Matching Items (14)
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- All Subjects: Memory
- Creators: Brewer, Gene
- Creators: School of Historical, Philosophical and Religious Studies
- Resource Type: Text
Description
Recognition memory was investigated for naturalistic dynamic scenes. Although visual recognition for static objects and scenes has been investigated previously and found to be extremely robust in terms of fidelity and retention, visual recognition for dynamic scenes has received much less attention. In four experiments, participants view a number of clips from novel films and are then tasked to complete a recognition test containing frames from the previously viewed films and difficult foil frames. Recognition performance is good when foils are taken from other parts of the same film (Experiment 1), but degrades greatly when foils are taken from unseen gaps from within the viewed footage (Experiments 3 and 4). Removing all non-target frames had a serious effect on recognition performance (Experiment 2). Across all experiments, presenting the films as a random series of clips seemed to have no effect on recognition performance. Patterns of accuracy and response latency in Experiments 3 and 4 appear to be a result of a serial-search process. It is concluded that visual representations of dynamic scenes may be stored as units of events, and participant's old
ew judgments of individual frames were better characterized by a cued-recall paradigm than traditional recognition judgments.
ew judgments of individual frames were better characterized by a cued-recall paradigm than traditional recognition judgments.
ContributorsFerguson, Ryan (Author) / Homa, Donald (Thesis advisor) / Goldinger, Stephen (Committee member) / Glenberg, Arthur (Committee member) / Brewer, Gene (Committee member) / Arizona State University (Publisher)
Created2014
Description
Since Dylan Roof, a white supremacist, shot and killed nine members of a black church in Charleston on June 17, 2015, Confederate symbols have stood at the center of much controversy across the United States. Although the Confederate battle flag remains the most obvious example, the debate took a particular form in Tennessee, centering on the image of General Nathan Bedford Forrest. Born in 1822 to a poor family, he left school early to work. Although his work in the slave trade made him a millionaire, his later participation in the massacre of over 300 black soldiers at Fort Pillow in 1864 during the Civil War and association with the Ku Klux Klan cemented his reputation as a violent racist. Yet, many white Tennesseans praised him as a hero and memorialized him. This thesis examines Nathan Bedford Forrest State Park in Benton County and Forrest Park, now Health Sciences Park, in Memphis to examine what characteristics denote a controversial memorial. Specifically, I focus on the physical form, the location, and the demographics of the area, investigating how these components work together to give rise to controversy or acceptance of the memorial's image. Physical representations greatly impact the ideas associated with the memorial while racial demographics affect whether or not Forrest's representation as a hero speaks true to modern interpretations and opinions.
ContributorsFish, Caroline Rose (Author) / Longley, Rodney (Thesis director) / Suk, Mina (Committee member) / School of Historical, Philosophical and Religious Studies (Contributor) / School of Politics and Global Studies (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
A collection of poems concentrating on 15 small moments, tied together to explore the ardor, tensions, and fragility a relationship. Conceptions of language, teeth, domesticated dogs, and a car accident recur throughout the manuscript as a means of navigating this narrative and of questioning the role of memory in our lives.
ContributorsOpich, Sophie Aurelia (Author) / Ball, Sally (Thesis director) / Dubie Jr., Norman (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2015-05
Description
Although it has recently been demonstrated that source monitoring (SM) processes may mediate the relationship between working memory (WM) and false memories, little research has investigated whether the quality of monitoring processes can account for this reduction. In the current study, participants performed multiple false memory, WM, and SM tasks. Consistent with previous research, SM abilities mediated the relationship between WM and false memories (regardless of whether or not participants were warned of the illusions at encoding). High SM individuals were better able to recall contextual information from study to correctly reject lures, whereas low SM individuals were more likely to rely on the quality of retrieved details to reject lures. These results suggest that individuals low and high in SM abilities rely on qualitatively different monitoring processes to reduce errors, and that individual differences in diagnostic monitoring strategies may account for previous relationships found between WM and false memories.
ContributorsCoulson, Allison Rose (Author) / Brewer, Gene (Thesis director) / Ellis, Derek (Committee member) / Department of Psychology (Contributor) / School of Public Affairs (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Women. War. What is the relationship between women and war? As evidenced by movies, popular memoirs and journals, there is a definite relationship between men and war. However, this definite relationship has created a problematic and a complex relationship between women and war. The two historical events that are considered as the ‘turning points’ for women are the French Revolution and World War I are compared in this thesis. The popular perception of women’s legacy of the French Revolution is that the Revolution cultivated the ideas of Republican Motherhood and the Cult of Domesticity while World War I catapulted women to the public sphere. These two contrasting legacies are compared to see if French women’s lived experiences, memories, and writings verify these popular perceptions. Or, do the writings of the French women present a different argument? The thesis compares the writings and the lived experiences of the French women through three different themes: the argument for political rights, victimization and agency, and gendered connections (the development of sisterhood for the Revolution) or gendered divides (women’s role on the home and war front). In addition, these three themes come together to show how it is difficult to come up with a collective, public memory.
ContributorsYu, Heajin (Author) / Thompson, Victoria (Thesis director) / Hopkins, Richard (Committee member) / Fuchs, Rachel (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-05
Description
The Soviet Union suffered immensely as a result of World War II. When the dust settled and Soviet citizens began to rebuild their lives, the memory of the social, economic, and human costs of the war still remained. The Soviet state sought to frame the conflict in a way that provided meaning to the chaos that so drastically shaped the lives of its citizens. Film was one such way. Film, heavily censored until the Gorbachev period, provided the state with an easily malleable and distributable means of sharing official history and official memory. However, as time went on, film began to blur the lines between official memory and real history, providing opportunities for directors to create stories that challenged the regime's official war mythology. This project examines seven Soviet war films (The Fall of Berlin (1949), The Cranes are Flying (1957), Ballad of a Soldier (1959), Ivan's Childhood (1962), Liberation (1970-1971), The Ascent (1977), and Come and See (1985)) in the context of the regimes under which they were released. I examine the themes present within these films, comparing and contrasting them across multiple generations of Soviet post-war memory.
ContributorsScribner, Quinton Donald (Author) / Benkert, Volker (Thesis director) / Von Hagen, Mark (Committee member) / Manchester, Laurie (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Politics and Global Studies (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-05
Description
The Soviet Union suffered immensely as a result of World War II. When the dust settled and Soviet citizens began to rebuild their lives, the memory of the social, economic, and human costs of the war still remained. The Soviet state sought to frame the conflict in a way that provided meaning to the chaos that so drastically shaped the lives of its citizens. Film was one such way. Film, heavily censored until the Gorbachev period, provided the state with an easily malleable and distributable means of sharing official history and official memory. However, as time went on, film began to blur the lines between official memory and real history, providing opportunities for directors to create stories that challenged the regime's official war mythology. This project examines seven Soviet war films (The Fall of Berlin (1949), The Cranes are Flying (1957), Ballad of a Soldier (1959), Ivan's Childhood (1962), Liberation (1970-1971), The Ascent (1977), and Come and See (1985)) in the context of the regimes under which they were released. I examine the themes present within these films, comparing and contrasting them across multiple generations of Soviet post-war memory.
ContributorsScribner, Quinton Donald (Author) / Benkert, Volker (Thesis director) / Von Hagen, Mark (Committee member) / Manchester, Laurie (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Politics and Global Studies (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-05
Description
Working memory is the cognitive system responsible for storing and maintaining information in short-term memory and retrieving cues from long-term memory. Working memory capacity (WMC) is needed for goal maintenance and to ignore task-irrelevant stimuli (Engle & Kane, 2003). Emotions are one type of task-irrelevant stimuli that could distract an individual from a task (Smallwood, Fitzgerald, Miles, & Phillips, 2009). There are studies that show there is a relation between emotions and working memory capacity. The direction of this relationship, though, is unclear (Kensinger, 2009). In this study, emotions served as a distractor and task performance was examined for differences in the effect of emotion depending on participants' working memory capacity. The participants watched a mood induction video, then were told to complete a complex-span working memory task. The mood induction was successful- participants watching the negative emotional video were in a less positive mood after watching the video than the participants that watched a neutral video. However, the results of the complex-span working memory task showed no significant difference in the results between participants in the negative versus neutral mood. These results may provide support to an alternative hypothesis: cognitive tasks can diminish the effects of emotions (Dillen, Heslenfeld, & Koole, 2009).
ContributorsAhmed, Sania (Author) / Brewer, Gene (Thesis director) / Wingert, Kimberly (Committee member) / Blais, Chris (Committee member) / Barrett, The Honors College (Contributor)
Created2017-05
Description
In this study, the oppositional processes theory was proposed to suggest that reliance on semantic and episodic memory systems hinder originality during idea generation for divergent thinking tasks that are generally used to assess creative potential. In order to investigate the proposed oppositional processes theory, three experiments that manipulated the memory accessibility in participants during the alternative uses tasks were conducted. Experiment 1 directly instructed participants to either generate usages based on memory or not from memory; Experiment 2 provided participants with object cues that were either very common or very rare in daily life (i.e., bottle vs. canteen); Experiment 3 replicated the same manipulation from Experiment 2 with much longer generation time (10 minutes in Experiment 2 vs. 30 minutes in Experiment 3). The oppositional processes theory predicted that participants who had less access to direct and unaltered usages (i.e., told to not use memory, were given rare cues, or were outputting items later in the generation period) during the task would be more creative. Results generally supported the predictions in Experiments 1 and 2 where participants from conditions which limited their access to memory generated more novel usages that were considered more creative by independent coders. Such effects were less prominent in Experiment 3 with extended generation time but the trends remained the same.
ContributorsXu, Dongchen (Author) / Brewer, Gene (Thesis advisor) / Glenberg, Arthur (Committee member) / Homa, Donald (Committee member) / Goldinger, Stephen (Committee member) / Arizona State University (Publisher)
Created2017
Description
It has been suggested that directed forgetting (DF) in the item-method paradigm results from selective rehearsal of R items and passive decay of F items. However, recent evidence suggested that the passive decay explanation is insufficient. The current experiments examined two theories of DF that assume an active forgetting process: (1) attentional inhibition and (2) tagging and selective search (TSS). Across three experiments, the central tenets of these theories were evaluated. Experiment 1 included encoding manipulations in an attempt to distinguish between these competing theories, but the results were inconclusive. Experiments 2 and 3 examined the theories separately. The results from Experiment 2 supported a representation suppression account of attentional inhibition, while the evidence from Experiment 3 suggested that TSS was not a viable mechanism for DF. Overall, the results provide additional evidence that forgetting is due to an active process, and suggest this process may act to suppress the representations of F items.
ContributorsHansen, Whitney Anne (Author) / Goldinger, Stephen D. (Thesis advisor) / Azuma, Tamiko (Committee member) / Brewer, Gene (Committee member) / Homa, Donald (Committee member) / Arizona State University (Publisher)
Created2011