The Remember–Know paradigm is commonly used to examine experiential states during recognition. In this paradigm, whether a Know response is defined as a high-confidence state of certainty or a low-confidence state based on familiarity varies across researchers, and differences in definitions and instructions have been shown to influence participants’ responding. Using a novel approach, in three internet-based questionnaires participants were placed in the role of ‘memory expert’ and classified others’ justifications of recognition decisions. Results demonstrated that participants reliably differentiated between (...) others’ memory experiences – both in terms of confidence and other inherent differences in the justifications. Furthermore, under certain conditions, manipulations of confidence were found to shift how items were assigned to subjective experience categories . Findings are discussed in relation to the relationship between subjective experience and confidence, and the separation of Know and Familiar response categories within the Remember–Know paradigm. (shrink)

This edited text recaptures many of Joe L. Kincheloe's national and international influences. An advocate and a scholar in the social, historical, and philosophical foundations of education, he dedicated his professional life to his vision of critical pedagogy. The authors in this volume found mentorship, as well as kinship, in Joe and express the many ways in which he and his work made profound differences in their work and lives. Joe's research always pushed the limits of what critically reflective and (...) informed teaching entailed, never diluting the import of comprehending the complexity of sociopolitical, cultural, economic, and educational discourses and practices. Dedicated to a praxis of social and political activism rooted in students' development as citizens and workers, the labor of teachers as action researchers, cultural workers, and social mediators is always at the heart of all he achieved. We who were so influenced directly and indirectly by him knew his genius and relished the generosity with which he shared his ideas, advice, encouragement, and art. The world is better because of Joe L. Kincheloe scholarship-inextricably related to "critical" critical thinking and enactment of education that tenaciously interrupts complacency, mediocrity, always responding thoughtfully to particular educational contexts. (shrink)

The purpose of the book is to attempt to ascertain the views of President Barack Obama related to the field of education. This is done by first studying his own personal education and then following his spoken and written comments as a social worker, college professor, and as a state and federal legislator. In addition, there is an analysis of the positions he has taken during his political campaigns. Following this, there is a description of the actions he has taken (...) thus far in the field of education during his presidency. Using this background the author seeks to suggest his likely initiatives in education during the remainder of his presidency. (shrink)

If and the function is partial recursive, it is easily seen that A is recursive. In this paper, we weaken this hypothesis in various ways (and similarly for ``min'' in place of ``max'') and investigate what effect this has on the complexity of A. We discover a sharp contrast between retraceable and co-retraceable sets, and we characterize sets which are the union of a recursive set and a co-r.e., retraceable set. Most of our proofs are noneffective. Several open questions are (...) raised. (shrink)

The term 'episodic memory' refers to our memory for unique, personal experiences, that we can date at some point in our past - our first day at school, the day we got married. It has again become a topic of great importance and interest to psychologists, neuroscientists, and philosophers. How are such memories stored in the brain, why do certain memories disappear (especially those from early in childhood), what causes false memories (memories of events we erroneously believe have really taken (...) place)? Since Endel Tulving's classic book 'Episodic memory' (OUP, 1983) very few books have been published on this topic. In recent years however, many of the assumptions made about episodic memory have had to be reconsidered as a result of new techniques, which have allowed us a far deeper understanding of episodic memory. In 'Episodic memory: new directions in research' three of the worlds leading researchers in the topic of memory have brought together a stellar team of contributors from the fields of cognitive psychology, neuropsychology, and neuroscience, to present an account of what we now know about about this fundamentally important topic. The list of contributors includes, amongst others, Daniel Schacter, Richard Morris, Fareneh Vargha-Khadem, and Endel Tulving. The work presented within this book will have a profound effect on the direction that future research in this topic will take. (shrink)

Can the psychodynamics of the mind be correlated with neurodynamic processes in the brain? The book revisits a question that scientists and psychoanalysts have been asking for more than a century. It brings together experts from Psychology, Psychoanalysis, Neuroscience, Philosophy, Psychiatry and Neurology to consider this question.

This study investigated whether temporal clustering of autobiographical memories around periods of self-development would also occur when imagining future events associated with the self. Participants completed an AM task and future thinking task. In both tasks, memories and future events were cued using participant-generated identity statements . Participants then dated their memories and future events, and finally gave an age at which each identity statement was judged to emerge. Dates of memories and future events were recoded as temporal distance from (...) the identity statement used to cue them. AMs and future events both clustered robustly around periods of self-development, indicating the powerful organisational effect of the self. We suggest that life narrative structures are used to organise future events as well as memories. (shrink)

Can one teach democracy? This question came repeatedly to my mind as I read Jan-Werner Müller's stimulating contribution to the recent literature on the past history, current travails, and future p...

One of the main aims of the NATO Advanced Research Workshop on autobiographical memory was to provide researchers with an opportunity to ‘stick their necks out’ and throw open for public scrutiny theoretical claims they might otherwise have kept to themselves. In the papers collected in the present volume the reader will find that this is just what occurs. Even where an author has chosen to present new empirical findings these are accompanied by the type of theoretical speculation often edited (...) out in, for example, journal submissions. Thus, the intention of the book, like the workshop, is to provide an impetus to the development of theory in autobiographical memory research. (shrink)

Neither the storehouse nor the correspondence metaphor is an appropriate conceptual framework for memory research. Instead a meaning-based account of human memory is required. The correspondence metaphor is an advance over previous suggestions but entails an oversimple view of “accuracy.” Freud's account of memory may provide a more fruitful approach to memory and meaning.

This is a collection of chapters by some of the most influential memory researchers.

Bertolt Brecht’s poem “A Worker’s Speech to a Doctor” is frequently cited as a means to raise awareness among health workers of the health effects of living and working conditions. Less cited is his Call to Arms trilogy of poems, which calls for class-based action to transform the capitalist economic system that sickens and kills so many. In this article, we show how “A Worker’s Speech to a Doctor,” with its plea for empathy for the ill, contrasts with the more (...) activist and often militant tone of the Call to Arms trilogy: “Call to a Sick Communist,” “The Sick Communist’s Answer to the Comrades,” and “Call to the Doctors and Nurses.” We also show that, while “A Worker’s Speech to a Doctor” has been applied in the training of health workers, its accusatorial tone towards health workers’ complicity in the system the poem is critiquing risks alienating such workers. In contrast, the Call to Arms trilogy seeks common ground, inviting these same workers into the broader political and social fight against injustice. While we contend that the description of the sick worker as a “Communist” risks estranging these health workers, our analysis of the Call to Arms poems nevertheless indicates that their use can contribute to moving health workers’ educational discourse beyond a laudable but fleeting elicitation of empathy for the ill towards a structural critique and deeper systemic understanding in order to prompt action by health workers to reform or even replace the capitalist economic system that sickens and kills so many. (shrink)

What is the proper relation between the scientific worldview and other parts or aspects of human knowledge and experience? Can any science aim at "complete coverage" of the world, and if it does, will it undermine--in principle or by tendency--other attempts to describe or understand the world? Should morality, theology and other areas resist or be protected from scientific treatment? Questions of this sort have been of pressing philosophical concern since antiquity. The Proper Ambition of Science presents ten particular case (...) studies written by prominent philosophers, looking at how this problem has been approached from the ancient world right up to the present day. Contributors: Bob Sharples, M.W.F. Stone, G.A.J. Rogers, J.R. Milton, Aaron Ridley, Christopher Hookway, Dermot Moran, Thomas E. Uebel, David Papineau, and Nancy Cartwright. (shrink)