Relevant bibliographies by topics / Implicit memory

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Implicit memory'

Author: Grafiati
Published: 4 June 2021
Last updated: 22 June 2024

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Journal articles on the topic "Implicit memory"

1

Duffy, Charles J. "Implicit memory." Neurology 49, no. 5 (November 1997): 1200–1202. http://dx.doi.org/10.1212/wnl.49.5.1200.

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Griffiths, M., and T. Thomas. "Implicit memory." BMJ 309, no. 6967 (December 3, 1994): 1514. http://dx.doi.org/10.1136/bmj.309.6967.1514b.

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Banks, William P. "Implicit Memory." Consciousness and Cognition 4, no. 4 (December 1995): 369–70. http://dx.doi.org/10.1006/ccog.1995.1043.

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Cubelli, Roberto, and Sergio Della Sala. "Definition: Implicit memory." Cortex 125 (April 2020): 345. http://dx.doi.org/10.1016/j.cortex.2020.01.011.

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Hassin, Ran R., John A. Bargh, Andrew D. Engell, and Kathleen C. McCulloch. "Implicit working memory." Consciousness and Cognition 18, no. 3 (September 2009): 665–78. http://dx.doi.org/10.1016/j.concog.2009.04.003.

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Lee, Angela Y. "Effects of Implicit Memory on Memory-Based versus Stimulus-Based Brand Choice." Journal of Marketing Research 39, no. 4 (November 2002): 440–54. http://dx.doi.org/10.1509/jmkr.39.4.440.19119.

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The author introduces implicit (versus explicit) memory to examine advertising effects on brand choice. Whereas explicit memory is demonstrated by the conscious recollection of an event, implicit memory is inferred by an improvement in some task performance as the result of having experienced the event. This research shows that memory-based choice benefits from advertising that enhances conceptually driven implicit memory whereas stimulus-based choice benefits from advertising that enhances perceptually driven implicit memory. The findings provide evidence that the two types of implicit memory and explicit memory are distinct constructs of memory; the findings also suggest that implicit memory measures may be more useful indicators of advertising effectiveness than explicit memory measures.
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Roediger, Henry L. "Implicit memory: A commentary." Bulletin of the Psychonomic Society 28, no. 4 (October 1990): 373–80. http://dx.doi.org/10.3758/bf03334044.

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Spataro, Pietro, Neil W. Mulligan, and Clelia Rossi-Arnaud. "Attention and Implicit Memory." Experimental Psychology 58, no. 2 (November 1, 2011): 110–16. http://dx.doi.org/10.1027/1618-3169/a000074.

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The distinction between identification and production priming assumes that tasks based on production processes involve two distinct stages: the activation of multiple solutions and the following selection of a final response. Previous research demonstrated that divided attention reduced production but not identification priming. However, an unresolved issue concerns whether the activation of candidate solutions is sufficient to account for the enhanced request of attentional resources, independently from the contribution of selection processes. The present paper investigated this question by using a version of the lexical decision task (LDT) in which the target words had either many or few orthographic neighbors. Two experiments showed that the effects of divided and selective attention were equivalent in both conditions, suggesting that the inclusion of a process of generation of multiple solutions in the LDT is not sufficient to increase the amount of cognitive resources needed to achieve full priming to the levels of production tasks.
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MAGNUSSEN, SVEIN. "Implicit visual working memory." Scandinavian Journal of Psychology 50, no. 6 (December 2009): 535–42. http://dx.doi.org/10.1111/j.1467-9450.2009.00783.x.

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Mitchell, David B. "Implicit Memory, Explicit Theories." Contemporary Psychology: A Journal of Reviews 36, no. 12 (December 1991): 1060–61. http://dx.doi.org/10.1037/031253.

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Dissertations / Theses on the topic "Implicit memory"

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Carol, Rolando N. "Implicit Eyewitness Memory." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/907.

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After a crime has occurred, one of the most pressing objectives for investigators is to identify and interview any eyewitness that can provide information about the crime. Depending on his or her training, the investigative interviewer will use (to varying degrees) mostly yes/no questions, some cued and multiple-choice questions, with few open-ended questions. When the witness cannot generate any more details about the crime, one assumes the eyewitness’ memory for the critical event has been exhausted. However, given what we know about memory, is this a safe assumption? In line with the extant literature on human cognition, if one assumes (a) an eyewitness has more available memories of the crime than he or she has accessible and (b) only explicit probes have been used to elicit information, then one can argue this eyewitness may still be able to provide additional information via implicit memory tests. In accordance with these notions, the present study had two goals: demonstrate that (1) eyewitnesses can reveal memory implicitly for a detail-rich event and (2) particularly for brief crimes, eyewitnesses can reveal memory for event details implicitly that were inaccessible when probed for explicitly. Undergraduates (N = 227) participated in a psychological experiment in exchange for research credit. Participants were presented with one of three stimulus videos (brief crime vs. long crime vs. irrelevant video). Then, participants either completed a series of implicit memory tasks or worked on a puzzle for 5 minutes. Lastly, participants were interviewed explicitly about the previous video via free recall and recognition tasks. Findings indicated that participants who viewed the brief crime provided significantly more crime-related details implicitly than those who viewed the long crime. The data also showed participants who viewed the long crime provided marginally more accurate details during free recall than participants who viewed the brief crime. Furthermore, participants who completed the implicit memory tasks provided significantly less accurate information during the explicit interview than participants who were not given implicit memory tasks. This study was the first to investigate implicit memory for eyewitnesses of a crime. To determine its applied value, additional empirical work is required.
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Valdiserri, Michael. "Self & Implicit Memory." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/195019.

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Previous research has shown that information encoded self-referentially often promotes superior recall than that encoded relative to others, semantically, or perceptually. This finding has been labeled the Self-Reference Effect (SRE). However, prior investigations have only used explicit (i.e., conscious) tests of memory, neglecting the possibility that these results could be mediated by implicit (i.e., unconscious) memory processes. Moreover, there is minimal information on the neuropsychological processes that may be involved in self-referential memory, whether explicit or implicit. This study examined subjects' implicit and explicit memory for adjectives that had been encoded self-referentially, relative to an unknown other, and structurally. Furthermore, neuropsychological measures were given.The results suggest a complex relationship between levels of self-reference, self-awareness, memory, and the general neurological areas that may support these processes. Subsequent investigations should take into account the fact that implicit memory is likely to influence self-referential encoding and retrieval. Should these findings be replicated, it could potentially influence a broad base of theoretical work in cognitive psychology and neuroscience, as well as clinical work in the areas of: traumatic brain injury, certain psychiatric disorders, amnesia, age-related memory deficits, and anosognosia (unawareness of deficits).
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Heatherley, Susan V. "Implicit memory for print advertising." Thesis, University of Bristol, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341475.

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Buller, Terri. "Implicit and explicit memory in preschoolers." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29349.

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Explicit memory refers to conscious or deliberate recollection of recent events and experiences, whereas implicit memory is revealed when the same events and experiences affect performance in the absence of conscious recollection. It is well known that implicit and explicit memory develop differently across the life span: Explicit memory is acquired in early childhood, remains stable across adulthood, and then decreases in later life, whereas implicit memory develops earlier in childhood and remains intact well into late adulthood (for review see Graf, 1990). To explain this pattern of results, it has been suggested that implicit memory performance is mediated by automatic processing, whereas explicit memory performance is mediated by subject controlled processing, such as goals and strategies (e.g., Craik, 1983). My thesis examines whether development during the preschool years has the same effect or different effects on implicit and explicit memory test performance. Toward this goal, I first collected normative data to establish baserate performance on category production tests for use in the main experiment. Subjects consisted of 96 preschoolers and production norms were gathered for 7 different categories. The procedure involved reading a brief story to focus subjects attention on a category and required them to name 5 items from that category. Test performance showed two notable findings. First, some categories had a more gradual drop-off in response rate distributions than others, and second, differences in response rates for the different age groups were greater in some categories than others. The main part of this thesis is an experiment that examined whether development has the same effect or different effects on implicit and explicit memory test performance. Subjects for this study consisted of groups of 12 3-, 4-, and 5-year olds (n=36). The method involved presenting subjects with category production and category cued-recall tests for previously studied items. The items were selected from the norms according to three criteria: frequency of occurrence in the norms was not at floor or ceiling, occurrence frequencies were similar across age groups, and each item was representable as a picture. During the study phase five items were studied from each of 4 categories: CLOTHES, TRAVEL, PLAYGROUND, and ZOO. Ten of the 20 items (5 per category) were studied by each subject -- 5 in a non-elaborative study condition that required subjects to name each item and 5 in an elaborative study condition that asked them to name each item and answer a question about real-life aspects/uses of the item (e.g., "Do boys wear dresses?"). Two sets of target items that were not studied were used to assess baserate performance. The testing phase occurred immediately after the study phase. Implicit memory performance was assessed with category production tests using the same procedure as for the norms study. Explicit memory was assessed with a category cued-recall test. The critical findings from the implicit memory tests were: more priming in the elaborative than in the non-elaborative study conditions, and similarly large priming effects across age-groups. The explicit memory test results showed that performance increased across age-groups, but only for materials in the non-elaborative study condition. In the elaborative study condition 3-year olds' performance was comparable to that of the 5-year olds. The present thesis illustrated the distinction between implicit and explicit memory performance. Furthermore, it supports the hypothesis that while there is overlap of some of the components mediating these forms of memory, particularly related to storage of materials, there are significant differences between other mediating processes of implicit and explicit memory that are more closely associated with retrieval of materials.
Arts, Faculty of
Psychology, Department of
Graduate
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Poisson, Penny Kathleen. "Age differences in implicit memory tests." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq24388.pdf.

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Beinashowitz, Jack. "Repression: an investigation using implicit memory." Thesis, Boston University, 1994. https://hdl.handle.net/2144/37122.

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Thesis (Ph.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
A new method for the empirical study of the Freudian concept of repression is proposed based on an implicit memory paradigm and a procedure of bringing current test stimuli into association with individualized conflictual material, some of which was previously repressed, such that the new stimuli, in turn, become subject to repression themselves. Implicit memory is revealed when there is enhanced performance on a task related to a previously exposed stimulus without explicit memory or conscious recall of that stimulus. Ninety-two college undergraduates were exposed to a list of matched sexual, "upset", and neutral words and then tested for their memory of those words using word stem completion and free recall. During the exposure phase, the experimental group was asked to think about an early sexual memory, in order to activate conflictual material, and to bring it into association with the stimulus words, while the control group thought about a neutral memory. The hypothesis is that there would be a diminished implicit memory effect for sexual words that had been brought into association with previously repressed material by the experimental procedure. Contrary to the hypothesis, implicit memory was significantly greater for the sexual words compared with the "upset" and neutral words. There was also a significant correlation between implicit memory and subjects' rating of the early memory, such that more unpleasant sexual memories were associated with increased implicit memory for sexual words and more unpleasant neutral memories were associated with increased implicit memory for upset words. Several explanations are offered for the results but it is suggested that the priming and word stem completion procedure offered subjects a relatively conflict-free avenue for discharge of loaded material and thus repression was unnecessary. The general methodology of using individualized conflictual material, that affects current stimuli, to study repression merits further investigation but efforts need to be made to minimize ways in which subjects can bypass the conflict. In addition, if subtle stimulus words and minimal cuing techniques are used, implicit memory remains a fruitful arena for the study of repression.
2031-01-01
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Tasker, Ross William. "Aspects of perceptual and conceptual implicit memory." Thesis, Goldsmiths College (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265948.

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Parker, Andrew. "Conceptual processes in explicit and implicit memory." Thesis, Manchester Metropolitan University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340694.

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Booker, Jill. "Interference effects in implicit and explicit memory." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185810.

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Interference effects are widespread in tests of explicit memory, such as recall and recognition. Implicit memory, in contrast, appears to be highly resistant to such effects. Four experiments were performed to provide a systematic investigation of interference in one implicit memory task, stem completion. In the first two experiments the cues used in the stem completion task uniquely identified one studied item (e.g., test cue ANT______; only one studied item, say, ANTIQUE, began with "ANT"). Performance in a single-list control condition was compared to a three-list interference condition in Experiment 1. No indication of interference, proactive or retroactive, was obtained. In Experiment 2, the effect of similarity of the interfering material to the targets was examined by using neighbours (words that shared all but one letter) in the interfering lists. In addition, completion performance was measured on words from each list. There was no interference attributable to the similarity manipulation, and there was no sign of a buildup of interference across list positions. In the final two experiments, the cues were non-unique, i.e., more than one studied item matched the stem cue (e.g., study ANTIQUE, ANTENNA, ANTLER; test cue ANT______). Because such a test limits the subject to one response out of the three studied alternatives, comparison to a uniquely-cued condition can lead to incorrect conclusions. Instead, an appropriate method of analyzing the data was developed. Using this analysis, proactive interference was detected in the stem completion task. The combination of findings from the unique and non-unique cue conditions suggested that there was no interference during encoding (e.g., no unlearning), but that interference effects arose during retrieval. A search mechanism that could explain the pattern of results was proposed.
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Tobias, Betsy Ann. "Mood effects on implicit and explicit memory." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185873.

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Three major effects of mood on memory have been identified including mood-dependent memory (MDM), mood congruent memory (MCM) and resource allocation (RA) effects. The results of studies examining these effects have been inconsistent. The majority of these studies have employed explicit memory tests; however, explicit tests provide the opportunity for subjects to self-generate cues for retrieval that might overpower mood as a cue. It was hypothesized that use of an implicit memory test would highlight mood by reducing the opportunity for subjects to generate relatively stronger cues for retrieval, resulting in intensified MDM and MCM effects, provided that the implicit memory test was conceptually-driven and, therefore, could be impacted by mood, and the nominal cues provided at test were reduced to a minimum. An implicit analogue of free recall was developed which met these conditions. It was also hypothesized that MDM would be most likely to be found if stimulus items were related to mood semantically as well as temporally. Subjects studied positive, neutral and negative words following either a happy (H) or sad (S) uninstructed musical mood induction. Half of the stimulus items were encoded elaboratively and half shallowly. Prior to test, subjects received either a happy or sad musical mood induction. Subjects were placed into one of four mood groups based on subjective reports of mood prior to encoding and retrieval (HH, HS, SH, SS). Each subject received an implicit memory test (free recall analogue) followed by an explicit memory test (free recall) for the studied words. No MDM effects were observed; however, when only items that were semantically related to encoding mood (mood congruent) were examined, there was a strong trend towards mood congruency in the implicit but not explicit condition. Mood congruent retrieval was found in the implicit but not explicit condition. No mood congruent encoding or resource allocation effects were observed. It was concluded that mood had a greater opportunity to affect retrieval from episodes when implicit memory tests were employed. Some caveats to this conclusion are discussed as well as potential methodological pitfalls in conducting this type of research.
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Books on the topic "Implicit memory"

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S, Bowers Jeffrey, and Marsolek Chad J, eds. Rethinking implicit memory. Oxford: Oxford University Press, 2003.

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M, Reder Lynne, and Carnegie Symposium on Cognition (27th : 1994 : Carnegie-Mellon University), eds. Implicit memory and metacognition. Mahwah, N.J: Lawrence Erlbaum, 1996.

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Stephan, Lewandowsky, Dunn John C, Kirsner Kim, and Conference on "Implicit Memory : Theoretical Issues" (1988 : Perth, W.A.), eds. Implicit memory: Theoretical issues. Hillsdale, N.J: L. Erlbaum, 1989.

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Fujita, Tetsuya. Senzai kioku to kōi no kioku ni kansuru kenkyū. Tōkyō: Kazama Shobō, 2001.

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Harlene, Hayne, and Colombo Michael, eds. The development of implicit and explicit memory. Amsterdam: John Benjamins Pub. Co., 2001.

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PhD, Graf Peter, and Masson Michael E. J, eds. Implicit memory: New directions in cognition, development, and neuropsychology. Hillsdale, N.J: L. Erlbaum Associates, 1993.

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Jin, Zheng. Exploring implicit cognition: Learning, memory, and social cognitive processes. Hershey, PA: Information Science Reference, an impring of IGI Global, 2015.

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Croteau, Philippe Michael. Implicit and explicit memory: The affect of threat related words on implicit recall. Sudbury, Ont: Laurentian University, Department of Psychology, 2001.

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Overman, Andrea L. Mapping implicit spectral methods to distributed memory architectures. Hampton, Va: Institute for Computer Applications in Science and Engineering, NASA Langley Research Center, 1991.

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István, Czigler, and Winkler István, eds. Unconscious memory representations in perception: Processes and mechanisms in the brain. Philadelphia, Pa: John Benjamins Pub. Company, 2010.

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Book chapters on the topic "Implicit memory"

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Glisky, Elizabeth Louise. "Implicit Memory." In Encyclopedia of Clinical Neuropsychology, 1301–2. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1129.

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Glisky, Elizabeth Louise. "Implicit Memory." In Encyclopedia of Clinical Neuropsychology, 1–2. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1129-3.

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Glisky, Elizabeth Louise. "Implicit Memory." In Encyclopedia of Clinical Neuropsychology, 1784–85. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1129.

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Lloyd, Marianne E., and Jeremy K. Miller. "Implicit Memory." In The Wiley Handbook on the Development of Children's Memory, 336–59. Chichester, UK: John Wiley & Sons Ltd, 2013. http://dx.doi.org/10.1002/9781118597705.ch15.

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Robins, Sarah K. "Implicit Memory." In The Routledge Handbook of Philosophy and Implicit Cognition, 353–61. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003014584-35.

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Mayr, Susanne, Jan Philipp Röer, Axel Buchner, and Raoul Bell. "Memory: Implicit." In Encyclopedia of Geropsychology, 1–6. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-080-3_159-1.

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Mulligan, Neil W., and Alan S. Brown. "Attention and implicit memory." In Attention and Implicit Learning, 297–334. Amsterdam: John Benjamins Publishing Company, 2003. http://dx.doi.org/10.1075/aicr.48.16mul.

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Erdelyi, Matthew Hugh. "Explicit and implicit memory." In Sensory Perception, 275–91. Vienna: Springer Vienna, 2012. http://dx.doi.org/10.1007/978-3-211-99751-2_16.

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Moussard, Aline, and Emmanuel Bigand. "Implicit learning and implicit memory in moderate to severe memory disorders." In Collection de L’Académie Européenne de Médecine de Réadaptation, 129–47. Paris: Springer Paris, 2010. http://dx.doi.org/10.1007/978-2-8178-0034-9_7.

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Knuuttila, Sirkka. "From Implicit Memory to Cultural Counter-Memory." In Cultural Memory, 199–211. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003205135-17.

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Conference papers on the topic "Implicit memory"

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RENNA, M., E. M. LANG, and G. LOCKWOOD. "IMPLICIT MEMORY DURING SEVOFLURANE ANAESTHESIA." In Proceedings of the Fourth International Symposium. PUBLISHED BY IMPERIAL COLLEGE PRESS AND DISTRIBUTED BY WORLD SCIENTIFIC PUBLISHING CO., 2000. http://dx.doi.org/10.1142/9781848160231_0013.

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Castelluccia, Claude, Markus Duermuth, Maximilian Golla, and Fatma Deniz. "Towards Implicit Visual Memory-Based Authentication." In Network and Distributed System Security Symposium. Reston, VA: Internet Society, 2017. http://dx.doi.org/10.14722/ndss.2017.23292.

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Seitlinger, Paul, and Tobias Ley. "Implicit and explicit memory in social tagging." In the 29th Annual European Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2074712.2074733.

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Roth, Brent G., and Eugene H. Spafford. "Implicit Buffer Overflow Protection Using Memory Segregation." In 2011 Sixth International Conference on Availability, Reliability and Security (ARES). IEEE, 2011. http://dx.doi.org/10.1109/ares.2011.32.

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Denning, Tamara, Kevin Bowers, Marten van Dijk, and Ari Juels. "Exploring implicit memory for painless password recovery." In the 2011 annual conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1978942.1979323.

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Ajmani, Kumud, and Meng-Sing Liou. "Implicit conjugate-gradient solvers on distributed-memory architectures." In 12th Computational Fluid Dynamics Conference. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1995. http://dx.doi.org/10.2514/6.1995-1695.

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GILBOA-SCHECHTMAN, EVA. "EXPLICIT AND IMPLICIT MEMORY BIASES IN ANXIETY DISORDERS." In Proceedings of the International School of Biocybernetics. WORLD SCIENTIFIC, 2002. http://dx.doi.org/10.1142/9789812776563_0041.

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Lin, Yi. "A Review of Implicit Memory with Gender Stereotype." In 2021 International Conference on Education, Language and Art (ICELA 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220131.159.

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Sullivan, Michael B., Mohamed Tarek Ibn Ziad, Aamer Jaleel, and Stephen W. Keckler. "Implicit Memory Tagging: No-Overhead Memory Safety Using Alias-Free Tagged ECC." In ISCA '23: 50th Annual International Symposium on Computer Architecture. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3579371.3589102.

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Dunić, V., R. Slavković, N. Busarac, V. Slavković, and M. Živković. "IMPLICIT INTEGRATION METHOD OF SHAPE MEMORY ALLOYS CONSTITUTIVE MODEL." In 3rd South-East European Conference on Computational Mechanics. Athens: Institute of Structural Analysis and Antiseismic Research School of Civil Engineering National Technical University of Athens (NTUA) Greece, 2014. http://dx.doi.org/10.7712/130113.4396.s2127.

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Reports on the topic "Implicit memory"

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Roediger, III, and Henry L. Comparing Performance on Implicit Memory Tests. Fort Belvoir, VA: Defense Technical Information Center, September 1992. http://dx.doi.org/10.21236/ada258168.

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Roediger, III, and Henry. Comparing Performance on Implicit Memory Tests. Fort Belvoir, VA: Defense Technical Information Center, September 1993. http://dx.doi.org/10.21236/ada269900.

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Fernández, Iván Escobar. COMTOG Report: ‘My Memory of Us’ — Boosting Historical Memory Through Implicit Visual Metaphors. European Center for Populism Studies (ECPS), April 2023. http://dx.doi.org/10.55271/rp0037.

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My Memory of Us is a narrative-driven puzzle-adventure video game developed by Juggler Games. The game is set in a fictional version of Poland during World War II and tells the story of a young boy and girl who must navigate through a city that has been divided into two parts: one for Jews and one for non-Jews. The game features hand-drawn art, puzzle-solving, and stealth elements, as well as a unique memory-manipulation mechanic that allows players to change the past to solve puzzles and progress through the story. The game received positive reviews for its story and art. Overall, My Memory of Us is a touching and emotional game that tells a story of friendship, love, and survival during a war.
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Becker, R., J. Stolken, C. Jannetti, and J. Bassani. An Implicit Algorithm for the Numerical Simulation of Shape-Memory Alloys. Office of Scientific and Technical Information (OSTI), October 2003. http://dx.doi.org/10.2172/15013637.

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Matsekh, Anna M., Luis Chacon, HyeongKae Park, and Guangye Chen. Machine Learning for Memory Reduction in the Implicit Monte Carlo Simulations of Thermal Radiative Transfer. Office of Scientific and Technical Information (OSTI), May 2020. http://dx.doi.org/10.2172/1618308.

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You might also be interested in the extended bibliographies on the topic 'Implicit memory' for particular source types:
Journal articles Dissertations / Theses Books
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