In this article, we will review some former technology of memory devices, and its related development, mechanism and trend. And the two directions will be leaded, first is a new architecture of volatile memory, SRAM (static random access memory) cell. Its peripheral components and controlling circuit, its cornel tech and mechanism will be described, include a named RITD (resonant inter-band tunneling diode) phenomenon and its application in this work, can reduce the complexity of the memory unit, and bring other sides profits. Second, an associated with other lab mate¡¦s cooperated work, a horizontal SONOS (silicon-oxide-nitride-oxide-silicon) device will be illustrated, the ONO electrons/holes trapped region will be arranged beneath the channel of this MOS (metal oxide semiconductor) like device, what is the performance and some benchmark and comparison to another vertical SONOS design and other conventional similar devices will be done, and a real device fabrication in NDL (national device laboratory) will be completed, the detailed manufacture process will be contacted in some paragraphs. And finally, I will bring some potential ideas and possible development in the following effort inside the paper, and wish such word can lead a more breakthrough and improvement in this field.

The motivation of this research is to study different cache designs for on-chip caches that improve processor performance and at the same time minimize the degradation to system performance caused by an increase in the processor memory traffic. As VLSI technology advances we can have bigger and more complex on-chip caches that could not have been possible a few years ago. Results derived from on-chip caches and performance issues are basically similar to off-chip caches. In this study, we will concentrate on single level on-chip caches though there are many interesting issues relating system performance, memory traffic and multi-level caches. / Graduation date: 1992

<p>This study seeks to contribute to the literature on the colonial war, genocide and memory studies in Namibia. I review the way in which communities in southern Namibia have developed practices in which to recall and re-enact the colonial war by focusing on narrative genres and public commemorations. I also document how these practices in southern Namibia and the Northern Cape, South Africa symbolically connect and cut across colonial and national borders. I have used the idea of re-constructed and sensorial memory practices within which to view the various narrative genres which display a range of performance repertoire projected onto persons, monuments and land. The study also focuses on the ways in which these memory practices are engaged in order to develop strategies within which to historicise practices of freedom. These have been inserted in the dialogue on national reconciliation through the debates on reparations and the repatriation of human bodies exported to Europe during the colonial war. I argue that these practices depart from a conventional way in which to view an archive and history, and that these memory practices point to the ways in which the logic and acts of the colonial war and genocide were diametrically opposed through acts of humanisation</p>

Consider a common social interaction: Two people must each attend to and remember the other person’s behaviour while also keeping track of their own responses. Knowledge of what one said to whom is important for subsequent interactions so that information is not repeated to the same person. Remembering what one said to others is also important in the workplace where supervisors need to remember to whom they have told specific information so that they can later assess assignment progress from the relevant employee. The processes involved in remembering the destination of information will be referred to as “destination memory” in this dissertation. Although there has been extensive research regarding the processes involved in remembering the source of information, or “source memory,” there has been little to no research on destination memory. In a series of four experiments, this dissertation delineates the core features of destination memory. In Experiment 1, a paradigm was developed to assess destination memory in the laboratory. This experiment also corroborated complaints of destination memory failures: Adults have very poor destination memory when compared to memory for the information they tell or the person to whom they tell the information. Destination memory fundamentally differs from source memory in terms of how information is transferred—“input” in the case of source memory and “output” in the case of destination memory. Attention is directed at the processes involved in transmitting information in the case of destination memory which leaves fewer attention resources for associating the information with the person one is telling it to. Therefore, it would be anticipated that destination memory would be worse than source memory. Experiment 2 directly contrasted destination memory and source memory and confirmed that destination memory accuracy was indeed substantially lower than source memory accuracy. Because in the case of a destination event information is self-produced, attention is focused on oneself. Experiment 3 assessed whether self-focus reduces the association between the outputted information and the person that one is telling it to. When self-focus increased, so too did destination memory errors because fewer attentional resources were available to integrate the person-information pairing. This led to the prediction that, in the reverse situation where attentional resources are directed to the person-information pairing at encoding, then destination memory should improve. Experiment 4 confirmed this prediction: Destination memory was enhanced when people’s attention was shifted from themselves to the person-information pairing. This thesis has undertaken to examine a surprisingly neglected component of normal remembering—remembering who one told something to. To study this “destination memory,” a new paradigm is introduced. Across four experiments, destination memory is seen to be quite fallible, more so than source memory. An account is offered in terms of destination memory being undermined by the self-focus that it generates. This view is reinforced by two experiments that show that increasing self-focus reduces destination memory whereas increasing environment-focus improves destination memory. Like source memory, destination memory is a key component of episodic memory, the record of our personal past.

Consider a common social interaction: Two people must each attend to and remember the other person’s behaviour while also keeping track of their own responses. Knowledge of what one said to whom is important for subsequent interactions so that information is not repeated to the same person. Remembering what one said to others is also important in the workplace where supervisors need to remember to whom they have told specific information so that they can later assess assignment progress from the relevant employee. The processes involved in remembering the destination of information will be referred to as “destination memory” in this dissertation. Although there has been extensive research regarding the processes involved in remembering the source of information, or “source memory,” there has been little to no research on destination memory. In a series of four experiments, this dissertation delineates the core features of destination memory. In Experiment 1, a paradigm was developed to assess destination memory in the laboratory. This experiment also corroborated complaints of destination memory failures: Adults have very poor destination memory when compared to memory for the information they tell or the person to whom they tell the information. Destination memory fundamentally differs from source memory in terms of how information is transferred—“input” in the case of source memory and “output” in the case of destination memory. Attention is directed at the processes involved in transmitting information in the case of destination memory which leaves fewer attention resources for associating the information with the person one is telling it to. Therefore, it would be anticipated that destination memory would be worse than source memory. Experiment 2 directly contrasted destination memory and source memory and confirmed that destination memory accuracy was indeed substantially lower than source memory accuracy. Because in the case of a destination event information is self-produced, attention is focused on oneself. Experiment 3 assessed whether self-focus reduces the association between the outputted information and the person that one is telling it to. When self-focus increased, so too did destination memory errors because fewer attentional resources were available to integrate the person-information pairing. This led to the prediction that, in the reverse situation where attentional resources are directed to the person-information pairing at encoding, then destination memory should improve. Experiment 4 confirmed this prediction: Destination memory was enhanced when people’s attention was shifted from themselves to the person-information pairing. This thesis has undertaken to examine a surprisingly neglected component of normal remembering—remembering who one told something to. To study this “destination memory,” a new paradigm is introduced. Across four experiments, destination memory is seen to be quite fallible, more so than source memory. An account is offered in terms of destination memory being undermined by the self-focus that it generates. This view is reinforced by two experiments that show that increasing self-focus reduces destination memory whereas increasing environment-focus improves destination memory. Like source memory, destination memory is a key component of episodic memory, the record of our personal past.

Research in our laboratory has demonstrated blocked and recovered memories within the context of a controlled experiment. The comparative memory paradigm allows for comparisons of recovered memories, continuous memories, and false memories. Additional research in our laboratory has shown two distinct types of memory errors; semantic based errors which occur due to pre-existing category knowledge, and episodic based errors in which the source of details (list members) are misattributed. Independently, these two lines of research have illuminated basic memory processes, however, they have not been combined previously. That is, the experiments in the present study explore the susceptibility of recovered memories to semantic and episodic based errors relative to continuous memories. Experiment 1 replicated the large blocking and recovery effects previously found by our laboratory. Additionally, it demonstrated that recovered memories were no more prone to semantic based errors than were continuous memories. These errors occurred very infrequently despite the use of materials chosen specifically to induce such errors. Experiment 2 again replicated the large blocking and recovery effects. The equivalent low rate of semantic based errors was also replicated. However, Experiment 2 also revealed that recovered memories were more susceptible to episodic based errors than were continuous memories. This was especially true when the memory block occurred in an interference treatment condition. Finally, post-recall source recognition tests failed to improve memory accuracy. In fact, numerically both semantic based and episodic based errors increased on the source recognition test relative to the cued recall test. Findings are discussed in relation to the source monitoring and fuzzy-trace theories of memory as well as the legal and clinical recovered memory controversy.

Several lines of evidence suggest that initial acquisition of learned behavior involves multiple memory systems. In particular, lesions of the hippocampus impair the acquisition of cognitive or relational memory, but do not impair the acquisition of stimulus-response habits. Extinction behavior also involves new learning, and therefore it is possible that multiple forms of memory may also underlie extinction. We examined this hypothesis by training rats in a task in which extinction behavior could putatively be acquired by either a cognitive or habit memory system. Adult male Long-Evans rats were initially trained to run in a straight alley maze for food reward. Following training they were placed into one of two extinction conditions. In one condition rats were allowed to run to an empty goal box (i.e. response extinction). In a second condition rats were placed into an empty goal box without making a running response (i.e. latent or non-response extinction). Prior to each daily session of extinction training, rats received intra-hippocampal infusions of either the local anesthetic bupivacaine (0.75% solution/0.5 ul), or saline. Rats receiving saline infusions displayed extinction behavior in both the response and non-response conditions. In contrast, rats receiving intra-hippocampal infusions ofbupivacaine extinguished normally in the response condition, but did not display nonresponse extinction. This latent extinction effect was enhanced by decreasing the amount of time between the last extinction trial and the probe trial. Additionally, administering extinction training and probe trials in different contexts did not appear to prevent latent extinction, however large variability may be masking this effect. The new context administered during extinction prevented latent extinction in some animals, but not others. These findings suggest that, similar to initial acquisition, the learning that occurs during extinction also involves multiple memory systems. Specifically, the hippocampus may selectively mediate extinction under conditions in which new stimulus-response learning is prevented.

Thesis (Ph.D.) - Simon Fraser University, 2005. / Theses (Dept. of Psychology) / Simon Fraser University. Also issued in digital format and available on the World Wide Web.

Thesis (Ph. D.)--University of Michigan, 1923. / Published also as Psychological review publications Psychological monographs, vol. 34, no. 8. Includes bibliographical references (p. 59-60).

Thesis (Ph. D.)--Catholic University of America, 1941. / Published also as Catholic university of America, Educational research monographs, vol. xii, no. 4. Bibliography: p. 67-69.