Memory/ (Record no. 188721)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 05305nam a2200145Ia 4500 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781848721845 |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | CUS |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 153.12 |
| Item number | BAD/M |
| 245 #0 - TITLE STATEMENT | |
| Title | Memory/ |
| Statement of responsibility, etc. | Baddeley, Alan |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 2nd ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication, distribution, etc. | London: |
| Name of publisher, distributor, etc. | Psychology, |
| Date of publication, distribution, etc. | 2014. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 531 p. |
| Other physical details | PB |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | About the authors<br/>Preface to the First edition<br/>Preface to the Second edition<br/>I .What is memory?<br/>Why do we need memory?<br/>One memory or many?<br/>Theories, maps, and models<br/>How can we study memory?<br/>How many kinds of memory?<br/>Sensory memory<br/>Short-term and working memory<br/>Long-term memory<br/>Memory: Beyond the laboratory<br/>Summary<br/>Points for discussion<br/>Further reading<br/>References<br/>2. Memory and the brain<br/>Neuropsychological approaches<br/>Observing the brain<br/>Observing the working brain<br/>Blood flow based measures<br/>The cellular basis of memory<br/>Genetic approaches<br/>Summary<br/>Points for discussion<br/>Further reading<br/>References<br/>3. Short-term memory<br/>Short-term and working memory:<br/>What's the difference?<br/>Memory span<br/>Models of verbal short-term memory<br/>Competing theories of verbal short-term<br/>memory<br/>Free recall<br/>Visuo-spatial short-term memory<br/>Summary<br/>Points for discussion<br/>Further reading<br/>References<br/>4.Working memory<br/>The modal model<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/>Educational applications<br/>The neuroscience of working memory<br/>Summary<br/>Points for discussion<br/>Further reading<br/>References<br/>5. 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/>The neurohiological basis of learning<br/>Summary<br/>Points for discussion<br/>Further reading<br/>References<br/>6. Episodic memory: Organizing<br/>and remembering<br/>The Bartlett approach<br/>Meaning and memory<br/>Memory and predictability<br/>Levels of processing<br/>The limits of levels<br/>Transfer-appropriate processing<br/>Why is deeper coding better?<br/>Organization and memory<br/>Becoming an expert<br/>Seriation<br/>Episodic memory and the brain<br/>Summary<br/>Points for discussion<br/>Further reading<br/>References<br/>7. Semantic memory and stored<br/>knowledge<br/>Introduction<br/>Semantic memory vs. episodic<br/>memory<br/>Organization of concepts:<br/>Traditional views<br/>Using concepts<br/>Concepts and the brain<br/>Schemas<br/>Summary<br/>Points for discussion<br/>Further reading<br/>References<br/>8. Retrieval<br/>The experience of retrieval failure<br/>The retrieval process: General<br/>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/>Concluding remarks<br/>Summary<br/>Points for discussion<br/>Further reading<br/>References<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/>Points for discussion<br/>Further reading<br/>References<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/>Points for discussion<br/>Further reading<br/>References<br/>I I. Autobiographical memory<br/>Why do we need autobiographical<br/>memory?<br/>Methods of study<br/>Theories of autobiographical memory<br/>Psychogenic amnesia<br/>Organically based deficits<br/>Summary<br/>Points for discussion<br/>Further reading<br/>References<br/>12. Eyewitness testimony<br/>Introduction<br/>Major factors influencing eyewitness<br/>accuracy<br/>Anxiety and violence<br/>Age and eyewitness accuracy<br/>Remembering faces<br/>Police procedures with eyewitnesses<br/>From laboratory to courtroom<br/>Summary<br/>Points for discussion<br/>Further reading<br/>References<br/>13. Prospective memory<br/>Introduction<br/>Prospective memory in everyday life<br/>Types of prospective memory<br/>Theoretical perspectives<br/>Improving prospective memory<br/>Summary<br/>Points for discussion<br/>Further reading<br/>References<br/>14. Memory in childhood<br/>Introduction<br/>Memory in infants<br/>Developmental changes in memory<br/>during childhood<br/>Implicit memory<br/>Autobiographical memory and<br/>infantile amnesia<br/>Children as witnesses<br/>Summary<br/>Points for discussion<br/>Further reading<br/>References<br/>15. Memory and aging<br/>Approaches to the study of aging<br/>Working memory and aging<br/>Aging and long-term memory<br/>Theories of aging<br/>The aging brain<br/>Summary<br/>Points for discussion<br/>Further reading<br/>References<br/>16. When memory systems<br/>fail<br/>Amnesia: The patient and the<br/>psychologist<br/>Episodic memory impairment<br/>Traumatic brain injury<br/>Alzheimer's disease<br/>Rehabilitation of patients with<br/>memory problems<br/>Conclusion<br/>Summary<br/>Points for discussion<br/>Further reading<br/>References<br/>17. Improving your<br/>memory<br/>Introduction<br/>Distinctive processing<br/>Techniques to improve memory:<br/>Visual imagery<br/>Techniques to improve memory:<br/>Verbal mnemonics<br/>Why are mnemonic techniques<br/>effective?<br/>Working memory training<br/>Memory experts<br/>Preparing for examinations<br/>Learning verbatim<br/>Summary<br/>Points for discussion<br/>Further reading<br/> |
| 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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Central Library, Sikkim University | Central Library, Sikkim University | General Book Section | 29/08/2016 | 153.12 BAD/M | P43756 | 14/07/2018 | 14/07/2018 | General Books |