<p>The book presents in eight chapters our actual knowledge on memory for actions and it gives room to the proponents of the opposing models to develop their view for explaining action memory. In Chapter one, Hubert Zimmer and Ronald Cohen summarize the results of laboratory research on action, i. e. memory for self-performed actions. In Chapter two, Melissa Guynn, Mark McDaniel and Gilles Einstein extend this field on memory for intended actions. They present their view on the prospective memory of actions, and they demonstrate the importance of automatic retrieval in prospective memory. In the following chapter, Johannes Engelkamp presents his motor oriented explanation of action memory. He claims that output processes strongly contribute to memory for performed actions, and that the information which is critical for memory is closely related to the information used in the motor control of overt performance. Reza Kormi-Nouri and Lars-Göran Nilsson (Chapter four) completely disagree with this position. They argue that performing actions may cause specific processes, but that nevertheless action memory is part of a unique episodic memory which stores all types of episodes in a similar way. In the following chapter, Mary Ann Foley and Hilary Ratner put action memory in the broader context of activity memory. Everyday actions are usually performed in social contexts and they are goal-oriented. This aspect is seldom relevant in laboratory research, but the authors show that it is of importance for everyday memory. Then two brief chapters follow in which Nilsson and Kormi-Nouri on the one hand, and Engelkamp on the other hand mutually comment on each others position. In the closing chapter, Hubert Zimmer discusses the presented different attempts in parallel. He is doing this by taking into account the different processes and brain modules which are necessary for a successful control of actions.</p>

Memory for Action : A Distinct Form of Episodic Memory (Counterpoints)

Health, Fitness & Dieting

Foley, Mary Ann

Engelkamp, Johannes

Zimmer, Hubert D.

Cohen, Ronald L.

Guynn, Melissa J.

Kormi-Nouri, Reza

Psychology & Counseling

Oxford University Press

<p>1. Remembering Actions: A Specific Type of Memory?, Hubert D. Zimmer and Ronald Cohen 2. Remembering to Perform Actions: A Different Type of Memory?, Melissa J. Guynn, Mark A. Daniel, and Gilles O. Einstein 3. Action Memory: A System-oriented Approach, Johannes Engelkamp 4. The Motor Component is not Crucial!, Reza Kormi-Nouri and Lars-Gran Nilsson 5. The Role of Action-Based Structures in Activity Memory, Mary Ann Foley and Hilary Horn Ratner 6. Comment: What is the Meaning of a Memory-Systems Approach? Lars-Gran Nilsson and Reza Kormi-Nouri 7. Comment: What Does it Mean that the Motor Component is Not Crucial? Comments on, Kormi-Nouri and Nilsson Johannes Engelkamp 8. Why Do Actions Speak Louder than Words: Action Memory as a Variant of Encoding Manipulations or the Result of a Specific Memory System?, Hubert D. Zimmer</p>

Memory for Action: A Distinct Form of Episodic Memory? (Counterpoints: Cognition, Memory, and Language)

Psychological experiments demonstrate that we remember self-performed actions better and more easily than actions performed by others, which we only perceived, or actions which were only reported to us. In everyday life, we remember whether or not we have already performed certain actions. Questions such as "Did you get some petrol?", "Did you pay the waiter?", "Have you posted the letter?" as a rule can be answered without difficulty. It would be embarrassing if we could not remember whether or not we had done something. Imagine forgetting that you had just put petrol in the car, and immediately driving into the next gas station to fill up again, or forgetting that you had paid the waiter in a restaurant, and trying to pay again. It is the aim of this book to explain why we remember our own actions so well. In doing so, it offers a comprehensive survey of research and theory in this field of memory psychology. The author describes the development of research in the light of recent theory. The broader objective of the book is to contribute to a theory of episodic memory. Although the study of memory for actions was derived from general assumptions about episodic memory, the studies quickly revealed new and surprising memory phenomena. Specific laws of memory for self-performed actions are discussed, which are entirely distinct from the laws of verbal learning.

Memory for Actions (Essays in Cognitive Psychology)

Psychology Press

Our memory of simple action phrases such as "comb your hair" improves by about 50 percent when we actually act out the phrase. Extensive studies on this self-performance effect, which is not explained by any of the current theories of episodic memory, led the authors of this work to develop a multi-modal approach to the understanding of memory, which not only takes account of the traditional nonverbal (visual) systems, but also includes the influence of the motor system and actions on memory. The central ideal of this model is that human information processing is to a certain extent decentralized, and that episodic memory performance depends not only on central information processing, but also on which systems are actually involved in the encoding and retrieval of the material. This work describes the practical evidence and theoretical background of this model, which not only challenges current concepts in the psychology of memory, but also has potentially important implications about how people might best learn and remember information in our increasingly "multi-dimensional" information age. This clearly-written discussion is intended for anyone involved with memory - psychologists, educators, psychophysiologists, and graduate students in these fields.

Human Memory: A Multimodal Approach

Hogrefe & Huber Pub

Dieses Lehrbuch gibt einen Überblick über „klassische“ Theorien, Modelle und Studien der Lern- und Gedächtnispsychologie. Darüber hinaus behandelt es das Thema „zielgerichtetes Verhalten“ und wie dieses mit Lern- und Gedächtnisprozessen zusammenhängt. Es dient damit als Einführung in die für das Psychologiestudium zentrale Grundlagenforschung zu Lern- und Gedächtnisprozessen, als Vertiefungslektüre in einigen ausgewählten Teilgebieten sowie als Fundament für die Anwendungsgebiete der Psychologie. Eine Begleit-Website auf www.lehrbuch-psychologie.de bietet Lern-Tools für Studierende und Materialien für Dozenten.

Lern- und Gedächtnispsychologie (Springer-Lehrbuch) (German Edition)

Hoffmann, Joachim

Springer

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