are better than weak players in both types of positions, especially with long presentation times, but even after brief presentations. CHREST predicts the data, both qualitatively and quantitatively. Strong players’ superiority with random positions is explained by the large number of chunks they hold in LTM. Their excellent recall with short presentation times is explained by templates, a special class of chunks. CHREST is compared to other theories of chess skill, which either cannot account for the superiority of Masters in random positions or predict too strong a performance of Masters in such positions.

Five Seconds or Sixty? Presentation Time in Expert Memory

For many years, the game of chess has provided an invaluable task environment for research on cognition, in particular on the differences between novices and experts and the learning that removes these differences, and upon the structure of human memory and its paramaters. The template theory presented by Gobet and Simon based on the EPAM theory offers precise predictions on cognitive processes during the presentation and recall of chess positions. This article describes the behavior of CHREST, a computer implementation of the template theory, in a memory task when the presentation time is varied from one second to sixty, on the recall of game and random positions, and compares the model to human data. Strong players are better than weak players in both types of positions, especially with long presentation times, but even after brief presentations. CHREST predicts the data, both qualitatively and quantitatively. Strong players' superiority with random positions is explained by the large number of chunks they hold in LTM. Their excellent recall with short presentation times is explained by templates, a special class of chunks. CHREST is compared to other theories of chess skill, which either cannot account for the superiority of Masters in random positions or predict too strong a performance of Masters in such positions.

What Can We Learn About the Structure of Human Memory From Studying Individuals With Superior Memory?

What Can We Learn About the Structure of Human Memory From Studying Individuals With Superior Memory?

Virtual Space and the Construction of Memory: Installation and Performance Work

In this article, the author presents the theoretical perspectives behind her artworks. Contemporary theories related to the structure of human memory are the inspirations behind all of the works, which use computer multimedia, electronics and/or robotics. She describes influences, background and production for several interactive installations and performance works. The artist’s work explores conceptually the relationship between physical space and the virtual space of the mind.

Language and the intuition of meaning

Proposed concepts on the nature language and the intuition of meaning are presented here using existential and mathematical primitives. Topologically exact results are given for the structure of human memory, for the inner nature of a meaning, and for some of the psychic principles which give rise to language. These results follow from a linguistic model which so defines a verb that all other linguistic elements become special cases of it. Both the topological and clinical results on the emergence of language and the perception of meaning support this position. Some results are also given on the structure and formation of non-verbal meaning.