Centre for Advanced Study
at the Norwegian Academy of Science and Letters
Towards a Comprehensive Model of Human Memory
Participants:
Tore Helstrup
Svein Magnussen
Jan Andersson
Cesare Cornoldi
Rossana De Beni
Tor Endestad
Gail S. Goodman
Asher Koriat
Maria Larsson
Annika Melinder
Lars-Göran Nilsson
Jerker Rönnberg
Hubert Zimmer
A joined publication:
Everyday memory
Project at the Centre for Advanced Study at the Norwegian Academy
of Science and Letters, Oslo 2003-2004. The project is lead
by Professors Tore Helstrup and Svein Magnussen, Department of Psychology,
University of Oslo.
Abstract:
Errors and distortions of human memory have been main themes in memory research during the last decade. This focus on the qualitative aspect of memory is partly the result of a widespread concern about the reliability and fallibility of eyewitness testimony demonstrated in widely publicized court trials involving alleged serial killings, mass sexual abuse in kindergartens, and in trials based on early memories resurrected in psychotherapy. Most models of memory are based on laboratory research that focuses on the quantitative aspects of memory. The purpose of this project is to develop a model that incorporates the error-generating factors of human cognition and embeds memory in a larger context of cognitive psychology. The project will consider factors such as the effect of post-event information, social aspects of memory and the importance of collaborative efforts for memory formation, the importance of emotional and personality factors in memory, and memory viewed in a meta-cognition perspective. Principal collaborators are Cesare Cornoldi (Padova), Asher Koriat (Haifa), Lars-Göran Nilsson (Stockholm), Jerker Rönnberg (Linköping).
Project description (pdf)
A joined publication: Everyday memory (in prep.)
Participants: (see also list of all fellows here)
Tore HelstrupTore Helstrup is professor in cognitive psychology at the University of Oslo, Norway. His research interests are primarily in the domains of memory, mental imagery and problem solving. A further area of interest concerns the theoretical foundations of psychology. In the later years Helstrup has made an effort to work out textbook materials making current cognitive research available to the broader public. Presently Helstrup is engaged in a project discussing the interaction between cognitive processes controlled by mechanisms and cognitive processes controlled by the person. This approach is also used in his CAS project where he examines pathways to and from memories of everyday episodes. Helstrup is a member of the Norwegian Academy of Science and Letters. Together with Svein Magnussen he organizes the CAS memory project, and collaborates with several other members of the group.
Some selected recent publications:
Glass, A.L., Lian, A. & Helstrup, T. (2003). Retrieval independence in successive recognition tasks. Quarterly Journal of Experimental Psychology, 56 (A): 656-683.
Helstrup, T. (2000). Praktisk læringspsykologi. Bergen: Fagbokforlaget, ISBN: 82-7674-701-9.
Helstrup, T. (2001). Concurrent and retroactive interference effects in memory of movement patterns. Quarterly Journal of Experimental Psychology, 54 (A): 547-560.
Helstrup, T. (2002). Læring i et kognitivt perspektiv. In: I. Bråten (ed.), Læring: i sosialt, kognitivt og sosialt-kognitivt perspektiv. Oslo: Cappelen akademisk forlag, ISBN: 82-02-21817-9.
Helstrup, T. (in print). The enactment effect is due to more than guesses and beliefs: A methodological control study. Scandinavian Journal of Psychology.
Helstrup, T. & Kaufmann, G. (2000). Kognitiv psykologi. Bergen: Fagbokforlaget, ISBN: 82-7674-288-2.
Helstrup, T. & Magnussen, S. (2001). The mental representation of familiar, long-distance journeys. Journal of Environmental Psychology. 21 (4): 411-421.
Zimmer, H.D., Helstrup, T. & Engelkamp, J. (2000). Pop-out into memory: A retrieval mechanism that is enhanced with the recall of subject-performed tasks. Journal of Experimental Psychology - Learning Memory and Cognition, 26 (3): 658-670.
Svein Magnussen
Svein Magnussen is professor of cognitive psychology at the University
of Oslo. His research covers a wide range of themes in basic and applied
cognitive psychology and neuropsychology. Main themes in current research
are mechanisms of visual-perceptual memory as revealed by cognitive experiments
and brain imaging (ERP and fMRI), and everyday memory studied in the context
of eyewitness testimony; several projects involve collaboration with laboratories
in Europe and the USA. He was awarded the Norwegian Research Council's
prize for excellence in research in 2001, and is member of the Norwegian
academy of Science and Letters. Magnussen organizes the CAS Memory project
together with Tore Helstrup, and collaborates with several other members
of the group.
Some selected recent publications:
Greenlee, M.W., Magnussen, S. & Reinvang, I. (2000). Brain regions involved in spatial frequency discrimination: evidence from fMRI. Experimental Brain Research, 132, 399-403.
Ihlebæk, C., Löve, T., Eilertsen, D.E. & Magnussen, S. (2003). Memory for a staged criminal event witnessed live and on video. Memory, 11, 319-327.
Kaufmann, G., Drevland, G., Wessel, E., Overskeid, G. & Magnussen, S. (2003). The importance of being earnest: Displayed emotion and witness credibility. Applied Cognitive Psychology, 17, 21-34.
Magnussen, S. (2000) Low-level memory processes in vision. Trends in Neurosciences, 23, 247-251.
Magnussen, S., Greenlee, M.W., Aslaksen, P.M. & Kildebo, O.Ø. (2003). High-fidelity long-term memory for spatial frequency revisited - and confirmed. Psychological Science, 14, 74-76.
Reinvang, I., Magnussen, S & Greenlee, M.W. (2002) Hemispheric asymmetry in visual discrimination and memory: ERP-evidence for the spatial frequency hypothesis. Experimental Brain Research, 144, 483-495.
Raanaas, R.K., Nordby, K. & Magnussen, S. (2002). The expanding telephone number. Part 2: Age variations in immediate memory for multiple-digit numbers. Behavior and Information Technology, 21, 39-45.
Jan AnderssonJan Andersson is a researcher at Swedish Defence Research Agency. His research covers especially basic, applied cognitive psychology and human factors. Main themes in current research are team performance and team effectiveness, and everyday memory studied in the context of collaborative memory. His CAS project will focus on social aspects of everyday memory such as collaborative memory and false memories.
Some selected recent references:
Andersson, J (2001) Net effect of memory collaboration: How is collaboration affected by factors such as friendship, gender and age? Scandinavian Journal of Psychology, 42, 367-375.
Andersson, J., Berggren, P., Grönkvist., Magnusson, S., & Svensson, E (2002). Oxygen saturation and cognitive performance. Psychopharmacology, 162, 119-128.
Andersson, J., Hitch, G., & Meudell, P (submitted). Effects of the timing and identity of retrieval cues in individual recall: An attempt mimic cross-cuing in collaborative recall.
Antepohl, W., Kiviloog , L., Andersson, J., & Gerdle, B (in press). Cognitive Impairment in Patients with Chronic Whiplash-associated Disorder - a Matched Control Study. Neurorehabilitation.
Berggren, P., & Andersson, J (submitted). Does Team member's mutual understanding affect team performance?
Johansson, O., Andersson, J., & Rönnberg, J (2000). Do elderly couples have a better prospective memory than other elderly people when they collaborate? Applied cognitive psychology, 14, 121-133.
Johansson, O., Andersson, J., & Rönnberg (submitted). Compensating strategies in collaborative remembering in very old couples.
Cesare CornoldiCesare Cornoldi is a professor in general psychology at the University of Padova, Italy. He is doing research on various aspects of cognition with specific focus on mental imagery, human memory and learning disabilities. Cornoldi has had a persisting interest for improved understanding of metacognition, and has been engaged in using this knowledge in the area of special education. For time being he is president of the European Society of Cognitive Psychology. In his CAS project he will work with everyday memory as socially maintained.
Some selected references:
Rossana De BeniRossana De Beni is professor in general psychology at the University of Padova, Italy. The main areas of her research have been memory, mental representation, motivation and learning disabilities. De Beni have approached much of her studies of cognition from a developmental perspective, although her research also focuses general aspects of cognition. Her CAS work will be on socially based mechanisms of everyday memory.
Some selected references:
Cornoldi, C. & De Beni, R. (1999). Basic computations and strategic control in the use of mental imagery. Cahiers de Psychologie Cognitive/Current Psychology of Cognition, 18(4), 495-501.
De Beni, R. & Cornoldi, C. (1988). Imagery limitations in totally congenitally blind subjects. Journal of Experimental Psychology: Learning, Memory, and Cognition, 14(4), 650-655.
De Beni, R. & Moe, A. (2003). Presentation modality effects in studying passages. Are mental images always effective. Applied Cognitive Psychology, 17(3), 309-324.
De Beni, R., Moe, A. & Cornoldi, C. (1997). Learning from texts or lectures: Loci mnemonics can interfere with reading but not with listening. European Journal of Cognitive Psychology, 9(4), 401-415.
De Beni, R. & Palladino, P. (2000). Intrusion errors in working memory tasks: Are they related to reading comprehension ability? Learning and Individual Differences, 12(2), 131-143.
De Beni, R. & Palladino, P. (2004). Decline in working memory updating through ageing: Intrusion error analyses. Memory, 12(1), 75-89.
De Beni, R, Palladino, P, Pazzaglia, F. & Cornoldi, C. (1998). Increases in intrusion errors and working memory deficit of poor comprehenders. Quarterly Journal of Experimental Psychology: Human Experimental Psychology, 51A(2), 305-320.
De Beni, R. & Pazzaglia, F. (1995). Memory for different kinds of mental images: Role of contextual and autobiographic variables. Neuropsychologia, 33(11), 1359-1371.
Tor EndestadTor Endestad is associate professor in cognitive psychology at the University of Oslo, Norway. His research interests are primarily on the domains of language, memory and the integration of visual and verbal information in the brain. In the areas of applied research he has studied a vide range of topics related to the interaction between humans and new technology. Main themes in current research are studies of source monitoring, the where and who in episodic memory and questions related to how memory and attention is modulated by emotional stimuli. An ongoing project linked to the CAS project is how memory of episodes and one self as a person might be changed by mass media exposure.
Some selected recent publications:
Endestad, T. (2002). Cognitive mechanisms in the comprehension of metaphor. Doctoral thesis, University of Oslo.
Endestad, T., Helstrup, T., & Magnussen, S., Source memory for pictures and words following literal and metaphorical decisions. Submitted to Imagination, Cognition and Personality.
Gail GoodmanGail Goodman is a professor at the University of California, Davis. She has an extensive research experience and production from the field of psychology and law, and from developmental psychology. She had been the president of the Divisions 37 and 41 of the American Psychological Association and she has received multiple rewards. Her main research interests are traumatically experiences impact on memory and forensically relevant issues connected to cognitive function. Gail Goodman's CAS project will involve false memory, development of memory, and psychopathological consequences of trauma. She will collaborate with Svein Magnussen, Maria Larsson, Annika Melinder, and Jan Andersson.
Some selected references:
Alexander, K., Goodman, G. S., Schaaf, J., Shaver, P.R., & Quas, J. A. (2002). The role of attachment and cognitive inhibition in children's memory for a stressful event. Journal of Experimental Child Psychology, 83, 262-90.
Eisen, M., Qin, J.J., Goodman, G. S., & Davis, S. (2002). Memory and suggestibility in maltreated children. Journal of Experimental Child Psychology, 83,167-212.
Eisen, M., Quas, J. A., & Goodman, G. S. (Eds.)(2002). Memory and suggestibility in the forensic interview. Mahwah, NJ: Erlbaum.
Ghetti, S., Qin, J.J., & Goodman, G. S. (2002). False memories in children and adults: Age, distinctiveness, and subjective experience. Developmental Psychology, 38, 705-718.
Goodman, G. S., Batterman-Faunce, J., Schaaf, J., & Kenney, R.(2002). Children's memory nearly four years after an event: Professionals' and nonprofessionals' assessments of children's accuracy. Child Abuse and Neglect, 26, 849-884.
Goodman, G. S., Ghetti, S., Quas, J. A., Edelstein, R., Alexander, K., Cordon, I., & Jones, D. P. H. (2003). A prospective study of memory for child sexual abuse: New findings relevant to the repressed memory controversy. Psychological Science, 14, 113-118.
Pezdek, K., Morrow, A., Blandon-Gitlin, I., Goodman, G. S., Quas, J., Saywitz, K., Bidrose, S., Pipe, M-E., Rogers, M., & Brody, L. (in press). Detecting deception in children: The effect of event familiarity on Criterion Based Content Analysis ratings. Journal of Applied Psychology.
Asher KoriatAsher Koriat is professor at the University of Haifa, Israel, and director of the Max Wertheimer Center for Cognitive processes and Human Processes. Koriat is doing research especially on human memory and decision making. A special interest concerns metacognitive aspects of human memory, with the decision processes that is constantly active in this domain of cognition. His CAS work will approach everyday memories from a metacognitive perspective.
Some selected references:
Goldsmith, M., Koriat, A., & Weinberg,-Eliezer, A. (2002). The strategic regulation of grain size in memory reporting. Journal of Experimental Psychology: General, 131, 73-95.
Koriat, A. (1993). How do we know that we know? The accessibility model of the feeling-of- knowing. Psychological Review, 100, 609-639.
Koriat, A. (2000). Control processes in remembering. In E. Tulving, & F.I.M. Craik (Eds.), The Oxford handbook of memory (pp. 333-346). New York: Oxford University Press.
Koriat, A. (2000). The feeling of knowing: Some metatheoretical implications for consciousness and control. Consciousness and Cognition, 9, 149-171.
Koriat, A., & Goldsmith, M. (1994). Memory in naturalistic and laboratory contexts: Distinguishing the accuracy-oriented and quantity-oriented approaches to memory assessment. Journal of Experimental Psychology: General, 123, 297-315.
Koriat, A., & Goldsmith, M. (1996). Memory metaphors and the real life/laboratory controversy: Correspondence versus storehouse views of memory. Behavioral and Brain Sciences, 19, 167-188.
Koriat, A., & Goldsmith, M. (1996). Monitoring and control processes in the strategic regulation of memory accuracy. Psychological Review, 103, 490-517.
Koriat, A., Goldsmith, M., & Pansky A. (2000). Toward a psychology of memory accuracy. Annual Review of Psychology, 51, 481-537.
Koriat, A., Goldsmith, M., Schneider, W., & Nakash-Dura, M. (2001). The credibility of children's testimony: Can children control the accuracy of their memory reports? Journal of Experimental Child Psychology, 79, 405-437.
Koriat, A., & Pearlman-Avnion, S. (2003). The Memory organization of action events and its relationship to memory performance. Journal of Experimental Psychology: General, 132, 435-454.
Maria LarssonMaria Larsson is an associate professor at the University of Stockhlom, Sweden. She has been especially interested in memory research connected to episodic odor recognition in elderly persons, Alzheimer's disease, and in a gender perspective. Maria Larsson collaborates with central research milieus in Germany and with clinical as well as basic research milieus in Sweden. Her CAS projects will focus on ontogenetic and phylogenetic aspects of olfactory memory and she will collaborate with Annika Melinder, and Gail Goodman.
Annika MelinderAnnika Melinder is a post doctorate fellow at the University Oslo, Norway. Her main research interest concentrates around the development of memory, in particular memory for emotional events and source monitoring functions. In an applied context, witness psychology and forensic investigative techniques are central subjects for her research. Annika Melinder collaborates with central research milieus in the USA and Sweden. Her CAS projects will focus on developmental aspects of everyday memory and she will collaborate with Maria Larsson, Gail Goodman, and Jerker Rønnberg.
Some selected recent references:
Cordon, I., Pipe, M., Sayfan, L., Melinder, A., & Goodman, G., S. (2004). Memory for traumatic experiences in early childhood. Developmental Review, 24 (1), 101-132.
Melinder, A. (2002). Children's memory of a mildly stressful event. What is helpful? In: Korsnes M. S., Raftopoulos A., & Demetriou A. (Eds.). Studies of the mind: Proceedings of the first Norwegian Cypriot Meeting on Cognitive Psychology and Neuropsychology. Nicosia, Cyprus.
Melinder, A., Alexander, K., & Goodman, G., S. (manuscript submitted). Children's recollection of a medical examination: Clinical versus forensic interviews.
Melinder, A., Goodman, G., S., Eilertsen, D. E., & Magnussen, S.,J. (in press). Beliefs about child witnesses: A Survey of Professionals. Psychology, Crime, & Law, XX.
Melinder, A., Magnussen, S., J. (2003). Children as witnesses: A review of recent research. Tidsskrift for Norsk Psykologforening, 40, 204-217.
Melinder, A., Scullin, M., H., Gunnerød, V., & Nyborg, E. (manuscript submitted for publication). Evaluation of the generalizability of a 2-factor measure of preschool-age children's suggestibility in Norwegian and American samples.
Melinder, A., Thoresen, C., Lønnum, K. & Magnussen, S., J. (manuscript submitted for publication). Forensic investigation of the preschool child: A comparison of verbal interviews and play-observations.
Lars-Göran NilssonLars-Göran Nilsson has a position as Olof Eneroth professor of psychology at Stockholm University in Sweden. Human memory has been his main research area, where he has been and still is engaged in a wide spectre of different research issues, among them questions about action memory and recognition failure. Nilsson has spent a considerable amount of his research efforts on a broad longitudinal follow up study of cognitive development in old age. This project examines age changes in a cognitive-biological perspective. At CAS Nilsson will look at everyday memory problems from an old-age developmental viewpoint.
Some selected references:
Nilsson, L.-G. (2000). Memory of actions and words. In E. Tulving & F.I.M. Craik (Eds). The Oxford Handbook of Memory, (pp. 137-148). Oxford University Press.
Nilsson, L.-G. & Markowitsch, H.J. (Eds.) (1999). Cognitive neuroscience of memory. Göttingen: Hogrefe & Huber Publishers.
Nilsson, L.-G., Nyberg, L., & Bäckman, L. (2002). Genetic variation in memory functioning. Neuroscience and Biobehavioral Review, 26, 841-848.
Nilsson, L.-G., Nyberg, L., Klingberg, T., Åberg, C., Persson, J., & Roland, P. (2000). Activity in motor areas while remembering action events. NeuroReport, 11, 2199-2201.
Nyberg, L., McIntosh, A.R., Houle, S., Nilsson, L.-G., & Tulving, E. (1996). Relation of hippocampal and medial temporal activity with episodic memory retrieval in individual subjects. Nature, 380, 715-717.
Nyberg, L., Petersson, K.M., Nilsson, L.-G., Sandblom, J., Åberg, C., & Ingvar, M. (2001). Reactivation of Motor Brain Areas during Explicit Memory for Actions. NeuroImage, 14, 521-528.
Jerker RönnbergJerker Rönnberg is professor in psychology at Linköping University, Sweden. Rönnberg's research interests have to a large extent been directed towards issues in the psychology of human memory, e.g. about action memory and collaboration memory. He has had a long standing engagement in connection with handicap questions, and examined closely cognitive aspects of lipreading. Rönnberg also has worked with the problem of conceptual frameworks for memory analysis. In his CAS project Rönnberg will be working with social collaborative aspects of everyday memory, as well as with everyday memory handicap questions.
Some selected references:
Arlinger, S. & Rönnberg, J. (2002). (Eds.). Assessment of auditory communication: From lab to real life. International Journal of Audiology (special issue).
Rönnberg, J. (1998). (Ed.). Cognitive ability and communicative disability. Special issue for Scandinavian Journal of Psychology, vol 39.
Rönnberg, J. (2003). Cognition in the hearing impaired and deaf as a bridge between signal and dialogue: A framework and a model. International Journal of Audiology, 42, 68-76.
Rönnberg, J. (2003). Working memory, neuroscience and language: Evidence from the deaf and hard of hearing. In M. Marschark & P. Spencer (Eds). The Handbook of Deaf Studies, Language, and Education : Oxford University Press.
Rönnberg, J. (in press). Working memory for poorly specified linguistic input: Applications to sensory aids. Hearing Review.
Rönnberg, J., Andersson, J., Samuelsson, S., Söderfeldt, B., Lyxell, B., Risberg, J. (1999). A speechreading expert: The case of MM. Journal of Speech, Language and Hearing Research, 42, 5-20.
Rönnberg, J., Lyxell, B., Samuelsson, S., Erngrund, K., & Nilsson, L-G. Recognition failure of prose-embedded words. (1991). Journal of Experimental Psychology: Learning, Memory, and Cognition, 17, 288-301.
Rønnberg, J., Rudner, M. & Ingvar, M. (in press). Neural correlates of working memory for sign language. Cognitive Brain Research.
Rönnberg, J., Söderfeldt, B., & Risberg, J. (1998). Regional cerebral blood flow in signed and heard episodic and semantic memory tasks. Applied Neuropsychology, 5, 132-138.
Rönnberg, J. , Söderfeldt, B. & Risberg, J. (2000). The cognitive neuroscience of signed language. Acta Psychologica, 105, 237-254.
Samuelsson, S., Gustavsson, S., & Rönnberg, J. (1998). Visual and auditory priming in developmental dyslexia: A double dissociation. Dyslexia, 4, 16-29.
Hubert D. ZimmerHubert Zimmer has his scientific position at the University of Saarland, Germany. His research interest especially focus on human memory, mental representations, spatial cognition cognition and navigation, and neuropsychological aspects of memory. Currently Zimmer is engaged in experimental studies of memory for actions, of functional and psychophysiological analysis of visuo-spatial working memory, and in feature binding and memory. In his CAS contributions he will approach everyday memory seen in perspectives of actions and spatial frames.
Some selected references:
Engelkamp, J., Seiler, K. H., & Zimmer, H. D. (in press). Memory for actions: Item and relational information in categorized lists. Psychological Research.
Engelkamp, J., Zimmer, H. D., & de Vega, M. (2001). Pictures and words in memory: The role of visual-imaginal information. In M. Denis, C. Cornoldi, R. H. Logie, M. DeVega & J. Engelkamp (Eds.), Imagery, language and visuo-spatial thinking (pp. 59-80). Hove: Psychology Press.
Kray, C., Baus, J., Zimmer, H. D., Speiser, H., & Krüger A. Two Path Prepositions: Along and Past. Proceedings of COSIT 2001 , Moro Bay, USA, 2001.
Zimmer, H. D. (2001). Why do actions speak louder than words: Action memory as a variant of encoding manipulations or the result of a specific memory system? In H. D. Zimmer et al. (Eds.), Memory for action: A distinct form of episodic memory? (pp. 151-198). New York: Oxford University Press.
Zimmer, H. D. (in press). The construction of mental maps based on a fragmentary view of physical maps. Journal of Educational Psychology.
Zimmer, H. D., & Cohen R. (2001). Remembering actions: A specific type of memory? In H. D. Zimmer et al. (Eds.), Memory for action: A distinct form of episodic memory? (pp. 3-24). New York: Oxford University Press.
Zimmer, H. D., & Engelkamp, J. (2003). Signing enhances memory like performing actions. Psychonomic Bulletin and Review , 10 , 450-454.
Zimmer, H. D., Helstrup, T., & Engelkamp, J. (2000). Pop-out into memory: A retrieval mechanism that is enhanced with the recall of subject-performed tasks. Journal of Experimental Psychology: Learning, Memory and Cognition. 26, 658-670.
Zimmer, H. D., Mecklinger, A. & Lindenberger, U. (Eds.) (in press). Binding in human memory: A neurocognitive approach. Oxford: Oxford University Press.
Zimmer, H. D., & Speiser, H. (2002). The irrelevant picture effect in visuo-spatial working-memory: Fact or fiction? Psychologische Beiträge, 44 , 223-247.
Zimmer, H. D., Speiser, H., & Seidler, B. (2003). Spatio-temporal working memory and short-term object-location tasks use different memory mechanisms. Acta Psychologica , 114 , 41-65.
Zimmer, H. D., & Steiner, A. (2003). Colour specificity in episodic and in perceptual object recognition with enhanced colour impact. European Journal of Cognitive Psychology , 15 , 349-370.
Zimmer, H.D., Steiner, A., & Ecker, U. K. H. (2002). How ‘implicit' are implicit color effects in memory? Experimental Psychology, 49, 120-131.
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