Theses (Psy. D.)--Marshall University, 2005. / Title from document title page. Includes abstract. Document formatted into pages: contains v, 83 pages. Bibliography: p. 65-75.

Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Oct. 22, 2007). Directed by Michael J. Kane; submitted to the Dept. of Psychology. Includes bibliographical references (p. 76-82).

Thesis (M.M.) Florida State University, 2005. / Advisor: Jayne M. Standley, Florida State University, College of Music. Title and description from dissertation home page (viewed 6-25-07). Document formatted into pages; contains 28 pages. Includes biographical sketch. Includes bibliographical references.

AN ABSTRACT OF THE THESIS OF Tommy J Reyes, Master of Fine Arts degree in Mass Communication and Media Arts, presented on April 12, 2010, at Southern Illinois University at Carbondale. TITLE: MEMORIAS MEDIADAS Y EL ARCHIVO MAJOR PROFESSOR: Antonio Martinez Memorias Mediadas y el Archivo takes as its starting point journals that I have kept for about twenty-seven years. I started writing in therapy, at the age of seven, to help me cope with the death of my father. Even though therapy only lasted a few months, I continued to write, and even to this day I continue to keep an electronic journal. Memorias Mediadas y el Archivo in its simplest terms is a re-creation. This project explores my life through photographs that I am calling and describing as memorias mediadas (English translation, mediated memories). My goal is to move outside the deeply personal by creating a visual language system that consists of color, composition, and production. It is within this visual system that I am attempting to maneuver outside the personal, or confessional, and connect with the viewer in a way that does not center on me; instead, the connection is with the work and our shared experience of viewing the photographs, not my personal story. I believe in connecting with the viewer on a common visual ground, which allows them to interpret the work based on their own experiences and not my minority status. I believe that our identities are constructed by the way we choose our outward appearance and how the world sees us at first glance. With that in mind, I define mediated memories as a series of screens both physical and metaphorical that present my constructed identity for the purpose of creating a system of signifiers for an informed audience. It is with this system that I am able to direct the viewer's gaze through the world of the photographs. These screens are put into place to act as translating and distorting layers, like a series of screen doors, distorting the view looking out and the view looking in. By creating this visual language system I not only distort my remembered personal experience for the viewer, I create a simulation of truth based on my personal archive. This becomes the first screen of mediation. In this paper I will explore and reflect on my desire to create these mediated screens, which I have put into place for the purpose of distorting deeply personal events.

Stress has been found to both facilitate and impair memory depending on the memory phase during which the stressor occurs. Generally, stress has been shown to facilitate memory consolidation and impair retrieval. Research has revealed conflicting findings regarding the effect of stress on encoding. While some studies have demonstrated an impairing effect, others have found a facilitatory effect of stress on memory performance. To explain these findings, researchers have suggested a time-dependent effect of stress on memory. Stress is proposed to facilitate memory for temporally proximate events and impair memory for events occurring after a delay. The current study sought to test this hypothesis. Participants were exposed to a cold pressor stress manipulation then randomly assigned to a delay interval between 0 and 60 minutes long. After the delay, participants learned a series of positive, negative and neutral word pairs, and were given a 24 hour delayed cued recall test. Results demonstrated that a cubic regression model was able to significantly predict memory performance based on delay. However, the results differed depending on the sex of the participants. While female participants displayed the expected increased performance at short delays and decreased performance at 15 to 40 minute delay intervals, male participants displayed increased performance at 20 to 35 minute delay intervals. As discussed, a potential explanation for these findings is that the magnitude, direction and time course of the effect of stress on memory may depend on the perceived severity of the stressor and the extent to which participants experience increase activity in the sympathetic-adrenal-medullary axis, hypothalamic-pituitary-adrenal axis or both.

The dissertation explores the effect of the knowledge base on the acquisition of memory strategies. It is postulated that 'salient' categories - highly elaborated categorial structures in the knowledge base - facilitate memory performance so that elevated levels of clustering and recall, and an emergent organisational strategy, can be expected in young children's memory performance with such categories. Two multitrial, free-recall experiments were conducted to test the hypothesis. The first experiment analysed the memory performance of preschool children and adults on category type (salient versus nonsalient categories). The second experiment analysed the effect of category saliency on memory search processes. The experiments yielded evidence suggesting that highly salient items in the knowledge base are easily activated during the course of memory retrieval, resulting in enhanced levels of recall with such items, and the early manifestation of an organisational strategy. / Psychology / M.A. (Psychology)

Made available in DSpace on 2015-07-22T20:50:26Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-02-27. Added 1 bitstream(s) on 2015-08-11T03:25:45Z : No. of bitstreams: 1 Publico-10798.pdf: 287574 bytes, checksum: 9581f17a4cb95daa9eddcdfb727c1439 (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Associação Fundo de Incentivo à Psicofarmacologia (AFIP) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Segundo o modelo de memória operacional de Baddeley e Hitch (1974), a alça fonológica é um subsistema de armazenamento temporário, necessário para a recordação de curto prazo de material verbal, ao passo que o executivo central é um sistema responsável por manipular estas informações. O armazenamento de seqüências verbais pode depender do tamanho e similaridade fonológica das palavras e contexto semântico no qual as palavras se inserem. Há controvérsias acerca de como se dá o armazenamento e manipulação de material melódico na memória operacional. Este trabalho pretendeu investigar se a memória operacional é capaz de lidar igualmente com sons verbais (números e pseudopalavras) e não-verbais (tons) e, com isso, verificar se o executivo central manipula de forma semelhante estes três tipos de material através da comparação do teste de amplitude, na ordem direta e inversa, para dígitos, pseudopalavras e tons em três grupos: cantores amadores, cantores profissionais e músicos com ouvido absoluto. Na ordem inversa, a amplitude melódica foi menor que a amplitude para material verbal, com ou sem significado, o que sugere que material melódico tem características diferentes do material verbal, pois a manipulação de seqüências melódicas na memória operacional foi mais difícil do que a manipulação de seqüências verbais para os três grupos experimentais. Porém, quando há a utilização de estratégias verbais ou mistas (verbal e qualquer outra) para a recordação dos tons, ocorre um aumento na amplitude melódica na ordem direta no grupo de ouvido absoluto, indicando que a associação de códigos verbais aos tons pode ajudar na evocação. Porém, não há aumento de amplitude melódica na ordem inversa, possivelmente pelo uso de outra estratégia diferente da estratégia verbal neste caso. Os resultados ainda não permitem afirmar a existência de uma alça exclusiva para material melódico, mas dão suporte à necessidade de se caracterizar melhor as condições em que seqüências melódicas são armazenadas e manipuladas na memória operacional. / According to the working memory model proposed by Baddeley & Hitch (1974), the phonological loop is a temporary storage subsystem, needed for verbal material short term recall, while central executive is a system responsible for manipulating that kind of information. The storage of speech-related sequences may depend on the length (in number of syllables), phonological similarity of words and semantic context they are inserted into. There are controversies about how the storage and manipulation of melodic material is made in working memory. This study intended to investigate whether working memory can deal in the same way with verbal sounds (numbers and pseudowords) and non-verbal sounds (tones) and, thus, verify whether the central executive manipulates similarly those three kinds of material by comparing forward and backward span tests for digits, pseudowords and tones of three groups: amateur singers, professional singers and absolute pitch musicians. We found that backward melodic span was lower than backward verbal span, meaningful or meaningless, suggesting that melodic material has different characteristics from verbal material, since manipulation of melodic sequences in working memory was harder for all three experimental groups. However, in absolute pitch group, when one uses purely verbal or mixed (verbal and any other) strategies for tones recall, there is an increase in forward melodic span, indicating that verbal association to tones may help evocation. But there is no increase in backward melodic span, probably because absolute pitch musicians used some other strategy different from the verbal one (used in forward recall) to recall tones in backward. Although those results do not allow us to affirm the existence of an exclusive loop for melodic material, they give support the need of further investigation to better characterize melodic material storage and its manipulation in working memory. / TEDE / BV UNIFESP: Teses e dissertações

Selective retrieval impairs retrieval of related unwanted information, an effect known as retrieval-induced forgetting (Anderson, Bjork & Bjork, 1994). Previous research has indicated that person memory is subject to retrieval-induced forgetting while metacognitive judgements of likeability are not influenced by the effect (Storm, Bjork & Bjork, 2005). This finding is consistent with research on 'on-line' judgements, which suggest that there is little or no relationship between memory content and impression judgements (Hastie & Park, 1986). The present thesis presents five experiments that further explore the relationship between availability of information in memory, via retrieval-induced forgetting of valenced personality traits, and honesty judgement ratings. In Experiment 1 retrieval-induced forgetting was found for positive and negative traits. In Experiments 2A and 2B retrieval-induced forgetting was found for negative traits relating to female and male targets rated as honest or dishonest. Experiment 3 demonstrated no retrieval-induced forgetting effects for positive or negative traits associated with perceived honest and dishonest target professionals. In Experiment 4, an independent cue method was used to measure the presence of inhibitory processes in the retrieval practice paradigm. No retrieval-induced forgetting effect was found indicating the presence of non-inhibitory processes. In Experiments 5A-5D, participants first studied neutral and positive (Experiments 5A and 5C), and neutral and negative (Experiments 5B and 5D), traits about a target. A behavioural task was administered either prior to the final recall phase (Experiment 5A and 5B) or after the recall phase (Experiments 5C and 5D). Although all four experiments demonstrated significant retrieval-induced forgetting of positive and negative trait information on the recall task, there was a retrieval-induced forgetting effect on the behavioural task when it was administered before the recall phase and a rebound effect on the behavioural task when it was administered after the recall phase. Results from the present thesis also demonstrate that while overall findings suggest that retrieval-induced forgetting of valenced information does occur, it does not significantly influence the affective impression of that person. These results are discussed in terms of the literature on metacognitive judgements and the relationship between memory and social judgements.

The study was designed to determine the effect delay of knowledge of results has on the acquisition and retention of novel multiplication facts presented in a classroom situation. Nine third grade classed, divided into three groups, were presented the task of learning fourteen novel facts. For group 1, a novel problem was read followed by a three second response interval during which the students recorded their answers. Knowledge of results, a reading of the problem and correct answer, was presented immediately after the response interval. For group 2, knowledge of results was provided after completion of all the problems and corresponding response intervals. For group 3, no knowledge of results was presented. The treatments were administered on each of five consecutive days. A criterion test, consisting of a tape-recording of a reading of all the multiplication problems, was administered before the treatments, immediately after completion of the treatments, and six days after completion of the treatments. The difference between the number of novel problems answered correctly on the first and second administrations of the criterion test was defined as the measure of acquisition. Retention was defined as the corresponding difference between the first and third administrations of the criterion test. The one-tailed test for correlated samples was used to test the significance of the acquisition and the retention within each group. Analysis of covariance and Scheffe's test for multiple comparisons were used to test the significance of the differences in acquisition and in retention between the groups. An ancillary problem investigated concerned the relationship between delay of knowledge of results during the acquisition of the novel multiplication facts and the possible effects on performance on the non-novel facts. The differences between the number of non-novel problems answered correctly on the first and second administrations of the criterion test and between the number of non-novel problems answered correctly on the first and third administrations of the criterion test were analyzed using the same statistical tests as for acquisition and retention. The acquisition and retention of the novel multiplication facts were statistically, but not educationally, significant. The educational insignificance of these findings was attributed to the short period over which the experiment was conducted. In comparing groups the acquisition and retention of the novel facts were significantly greater for the two groups provided with knowledge of results than for the group provided with no knowledge of results. No significant difference existed between the group provided with immediate knowledge of results and the group provided with delayed knowledge of results. This apparent lack in difference was likely due to the small gains made by both groups. The number of non-novel problems answered correctly was significantly greater on the second and third administrations of the criterion test than on the first for the group provided with immediate knowledge of results during the acquisition of the novel facts. The number of non-novel problems answered correctly was significantly greater on the third administration of the criterion test than on the first for the group provided with delayed knowledge of results. All other differences were found to be insignificant. / Education, Faculty of / Graduate

The following series of experiments was designed to investigate verbal and visual coding differences for visually presented words and their corresponding pictures in a STM task. Results show that verbal and visual short-term coding depends on task requirements. In a free recall situation, words and pictures have to be labelled for the response task, and subsequent recall scores reflect verbal coding in both conditions. If verbal coding of pictures can be reduced, as in a recognition task, evidence for verbal and visual short-term coding processes can be obtained in conjunction with verbal interference and rehearsal activities during the retention interval. The damaging effects of verbal interference and the facilitative effects of verbal rehearsal for the verbal short-term store have been reconfirmed in this experiment. The same interpolated activities, in contrast, have been shown to exert an undifferentiated effect on the visual short-term store. The data are interpreted as supporting previous findings of the verbal short-term store characteristics. In contrast, the picture recognition data seem indicative of a visual short-term store. In contrast to the verbal store, however, the visual store shows a lack of, or at least an ineffective rehearsal mechanism in the given experimental situation. / Arts, Faculty of / Psychology, Department of / Graduate