THE STUDY OF MEMORY FROM DIFERENT THEORETICAL PERSPECTIVES
Keywords:
memory, memory models, Cognitive PsychologyAbstract
We review some of the major findings in memory research on the last century. We hope that this paper is useful to students and professionals that work in this area. Firstly we present a historical overview of the studies in memory. We then bring forth the most significant advances and their importance for current studies in the field. We also discuss the contributions and limitations of some key memory models, namely: the Spatial Model, the Schema Theory, the Dual Processes Model, Tulving’s Model, Mandler’s Model, and Fuzzy-Trace Theory. We conclude by establishing a parallel among the different explicative theories of memory emphasizing their contributions and major issues which have propelled the continuity of research in this area.
Downloads
References
ACREDOLO, C. (1995). Intuition and gist. Learning and Individual Differences, 7, 2, 83-86.
ALBA, J. W., & Hasher, L. (1983). Is memory schematic? Psychological Bulletin, 93, 201-231.
ANDERSON, J. R. (1995). Cognitive psychology and its implications. 4.ed. New York, NY: W. H. Freeman.
ATKINSON, R. C. & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. Em K. Spence & J. Spence (Eds.), The psychology of learning and motivation (Vol. 2). New York: Academic Press.
BADDELEY, A. (2000). Short-term and working memory. Em Tulving, E. & Craik, F.I.M. (Orgs.) The Oxford Handbook of Memory (pp. 77-92). Oxford, England: Oxford University Press.
BADDELEY, A. D. (1982). Domains of recollection. Psychological Review, 89, 708-729.
BARTLETT, F. C. (1932). Remembering: A study in experimental and social psychology. New York & London: Cambridge University Press.
BINET, A., & Henri, V. (1894a). La memoire des mots. L'Année Psychologique, 1, 1-23.
BINET, A., & Henri, V. (1894b). La memoire des phrases. L'Année Psychologique, 1, 24-59.
BJORKLUND, D. (1995). Na interim evaluation of Fuzzy-trace theory: Cautiousness, confirmation, and consciousness. Learning and Individual Differences, 7, 2, 99-110.
BOWER, G. H. (2000). A brief history of memory research. Em Tulving, E. & Craik, F.I.M. (Orgs.) The Oxford Handbook of Memory (pp. 3-32).Oxford, England: Oxford University Press.
BRAINERD, C. J., & Kingma, J. (1984). Do children have to remember to reason? A fuzzy-trace theory of transitive development. Developmental Review, 4, 311-377.
BRAINERD, C. J., & Reyna, V. F. (1989). Output-interference theory of dual-task deficits in memory development. Journal of Experimental Child Psychology, 47, 1-18.
BRAINERD, C. J., & Reyna, V. F. (1990). Gist is the grist: Fuzzy-trace theory and the new intuitionism. Developmental Review, 10, 3-47.
BRAINERD, C. J., & Reyna, V. F. (1998). Fuzzy-trace theory and children's false memories: New frontiers. Journal of Experimental Child Psychology, 71, 194-209.
BRAINERD, C. J., Reyna, V. F., & Kneer, R. (1995). False-recognition reversal: When similarity is distinctive. Journal of Memory and Language, 34, 157-185.
BRAINERD, C. J., Reyna, V. F., & Mojardin, A. H. (1999). Conjoint recognition. Psychological Review, 106, 160-179.
BRAINERD, C. J., Stein, L. M., & Reyna, V. F. (1998). On the development of conscious and unconscious memory. Developmental Psychology, 34, 342-357.
BRUNSWIK, E., Goldscheider, L., & Pilek, E. (1932). Zur Systematik des Gedächtnisses. Beihefte zur Zeitschrift für angewandte Psychologie, 64, 1-158.
CHI, M. T. H., & Glaser, R. (1992). A capacidade para a solução de problemas. Em: Sternberg, R. (Ed.). As capacidades intelectuais humanas - uma abordagem em processamento de informações. Porto Alegre: Artes Médicas.
COONEY, J. B. (1995). Fuzzy-trace theory: A proposed test of individual differences. Learning and Individual Differences, 7, 2, 139-144.
EBBINGHAUS, H. (1885). Memory: A contribution to experimental psychology. New York: Teachers College, Columbia University.
ELLIS, H. C. (1987). Recent developments of human memory. Em V. P. Makosky (Ed.) The G. Stanley Hall lecture series (Vol. 7). Washington, D.C.: A.P.A.
ELLIS, H. C., & Hunt, R. R. (1993). Fundamentals of cognitive psychology. 5.ed. Madison: Brown Benchmark.
EYSENCK, M. W., & Keane, M. T. (1994). Psicologia cognitiva: Um manual introdutório. Porto Alegre: Artes Médicas.
ISTOMINA, Z. M. (1977). The development of voluntary memory in preschool-age children. Soviet Psychology, 13, 5-64.
JACOBY, L. L. (1991). A process dissociation framework: Separating automatic from intentional uses of memory. Journal of Memory and Language, 30, 513-541.
JACOBY, L. L., Toth, J. P., & Yonelinas, A. P. (1993). Separating conscious and unconscious influences of memory: Measuring recollection. Journal of Experimental Psychology: General, 122, 139-154.
JACOBY, L. L. (1996). Dissociating automatic and consciously controlled effects of study/ test compatibility. Journal of Memory and Language, 35, 32-52.
JACOBY, L. L.,Begg, I. M., & Toth, J. P. (1997). In defence of independence: Violations of assumptions underlying the process dissociation procedure? Journal of Experimental Psychology: Learning, Memory, and Cognition, 33 (2), 484-496.
JONES, G. V. (1982). Tests of the dualmechanism theory of recall. Acta Psychologica, 50, 61-72.
KELLEY, C. M., & Jacoby, L. L. (2000). Recollection and familiarity: Processdissociation. Em Tulving, E. & Craik, F.I.M. (Orgs.) The Oxford Handbook of Memory (pp. 215 - 228). Oxford, England: Oxford University Press.
LOBSIEN, M. (1902). Experimentelle Untersuchungen über die Gedächtnisentwicklung bei Schulkindern. Zeitschrift für Psychologie und Physiologie der Sinnesorgane, 27, 34-76.
MANDLER, G. (1980). Recognizing: The judment of previus occurrence. Psychological Review, 87, 252 -271.
MILLER, G. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81-97.
NAVON, D. (1984). Resources - a theoretical soup stone? Psychological Review, 91, 216-234.
NETSCHAJEFF, A. (1900). Experimentelle Untersuchungen über Gedächtnisentwicklung bei Schulkindern. Zeitschrift für Psychologie und Phsyologie der Sinnesorgane, 24, 322 - 351.
POSNER, M. T. (1980). Cognição. Rio de Janeiro: Interamericana.
POZO, J. I. (1998). Formação de conceitos artificiais. Em: Teorias Cognitivas da Aprendizagem. Porto Alegre: Artes Médicas.
RANSCHBURG, P. (1901). Apparat und Methode zur Untersuchung des optischen Gedächtnisses für medizinische und pädagogisch-psychologische Zwecke. Monatsschrift für Psychiatrie und Neurologie, 10, 17-51.
REYNA, V. F., & Brainerd, C. J. (1990). Fuzzy processing in transitivity development. Annals of Operations Research, 23, 37-63.
REYNA, V. F., & Brainerd, C. J. (1991). Fuzzytrace theory and children's acquisition of mathematical and scientific concepts. Learning and Individual Differences, 3,27 - 60.
REYNA, V. F., & Brainerd, C. J. (1992). Fuzzytrace theory of reasoning and remembering: paradoxes, patterns, and parallelisms. Em
A.F. Healy, S. M. Kosslyn & R. M. Shiffrin (Eds.), From learning theory to connectionist theory: Essays in honor of William K. Estes (Vol. 2). Hillsdale, NJ: Lawrence Erlbaum Associates.
REYNA, V. F., & Brainerd, C. J. (1995a). Fuzzy-trace theory: An interim synthesis. Learning andIndividual Differences, 7, 1 - 75.
REYNA, V. F., & Brainerd, C. J. (1995b). Fuzzy-trace theory: Some foundational issues. Learning and Individual Differences, 7, 2, 145-162.
REYNA, V. F., & Brainerd, C. J. (1998). Fuzzytrace theory and children's false memories: New frontiers. Journal of Experimental Child Psychology, 71, 194-209.
REYNA, V. F., & Lloyd, F. (1997). Theories of false memories in children and adults. Learning and Individual Differences, 9, 95-123.
REYNA, V. F., & Titcomb, A. L. (1996). Constraints on the suggestibility of eyewitness testemony: A fuzzy-trace theory analysis. Em D. G. Payne & F. G. Conrad (Eds.), A synthesis of basic and applied approaches to human memory. Hillsdale, NJ: Lawrence Erlbaum Associates.
RUNDUS, D., & Atkinson, R. C. (1970). Rehearsal processes in free recall: A procedure for direct observation. Journal of Verbal Learning and Verbal Behavior, 9, 99-105.
SCHNEIDER, W., & Pressley, M. (1997). Memory development: Between two and twenty. Mahwah, NJ: LEA.
SCHWARTZ, B., & Reisberg, D. (1991). Learning and Memory. New York: W. W. Norton & Company.
STEIN, L. M. (1999). Falsas memórias em crianças brasileiras: Um estudo experimental pioneiro. Projeto do Grupo de Pesquisa em Processos Cognitivos, Porto Alegre, PUCRS.
STERNBERG, R. J. (2000). Psicologia Cognitiva. Porto Alegre: Artes Médicas.
TULVING, E. (1982). Synergidtic ecphory in recall and recognition. Canadian Journal of Psychology, 36, 130-147.
TULVING, E. (1983). Elements of episodic memory. Oxford: Oxford University Press.
TULVING, E., & Thomson, D. M. (1971). Retrieval processes in recognition memory: Effects of associative context. Journal of Experimental Psychology, 87, 116 - 124.
VERTES, J. O. (1913). Das Wortgedächtnis im Schulkindesalter. Zeitschrift für Psychologie, 63, 19 - 128.
WARRINGTON, E. K. & Shallice, T. (1972). Neuropsychological evidence of visual storage in short-term memory task.
Quarterly Journal of Experimental Psychology, 24, 30 - 40.
WERNER, H. (1948). Comparative psychology of mental development. New York: International Universities Press.
ZIMMERMAN, B. J. (1995). Enhancing intuitive reasining: A case for Higher cognitive processes. Learning and Individual Differences, 7, 2, 115 - 118.
ZINCHENKO, P. I. (1967). Probleme der Gedächtnispsychologie. Em H. Hiebsch (Ed.), Ergebnisse der sowjetischen Psychologie. Berlin: Akademie Verlag.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Carmen Beatriz NEUFELD, Lilian Milnitsky STEIN
This work is licensed under a Creative Commons Attribution 4.0 International License.
