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Javier E

How Memory Works: Interview with Psychologist Daniel L. Schacter | History News Network - 2 views

  • knowledge from a scientific perspective of how human memory works can be instructive to historians.
  • Memory is much more than a simple retrieval system, as Dr. Schacter has demonstrated in his research. Rather, the nature of memory is constructive and influenced by a person’s current state as well as intervening emotions, beliefs, events and other factors since a recalled event.
  • Dr. Schacter is William R. Kenan, Jr. Professor of Psychology at Harvard University. His books include Searching for Memory: The Brain, The Mind, and The Past, and The Seven Sins of Memory: How the Mind Forgets and Remembers, both winners of the American Psychological Association’s William James Book Award, and Forgotten Ideas, Neglected Pioneers: Richard Semon and the Story of Memory. He also has written hundreds of articles on memory and related matters. He was elected a Fellow of the American Academy of Arts and Sciences in 1996 and the National Academy of Sciences in 2013.
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  • that memory is not a video recorder [but that] it’s a constructive activity that is in many ways accurate but prone to interesting errors and distortions. It’s the constructive side of memory that is most relevant to historians.
  • Is it the case then that our memories constantly change every time we access them?
  • That certainly can happen depending on how you recount a memory. What you emphasize. What you exaggerate. What you don’t talk about. All of those things will shape and sculpt the memory for future use. Certainly the potential is there.
  • Research on memory shows that the more distant in time the event, the more prone to inaccuracy the memory. There are several experiments when subjects recorded impressions of an event soon afterward, then a year later and then a few years later, and the memory changed.Yes. It’s not that the information is lost but, as the memory weakens, you become more prone to incorporating other kinds of information or mixing up elements of other events. This has been seen, for example, in the study of flashbulb memories. Where were you when Kennedy was shot? Where were you when you heard about 9/11?
  • Isn’t there a tendency to add details or information that may make the story more convincing or interesting later?Yes. That’s more a social function of memory. It may be that you draw on your general knowledge and probable information from your memory in a social context where there may be social demands that lead you distort the memory.
  • What are the different memory systems?
  • What is the difference between working memory and permanent memory?Working memory is really a temporary memory buffer where you hold onto information, manipulate information, use it, and it’s partly a gateway to long-term memory and also a buffer that you use when you’re retrieving information from long-term memory and that information temporarily resides in working memory, so to speak.
  • Your discussion of the testimony of White House Counsel John Dean about Watergate is illuminating. There was a perception that Dean had a photographic memory and he testified in rich detail about events. Yet later studies of White House tape recordings revealed that he was often inaccurate.
  • He was perceived because of all the detail with which he reported events and the great confidence to be something analogous to a human tape recorder. Yet there was interesting work done by psychologist Ulric Neisser who went back and analyzed what Dean said at the hearings as compared to available information on the White House taping system and basically found many and significant discrepancies between what Dean remembered and what was actually said. He usually had the gist and the meaning and overall significance right, but the exact details were often quite different in his memory than what actually was said.
  • That seems to get into the area of false memories and how they present problems in the legal system.We know from DNA exonerations of people wrongfully convicted of crimes that a large majority of those cases -- one of the more recent estimates is that in the first 250 cases of 2011 DNA exonerations, roughly 70 to 75 percent of those individuals were convicted on the basis of faulty eyewitness memory.
  • One of the interesting recent lines of research that my lab has been involved in over the past few years has been looking at similarities between what goes on between the brain and mind when we remember past events on the one hand and imagine events that might occur in the future or might have occurred in the past. What we have found, particularly with brain scanning studies, is that you get very similar brain networks coming online when you remember past events and imagine future events, for example. Many of the same brain regions or network of structures come online, and this has helped us understand more why, for example, imagining events that might have occurred can be so harmful to memory accuracy because when you imagine, you’re recruiting many of the same brain regions as accessed when you actually remember. So it’s not surprising that some of these imagined events can actually turn into false memories under the right circumstances.
  • One reasonably well accepted distinction involves episodic memory, the memory for personal experience; semantic memory, the memory for general knowledge; and procedural memory, the memory for skills and unconscious forms of memory.Those are three of the major kinds of memory and they all have different neural substrates.
  • One of the points from that Ross Perot study is that his supporters often misremembered what they felt like at the time he reported he had dropped out of the race. The nature of that misremembering depended on their state at the time they were remembering and what decisions they had made about Perot in the interim affected how they reconstructed their earlier memories.Again, that makes nicely the point that our current emotions and current appraisals of a situation can feed back into our reconstruction of the past and sometimes lead us to distort our memories so that they better support our current emotions and our current selves. We’re often using memories to justify what we currently know, believe and feel.
  • memory doesn’t work like a video camera or tape recorder.That is the main point. Our latest thinking on this is the idea that one of the major functions of memory is to support our ability to plan for the future, to imagine the future, and to use our past experiences in a flexible way to simulate different outcomes of events.
  • flexibility of memory is something that makes it useful to support this very important ability to run simulations of future events. But that very flexibility might be something that contributes to some of the memory distortion we talked about. That has been prominent in the last few years in my thinking about the constructive nature of memory.
  • The historian Daniel Aaron told his students “we remember what’s important.” What do you think of that comment?I think that generally holds true. Certainly, again, more important memories tend to be more significant with more emotional arousal and may elicit “deeper processing”, as we call it in cognitive psychology
kaylynfreeman

Why We Already Have False Memories of the COVID-19 Crisis | Psychology Today - 1 views

  • New research sheds light on spotting false memories of emotional events.
  • Have you heard people 'remember' things about the COVID-19 crisis that you know can't be right?
  • Or maybe you have a friend who keeps merging memories of social distancing guidelines?
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  • Research has repeatedly shown that false memories can feel incredibly real and can be multi-sensory: In some, we can hear, feel, or see things, just like in real memories. Indeed, to be considered a false memory it can't be a lie, it needs to be part of our reality.
  • I found that if someone has a false memory, we probably can't tell just by looking at the memory. What may be more surprising is that people also seem to be no better than chance at identifying true memories.
  • Source confusion. What we learn from multiple sources about the same topic can very quickly become confused.
  • In both studies, participants were no better than chance at spotting whether a memory was true or false
  • It seems people were actively relying on bad cues when listening to the memories, and somehow these cues made them worse than had they tossed a coin.
  • Participants watched a video of a person recounting a true emotional memory, and the same person recount a false memory. They were told "All, some, or none of the videos you are about to watch involve memories of real accounts. Your task is to identify after each video whether you think the account described actually happened or not.".
  • What this means is that if you already have false memories of what you have done, heard, or seen during the COVID-19 pandemic, you probably can't spot them.
  • This can lead to creating false memories based on source confusion, which is when we misattribute where you learned something.
  • During these unusual times you may want to consider implementing additional safeguards to keep your memories safe.
  • Co-witness contamination. We are all witnesses of this world event, witnesses who are talking to each other all the time. If the COVID-19 pandemic were a crime scene, this would be really bad news.
  • Sameness. Every day we hear unprecedented news or horrific medical stories. But after weeks or months of the same type of information, with a reduction in the amount of new and exciting things happening elsewhere, it gets difficult to separate this long stream of information into meaningful bits.
  • Too late? Already think you or someone else has false memories? Look for independent evidence. You can check the news to see when you actually went into lockdown, or whether you tweeted something about how you felt, or maybe ask a friend what you said to them. That can help establish whether you have a false memory or not.
  • If you want reliable memories of this highly emotional time you need to keep a journal.
  • Assume that those feelings, ideas, fears, beliefs, and experiences will be forgotten. People are generally bad at remembering these details later on.
  • Fake news. Some of the content we see online will be false or misleading.
  • Research has repeatedly shown that false memories can feel incredibly real and can be multi-sensory: In some, we can hear, feel, or see things, just like in real memories.
  • But this week new research takes this even further, and shows that false memories also look real to other people.
  • Both your memory of the news, and your memories of emotional events that are happening in your life are possibly being changed or contaminated.
  • Prevention and evidence are what you need, because it's likely that once you have a false memory, neither you nor anyone else will be able to spot it.
anonymous

Can you trust your earliest childhood memories? - BBC Future - 1 views

  • The moments we remember from the first years of our lives are often our most treasured because we have carried them longest. The chances are, they are also completely made up.
  • Around four out of every 10 of us have fabricated our first memory, according to researchers. This is thought to be because our brains do not develop the ability to store autobiographical memories at least until we reach two years old.
  • Yet a surprising number of us have some flicker of memory from before that age
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  • Experts have managed to turn people off all sorts of foods by convincing them it had made them ill when they were a child
  • “People have a life story, particularly as they get older and for some people it needs to stretch back to the very early stage of life,”
  • The prevailing account of how we come to believe and remember things is based around the concept of source monitoring. “Every time a thought comes to mind we have to make a decision – have we experienced it [an event], imagined it or have we talked about it with other people,” says Kimberley Wade
  • Most of the time we make that decision correctly and can identify where these mental experiences come from, but sometimes we get it wrong.
  • Wade admits she has spent a lot of time recalling an event that was actually something her brother experienced rather than herself, but despite this, it is rich in detail and provokes emotion
  • Memory researchers have shown it is possible to induce fictional autobiographical memories in volunteers, including accounts of getting lost in a shopping mall and even having tea with a member of the Royal Family
  • Based on my research, everybody is capable of forming complex false memories, given the right circumstances – Julia Shaw
  • In some situations, such as after looking at pictures or a video, children are more susceptible to forming false memories than adults. People with certain personality types are also thought to be more prone.
  • But carrying around false memories from your childhood could be having a far greater impact on you than you may realise too. The events, emotions and experiences we remember from our early years can help to shape who we are as adults, determining our likes, dislikes, fears and even our behaviour.
  • Memories before the age of three are more than likely to be false. Any that appear very fluid and detailed, as if you were playing back a home video and experiencing a chronological account of a memory, could well also be made up. It is more likely that fuzzy fragments, or snapshots of moments are real, as long as they are not from too early in your life.
  • We crave a cohesive narrative of our own existence and will even invent stories to give us a more complete picture
  • Interestingly, scientists have also found positive suggestions, such as “you loved asparagus the first time you ate it” tend to be more effective than negative suggestions like “you got sick drinking vodka”
  • “Miscarriage of justice, incarceration, loss of reputation, job and status, and family breakdown occur,
  • One of the major problems with legal cases involving false memories, is that it is currently impossible to distinguish between true and fictional recollections
  • Efforts have been made to analyse minor false memories in a brain scanner (fMRI) and detect different neurological patterns, but there is nothing as yet to indicate that this technology can be used to detect whether recollections have become distorted.
  • the most extreme case of memory implantation involves a controversial technique called “regression therapy”, where patients confront childhood traumas, supposedly buried in their subconscious
  • “Memories are malleable and tend to change slightly each time we revisit them, in the same way that spoken stories do,”
  • “Therefore at each recollection, new elements can easily be integrated while existing elements can be altered or lost.”
  • This is not to say that all evidence that relies on memory should be discarded or regarded as unreliable – they often provide the most compelling testimony in criminal cases. But it has led to rules and guidelines about how witnesses and victims should be questioned to ensure their recollections of an event or perpetrator are not contaminated by investigators or prosecutors.
  • Any memories that appear very fluid and detailed, as if you were playing back a home video, could well also be made up
  • While this may seem like a bit of fun, many scientists believe the “false memory diet” could be used to tackle obesity and encourage people to reach for healthier options like asparagus, or even help cut people’s alcohol consumption.
  • Children are more susceptible to forming false memories than adults, especially after looking at photographs or films
  • And we may not want to rid ourselves of these memories. Our memories, whether fictional or not, can help to bring us closer together.
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    This is a great and very detailed article about memory and how we change our own memories and are impacted by this change.
anonymous

Why Childhood Memories Disappear - The Atlantic - 0 views

  • Most adults can’t remember much of what happened to them before age 3 or so. What happens to the memories formed in those earliest years?
  • When I talk about my first memory, what I really mean is my first retained memory. Carole Peterson, a professor of psychology at Memorial University Newfoundland, studies children’s memories. Her research has found that small children can recall events from when they were as young as 20 months old, but these memories typically fade by the time they’re between 4 and 7 years old.
  • “People used to think that the reason that we didn’t have early memories was because children didn’t have a memory system or they were unable to remember things, but it turns out that’s not the case,” Peterson said. “Children have a very good memory system. But whether or not something hangs around long-term depends on on several other factors.”
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  • Two of the most important factors, Peterson explained, are whether the memory “has emotion infused in it,” and whether the memory is coherent: Does the story our memory tells us actually hang together and make sense when we recall it later?
  • A professor at the University of North Carolina-Chapel Hill, Reznick explained that shortly after birth, infants can start forming impressions of faces and react when they see those faces again; this is recognition memory. The ability to understand words and learn language relies on working memory, which kicks in at around six months old. More sophisticated forms of memory develop in the child’s second year, as semantic memory allows children to retain understanding of concepts and general knowledge about the world.
  • I formed earlier memories using more rudimentary, pre-verbal means, and that made those memories unreachable as the acquisition of language reshaped how my mind works, as it does for everyone.
  • False memories do exist, but their construction appears to begin much later in life
  • A study by Peterson presented young children with fictitious events to see if they could be misled into remembering these non-existent events, yet the children almost universally avoided the bait. As for why older children and adults begin to fill in gaps in their memories with invented details, she pointed out that memory is a fundamentally constructive activity: We use it to build understanding of the world, and that sometimes requires more complete narratives than our memories can recall by themselves.
  • as people get older, it becomes easier to conflate actual memories with other stimuli.
  • He explained that recognition memory is our most pervasive system, and that associations with my hometown I formed as an infant could well have endured more than 20 years later, however vaguely.
  • give me enough time, and I’m sure that detail will be added to my memory. It’s just too perfect a story.
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    Alasdair Wilkins talks about her childhood memories, false memory and how children remember moments of their early years.
demetriar

How Many of Your Memories Are Fake? - The Atlantic - 3 views

  • Special K for breakfast. Liverwurst and cheese for lunch. And I remember the song ‘You've Got Personality’ was playing as on the radio as I pulled up for work,” said Healy, one of 50 confirmed people in the United States with Highly Superior Autobiographical Memory, an uncanny ability to remember dates and events.
  • New research released this week has found that even people with phenomenal memory are susceptible to having “false memories,” suggesting that “memory distortions are basic and widespread in humans, and it may be unlikely that anyone is immune,” according to the authors of the study published in Proceedings of the National Academy of Sciences (PNAS).
  • Professor Elizabeth Loftus, who has spent decades researching how memories can become contaminated with people remembering—sometimes quite vividly and confidently—events that never happened. Loftus has found that memories can be planted in someone’s mind if they are exposed to misinformation after an event, or if they are asked suggestive questions about the past
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  • Loftus’s research has already rattled our justice system, which relies so heavily on eyewitness testimonies.
  • “It’s so powerful when somebody tells you something and they have a lot of detail,” Loftus said. “Especially when they express emotion. To just say, ‘Oh my god it must be true.’ But all those characteristics are also true of false memories, particularly the heavily rehearsed ones that you ruminate over. They can be very detailed. You can be confident. You can be emotional. So you need independent corroboration.”
  • When later asked about the events, the superior memory subjects indicated the erroneous facts as truth at about the same rate as people with normal memory.
  • been able to successfully convince ordinary people that they were lost in a mall in their childhood, pointed out that false memory recollections also occur among high profile people.
  • All memory, as McGaugh explained, is colored with bits of life experiences. When people recall, “they are reconstructing,” he said. “It doesn't mean it’s totally false. It means that they’re telling a story about themselves and they’re integrating things they really do remember in detail, with things that are generally true.”
  • “puzzling why (Highly Superior Autobiographical Memory) individuals remember some trivial details, such as what they had for lunch 10 years ago, but not others, such as words on a word list or photographs in a slideshow,” Patihis and colleagues noted in the PNAS study. “The answer to this may be that they may extract some personally relevant meaning from only some trivial details and weave them into the narrative for a given day.”
  • For all of us, the stronger the emotion attached to a moment, the more likely those parts of our brains involved in memory will become activated.
  • “Why did evolution do that?” McGaugh said. “Because it was essential for our survival.
  • We now know animals are likely susceptible to memory distortions too, as MIT researchers recently were able to successfully plant false memories in mice.
  • “We’re all creating stories. Our lives are stories in that sense.”
  • “but you as the writer have the obligation to get as close to the truth as you possibly can,” Meyer said
  • The mind and its memory do not just record and retrieve information and experiences, but also infer, fill in gaps, and construct, wrote Bryan Boyd wrote in On the Origin of Stories. “Episodic memory’s failure to provide exact replicas of experiences appears to not be a limitation of memory but an adaptive design.”
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    This is an interesting article about the fallacy of memory, and our perceptions of our memory.
Javier E

Elizabeth Loftus interview: False-memory research on eyewitnesses, child abuse recovere... - 1 views

  • psychologist Elizabeth Loftus of the University of California–Irvine, has made her name working on false memory. She tells Alison George how recollections can be conjured up,
  • Is it the power of suggestion from a therapist that creates these "memories," then? EL: Yes, a lot of the cases involve suggestive psychotherapy. But you don't absolutely need the therapy. You can get suggestion from the culture and the environment, like when somebody turns on Oprah and sees one of these repressed-memory therapists talking, then believes this has happened to them.
  • The memory of witnesses to crimes and accidents was a natural place to go. In particular I looked at what happens when people are questioned about their experiences. I would ultimately see those questions as a means by which the memories got contaminated.
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  • Depending on the study, you might get as many as 50 percent of people falling for the suggestion and developing a complete or partial false memory.
  • What exactly is going on when we retrieve a memory? EL: When we remember something, we're taking bits and pieces of experience—sometimes from different times and places—and bringing it all together to construct what might feel like a recollection but is actually a construction. The process of calling it into conscious awareness can change it, and now you're storing something that's different
  • How do you plant these memories? EL: We use a "false feedback" technique. We gather a whole bunch of data from you, about your personality, thoughts about different foods, all kinds of things. Later, we hand you this computerized profile, which reveals certain things that probably happened when you were a child. In the middle of the list is, say, that you got sick eating strawberry ice cream. We give you false feedback about your data, and then encourage you to elaborate and imagine. Later we ascertain whether you have a belief that it happened to you. Then we offer you a choice from all these different foods. In that example we found that participants didn't want strawberry ice cream as much.
  • bad governments, bad people, they don't have requirements of conduct. When we recently published a study about planting false memories among U.S. soldiers, I was worried we were putting out a recipe for how you can do horrible things to somebody and then wipe their memory away.
  • Is there any way to distinguish a false memory from a real one? EL: Without independent corroboration, little can be done to tell a false memory from a true one.
Javier E

Why Our Memory Fails Us - NYTimes.com - 1 views

  • how we all usually respond when our memory is challenged. We have an abstract understanding that people can remember the same event differently.
  • But when our own memories are challenged, we may neglect all this and instead respond emotionally, acting as though we must be right and everyone else must be wrong.
  • It’s no accident that Oprah Winfrey’s latest best seller is called “What I Know For Sure,” rather than “Some Things That Might Be True.”
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  • Our lack of appreciation for the fallibility of our own memories can lead to much bigger problems than a misattributed quote.
  • Memory failures that resemble Dr. Tyson’s mash-up of distinct experiences have led to false convictions, and even death sentences. Whose memories we believe and whose we disbelieve influence how we interpret controversial public events, as demonstrated most recently by the events in Ferguson, Mo.
  • , for false memories, higher confidence was associated with lower accuracy.
  • In general, if you have seen something before, your confidence that you have seen it and your accuracy in recalling it are linked: The more confident you are in your memory, the more likely you are to be right
  • . This fall the panel (which one of us, Daniel Simons, served on) released a comprehensive report that recommended procedures to minimize the chances of false memory and mistaken identification, including videotaping police lineups and improving jury instructions.
  • When we recall our own memories, we are not extracting a perfect record of our experiences and playing it back verbatim. Most people believe that memory works this way, but it doesn’t. Instead, we are effectively whispering a message from our past to our present, reconstructing it on the fly each time. We get a lot of details right, but when our memories change, we only “hear” the most recent version of the message, and we may assume that what we believe now is what we always believed.
  • Studies find that even our “flashbulb memories” of emotionally charged events can be distorted and inaccurate, but we cling to them with the greatest of confidence.
  • With each retrieval our memories can morph, and so can our confidence in them. This is why the National Academy of Sciences report strongly advised courts to rely on initial statements rather than courtroom proclamations:
  • In fact, the mere act of describing a person’s appearance can change how likely you are to pick him out of a lineup later. This finding, known as “verbal overshadowing,” had been controversial, but was recently verified in a collective effort by more than 30 separate research labs.
  • The science of memory distortion has become rigorous and reliable enough to help guide public policy. It should also guide our personal attitudes and actions.
  • It is just as misguided to conclude that someone who misremembers must be lying as it is to defend a false memory in the face of contradictory evidence. We should be more understanding of mistakes by others, and credit them when they admit they were wrong. We are all fabulists, and we must all get used to it.
  • Subliminal is a good book on this subject, as is Thinking, Fast and Slow. It is not merely that our memory is a game of telephone in which we garble the memory as we retrieve and re-store it. It appears to be a very useful part of existence, which has stayed with us or gotten stronger with evolution. There seems to be utility in forgetting, misremembering, and having memories coalesce with those of others in our social groups.
grayton downing

Manipulating Mouse Memory | The Scientist Magazine® - 1 views

  • Eyewitness testimony has long been an important part of most judicial systems around the world. However, over the last three decades, psychologists have consistently proven how tenuous the memories truly are, and how easily they can be altered or even manufactured through the power of suggestion.
  • creating such faux memories in the brain, demonstrating that the manipulation of a specific subset of neurons in the mouse hippocampus can cause the animals to falsely remember a fear of a foot schock.
  • same optogenetic technique to essentially transfer a fear memory from one situation to another.
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  • , the rodent displayed a heightened fear response, although no foot shock had ever been given in that location. The mice eventually became conditioned to the false memory, and would freeze in Box A even in the absence of pulsing light.
  • “The brain mechanisms for forming and recalling the false memories are not distinguishable from those underlying genuine memories,” said Tonegawa.
  • hypothesized that a similar mechanism could be behind the formation of false memories in humans and said the findings underscore the problematic nature of eyewitness testimony in court proceedings.
  • “We hope this kind of research will reinforce the need to look at eyewitness testimony carefully,” said Tonegawa, “so that innocent people will not be incriminated.”
  • Tonegawa said he thinks that false memories with positive connotations likely form in the same way—a hypothesis he hopes to test with future experiments. In addition, given that false memories appear robust enough to compete with real memories, Tonegawa said he plans to investigate the factors that affect the relative strengths of the two types of memory.
julia rhodes

False Memory: Did It Happen? | Psychology Today - 0 views

  • . As convincing as juries may find the testimony of witnesses, good prosecutors know that human memory is, more often than not, the least reliable source of evidence.
  • “We think parts of the brain used to actually perceive an object and to imagine an object overlap,” says Northwestern University scientist Kenneth Paller. “Thus, the vividly imagined event can leave a memory trace in the brain that’s very similar to that of an experienced event.”
  • How this process works is a research question of great interest to neuroscientists. This week, researchers affiliated with a project at MIT reported a giant step toward explaining how external stimuli can distort mental representations to produce brand new, seemingly accurate—but completely false—memories.
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  • The researchers studied a group of brain cells in the hippocampal region of the mouse brain. They found that they could create false associations between events and environments by artificially stimulating the neurons.
  • A member of the MIT team, Susumu Tonegawa, commented on the significance of the research in Science  magazine's weekly podcast:Independent of what is happening around you in the outside world, humans constantly have internal activity in the brain. So just like our mouse, it is quite possible we can associate what we happen to have in our mind with a bad or good high valence, online event. So, in other words, there could be a false association of what you have in your mind rather than what is happening to you, so this is a way we believe that at least some form of strong force memory observed in humans could be made. Because our study showed that the false memories and the genuine memories are based on very similar, almost identical, brain mechanisms, it is difficult for the false memory bearer to distinguish between them. So we can study this, because we have a mouse model now.
marleen_ueberall

Why you may not be able to trust your own memories | The Independent - 0 views

  • Why you may not be able to trust your own memories | The Independent
  • We rely on our memories not only for sharing stories with friends or learning from our past experiences, but also for crucial things like creating a sense of personal identity.
  • we’re often guilty of changing the facts and adding false details to our memories without even realising.
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  • There are countless reasons why tiny mistakes or embellishments might happen each time we recall past events, ranging from what we believe is true or wish were true, to what someone else told us about the event, or what we want that person to think. And whenever these flaws happen, they can have long-term effects on how we’ll recall that memory in the future.
  • Take storytelling for example. When we describe our memories to other people, we use artistic licence to tell the story differently depending on who’s listening.
  • And we might change the story’s details depending on the listener’s attitudes or political leaning.
  • Research shows that when we describe our memories differently to different audiences it isn’t only the message that changes, but sometimes it’s also the memory itself. This is known as the “audience-tuning effect”.
  • memories can change spontaneously over time, as a product of how, when, and why we access them. In fact, sometimes simply the act of rehearsing a memory can be exactly what makes it susceptible to change. This is known as “retrieval-enhanced suggestibility”.
  • One theory is that rehearsing our memories of past events can temporarily make those memories malleable. In other words, retrieving a memory might be a bit like taking ice-cream out of the freezer and leaving it in direct sunlight for a while. By the time our memory goes back into the freezer, it might have naturally become a little misshapen, especially if someone has meddled with it in the meantime.
Adam Clark

False Memory's Fantastic Four - 1 views

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    "Next time you tell a story to someone, don't be upset if they don't believe you, because what you may not know, is that occasionally you can't even believe your own memories!  Yes, that's correct, even your own memories can deceive you.  The concept of false memories is well supported in scientific research.  People generally think of their memories as something like an accurate recording that documents and stores everything that happens with perfect accuracy.  In reality, human memory is very prone to inaccuracies."
sanderk

Opinion | Why Our Memory Fails Us - The New York Times - 0 views

  • Dr. Tyson implied that President Bush was prejudiced against Islam in order to make a broader point about scientific awareness: Two-thirds of the named stars actually have Arabic names, given to them at a time when Muslims led the world in astronomy — and Mr. Bush might not have said what he did if he had known this fact.This is a powerful example of how our biases can blind us. But not in the way Dr. Tyson thought. Mr. Bush wasn’t blinded by religious bigotry. Instead, Dr. Tyson was fooled by his faith in the accuracy of his own memory.
  • When he was first asked for the source of Mr. Bush’s quotation, Dr. Tyson insisted, “I have explicit memory of those words being spoken by the president. I reacted on the spot, making note for possible later reference in my public discourse. Odd that nobody seems to be able to find the quote anywhere.” He then added, “One of our mantras in science is that the absence of evidence is not the same as evidence of absence.”
  • We recall events easily and often, at least if they are important to us, but only rarely do we find our memories contradicted by evidence, much less take the initiative to check if they are right. We then rely on confidence as a signal of accuracy — in ourselves and in others.
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  • But when our own memories are challenged, we may neglect all this and instead respond emotionally, acting as though we must be right and everyone else must be wrong
  • This fall the panel (which one of us, Daniel Simons, served on) released a comprehensive report that recommended procedures to minimize the chances of false memory and mistaken identification, including videotaping police lineups and improving jury instructions.
  • In general, if you have seen something before, your confidence that you have seen it and your accuracy in recalling it are linked: The more confident you are in your memory, the more likely you are to be right. But new research reveals important nuances about this link.
  • But when people mistakenly recalled words that were similar to those on the lists but not actually on the lists — a false memory — they also expressed high confidence.
  • When we recall our own memories, we are not extracting a perfect record of our experiences and playing it back verbatim. Most people believe that memory works this way, but it doesn’t. Instead, we are effectively whispering a message from our past to our present, reconstructing it on the fly each time.
  • In Dr. Tyson’s case, once the evidence of his error was undeniable, he didn’t dig his hole deeper or wish the controversy away. He realized that his memory had conflated his experiences of two memorable and personally significant events that both involved speeches by Mr. Bush. He probably still remembers it the way he described it in his talks — but to his credit, he recognizes that the evidence outweighs his experience, and he has publicly apologized.
  • Good scientists remain open to the possibility that they are wrong, and should question their own beliefs until the evidence is overwhelming. We would all be wise to do the same.
  • Politicians should respond as Dr. Tyson eventually did: Stop stonewalling, admit error, note that such things happen, apologize and move on
dpittenger

Create Your Very Own False Memories by Lying on Facebook - 1 views

  •  
    This article talks about false memories, like we talked about in class. It says that Facebook can actualyl create false memories when you lie on it. Facebook memories are easier to remember than anything else that you read.
anonymous

Are search engines and the Internet hurting human memory? - Slate Magazine - 2 views

  • are we losing the power to retain knowledge? The short answer is: No. Machines aren’t ruining our memory. Advertisement The longer answer: It’s much, much weirder than that!
  • we’ve begun to fit the machines into an age-old technique we evolved thousands of years ago—“transactive memory.” That’s the art of storing information in the people around us.
  • frankly, our brains have always been terrible at remembering details. We’re good at retaining the gist of the information we encounter. But the niggly, specific facts? Not so much.
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  • subjects read several sentences. When he tested them 40 minutes later, they could generally remember the sentences word for word. Four days later, though, they were useless at recalling the specific phrasing of the sentences—but still very good at describing the meaning of them.
  • When you’re an expert in a subject, you can retain new factoids on your favorite topic easily. This only works for the subjects you’re truly passionate about, though
  • The groups that scored highest on a test of their transactive memory—in other words, the groups where members most relied on each other to recall information—performed better than those who didn't use transactive memory. Transactive groups don’t just remember better: They also analyze problems more deeply, too, developing a better grasp of underlying principles.
  • Wegner noticed that spouses often divide up memory tasks. The husband knows the in-laws' birthdays and where the spare light bulbs are kept; the wife knows the bank account numbers and how to program the TiVo
  • Together, they know a lot. Separately, less so.
  • Wegner suspected this division of labor takes place because we have pretty good "metamemory." We're aware of our mental strengths and limits, and we're good at intuiting the memory abilities of others.
  • We share the work of remembering, Wegner argued, because it makes us collectively smarter
  • They were, in a sense, Googling each other.
  • Transactive memory works best when you have a sense of how your partners' minds work—where they're strong, where they're weak, where their biases lie. I can judge that for people close to me. But it's harder with digital tools, particularly search engines
  • So humanity has always relied on coping devices to handle the details for us. We’ve long stored knowledge in books, paper, Post-it notes
  • And as it turns out, this is what we’re doing with Google and Evernote and our other digital tools. We’re treating them like crazily memorious friends who are usually ready at hand. Our “intimate dyad” now includes a silicon brain.
  • When Sparrow tested the students, the people who knew the computer had saved the information were less likely to personally recall the info than the ones who were told the trivia wouldn't be saved. In other words, if we know a digital tool is going to remember a fact, we're slightly less likely to remember it ourselves
  • believing that one won't have access to the information in the future enhances memory for the information itself, whereas believing the information was saved externally enhances memory for the fact that the information could be accessed.
  • Just as we learn through transactive memory who knows what in our families and offices, we are learning what the computer 'knows' and when we should attend to where we have stored information in our computer-based memories,
  • We’ve stored a huge chunk of what we “know” in people around us for eons. But we rarely recognize this because, well, we prefer our false self-image as isolated, Cartesian brains
  • We’re dumber and less cognitively nimble if we're not around other people—and, now, other machines.
  • When humans spew information at us unbidden, it's boorish. When machines do it, it’s enticing.
  • Though you might assume search engines are mostly used to answer questions, some research has found that up to 40 percent of all queries are acts of remembering. We're trying to refresh the details of something we've previously encountered.
  • "the thinking processes of the intimate dyad."
  • We need to develop literacy in these tools the way we teach kids how to spell and write; we need to be skeptical about search firms’ claims of being “impartial” referees of information
  • And on an individual level, it’s still important to slowly study and deeply retain things, not least because creative thought—those breakthrough ahas—come from deep and often unconscious rumination, your brain mulling over the stuff it has onboard.
  • you can stop worrying about your iPhone moving your memory outside your head. It moved out a long time ago—yet it’s still all around you.
ilanaprincilus06

The perfect memory: does it even exist? | Dean Burnett | Science | The Guardian - 0 views

  • Photographic memory, eidetic memory, Hyperthymesia, Highly Superior Autobiographical Memory, perfect recall, there are a number of labels to choose from when discussing formidable memory prowess.
  • However, the idea that someone has a “flawless” memory, is able to remember everything from any aspect of their lives in great and accurate detail, is far from confirmed by available scientific evidence.
  • when you ask more personal life events that things get tricky. If someone describes the scene at their 7th birthday and what presents they got, how you are supposed to confirm if they’re remembering it correctly?
    • ilanaprincilus06
       
      More likely to remember the quantitative attributes rather than the qualitative.
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  • There’s also the problem of verifying someone’s memory in terms of accuracy. If you ask them to remember the dates of major events, then yes, you can easily determine the accuracy of that.
  • This may seem like needless pedantry; why would anyone lie about such a thing? Except it’s not that they lie, it’s that they could be remembering it wrongly and not realise they’re doing it.
  • Sadly, what research there is suggests that those people with incredible memories are just as susceptible to forming “false memories” as anyone else.
  • What good is being able to remember vast amounts of information if you can’t be sure any of it is accurate?
  • Those with incredible, innate memory prowess describe it as a mixed blessing at best. The increased demand on your thinking capacity, the constant dwelling in the past, the inability to escape painful or damaging experiences? If someone offered you all that, would you accept?
Javier E

How to Remember Everything You Want From Non-Fiction Books | by Eva Keiffenheim, MSc | ... - 0 views

  • A Bachelor’s degree taught me how to learn to ace exams. But it didn’t teach me how to learn to remember.
  • 65% to 80% of students answered “no” to the question “Do you study the way you do because somebody taught you to study that way?”
  • the most-popular Coursera course of all time: Dr. Barabara Oakley’s free course on “Learning how to Learn.” So did I. And while this course taught me about chunking, recalling, and interleaving
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  • I learned something more useful: the existence of non-fiction literature that can teach you anything.
  • something felt odd. Whenever a conversation revolved around a serious non-fiction book I read, such as ‘Sapiens’ or ‘Thinking Fast and Slow,’ I could never remember much. Turns out, I hadn’t absorbed as much information as I’d believed. Since I couldn’t remember much, I felt as though reading wasn’t an investment in knowledge but mere entertainment.
  • When I opened up about my struggles, many others confessed they also can’t remember most of what they read, as if forgetting is a character flaw. But it isn’t.
  • It’s the way we work with books that’s flawed.
  • there’s a better way to read. Most people rely on techniques like highlighting, rereading, or, worst of all, completely passive reading, which are highly ineffective.
  • Since I started applying evidence-based learning strategies to reading non-fiction books, many things have changed. I can explain complex ideas during dinner conversations. I can recall interesting concepts and link them in my writing or podcasts. As a result, people come to me for all kinds of advice.
  • What’s the Architecture of Human Learning and Memory?
  • Human brains don’t work like recording devices. We don’t absorb information and knowledge by reading sentences.
  • we store new information in terms of its meaning to our existing memory
  • we give new information meaning by actively participating in the learning process — we interpret, connect, interrelate, or elaborate
  • To remember new information, we not only need to know it but also to know how it relates to what we already know.
  • Learning is dependent on memory processes because previously-stored knowledge functions as a framework in which newly learned information can be linked.”
  • Human memory works in three stages: acquisition, retention, and retrieval. In the acquisition phase, we link new information to existing knowledge; in the retention phase, we store it, and in the retrieval phase, we get information out of our memory.
  • Retrieval, the third stage, is cue dependent. This means the more mental links you’re generating during stage one, the acquisition phase, the easier you can access and use your knowledge.
  • we need to understand that the three phases interrelate
  • creating durable and flexible access to to-be-learned information is partly a matter of achieving a meaningful encoding of that information and partly a matter of exercising the retrieval process.”
  • Next, we’ll look at the learning strategies that work best for our brains (elaboration, retrieval, spaced repetition, interleaving, self-testing) and see how we can apply those insights to reading non-fiction books.
  • The strategies that follow are rooted in research from professors of Psychological & Brain Science around Henry Roediger and Mark McDaniel. Both scientists spent ten years bridging the gap between cognitive psychology and education fields. Harvard University Press published their findings in the book ‘Make It Stick.
  • #1 Elaboration
  • “Elaboration is the process of giving new material meaning by expressing it in your own words and connecting it with what you already know.”
  • Why elaboration works: Elaborative rehearsal encodes information into your long-term memory more effectively. The more details and the stronger you connect new knowledge to what you already know, the better because you’ll be generating more cues. And the more cues they have, the easier you can retrieve your knowledge.
  • How I apply elaboration: Whenever I read an interesting section, I pause and ask myself about the real-life connection and potential application. The process is invisible, and my inner monologues sound like: “This idea reminds me of…, This insight conflicts with…, I don’t really understand how…, ” etc.
  • For example, when I learned about A/B testing in ‘The Lean Startup,’ I thought about applying this method to my startup. I added a note on the site stating we should try it in user testing next Wednesday. Thereby the book had an immediate application benefit to my life, and I will always remember how the methodology works.
  • How you can apply elaboration: Elaborate while you read by asking yourself meta-learning questions like “How does this relate to my life? In which situation will I make use of this knowledge? How does it relate to other insights I have on the topic?”
  • While pausing and asking yourself these questions, you’re generating important memory cues. If you take some notes, don’t transcribe the author’s words but try to summarize, synthesize, and analyze.
  • #2 Retrieval
  • With retrieval, you try to recall something you’ve learned in the past from your memory. While retrieval practice can take many forms — take a test, write an essay, do a multiple-choice test, practice with flashcards
  • the authors of ‘Make It Stick’ state: “While any kind of retrieval practice generally benefits learning, the implication seems to be that where more cognitive effort is required for retrieval, greater retention results.”
  • Whatever you settle for, be careful not to copy/paste the words from the author. If you don’t do the brain work yourself, you’ll skip the learning benefits of retrieval
  • Retrieval strengthens your memory and interrupts forgetting and, as other researchers replicate, as a learning event, the act of retrieving information is considerably more potent than is an additional study opportunity, particularly in terms of facilitating long-term recall.
  • How I apply retrieval: I retrieve a book’s content from my memory by writing a book summary for every book I want to remember. I ask myself questions like: “How would you summarize the book in three sentences? Which concepts do you want to keep in mind or apply? How does the book relate to what you already know?”
  • I then publish my summaries on Goodreads or write an article about my favorite insights
  • How you can apply retrieval: You can come up with your own questions or use mine. If you don’t want to publish your summaries in public, you can write a summary into your journal, start a book club, create a private blog, or initiate a WhatsApp group for sharing book summaries.
  • a few days after we learn something, forgetting sets in
  • #3 Spaced Repetition
  • With spaced repetition, you repeat the same piece of information across increasing intervals.
  • The harder it feels to recall the information, the stronger the learning effect. “Spaced practice, which allows some forgetting to occur between sessions, strengthens both the learning and the cues and routes for fast retrieval,”
  • Why it works: It might sound counterintuitive, but forgetting is essential for learning. Spacing out practice might feel less productive than rereading a text because you’ll realize what you forgot. Your brain has to work harder to retrieve your knowledge, which is a good indicator of effective learning.
  • How I apply spaced repetition: After some weeks, I revisit a book and look at the summary questions (see #2). I try to come up with my answer before I look up my actual summary. I can often only remember a fraction of what I wrote and have to look at the rest.
  • “Knowledge trapped in books neatly stacked is meaningless and powerless until applied for the betterment of life.”
  • How you can apply spaced repetition: You can revisit your book summary medium of choice and test yourself on what you remember. What were your action points from the book? Have you applied them? If not, what hindered you?
  • By testing yourself in varying intervals on your book summaries, you’ll strengthen both learning and cues for fast retrieval.
  • Why interleaving works: Alternate working on different problems feels more difficult as it, again, facilitates forgetting.
  • How I apply interleaving: I read different books at the same time.
  • 1) Highlight everything you want to remember
  • #5 Self-Testing
  • While reading often falsely tricks us into perceived mastery, testing shows us whether we truly mastered the subject at hand. Self-testing helps you identify knowledge gaps and brings weak areas to the light
  • “It’s better to solve a problem than to memorize a solution.”
  • Why it works: Self-testing helps you overcome the illusion of knowledge. “One of the best habits a learner can instill in herself is regular self-quizzing to recalibrate her understanding of what she does and does not know.”
  • How I apply self-testing: I explain the key lessons from non-fiction books I want to remember to others. Thereby, I test whether I really got the concept. Often, I didn’t
  • instead of feeling frustrated, cognitive science made me realize that identifying knowledge gaps are a desirable and necessary effect for long-term remembering.
  • How you can apply self-testing: Teaching your lessons learned from a non-fiction book is a great way to test yourself. Before you explain a topic to somebody, you have to combine several mental tasks: filter relevant information, organize this information, and articulate it using your own vocabulary.
  • Now that I discovered how to use my Kindle as a learning device, I wouldn’t trade it for a paper book anymore. Here are the four steps it takes to enrich your e-reading experience
  • How you can apply interleaving: Your brain can handle reading different books simultaneously, and it’s effective to do so. You can start a new book before you finish the one you’re reading. Starting again into a topic you partly forgot feels difficult first, but as you know by now, that’s the effect you want to achieve.
  • it won’t surprise you that researchers proved highlighting to be ineffective. It’s passive and doesn’t create memory cues.
  • 2) Cut down your highlights in your browser
  • After you finished reading the book, you want to reduce your highlights to the essential part. Visit your Kindle Notes page to find a list of all your highlights. Using your desktop browser is faster and more convenient than editing your highlights on your e-reading device.
  • Now, browse through your highlights, delete what you no longer need, and add notes to the ones you really like. By adding notes to the highlights, you’ll connect the new information to your existing knowledge
  • 3) Use software to practice spaced repetitionThis part is the main reason for e-books beating printed books. While you can do all of the above with a little extra time on your physical books, there’s no way to systemize your repetition praxis.
  • Readwise is the best software to combine spaced repetition with your e-books. It’s an online service that connects to your Kindle account and imports all your Kindle highlights. Then, it creates flashcards of your highlights and allows you to export your highlights to your favorite note-taking app.
  • Common Learning Myths DebunkedWhile reading and studying evidence-based learning techniques I also came across some things I wrongly believed to be true.
  • #2 Effective learning should feel easyWe think learning works best when it feels productive. That’s why we continue to use ineffective techniques like rereading or highlighting. But learning works best when it feels hard, or as the authors of ‘Make It Stick’ write: “Learning that’s easy is like writing in sand, here today and gone tomorrow.”
  • In Conclusion
  • I developed and adjusted these strategies over two years, and they’re still a work in progress.
  • Try all of them but don’t force yourself through anything that doesn’t feel right for you. I encourage you to do your own research, add further techniques, and skip what doesn’t serve you
  • “In the case of good books, the point is not to see how many of them you can get through, but rather how many can get through to you.”— Mortimer J. Adler
katedriscoll

Phantom limb pain: A literature review - 0 views

  • . The purpose of this review article is to summarize recent researches focusing on phantom limb in order to discuss its definition, mechanisms, and treatments.
  • The incidence of phantom limb pain has varied from 2% in earlier records to higher rates today. Initially, patients were less likely to mention pain symptoms than today which is a potential explanation for the discrepancy in incidence rates. However, Sherman et al.4 discuss that only 17% phantom limb complaints were initiated treated by physicians. Consequently, it is important to determine what constitutes phantom pain in order to provide efficacious care. Phantom pain is pain sensation to a limb, organ or other tissue after amputation and/or nerve injury.5 In podiatry, the predominant cause of phantom limb pain is after limb amputation due to diseased state presenting with an unsalvageable limb. Postoperative pain sensations from stump neuroma pain, prosthesis, fibrosis, and residual local tissue inflammation can be similar to phantom limb pain (PLP). Patients with PLP complain of various sensations including burning, stinging, aching, and piercing pain with changing warmth and cold sensation to the amputated area which waxes and wanes.6 Onset of symptoms may be elicited by environmental, emotional, or physical changes.
  • The human body encompasses various neurologic mechanisms allowing reception, transport, recognition, and response to numerous stimuli. Pain, temperature, crude touch, and pressure sensory information are carried to the central nervous system via the anterolateral system, with pain & temperature information transfer via lateral spinothalamic tracts to the parietal lobe. In detail, pain sensation from the lower extremity is transported from a peripheral receptor to a first degree pseudounipolar neurons in the dorsal root ganglion and decussate and ascend to the third-degree neurons within the thalamus.7 This sensory information will finally arrive at the primary sensory cortex in the postcentral gyrus of the parietal lobe which houses the sensory homunculus.8 It is unsurprising that with an amputation that such an intricate highway of information transport to and from the periphery may have the potential for problematic neurologic developments.
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  • How does pain sensation, a protection mechanism for the human body, become chronic and unrelenting after limb loss? This is a question researchers still ask today with no concise conclusion. Phantom limb pain occurs more frequently in patients who also experience longer periods of stump pain and is more likely to subside as the stump pain subsides.9 Researchers have also found dorsal root ganglion cells change after a nerve is completely cut. The dorsal root ganglion cells become more active and sensitive to chemical and mechanical changes with potential for plasticity development at the dorsal horn and other areas.10 At the molecular level, increasing glutamate and NMDA (N-methyl d-aspartate) concentrations correlate to increased sensitivity which contributes to allodynia and hyperalgesia.11 Flor et al.12 further described the significance of maladaptive plasticity and the development of memory for pain and phantom limb pain. They correlated it to the loss of GABAergic inhibition and the development of glutamate induced long-term potentiation changes and structural changes like myelination and axonal sprouting.
  • Phantom limb pain in some patients may gradually disappear over the course of a few months to one year if not treated, but some patients suffer from phantom limb pain for decades. Treatments include pharmacotherapy, adjuvant therapy, and surgical intervention. There are a variety of medications to choose from, which includes tricyclic antidepressants, opioids, and NSAIDs, etc. Among these medications, Tricyclic antidepressant is one of the most common treatments. Studies have shown that Amitriptyline (a tricyclic antidepressant) has a good effect on relieving neuropathic pain.25
  • Phantom limb pain is very common in amputees. As a worldwide issue, it has been studied by a lot of researchers. Although phantom limb sensation has already been described and proposed by French military surgeon Ambroise Pare 500 years ago, there is still no detailed explanation of its mechanisms. Therefore, more research will be needed on the different types of mechanisms of phantom limb pain. Once researchers and physicians are able to identify the mechanism of phantom limb pain, mechanism-based treatment will be rapidly developed. As a result, more patients will be benefit from it in the long run.
  •  
    One of the articles we read mentioned phantom limbs. This article goes more indepth on what a phantom limb is, why it happens and some cures.
lenaurick

Being sleep-deprived makes people much more likely to give false confessions - Vox - 0 views

  • According to the Innocence Project, one in four people who have been exonerated for crimes they didn't commit confessed to that crime.
  • Psychologists have documented several reasons this might occur. The big one is that interrogating police officers can impose their suggestions on suspects: "We have evidence proving you were there!" "Your fingerprints were found!"
  • Only about 18 percent of the well-rested participants signed the form (such is the baseline power of an authority figure demanding guilt). But the results were more dramatic in the sleep-deprived condition. "That 18 percent now has risen to 50 percent," Loftus says.
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  • According to Loftus's study, the majority of false confessions occur when interrogations last more than 12 hours.
  • Law enforcement "really needs to be super careful when a person is being interrogated after they have been up a long time," says Elizabeth Loftus, a co-author on a new study on sleep deprivation and false confessions in the Proceedings of the National Academy of Sciences.
  • hen they were told a second time to sign the form and admit their guilt, 68 percent of sleep-deprived participants gave in. (On the second request, 38 percent of the rested participants signed.)
  • "It would probably be scientifically prudent to go out and demonstrate it again with a more serious paradigm," Loftus admits. But there are also ethical limits to how far researchers can manipulate participants into thinking they've done something horrible.
  • She's also found that through subtle suggestions, people can be made to recall childhood memories that never happened.
Javier E

Germans Protect Memorials to Soviet Troops Who Defeated Nazis - The New York Times - 0 views

  • In interviews across three German states, historians, activists, officials and ordinary citizens explained their support for monuments glorifying a former enemy and occupier as a mixture of bureaucratic drift, aversion to change and a rock-solid commitment to honoring the victims of Nazi aggression that trumps any shifts in global affairs.
  • “We were taught to learn from pain,” said Teresa Schneidewind, 33, the head of Lützen’s museum. “We care for our memorials, because they allow us to learn from the mistakes of past generations.”
  • Germany’s top court ruled just last year against the removal of a medieval, antisemitic sculpture in the very church where Martin Luther had preached. Despite debates, some swastikas from the Third Reich have been left on church bells.
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  • Red Army memorials are just some of the divisive symbols that persist in Germany long after the political systems and social mores that sustained them have vanished, a reckoning with parallels in the United States and elsewhere.
  • Officials say their duty to care for such memorials dates to the so-called Good Neighbor agreement between Germany and the Soviet Union in 1990. Under that measure, each nation committed itself to the upkeep of the other’s war graves on its territory.
  • This propensity for what Ms. Schneidewind calls “historical hoarding” means that many Soviet memorials in East Germany contain Stalin’s name nearly 70 years after the dictator was largely purged from public spaces in Russia itself.
  • Most of the Red Army monuments in Germany are believed to have been built above the graves of Soviet soldiers or prisoners of war. The Russian Embassy has used the pact to draw the German government’s attention to Soviet monuments, including the one in Lützen, that have been damaged or neglected.
  • “Instead of tearing them down, you should redefine these memorials,” Mr. Nagel said. “You need to explain why they are here, and why you have a different view of them now.”
  • In Lützen, local residents say they want to keep their Red Army memorial as it is, a tribute to the central place occupied by the pyramid in the town’s public life during Communist rule. Some remember playing around it while attending the nearby kindergarten, and they say they will fight plans to move it to accommodate a proposed new supermarket.
  • “This is our history, no matter what is going on in world politics,” said the town’s mayor, Uwe Weiss. “We have to take care of it, because it is part of us.”
Javier E

What Have We Learned, If Anything? by Tony Judt | The New York Review of Books - 0 views

  • During the Nineties, and again in the wake of September 11, 2001, I was struck more than once by a perverse contemporary insistence on not understanding the context of our present dilemmas, at home and abroad; on not listening with greater care to some of the wiser heads of earlier decades; on seeking actively to forget rather than remember, to deny continuity and proclaim novelty on every possible occasion. We have become stridently insistent that the past has little of interest to teach us. Ours, we assert, is a new world; its risks and opportunities are without precedent.
  • the twentieth century that we have chosen to commemorate is curiously out of focus. The overwhelming majority of places of official twentieth-century memory are either avowedly nostalgo-triumphalist—praising famous men and celebrating famous victories—or else, and increasingly, they are opportunities for the recollection of selective suffering.
  • The problem with this lapidary representation of the last century as a uniquely horrible time from which we have now, thankfully, emerged is not the description—it was in many ways a truly awful era, an age of brutality and mass suffering perhaps unequaled in the historical record. The problem is the message: that all of that is now behind us, that its meaning is clear, and that we may now advance—unencumbered by past errors—into a different and better era.
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  • Today, the “common” interpretation of the recent past is thus composed of the manifold fragments of separate pasts, each of them (Jewish, Polish, Serb, Armenian, German, Asian-American, Palestinian, Irish, homosexual…) marked by its own distinctive and assertive victimhood.
  • The resulting mosaic does not bind us to a shared past, it separates us from it. Whatever the shortcomings of the national narratives once taught in school, however selective their focus and instrumental their message, they had at least the advantage of providing a nation with past references for present experience. Traditional history, as taught to generations of schoolchildren and college students, gave the present a meaning by reference to the past: today’s names, places, inscriptions, ideas, and allusions could be slotted into a memorized narrative of yesterday. In our time, however, this process has gone into reverse. The past now acquires meaning only by reference to our many and often contrasting present concerns.
  • the United States thus has no modern memory of combat or loss remotely comparable to that of the armed forces of other countries. But it is civilian casualties that leave the most enduring mark on national memory and here the contrast is piquant indeed
  • Today, the opposite applies. Most people in the world outside of sub-Saharan Africa have access to a near infinity of data. But in the absence of any common culture beyond a small elite, and not always even there, the fragmented information and ideas that people select or encounter are determined by a multiplicity of tastes, affinities, and interests. As the years pass, each one of us has less in common with the fast-multiplying worlds of our contemporaries, not to speak of the world of our forebears.
  • What is significant about the present age of transformations is the unique insouciance with which we have abandoned not merely the practices of the past but their very memory. A world just recently lost is already half forgotten.
  • In the US, at least, we have forgotten the meaning of war. There is a reason for this. I
  • Until the last decades of the twentieth century most people in the world had limited access to information; but—thanks to national education, state-controlled radio and television, and a common print culture—within any one state or nation or community people were all likely to know many of the same things.
  • it was precisely that claim, that “it’s torture, and therefore it’s no good,” which until very recently distinguished democracies from dictatorships. We pride ourselves on having defeated the “evil empire” of the Soviets. Indeed so. But perhaps we should read again the memoirs of those who suffered at the hands of that empire—the memoirs of Eugen Loebl, Artur London, Jo Langer, Lena Constante, and countless others—and then compare the degrading abuses they suffered with the treatments approved and authorized by President Bush and the US Congress. Are they so very different?
  • As a consequence, the United States today is the only advanced democracy where public figures glorify and exalt the military, a sentiment familiar in Europe before 1945 but quite unknown today
  • the complacent neoconservative claim that war and conflict are things Americans understand—in contrast to naive Europeans with their pacifistic fantasies—seems to me exactly wrong: it is Europeans (along with Asians and Africans) who understand war all too well. Most Americans have been fortunate enough to live in blissful ignorance of its true significance.
  • That same contrast may account for the distinctive quality of much American writing on the cold war and its outcome. In European accounts of the fall of communism, from both sides of the former Iron Curtain, the dominant sentiment is one of relief at the closing of a long, unhappy chapter. Here in the US, however, the story is typically recorded in a triumphalist key.5
  • For many American commentators and policymakers the message of the twentieth century is that war works. Hence the widespread enthusiasm for our war on Iraq in 2003 (despite strong opposition to it in most other countries). For Washington, war remains an option—on that occasion the first option. For the rest of the developed world it has become a last resort.6
  • Ignorance of twentieth-century history does not just contribute to a regrettable enthusiasm for armed conflict. It also leads to a misidentification of the enemy.
  • This abstracting of foes and threats from their context—this ease with which we have talked ourselves into believing that we are at war with “Islamofascists,” “extremists” from a strange culture, who dwell in some distant “Islamistan,” who hate us for who we are and seek to destroy “our way of life”—is a sure sign that we have forgotten the lesson of the twentieth century: the ease with which war and fear and dogma can bring us to demonize others, deny them a common humanity or the protection of our laws, and do unspeakable things to them.
  • How else are we to explain our present indulgence for the practice of torture? For indulge it we assuredly do.
  • “But what would I have achieved by proclaiming my opposition to torture?” he replied. “I have never met anyone who is in favor of torture.”8 Well, times have changed. In the US today there are many respectable, thinking people who favor torture—under the appropriate circumstances and when applied to those who merit it.
  • American civilian losses (excluding the merchant navy) in both world wars amounted to less than 2,000 dead.
  • We are slipping down a slope. The sophistic distinctions we draw today in our war on terror—between the rule of law and “exceptional” circumstances, between citizens (who have rights and legal protections) and noncitizens to whom anything can be done, between normal people and “terrorists,” between “us” and “them”—are not new. The twentieth century saw them all invoked. They are the selfsame distinctions that licensed the worst horrors of the recent past: internment camps, deportation, torture, and murder—those very crimes that prompt us to murmur “never again.” So what exactly is it that we think we have learned from the past? Of what possible use is our self-righteous cult of memory and memorials if the United States can build its very own internment camp and torture people there?
  • We need to learn again—or perhaps for the first time—how war brutalizes and degrades winners and losers alike and what happens to us when, having heedlessly waged war for no good reason, we are encouraged to inflate and demonize our enemies in order to justify that war’s indefinite continuance.
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