Memory/ (Record no. 171586)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 04050nam a2200145Ia 4500 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781848720008 (hbk.) |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | CUS |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 153.12 |
| Item number | BAD/M |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Baddeley, Alan |
| 245 #0 - TITLE STATEMENT | |
| Title | Memory/ |
| Statement of responsibility, etc. | Alan Baddeley, Michael W. Eysenck, Michael C. Anderson |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication, distribution, etc. | England: |
| Name of publisher, distributor, etc. | Psychology Press, |
| Date of publication, distribution, etc. | 2009. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 451 p. |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | I . What is memory?<br/>Why do we need memory?<br/>One memory or many?<br/>Theories, maps, and models<br/>How many kinds of memory?<br/>Sensory memory<br/>Short-term and working memory<br/>Long-term memory<br/>Everyday memory<br/>Summary<br/>Further reading<br/>1. Short-term memory<br/>Short-term and working memory:<br/>What's the difference?<br/>Memory span<br/>Two kinds of memory?<br/>Models of verbal short-term<br/>memory<br/>Competing theories of verbal<br/>short-term memory<br/>Visuo-spatial short-term memory<br/>Summary<br/>Further reading<br/>3. Working memory<br/>The multicomponent model<br/>Imagery and the visuo-spatial<br/>sketchpad<br/>The central executive<br/>The episodic buffer<br/>Individual differences in working<br/>memory<br/>Theories of working memory<br/>The neuroscience of working<br/>memory<br/>Summary<br/>Further reading<br/>4. Learning<br/>Rate of learning<br/>Distributed practice<br/>Expanding retrieval<br/>The importance of testing<br/>The importance of feedback<br/>Motivation to learn<br/>Repetition and learning<br/>Implicit learning<br/>Learning and consciousness<br/>Explaining implicit memory<br/>Learning and the brain<br/>Implicit learning in the brain<br/>Summary<br/>Further reading<br/>5. Episodic memory:<br/>Organizing and<br/>remembering<br/>Meaning and memory<br/>Learning and predictability<br/>Levels of processing<br/>The limits of levels<br/>Transfer-appropriate processing<br/>Why is deeper coding better?<br/>Organization and learning<br/>Memory and the brain<br/>Summary<br/>Further reading<br/>6. Semantic memory and<br/>stored knowledge<br/>Semantic memory vs. episodic<br/>memory<br/>Storing simple concepts<br/>Organization of semantic memory<br/>in the brain<br/>Learning new concepts<br/>Schemas<br/>Summary<br/>Further reading<br/>7 Autobiographical memory<br/>Why do we need autobiographical<br/>memory?<br/>Methods of study<br/>A theory of autobiographical memory<br/>Psychogenic amnesia<br/>Organically based deficits in<br/>autobiographical memory<br/>Autobiographical memory and<br/>the brain<br/>Summary<br/>Further reading<br/>8. Retrieval<br/>"On the tip of the tongue"<br/>The retrieval process: general principles<br/>Factors determining retrieval success<br/>Context cues<br/>Retrieval tasks<br/>The importance of incidental context<br/>in episodic memory retrieval<br/>Recognition memory<br/>Source monitoring<br/>Summary<br/>Further reading<br/>9. Incidental forgetting<br/>A remarkable memory<br/>The fundamental fact of forgetting<br/>On the nature of forgetting<br/>Factors that discourage forgetting<br/>Factors that encourage incidental<br/>forgetting<br/>A functional view of incidental<br/>forgetting<br/>Summary<br/>Further reading<br/>10. Motivated forgetting<br/>Life is good, or memory makes it so<br/>Terminology in research on<br/>motivated forgetting<br/>Factors that predict motivated<br/>forgetting<br/>Factors that predict memory recovery<br/>Recovered memories of trauma:<br/>instances of motivated forgetting?<br/>Summary<br/>Further reading<br/>I I . Amnesia<br/>Studying amnesia<br/>Terminology<br/>Anterograde amnesia<br/>Theories of amnesia<br/>Retrograde amnesia<br/>Traumatic brain injury<br/>Summary<br/>Further reading<br/>12. Memory in childhood<br/>Memory in infants<br/>Developmental changes in memory<br/>during childhood<br/>Autobiographical memory and<br/>infantile amnesia<br/>Children as witnesses<br/>Summary<br/>Further reading<br/>13. Memory and aging<br/>Working memory and aging<br/>Aging and long-term memory<br/>Theories of aging<br/>The aging brain<br/>Alzheimer's disease<br/>Summary<br/>Further reading<br/>14. Eyewitness testimony<br/>Major factors influencing<br/>eyewitness accuracy<br/>Remembering faces<br/>Police procedures with eyewitnesses<br/>From laboratory to courtroom<br/>Summary<br/>Further reading<br/>15. Prospective memory<br/>Assessing prospective memory<br/>Why do plane crashes occur?<br/>Types of prospective memory<br/>Aging and prospective memory<br/>Theoretical perspectives<br/>Summary<br/>Further reading<br/>16. Improving your memory<br/>Techniques to improve memory<br/>Preparing for examinations<br/>Summary<br/>Further reading |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | General Books |
| Withdrawn status | Lost status | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Full call number | Accession number | Date last seen | Date last checked out | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| EduPsy Library, Sikkim University | EduPsy Library, Sikkim University | EduPsy Library | 29/08/2016 | 153.12 BAD/M | P26566 | 05/03/2021 | 05/03/2021 | General Books |