Difference between memory and knowledge Essay

Memory is the mental faculty of retaining and recalling past consider. Its a rattling complex agreement and to understand it there bring been populacey theories that move to explain it. In army to help me answer this question, I impart look at the theorist JM Gardiner, along with other theorists such(prenominal) as Tulving, Mandler and Schacter in order to help me conclude if they atomic number 18 the same thing, inter-related or completely contrary.Tulving (1985), expansive between two quite different prospicient looks immortalizeing, which is some whizzs concrete awareness of oneself (autonoetic consciousness) in the past, which is driven by the prefrontal cortex, allows people to mentally represent past, present, and future fancys in a highly personal and subjective manner. And humping, which is your abstract spotledge (noetic consciousness) of the past, which is the feeling that we live on certain information and that the information is objective rather than sub jective.Gardiner and colleagues (Gardiner & umber, 1990, 1993 Gardiner, Richardson-Klavhen, & Ramponi, 1997) developed a canvass in which participants are given a fruition depute for a list of common row viewed earlier and classify each(prenominal) of the ac live onledge items as something they hark back (R response) or hold up (K response), was on the rent list. Participants received detailed instructions so that their R responses and K responses ricochet recuperation from episodic and semantic repositing.For example, participants are told to make R responses to essay items that they can consciously reexperience from the study list (e.g., participants make R responses to seek items because in their minds eye, they consciously recollect seeing those interchanges on the study list). In contrast, participants are told to make K responses to test items if they (a) are certain those were on the study list scarcely (b) sop up no specific personal or contextual recollec tion of the items preceding presentation. The use of this technique has shown that some independent variables (e.g., dividing attention at study) uphold the frequency of R, but not K, responses, whereas other variables have the exact inverse influence.Memory of a personal life topic may be categorized as a K response, which isrelatively impersonal and objective. A memory qualifies as a K response if people sock a great deal about the details of a previous(prenominal) event but do not mentally reexperience the exact perceptual, contextual, and steamy details of the original event.Gardiners remember-know distinction maps are confusable to that of Mandlers (1980) distinction between recognition by retrieval and recognition by familiarity. Recognition by retrieval involves memory an event as an event, including the personal, season and place context in which the event occurred in contrast, recognition by familiarity involves a feeling that some event occurred in the past, in the absence seizure of conscious recollection of that event. For Gardiner, mark judgments reflect recognition by retrieval, spot Know judgments reflect recognition by familiarity.An alternative framework is provided by Schacters (1987) distinction between explicit and silent in(predicate) memory. The hippocampus is eventful in the formation of explicit memories. They involve the conscious recollection of an experience from the past. Due to the hippocampus not fully developing until about the years of 3, this explains why we cant remember events prior to this, a ascertain known as infantile amnesia. The cerebellum depends important in the formation of implicit memories which are memory-based changes in behaviour that occur independent of, and in the chaste case in the absence of, conscious recollection.Contexual information can be defined as information associated with memory which enables that memory to be distinguished from all others. Hewitt (1973) proposed a distinction bet ween intrinsic and extrinsic context. A change in intinsic arises when some aspect of the target changes (ie the colour of their hair), whereas a change in extrinsic is the change in information nonessential the target (ie meeting someone in somewhere you wouldnt stand them to be). In Gardiners case, remembering reflects explicit memory, while knowing reflects implicit memory.There are at least three varieties of recollective experience firstly remembering which involves the conscious recollection of some past event, as an explicit expression of episodic memory knowing which is the abstract familiarity of that event, as an item in semantic memory and feeling is the wisdom that an event occurred in the past, as an implicit expression of episodic memory. So for example, semantic memory enables a man to know what the term birthday refers to and that he celebrated his last birthday by having dinner at a particular restaurant with his wife, whereas episodic memory allows that same m an to reexperience from a personal and subjective point of view the sights, sounds, smells, and feelings that accompanied that dinner.Metamemory is our index to know whether or not our memories contain a particular wear round of information. An example might be failing to recall the capital of France (Paris) but knowing that you would recognise it if you saw it this is an ability known as a feeling of knowing. These experiences are familiar to anyone who has ever taken a multiple-choice test. Sometimes, we choose a response because we remember the circumstances under which we learnt it. Or on other occasions, we choose a response because we just know the answer, its part of our knowledge about the world, and we dont remember the circumstances under which we learned the answer.Tulving and Gardiner believe that remember and know judgments are based on retrieval from different memory systems episodic and semantic memory, perhaps, or explicit and implicit memory. However, it could al so be that remember and know are based on retrieval from a single memory system, and that the categories of remember, know, and so forth are comforters for different levels of office associated with the recognition judgments. some(prenominal) Tulving (1985) and Gardiner (1988) have rejected this interpretation, even though Tulving actually gathered try favouring it. Tulvings subjects studied 36 words, and and so made Yes/No recognition judgments, sanction ratings (on a 3 point scale), and Remember/Know ratings. The intermediate confidence rating associated with Remember judgments was 2.74, while that of Know judgments was 2.08.However, Gardiner & Java (1990) argued that confidence ratings affect Remember/Know judgments. People may base their confidence ratings on their recollective experience, so that the two are not independent. In their 2ndexperiment, the subjects studied 60 items, 30 words and 30 non words, and then made Yes/No recognition judgments followed by Remember/Kn ow ratings. The termination was a double dissociation more words received remember than know judgments, while the reverse was true for nonwords.In the 3rd experiment which was identical to the 2nd, except the people being tested classified recognized items into Sure and Unsure categories. This time there was no dissociation. Rajaram (1993) performed a similar pair of experiments, with similar results, and came to same conclusion. Substituting Sure/Unsure ratings for Remember/Know judgments got rid of the dissociations observed with Remember/Know, so both Gardiner and Java (1990) and Rajaram (1993) conclude that Remember/Know is not merely a substitute for confidence.Although the Remember/Know distinction is commonly interpreted in impairment of different memory systems, it is suspected instead that these different memories reflect retrieval of different information from a single common store. Know judgments contain retrieval only of information from a list, while remember judgmen ts seem to require retrieval of information about spatiotemporal context, and you need to experience the event yourself.Knowing and remembering something are very similar, the definition of to know is to have fixed in the mind, recognize and have experience of, and the definition of remember is to retain in memory, to think of again. In order to know something it can be quite impersonal, general information about things such as the is the prime minister, this is the semantic memory, however in order to remember something you need to know specific details about the event such as going on holiday, you remember the sights and sounds and the feelings you experienced, this is the episodic memory. In order to remember you need to be able to retrieve information, remember an event as an event, whereas to know you need to just be familiar with it, have a feeling that some event may have occurred before.So to say there is a difference between knowing and remembering something is hard, there are clear cut differences as explained, however without one we couldnt have the other, they are inter-related. It is all the same memory system in which we use to know or to remember something. It is the differentprocesses and different levels of experience or relation to you that makes them different.ReferencesGardiner, J.M., & Java, R.I. (1990). Recollective experience in word and nonword recognition. Memory & Cognition, 18, 23-30.Memory and amnesia, 2nd edition, Alan J Parker, page 17-18,33, 36,116Memory observed, remembering in natural contexts, 2nd edition, Ulric Neisser, Ira E. Hayman, jr. summon 109 psychology powerpoint Memory II Lecture 3 Theories of Short and Long endpoint Memory, 2005, University of Glamorgan.Rybash, John M. Monaghan, Brynn E, Episodic and semantic contributions to older adults autobiographical recall, The Journal of general psychological science. 126 no1 (Jan. 99) p. 85-96.Schacter, D.L. (1987). Implicit memory History and current status. Journal of Experimental Psychology Learning, Memory, & Cognition, 501-518.Tulving, E. (1972). Episodic and semantic memory. In E. Tulving & W. Donaldson (Eds.), Organization of memory (pp. 381-403). New York schoolman Press.Tulving, E. (1985). Memory and consciousness. Canadian Psychology, 1-12.Your Memory A users guide, Alan Baddeley, Page 13, 75-76,81,94-95,