Memory Study
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Memory Study
The study of human memory and in particular the attempts to distinguish between
different types of memory have benn investigated for the last century.
Philosophy, psychiatry and psychologh have all contributed to this study.
Korsakoff, Freud and Ebbinghaus are among the early contributers. Although their
observations were not always methodological as strict as with current research
they did play a vital role. One critisim of the early work was that there were
few attempts to develope theroetical accounts of the dissociations that they
observed (Schacter, 1989). This is of great importance to the study of implicit
memory. One of the earliest uses of 'implicit' and 'explicit' memory
distinctions in research was by Wiliam McDougall (Outline of psychology, 1924).
This distinction defined 'explicit' memory as involving conscious recollection
of a past event and 'implicit' memory as involving a change in behaviour that is
attriduted to a recent event but contains no conscious recollection or explicit
reference. (Schacter, 1989). Much of the controvacy that surrounds implicit
memory study centeres arround its definition. Whether it defines the pretest
situation or a theoritical construct of the underlying memory process. The main
argument is that if similiar items must share common features if they are to
belong to the same catagory of test or process. " Some ttheorists, for
example, have argued that different manifestations of memory are attributable to
the operation of the distinct memory systems(e.g. Schacter 1989; Squire 1992;
Tulving 1993; Tulving and Schacter 1990). Others argue that these different
manifestations are consistent with a process viewpoint (e.g. Jacoby et al.
1989a; Kolers and Roediger 1984; Roediger 1990; Roediger et al 1989)." From
Richardson-Klavehn (1996). To explicate the positions, a review of the
experimental evidence is necessary. Recently five main areas have informed
research into implicit memory, Schacter (1989).These are savings during
learning, effects of subliminally encoded stimuli, learning and conditioning
without awareness, repetition priming and preserved learning in amnesic
patients. These are reviewed in turn. Savings are the ability to relearn
previously learned material in the absence of any knowledge of the previous
learning situation. Although there is an influence of the previous learning
situation on proformance. The most conclusive evidence for this comes from
Nelson (1978), who has shown savings for i...
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