Thesis (M.Psych.(Clinical)/Ph.D.)--University of Western Australia, 2006.

Thesis (D. Psych.)--Victoria University (Melbourne, Vic.), 2007.

Thesis (Ph. D.)--University of Queensland, 2003. / Copy missing chapter 1. Includes bibliographical references.

Thesis (M. Sc.)--University of Canterbury, 2006. / Typescript (photocopy). Includes bibliographical references (leaves 71-75). Also available via the World Wide Web.

This thesis investigates source memory for performed and observed actions in recall and recognition tasks. The motor simulation account predicts that motor activation during action observation results in source misattributions of observed actions as self-performed. Alternatively, source judgements at test may be based on the evaluation of source features (source monitoring framework) or memory strength (relative strength account). Experiments 1, 2 and 3 in Chapter 2 test if the motor simulation account explains false memories of self-performance after observation. Interfering with participants’ ability to encode the motor trace during observation does not reduce participants’ propensity to falsely recall observed actions as performed, but increases it. Experiment 4 in Chapter 3 manipulates motor and visual interference at retrieval. Participants’ false recognition of observed actions as performed and performed actions as observed is not significantly affected by motor or visual interference. Experiments 5, 6 and 7 in Chapter 4 test if participants are better able to discriminate performed and observed actions if they generate the idea for the action they perform themselves. Participants’ source discrimination in a recall task improves if they generate the ideas for self-performed actions (Experiment 5 and 6), only if they do not also generate ideas for actions they observe (Experiment 7). Experiment 8 in Chapter 5 manipulates participants’ visual perspective of actions they observe. There is no evidence for a significant effect of visual perspective during observation on subsequent false memories of self-performance in a recognition paradigm. In my thesis I find no substantial support for a motor simulation account. While the results are broadly compatible with the source monitoring framework, model-based analyses show that participants’ performance may be based on items’ overall strength, in line with the relative strength account, rather than evaluation of source features.

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)

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This paper explores different aspects of transactional memory to identify general patterns and analyze what direction software transactional memory research may be headed. Hybrid hardware-accelerated transactional memory is shown as a better long-term solution than purely software or hardware transactional memory, based on performance and the fundamental issue of software complexity. The appendix provides a chronologically ordered summary of significant transactional memory implementations and transactional memory specific benchmarks. / text

This dissertation is about the nature and epistemic significance of remembering. Recent philosophical work has exploited the constructive nature of memory to weaken its relationship to knowledge. Against this, I argue that memory's constructive nature actually helps us to understand memory as a source, and remembering a species, of knowledge. I provide a positive account of remembering facts, objects, and events. In light of this account, I offer philosophical insights concerning memory's relation to other epistemic sources. / text

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