Memory (Cognitive Psychology)

2 Relationships between personality, cortisol, dreaming and memory Adrian Parsons Supervisor: Ridwana Timol Page 2. 3 ... Further, neuroticism and introspectiveness have also been shown to have small but significant positive correlations (Blagrove & Akehurst, 2000; Hartmann ...

This paper explores the hypothesis that dreams function analogously to a computer's defragmentation process, organizing and optimizing mental "storage" by consolidating useful information, purging irrelevant data, and maintaining cognitive efficiency. We examine existing neuroscientific theories related to memory consolidation, reverse learning, and sleep's role in waste clearance. Additionally, we discuss the theological and historical significance of dreams, with a focus on their use in the Bible, suggesting that dreams may serve both biological and spiritual functions.

This article describes how photographs play a crucial role in producing a mental event reshaping perception (Foster and Scheinost, 2024), generating a use-wear supported shell net weight explanation alternative to the bead use of prehistoric punctured shells (Hatton, et al, 2019, Keegan, et al, 2009, Stein and Zechner, 2024, and Van Haeren, et al, 2013). We address how fabricated or altered photographs can create false memories (Wade and Read, 2002), though show that by strategically reconfiguring digital images of shell artifacts to align with prehistoric tool use studies (Keegan, et al, 2013), and a replica of a Blombos Cave (BBC) net with shell weights, a better visual guide, a synthetic memory (Innis and Silver, 2013) or cognitive gadget (Pain, 2024), is introduced, potentially reshaping archaeological consensus. This is important in Cognitive Archaeology as a step forward in mental evolution and brain evolution of the precuneus involved in bimanual processes and spatial thinking (Lombard, 2024) preceding by about 30,000 years the bow and arrow. Digital photographic editing helps us then think how the net would look and it was tested by creating a net with shell weights. As etched on the Blombos ochre stone (Stein and Zechner, 2024), the net had to have a diamond shaped webbing preventing the shells from entangling into the string when pulled out of the water. Widely separated or loosely fitted shells tangle much more easily compared to shells first strung together, then like a necklace, attached to the bottom of the net.

Más que un conjunto de técnicas para obtener información, la etnografía es, ante todo, una confrontación con la alteridad. Los testimonios etnográficos incluidos en esta investigación surgen de distintos contextos
socioculturales, en los cuales el antropólogo imprime su sello personal de acuerdo con su cultura. Algunos capítulos fueron escritos durante la pandemia y ponen de manifiesto las experiencias que impactaron particularmente la vida personal y la formación profesional del investigador. Como resultado, las narraciones ponen de manifiesto que, al estudiar la realidad cultural, se generan diversos estados anímicos tanto en el etnógrafo como en las personas con quienes trabaja. La finalidad de estas descripciones es evidenciar que el antropólogo no está exento de subjetividades; por el contrario, son inherentes a su percepción y constituyen una parte sustancial de su labor. Además de interpretar el modo de vida, su enfoque descriptivo se basa en una búsqueda personal que busca empatizar sinceramente con el otro y valorar las circunstancias en las que se desarrolla este oficio.

We present Mem|8, a novel memory system architecture that utilizes wave-based patterns and grid structures to process, store, and adapt memories across multiple modalities. Unlike traditional memory systems that rely on static storage or simple decay mechanisms, Mem|8 implements a dynamic wave-based approach where memories propagate and interact like waves in an ocean, with importance acting as amplitude and temporal relationships forming interference patterns. This approach enables more natural memory dynamics including reinforcement, decay, and pattern emergence. We augment this with comprehensive emotional modeling, ethical safeguards, and collaborative features like Hot Tub Mode for safe exploration. Our experimental results show that Mem|8 outperforms traditional memory architectures on tasks requiring temporal reasoning, emotional intelligence, and ethical decision making.

In this paper, mindfulness and metaphors in psychotherapy with their ability to alter the brain and regulate emotion are reviewed, along with music that shapes brain structure and function with its ability to awaken musical memory in seniors with dementia. The mathematical principles of musical harmony and rhythm are seen as part of nature's laws, hard-wired into the human brain as internal sounding boards of neural oscillators, referred to by William Shakespeare, Albert Einstein, and others as the "music of the spheres." Adlerian psychology's "lifestyle"-the characteristic pattern of how an individual acts, thinks, and perceives-is viewed as a theme in a musical melody following Arthur Schopenhauer's ideas. Consistent with modern neuroscience, it is theorized that listening to music and its rhythms reshapes this recurring private logic into its feeling-toned essence that can awaken the musical memory of self in seniors with dementia. This is one of many examples of how music has been used to help heal listeners throughout the ages.

Ergenlik biyo-psiko-sosyal gelisimin cok hizli oldugu cocukluk ve yetiskinlik arasinda gelisimsel zorlanmalarin siklikla yasandigi kaotik bir surectir. Cinselli-gin yogun olarak hissedilmeye baslandigi, cinsellige karsi yogun ilgi ve merakin olustugu ve cinsel durtulerin kontrol edilmesinde gucluklerin yasandigi ergenlik donemi cinsel suc davranisi acisindan riskli bir donemdir. Bu calismada ergenlik doneminde gorulen cinsel suc davranisinin ortaya cikmasinda hangi faktorlerin etkili oldugu arastirilmak istenmektedir. Bu amacla cinsel suc nedeniyle hukum giymis ergenlerle genis gorusmeler yapilarak cocugun suc davranisinda etkili olabilecegi dusunulen cevresel, kulturel, bireysel ve bilissel faktorler degerlendi-rilmistir.  Calisma grubu cinsel suctan hukumlu bulunan 15-17 yas araliginda 50 erkek er-gen ile herhangi bir suc kaydi olmayan 15-17 yas araliginda 50 erkek ergenden olusmaktadir. Katilimcilara arastirmaci tarafindan hazirlanan gorusme formu, duygu duzenlemede guclukler olc...

This paper presents a model of dynamic cognition. That model is humanly produced in the first section. The second section is the A.I. answer to the command to explain how attitudes and values work in cognition, as a comparison to the Buch’s The Dynamic of Cognition Model. The last section of the paper is a bibliography of readings on the subject.

Pessoa como parte dos requisitos para a obtenção do grau de licenciada em Psicologia, ramo Clínica, sob a orientação da Prof. Doutora Inês Gomes. v RESUMO A fluência verbal é uma tarefa cognitiva complexa que envolve processos linguísticos, mnésicos e executivos que, de forma directa ou indirecta, dependem do bom funcionamento do lobo frontal e das regiões subcorticais a ele associadas. Como a Doença de Parkinson (DP) implica um comprometimento destas regiões, observa-se uma diminuição de desempenho nas tarefas de fluência verbal. Desta forma, tais tarefas têm-se revelado boas indicadoras de disfunção cerebral e, mais especificamente, têm-se mostrado sensíveis a alterações da doença e bons preditores de demência. O presente estudo tem como objectivo geral avaliar se a fluência verbal na Doença de Parkinson se encontra diminuída em estádios iniciais da doença (estádios II e III na Escala de Hoehn & Yahr). Concretamente, participaram 40 sujeitos, metade com DP e a outra metade sem DP. Nenhum dos participantes apresentava defeito cognitivo, nem diferiam quanto a níveis de ansiedade e depressão. A avaliação da fluência verbal foi feita através de três provas de fluência verbal semântica (animais, nomes de pessoas e artigos de comer) e três provas de fluência verbal fonémica (letras P, R e M). Os resultados observados evidenciaram que os sujeitos com DP apresentaram uma fluência verbal total inferior aos sujeitos sem doença. Contudo, quer para a fluência verbal fonémica, quer para a fluência verbal semântica, não foram observadas diferenças significativas entre os grupos. Relativamente às repetições, os sujeitos com DP proferiram-nas em maior número, comparativamente com os sujeitos sem DP, sendo as diferenças significativas apenas para a tarefa de fluência verbal fonémica. No que diz respeito ao grupo com DP, não se verificaram diferenças significativas entre os estádios II e III nas provas de fluência verbal. No seu conjunto, os resultados obtidos sugerem que nos estádios iniciais de DP, e na ausência de demência, não se verificam efectivas alterações a nível da fluência verbal, tornando-se necessária a condução de futuros estudos para elucidar melhor esta questão. vi A alma é divina e a obra é imperfeita. Este padrão sinala ao vento e aos céus Que, da obra sonhada, é minha a parte feita: O por-fazer é só com Deus. Fernando Pessoa vii AGRADECIMENTOS À Prof. Doutora Inês Gomes por todo o tempo que me dispensou, por toda a atenção e paciência e pelos importantes ensinamentos que me transmitiu. Professora, só com a sua excelente orientação é que se tornou possível a realização deste trabalho e a tão importante conclusão deste curso. OBRIGADA! À Dr.ª Joana Pais por me ter proporcionado a fundamental componente prática do curso, por toda a ajuda disponibilizada para este estudo e, acima de tudo, pela confiança e pelas oportunidades que me tem concedido. À Universidade Fernando Pessoa por me ter proporcionado o melhor para que pudesse, com sucesso, terminar este curso superior. Em especial, agradeço a todos os meus professores pela dedicação, pela competência e pelo saber transmitido. Ao Hospital S. Sebastião por ter autorizado e facilitado a realização do presente estudo. Aos meus queridos pais, por todo o amor, carinho, dedicação e paciência. Realizei o vosso sonho! Realizei o meu sonho! Obrigada por tudo o que fizeram por mim! Obrigada por terem feito de mim quem sou! Obrigada por serem assim! Às minhas amigas Cláudia, Fi, Ana (Hugo incluído), Diana e Sara pelos cinco anos de aventuras e desventuras. Nada poderá apagar os inesquecíveis momentos de diversão pelos quais passámos, nem o precioso apoio nos piores momentos da minha vida. Obrigada pela vossa sempre presente amizade! A todos os meus colegas de curso que, de forma directa ou indirecta, acabaram por contribuir positivamente para o sucesso da minha formação. À Teresa e à D. Aida pelo carinho com que sempre me receberam e pelo apoio (e almoços) que me deram.

This study aims to investigate the convergence of neural trauma, gendered oppression and memory in Toni Morrison’s Beloved through the perspective of neuro-feminism. Bridging feminist critiques of neuroscience with trauma theory, the research assesses the cognitive and psychological effects of slavery on enslaved women, specifically Sethe and Denver in Beloved. This research analyzes the novel’s nonlinear narrative structure and the characters’ psychological struggles in light of the traumatic neurological mechanisms, such as memory fragmentation, dissociation, and post-traumatic stress disorder (PTSD). It also asks how gendered oppression exacerbates neural trauma, hindering agency and entrenching systemic violence against Black women. The idea of neuroplasticity is  also touched on, with the interpersonal aspects of cognitive resilience and emotional repair developed into a model of communal storytelling and kinship. At the same time, this interrogation — through the lens of neurofeminism — reconsiders the often cognitive-centric neuroscientific paradigms that, at times, beyond the bounds of historical context, have acted as if trauma could be understood independent of the sociopolitical context in which its constituents developed. This study concludes that Morrison’s Beloved is a great literary meditation on the neurological traumas of enslavement and the agony toward selfhood and healing.

Memori berperan penting dalam proses belajar, dan teknik mnemonik terbukti efektif dalam meningkatkannya melalui asosiasi mental seperti gambar dan akronim. Penelitian ini mengevaluasi efektivitas latihan mnemonik pada mahasiswa Fakultas Psikologi Universitas X menggunakan desain eksperimen dengan kelompok kontrol. Hasil menunjukkan bahwa kelompok eksperimen mengalami peningkatan daya ingat yang signifikan dibandingkan kelompok kontrol. Temuan ini mendukung Teori Dual Coding dan chunking, yang memperkuat retensi informasi melalui jalur visual dan verbal. Kesimpulannya, teknik mnemonik dapat diterapkan dalam pendidikan untuk meningkatkan daya ingat mahasiswa.

This article explores the hypothesis that some cases of dementia may be a psychological defense mechanism rather than a neurodegenerative disease. It suggests that the intense emotional distress associated with aging—such as grief, loss of purpose, and societal neglect—may lead to dissociative symptoms resembling dementia. The concept of "dissociative dementia" is introduced, drawing parallels to conditions like Depressive Pseudodementia and Dissociative Fugue, where psychological factors cause cognitive decline that can sometimes be reversed. The article critiques the medical model of dementia for focusing solely on neurological causes while overlooking psychosocial factors. It argues that some elderly individuals may be misdiagnosed with dementia when, in fact, they are withdrawing into the past as a coping mechanism. This perspective raises ethical concerns about long-term care and suggests that trauma-informed therapy could benefit some individuals labeled as having dementia. A more holistic understanding of aging, incorporating psychological well-being, could improve diagnoses and care for the elderly.

This study investigated the vocabulary learning strategy used by 11 th grade students at Minh Khai High School and reported the results of gender differences in the use of vocabulary learning strategy. In the current study, the strategies are studied through a survey including questionnaire administered to 253 students at 11 grade in Minh Khai High School and interviews among 8 students picked out from the participants. It was followed by calculating the descriptive statistics on Statistical Package for the Social Sciences software (SPSS) and running a T-test, the study tried to examine if there is any difference in the male and female use of these strategies or not. In addition, the results revealed the most and least frequent used vocabulary learning strategies by the respondents. The study observed “ taking notes in class” and “studying sounds of words” were the strategies which language learners most often use to find the meanings of new

Cuprins
1 Ce este antrenament cognitiv?
2 Cui i se adresează antrenamentul cognitiv?
3 Recomandări ale antrenamentului cognitiv pentru copii
4 Resurse și suport pentru pacienți
5 Recomandări ale antrenamentului cognitiv pentru adulți
5.1 Antrenamentul cognitiv pentru adulții sănătoși
5.2 Antrenamentul cognitiv pentru adulții cu probleme de sănătate
6 Rolul NADH în susținerea abilităților cognitive
7 Concluzii
8 Referințe

Tapeçaria de luz laser, interactiva que mistura escultura, arquitectura, instalação e performance. O "tear" designado para urdir este "tecido" utiliza o principio da reflexão múltipla, produzindo uma trama visual, cuja aparência é modificada pela movimentação da audiência, que ao participar nesta experiência artística colaborativa, se torna co-criadora da obra. Obra de arte interactiva analógica, que não utilizou processamento digital, mas que, se apresentou como nova configuração óptica e ambiental, bem como referência da arte contemporânea pós digital. Computar sem computador, e calcular mais rápido do que o computador, apresentou-se como hipótese contrastante e de teor crítico à sociedade computadorizada e digitalizada da actualidade.

This phenomenological analysis defines consciousness as the interpretation of the human experience of time. As our embodied existence in the world unfolds over time, consciousness integrates our multisensory experiences of the past, the present, and the future, and generates our evolving sense of self and identity. This approach is consistent with the main features of predictive coding and the free energy principle and offers a functional definition of consciousness that resolves the hard problem by bridging the explanatory gap.

When one learns complex material, the important thing appears to be the ability to understand the material. ()lice understanding occurs, learning and remembering follow automatically. The conventional psychological literature says little about the processes involved in the learning of complex material--material that takes weeks, months, and even years to be learned. Yet, most adult learning is of this form. This paper examines some of the issues that are involved in this type of learning, issues such as the nature of understanding, the types of hypotheses that subjects bring to bear on the learning process, and the types of processes that need to be studied in order to understand the psychology of learning.

Lesion studies have demonstrated the prominent role of the hippocampus in spatial and contextual learning. To better understand how contextual information is processed in the CA3 region during learning, we focused on the CA3 autoassociative network hypothesis. We took advantage of a particularity of the mossy fibre (MF) synapses, i.e. their high zinc concentration, to reversibly disrupt the afferent MF pathway by microinfusions of an intracellular (DEDTC) or an extracellular (CaEDTA) zinc chelator into the CA3 area of the dorsal hippocampus of mice. Disruption of the CA3 network significantly impaired the acquisition and the consolidation of contextual fear conditioning, whereas contextual retrieval was unaffected. These results also suggest a heterogeneity between the cognitive processes underlying spatial and contextual memory that might be linked to the specific involvement of free zinc in contextual information processing.

Animals, including humans, can prioritize their behaviour to maximize reward. Do people have a bias to items associated with higher values, even when there is no current advantage in doing so? We thought such a bias might be useful in realistic learning situations. One would think this question has already been tested; however, previous studies investigating the effect of reward value on memory have used procedures for which there is a rational advantage to learning about high-value more than lowvalue items. To avoid this confound, in our procedures, learning only about high-value items could earn the same amount of reward as learning about only low-value items. Participants had to bet on, or against, a single word at a time (36 words total), where each word was associated with a probabilistic reward (high-value words: 80% chance of earning 10 points, 20% of 1 point; vice-versa for low-value words). In a subsequent, unrewarded lexical-decision task, we found enhanced accessibility (faster lexical decision response times) for the high-value than low-value words. However, both high-and low-value words were recalled equally during free recall. In a second experiment, we asked whether the bias would generalize to deterministic reward outcomes and a larger stimulus set (48 words). Both the lexical-decision bias and free recall effects were replicated. This may be the first effect of value on behaviour, a fundamental bias that may 'snowball' into larger and more complex biases in learning, favouring high-value over low-value items, as those items are re-used in future learning experiences.

A common finding is that items associated with higher reward value are subsequently remembered better than items associated with lower value. A confounding factor is that when a higher value stimuli is presented, this typically signals to participants that it is now a particularly important time to engage in the task. When this was controlled, Madan et al. (2012) still found a large value-bias of memory. Their value-learning procedure, however, explicitly pitted highagainst low-value words. Our novel value-learning procedure trained words one at a time, avoiding direct competition between words, but with no difference in words signalling participants to engage in the task. Results converged on null effects of value on subsequent free recall accuracy. Re-analyses attributed Madan et al.’s value-bias to competition between choice items that were paired during learning. Value may not bias memory if it does not signal task importance or induce inter-item competition.

Simulation theory is a radical and yet increasingly popular view about episodic memory. It is the view that episodic memory and episodic simulation are the same natural kind. I argue that while simulation theory offers an important insight, it also makes an overreach. While episodic memory and episodic simulation likely reflect a common natural kind, they also differ in natural kind. They differ in natural kind because episodic memory is partly defined by projectible properties and memory trace mechanisms that episodic simulation lacks.

There is a long-standing division in memory research between hippocampus-dependent memory and non-hippocampusdependent memory, as only the latter can be acquired and retrieved in the absence of normal hippocampal function 1,2 . Consolidation of hippocampus-dependent memory, in particular, is strongly supported by sleep 3-5 . Here we show that the formation of longterm representations in a rat model of non-hippocampus-dependent memory depends not only on sleep but also on activation of a hippocampus-dependent mechanism during sleep. Rats encoded non-hippocampus-dependent (novel-object recognition 6-8 ) and hippocampus-dependent (object-place recognition) memories before a two-hour period of sleep or wakefulness. Memory was tested either immediately thereafter or remotely (after one or three weeks). Whereas object-place recognition memory was stronger for rats that had slept after encoding (rather than being awake) at both immediate and remote testing, novel-object recognition memory profited from sleep only three weeks after encoding, at which point it was preserved in rats that had slept after encoding but not in those that had been awake. Notably, inactivation of the hippocampus during post-encoding sleep by intrahippocampal injection of muscimol abolished the sleep-induced enhancement of remote novel-object recognition memory. By contrast, muscimol injection before remote retrieval or memory encoding had no effect on test performance, confirming that the encoding and retrieval of novel-object recognition memory are hippocampus-independent. Remote novel-object recognition memory was associated with spindle activity during post-encoding slow-wave sleep, consistent with the view that neuronal memory replay during slow-wave sleep contributes to long-term memory formation. Our results indicate that the hippocampus has an important role in long-term consolidation during sleep even for memories that have previously been considered hippocampus-independent. Since the description of the patient H.M., who underwent bilateral removal of large portions of the hippocampus and suffered from severe anterograde amnesia, the distinction between hippocampus-dependent and non-hippocampus-dependent forms of memory has been widely accepted 1,2,9 . Encoding and retrieval of hippocampus-dependent memories require the hippocampus, whereas this is not the case for non-hippocampus-dependent memory, which is otherwise comprised of rather heterogeneous kinds of memory (motor skills, cue fear conditioning and so on). The 'standard consolidation theory' and recent advances 2,9,10 assume that memory of episodes, and in particular the relations among their elements, are initially encoded into hippocampal networks, but that during consolidation the representations are redistributed over days, weeks, and months to neocortical networks that serve as long-term stores. In this way these memories may become independent of the hippocampus 9,11 . Sleep is known to support memory consolidation [3][4][5] . Sleep after memory encoding robustly enhances hippocampus-dependent memory, although there is also evidence that sleep enhances non-hippocampus-dependent forms of memory 12 . With regard to

Se presentan los resultados obtenidos en la aplicación de un programa multicomponente de tipo cognitivo-conductual sobre un grupo de pacientes adolescentes diagnosticadas de Trastorno de la Conducta Alimentaria No Especificado (TCANE). Formaron parte de la intervención cuatro mujeres con edades comprendidas entre 12 y 15 años que habían acudido a la Unidad de Salud Mental Infanto-Juvenil por presentar problemas de la conducta alimentaria. El tratamiento fue aplicado a lo largo de 20 sesiones con una frecuencia semanal y en formato grupal. En cada sesión se repasaron las tareas para casa y se plantearon diferentes contenidos para la intervención con el grupo, con el objetivo de cubrir las necesidades detectadas en las pacientes: actitud frente a la alimentación, insatisfacción con la imagen corporal, distorsión de la imagen corporal, autoestima y relaciones interpersonales. Al finalizar el programa se observó una mejoría clínica de las pacientes, especialmente de aquéllas que asistieron regularmente a las sesiones y participaron de forma activa. Se observó un aumento de la autoestima, menor insatisfacción corporal y distorsión corporal, un cambio positivo en la actitud frente a la alimentación, y una mejora en las relaciones interpersonales.

Desde las ciencias sociales llevamos muchos años definiendo, conceptualizando, revisando y utilizando diferentes terapias aplicadas a la problemática que acompaña a la Enfermedad de Alzheimer. Es cierto que resulta muy complicado demostrar la eficacia de estos tratamientos sobre la función cognitiva, pero su aplicabilidad sobre el comportamiento, los trastornos conductuales, las emociones y el mantenimiento de la independencia es innegable. Queremos reflexionar, desde nuestra experiencia práctica de 20 años, sobre la actualidad de estas terapias, su aplicación, eficacia y futuro en el afrontamiento diario de la enfermedad. From social sciences, we have been for many years defining, conceptualizing, revising and using different therapies for the set of problems which go with Alzheimer Disease. It is certainly very complicated to prove the efficiency of these treatments on the cognitive function, but their applicability on behaviour, behavioural disorders, emotions and the maintenance of the independence is undeniable. From our practical experience of 20 years, we want to reflect on the current importance of these therapies, their application, efficiency and future in the daily confronting of the disease.

The issue of Cartesian influence on Beckett’s works is considered to be one of the classic themes in studies of Beckett (Feldman, 2006, 225). Cartesian influence on Beckett’s late works, however, has received less theoretical attention, and to my knowledge no attention at all as far as the work Imagination Dead Imagine is concerned. Over and above the central attempt to indicate affinities between Imagination Dead Imagine and Cartesian thought, my purpose in the present article is to suggest certain thought processes and conceptual structures that seem to lie beneath the imaginative surface. This ‘exposure’, in addition to the proposal to understand Imagination Dead Imagine as an interrogation of the limits of imagination itself, might throw new light on a work that several critics have considered to be quite enigmatic (Degani-Raz, 2012, p. 223).

Humanoids represent the very best of human potential and imagination, weaving threads of creativity and teamwork into the fabric of innovation. They have developed the capacity to communicate, acquire knowledge, produce information, and aid humans in various jobs. They possess the capacity to establish robust relationships with individuals and collaborate in different ways. Therefore, is it appropriate to classify and characterise humanoid robots as legal entities and persons? This document attempts to address this question through philosophical assertions. The manuscript uses text analysis to investigate answers to this question by examining thoughts put forth by respected theorists, classical philosophers, and psychologists. The manuscript delves deeper into the idea that artificial intelligence (AI) systems should possess distinct identities, emphasising the importance of establishing a meaningful connection with them. This is because, just as each star in the night sky radiates with its unique brilliance, our AI companions should also resonate with identity, enabling them to cultivate relationships that shed light on our shared human experience.

Este artigo se enquadra no campo de pesquisa da Rede Federal de Educacao Tecnologica e apresenta um extrato de uma pesquisa em andamento no Instituto Federal de Sergipe, campus Aracaju. O foco principal da investigacao e construir uma historia da docencia em matematica, catalogando seus agentes e suas acoes dentro do marcador temporal estabelecido. Metodologicamente e uma pesquisa do tipo qualitativa historico bibliografica e os dados principais foram colhidos do acervo institucional. Teoricamente e consubstanciado por pesquisadores do campo da Historia da Educacao Matematica, da Historia das Disciplinas Escolares e da Educacao Profissional. Especificamente neste trabalho, traremos elementos descritivos das atuacoes docentes, comparando-as em termos de genero, as quais extrapolaram as salas de aulas, mas que mantiveram um dialogo com o cerne educacional.

Time perception is an ability which we use in every moment of daily life, that guides the formation and continuation of our behaviors and from an evolutionary perspective ensures survival. Internal clock models help us to understand time perception. Time perception is known to vary between individuals and particular situations. This variability is explained with the mechanisms which is associated with the processes related to attention, the speed of the internal clock and the memory unit. It is suggested that time perception is mainly associated with the activities of dopamine and acetylcholine. Some dopaminergic psychoactive substances like cocaine and amphetamine have all been shown to change time perception by increasing the speed of internal

Estetik emek kavramı çoğunlukla hizmet sektöründe karşımıza çıkan ve kadına atfedilen ya da kadın çalışanlardan talep edilen ve işletmeler adına bir pazarlama stratejisi olarak kullanılan bir kavramdır. Her ne kadar dikkat çekici ve uzun yıllardır göz önünde olan bir kavram olsa da estetik emek kavramına ilişkin yapılan az sayıda çalışma bulunmaktadır. Ayrıca, estetik emek ve işten ayrılma niyeti arasındaki ilişkiye odaklanan ve bu ilişkinin mekanizmasını potansiyel cinsiyet farkını araştıran çalışmaların eksikliği de dikkat çekmektedir. Bu araştırmada, Türkiye'de faaliyet gösteren havayolu işletmelerinde çalışan kabin memurlarının estetik emek performansının işten ayrılma niyeti üzerindeki etkisi ortaya çıkarılarak bu ikili ilişkide ayrıca cinsiyet değişkeninin düzenleyici rolü olup olmadığı araştırılmıştır. Bu kapsamda araştırmaya Türkiye'de faaliyet gösteren havayolu işletmelerinde çalışan kabin memurları kolayda örnekleme tekniğiyle seçilmiştir. Araştırmada "Estetik Emek Performansı Ölçeği" ve "İşten Ayrılma Niyeti Ölçeği" kullanılmıştır. Anketleri toplam 293 kabin memuru tamamlamıştır. Varsayımlanan yollar, yapısal eşitlik modelleri ile test edilmiştir. Sonuçlar, mesai saatleri dışındaki estetik emek performansı (MSD), hizmet içi eğitime ilişkin estetik emek performansı (HİE) ve fiziksel/estetik güzellik algılayışına ilişkin estetik emek performansının (FEGA) işten ayrılma niyetini (İAN) etkilemektedir. Cinsiyetin düzenleyici değişken olarak ele alınması ile yapılan analiz sonucunda mesai saatleri dışında harcanan estetik emek performansı arttıkça erkeklerin işten ayrılma niyetlerinin arttığı belirlenmiştir. Hizmet içi alınan eğitim ile ilgili estetik emek performansı arttıkça kadınların işten ayrılma niyetlerinin azaldığı belirlenmiştir. Ayrıca kadınların fiziksel/estetik algılayışlarına ilişkin estetik emek performansları arttıkça işten ayrılma niyetlerinin de artış gösterdiği belirlenmiştir. Bu bulgular, estetik emek ile işten ayrılma arasındaki ilişkinin mekanizmasını anlamak için yeni bir yaklaşım sağlamakta ve bu sürecin cinsiyet farklılıklarını göstermektedir.

Playing a musical instrument involves the simultaneous expression or performance of several cognitive functions, including motor actions, visual and auditory processing, working temporal-spatial processing, and sensorimotor awareness. To explore relationships between discrete skills in music learning and how performance can all occur at the same time, this constructivist grounded theory (GT) study explored learning phenomena of beginner instrumental music students (n = 15) the lens of the multiple memory systems theory and its two major memory class systems of explicit and implicit memory. In addition to the multiple memory system model, special focus was given to working memory, an explicit memory operant in which conscious processing and synthesis of information occurs, and automaticity, the immediate recall or action through the implicit memory system. Three major themes emerged in the analysis phase of the study, resulting in the synthesis of a new theory for instrumental music education: the multiple memory music learning (MMML) framework. The first theme central to MMML, automatic music learning, illustrates how automaticity appears to occur within the short-term memory paradigm when learning an instrument. This phenomenon challenges the current viewpoint in neuroscientific and psychological literature that automaticity only exists as a long-term memory function. The second theme, contextual music learning, relates to context-dependent learning outcomes, and the third theme, music learning sequencing and attentional behavior, pertains to the order in which learning events took place and how these orders influence performance outcomes. Although further research is recommended, the results of the study suggest that MMML could be a valuable framework for understanding cognitive and memory functioning for instrumental music students.

Humans tend to seek their identity as entities existing over a period of time by making narratives. The paper argues that seeking diachronic self-identity through narratives or stories results in the self-experience being one of separation or alienation from the real world. This happens because language is primarily a form of secondary representation, and the means by which we attempt to find identity often appear in the form of narratives. The dominance of the metaphor of life as a journey shows this. The remedy is to reduce the hold of narrativity by making selfexperience fundamentally episodic.

Resumen estructurado: Objetivo: evaluar en lactantes la asociacion del uso delchupete al dormir con el riesgo de sindrome de muertesubita del lactante (SMSL) en relacion con otros factores deriesgo conocidos. Diseno : estudio poblacional de casos y controles. Emplazamiento : once condados de California (EstadosUnidos). Poblacion de estudio : madres o cuidadores de 185lactantes fallecidos de causa atribuida a SMSL y 312controles seleccionados aleatoriamente y emparejados poretnia y edad. El numero de casos y controles correspondieroncon el 50% y 41%, respectivamente, de los potencialmenteelegibles. Medicion del resultado : uso de chupete durante laultima noche de sueno, determinado mediante entre-vistas. Resultados principales: de los 169 fallecidos, 7 (4,1%)usaban chupete la ultima noche, mientras que de los 309del grupo control lo usaban 73 (23,6%). La edad media delos casos fallecidos por SMSL fue de 98 dias y la edad mediade los controles en el momento de la entrevista fue de 104...

Affiliations Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, University Hospital RWTH Aachen, Germany JARA Brain Institute II, Molecular Neuroscience and Neuroimaging (INM 11), RWTH Aachen & Jülich Research Center, Germany Institute of Neuroscience and Medicine (INM 3), Jülich Research Center, Germany Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, Goethe University Frankfurt am Main, Germany Division of Endocrinology and Diabetes, University Hospital RWTH Aachen, Germany Department of Child and Adolescent Psychiatry and Psychotherapy, LVR Klinik Bonn, Germany Department of Neurology, University Hospital Cologne, Germany

W dniu 1 października 2010 r. zmarł jeden z najwybitniejszych polskich mediewistów -Gerard Labuda. Urodził się 28 grudnia 1916 r. w Nowejhucie, niedaleko Kartuz, w rodzinie kaszubskiej, jako syn Stanisława i Anastazji z Baranowskich. Jego pierwszymi nauczycielami -jak sam pisał w swoich wspomnieniach -byli rodzice: "nauczyła mnie pisać moja Mama, i to od razu pięknym, kaligraficznym pismem gotyckim -bo tego nauczyła ją pruska szkoładając mi do przepisywania fragmenty niemieckiej książki kucharskiej; była bardzo wymagająca [--] Do czytania i pisania w latach późniejszych sposobił mnie mój Ojciec, który wszystkim sąsiadom bliższym i dalszym doradzał w sprawach sądowych i polubownych, zabierał głos na posiedzeniach gminnych i powiatowych, a ja pod jego dyktando pisałem odwołania, zażalenia, skargi i petycje" 1 . Gdy w ósmym roku życia zaczął uczęszczać do czteroklasowej szkoły, umiał już pisać i czytać płynnie po niemiecku i polsku. Wybitne zdolności nie uszły uwagi nauczycieli w Luzinie. Po miesiącu przenieśli nowego ucznia z klasy pierwszej do drugiej, a po kilku tygodniach do klasy trzeciej. W tej klasie -jak sam wspominał -nauczył się poprawnego czytania i pisania po polsku: "język polski znany był mi tylko z kazań w kościele i z książki do nabożeństwa, gdyż każde słowo czytałem i wymawiałem po kaszubsku, a moja ortografia odbiegała mocno od prawideł polskiej pisowni" 2 . W szkole powszechnej -jak sam pisze -był głównie samoukiem. Czytał właściwie wszystko, co wpadło Mu w ręce, począwszy od gazet, kalendarzy mariańskich i Żywotów Świętych Piotra Skargi, aż po poważniejsze lektury z Henrykiem Sienkiewiczem włącznie 3 . W drodze do szkoły odwiedzał codziennie Feliksa Dampca 4 , który dostarczał Mu liczne lektury polskie. Przeczytał też cały księgozbiór miejscowego oddziału Towarzystwa Czytelni Ludowych. W 1928 r., po ukończeniu przez Gerarda Labudę szkoły powszechnej, nauczyciel Walerian Meier przekonał jego rodziców, że powinien On ze względu

Although vivid fantasizing involves the creation of imagined realities that share similar processes with memory source confusion, there has been limited research on the connection between these constructs. The current study used a thematic analysis approach to investigate the perceived relationship between an extreme form of dissociative absorption called maladaptive daydreaming (MD), source confusion, and memory errors. We interviewed 41 participants who self-identified as coping with MD, volunteered for MD research, and exhibited elevated MD scores. These questions delved into topics such as instances where they had difficulty distinguishing between daydreams and reality and situations where daydreams influenced their interactions with others. Of the respondents,
51% (n = 21) confirmed that they had experienced visions that they later
confused with actual events. Based on their responses, we identified several recurring themes, including the impact of MD content on current social interactions, mistaking fantasy events for actual occurrences, confusing daydreams involving real people and plausible scenarios with actual events, and realizing that memories were based on fantasy. These themes shared a common thread: Most fabricated narratives aim to rectify an adverse past event or anticipate an unwelcome future. Our research findings indicate that individuals experiencing MD may recount fictitious stories of plausible or desired experiences, highlighting a significant association between MD and memory inaccuracies in the service of distress regulation.

The problem of forgotten evidence consists of a pair of scenarios originally proposed by Alvin Goldman. In the ''forgotten good evidence" and ''forgotten bad evidence" scenarios, subjects hold the same memory belief while irreversibly forgetting its original, though different, pieces of evidence. The two scenarios pose a series of challenges to current time slice (CTS) theories, which posit that memory beliefs are justified solely by contemporaneous states. Goldman's two scenarios pose an apparent dilemma to CTS theories given a naïve picture of how a memory belief is successfully retained while its evidence is irreversibly forgotten. In my view, however, CTS theories may find a solution to the apparent problem by carefully examining the conditions under which a memory belief is successfully retained while its evidence is completely forgotten. Namely, the two scenarios overlook an important difference between forgetting good evidence and forgetting bad evidence.

This dissertation attempts to link models from cognitive neuroscience with problems and models from education research as well as to advance our understanding of implicit learning. In addition to a review of the current understanding of implicit learning from psychology and neuroscience, an essay on the potential applications of implicit learning to education and two empirical studies comprise this document. The first study compares implicit learning in adults and children to address the question of developmental invariance in implicit learning. One novel aspect of this study is the use of a battery of implicit learning tasks, as well as comparison explicit learning tasks. Although gross differences were not found between adults and children in the implicit learning tasks, nevertheless first-level item analysis revealed that children and adults may differentially exploit stimulus frequency information to perform the tasks. The second study uses parallel forms of multiple implicit learning tasks to determine the reliability of implicit learning tasks for adult participants. Contrary to the prevailing view of implicit learning, stable individual differences were found. Correlations between individual implicit learning and certain non-cognitive traits (such as conscientiousness) were found, but IQ was not correlated with implicit learning. Finally, the implications of these findings for basic research as well as for the possibility of applying implicit learning to K-12 instruction are discussed. This dissertation was inspired by my curiosity about possible interactions between implicit and explicit memory systems and the representations they create, and how these interactions could be leveraged to optimize instruction in K-12 education. Before I could attempt to investigate inter-system relationships, I found that some fundamental questions about implicit learning needed to be addressed. In particular, Arthur Reber's (1993) proposed characteristics of implicit learning have been both influential but untestedwith the outstanding exception of evidence for robustness to disease and injury:

In this mini-review, the methods used to investigate interactions between procedural and declarative systems in category learning are considered. Methods that were originally used to establish dissociations between memory systems may be biased toward demonstrating competition between them. In contrast, a modification of Jacoby's Process Dissociation Procedure allows researchers to consider the relative contributions of multiple processes involved in task completion. The original PDP was designed to consider the contributions of recall and familiarity to recognition, but the logic of the PDP can be applied to the contributions of procedural and declarative processes in category learning. Suggestions for improving the possibility of detecting cooperation between systems using the PDP are given.

Over the past ten years, the widespread use of mobile devices, especially smartphones, has changed how teenagers communicate. But worries have surfaced about how using a smartphone excessively affects cognitive abilities, particularly memory and attention, which can result in a condition called “digital amnesia.” The effects of excessive reliance on smartphones, computers, and search engines on short-term memory are the main focus of this literature review, which also examines and summarizes empirical findings on digital amnesia among Generation Z. A methodical search strategy was used to find studies, that were then assessed for methodological rigor and relevance. The findings suggest that using a smartphone during adolescence may interfere with the development of attention and memory. Digital amnesia may be influenced by digital devices, which emphasizes the need for more study and treatment. Improving functional media literacy, along with addressing concerns about long-term cognitive effects and encouraging healthier technology habits, emerges as a critical strategy to prevent digital amnesia. The results highlight the need for more research, interventions, and improved media literacy to protect people’s general and cognitive health in the digital age, especially for Generation Z.

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Today different problems about memory, Recent History and oral sources are fighting for a place inside the academically valid history. The following article argues about the concept of memory and its relationships with Recent History. Looking for contributions to the debate, the paper makes public the conceptual importance of memory for the explanation of specifics historical events. The construction of differents memories of the past reveals the weight of a recent past in the Latinoamerican reality, and specially in the Argentinian reality, and the consequences of the last military dictatorships. This article relieves some differents teorical contributions proposing a way to analyse the memory’s forms of the last military dictatorships in Argentina.