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Mark L. Howe 《Memory (Hove, England)》2019,27(1):115-121
ABSTRACTIn this article, I provide an overview of the problems associated with understanding the nature of early autobiographical memory and discuss issues concerning the forgetting of these memories (infantile/childhood amnesia). Specifically, I provide a brief exegesis as to whether such memories are stored in a fragile manner to begin with, become difficult to retrieve over time, or both. In order to answer this and other related questions, I review the contribution of the articles in this special issue to understanding the enigma that is infantile/childhood amnesia. I then outline some of the issues that remain and suggest a functional approach to understanding why the forgetting of early experiences may be more adaptive than remembering them. I conclude by suggesting that infantile amnesia may actually begin during infancy itself. 相似文献
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Journal of Religion and Health - 相似文献
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Tim Shallice Peter McLeod Kristin Lewis 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》1985,37(4):507-532
A dual-task paradigm is used to investigate whether the auditory input logogen is distinct from the articulatory output logogen. In the first two experiments it is shown that the task of detecting an unspecified name in an auditory input stream can be combined with reading aloud visually presented words with relatively little single- to dual-task decrement. The stimuli for both tasks are independent streams of random words presented at rapid rates. A series of control experiments suggest that the first task places a considerable information processing load on the auditory input logogen, the second a considerable load on the phonological output logogen, and that subjects do not switch between the two tasks. The fact that the two tasks can be combined with ease is therefore interpreted as supporting the view that the systems underlying reading aloud and listening are separate. The ease of performance when the input streams are in different modalities, compared to the difficulties when they are in the same, has implications for general models of attention. 相似文献