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Journal articles on the topic 'Psychology of Memory Cognitive psychology'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

Baddeley, Alan. "Cognitive psychology and human memory." Trends in Neurosciences 11, no. 4 (1988): 176–81. http://dx.doi.org/10.1016/0166-2236(88)90145-2.

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2

Tiitinen, Hannu. "How to interface cognitive psychology with cognitive neuroscience?" Behavioral and Brain Sciences 24, no. 1 (2001): 148–49. http://dx.doi.org/10.1017/s0140525x01553923.

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Cowan's analysis of human short-term memory (STM) and attention in terms of processing limits in the range of 4 items (or “chunks”) is discussed from the point of view of cognitive neuroscience. Although, Cowan already provides many important theoretical insights, we need to learn more about how to build further bridges between cognitive psychology and cognitive neuroscience.

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RÖNNBERG, JERKER. "Cognitive psychology in Scandinavia: Attention, memory, learning and memory dysfunctions." Scandinavian Journal of Psychology 27, no. 1 (1986): 95–149. http://dx.doi.org/10.1111/j.1467-9450.1986.tb01192.x.

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4

Skavronskaya, Liubov, Noel Scott, Brent Moyle, et al. "Cognitive psychology and tourism research: state of the art." Tourism Review 72, no. 2 (2017): 221–37. http://dx.doi.org/10.1108/tr-03-2017-0041.

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PurposeThis review aims to discuss concepts and theories from cognitive psychology, identifies tourism studies applying them and discusses key areas for future research. The paper aims to demonstrate the usefulness of cognitive psychology for understanding why tourists and particularly pleasure travellers demonstrate the behaviour they exhibit. Design/methodology/approachThe paper reviews 165 papers from the cognitive psychology and literature regarding pleasure travel related to consciousness, mindfulness, flow, retrospection, prospection, attention, schema and memory, feelings and emotions.

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Annett, Judith M. "Olfactory Memory: A Case Study in Cognitive Psychology." Journal of Psychology 130, no. 3 (1996): 309–19. http://dx.doi.org/10.1080/00223980.1996.9915012.

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Kusev, Petko, and Paul van Schaik. "The cognitive economy: The probabilistic turn in psychology and human cognition." Behavioral and Brain Sciences 36, no. 3 (2013): 294–95. http://dx.doi.org/10.1017/s0140525x12003019.

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AbstractAccording to the foundations of economic theory, agents have stable and coherent “global” preferences that guide their choices among alternatives. However, people are constrained by information-processing and memory limitations and hence have a propensity to avoid cognitive load. We propose that this in turn will encourage them to respond to “local” preferences and goals influenced by context and memory representations.

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7

Burge, Tyler. "Psychology supports independence of phenomenal consciousness." Behavioral and Brain Sciences 30, no. 5-6 (2007): 500–501. http://dx.doi.org/10.1017/s0140525x07002804.

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AbstractInference-to-best-explanation from psychological evidence supports the view that phenomenal consciousness in perceptual exposures occurs before limited aspects of that consciousness are retained in working memory. Independently of specific neurological theory, psychological considerations indicate that machinery producing phenomenal consciousness is independent of machinery producing working memory, hence independent of access to higher cognitive capacities.

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8

Fawns, Tim. "Blended memory: A framework for understanding distributed autobiographical remembering with photography." Memory Studies 13, no. 6 (2019): 901–16. http://dx.doi.org/10.1177/1750698019829891.

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This article offers a framework for understanding how different kinds of memory work together in interaction with people, photographs and other resources. Drawing on evidence from two qualitative studies of photography and memory, as well as literature from cognitive psychology, distributed cognition and media studies, I highlight complexities that have seldom been taken into account in cognitive psychology research. I then develop a ‘blended memory’ framework in which memory and photography can be interdependent, blending together as part of a wider activity of distributed remembering that is

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9

Reese, Elaine, and Michael Colombo. "Memory Research in the Southernmost Psychology Department." Cognitive Processing 6, no. 4 (2005): 266–71. http://dx.doi.org/10.1007/s10339-005-0010-1.

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10

Sands, David, and Tina Overton. "Cognitive psychology and problem solving in the physical sciences." New Directions in the Teaching of Physical Sciences, no. 6 (February 23, 2016): 21–25. http://dx.doi.org/10.29311/ndtps.v0i6.374.

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This paper provides and introduction to the literature on cognitive psychology and problem solving in physical sciences. We consider the working memory and its three different components, two of which hold and record information and are controlled by an executive that controls attention. Working memory alone cannot explain problem solving ability and we review the influence of schemata, the construction of mental models, visual reasoning and the cognitive style of field dependence.

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Harré, Rom. "Emotion and Memory: The Second Cognitive Revolution." Royal Institute of Philosophy Supplement 37 (March 1994): 25–40. http://dx.doi.org/10.1017/s1358246100009954.

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12

Bauckham, Richard. "The Psychology of Memory and the Study of the Gospels." Journal for the Study of the Historical Jesus 16, no. 2-3 (2018): 136–55. http://dx.doi.org/10.1163/17455197-01602002.

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New Testament scholars who have some acquaintance with the cognitive psychology of memory have tended to conclude that memory is generally unreliable. Research in cognitive psychology does not support that view. These New Testament scholars have been misled especially by failure to distinguish different types of memory, by relying heavily on study of eyewitness testimony in court (a special category from which it is not legitimate to draw broader conclusions), and by misunderstanding the deliberate focus on the failures of memory in much of the research (which is not because failures are commo

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Harris, Richard Jackson. "Cognitive psychology and applied linguistics a timely rapprochement." Cadernos de Linguística e Teoria da Literatura 4, no. 7 (2016): 153. http://dx.doi.org/10.17851/0101-3548.4.7.153-164.

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Abstract: This paper reviews several central theoretical cnstructs in contemporary cognitive psychology and argues that such knowledge can be useful for the applied Iinguist. An example of such a use is then discussed: the study of the way consumers draw inferences about products from advertisements and then remember those inferences as facts. A second example of the influence of the wording of a question on eyewitness memory is also examined.

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14

Tigner, Robert B. "Putting Memory Research to Good Use: Hints from Cognitive Psychology." College Teaching 47, no. 4 (1999): 149–52. http://dx.doi.org/10.1080/87567559909595807.

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15

Bruder, Johannes. "Where the Sun never Shines." Digital Culture & Society 4, no. 1 (2018): 133–54. http://dx.doi.org/10.14361/dcs-2018-0109.

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Abstract In this paper, I elaborate on deliberations of “post-enlightened cognition” between cognitive neuroscience, psychology and artificial intelligence research. I show how the design of machine learning algorithms is entangled with research on creativity and pathology in cognitive neuroscience and psychology through an interest in “episodic memory” and various forms of “spontaneous thought”. The most prominent forms of spontaneous thought - mind wandering and day dreaming - appear when the demands of the environment abate and have for a long time been stigmatized as signs of distraction o

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Fiedler, Nancy, Howard Kipen, John Deluca, Kathie Kelly-Mcneil, and Benjamin Natelson. "Neuropsychology and Psychology of MCS." Toxicology and Industrial Health 10, no. 4-5 (1994): 545–54. http://dx.doi.org/10.1177/074823379401000523.

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Neurological symptoms are frequently reported by patients with multiple chemical sensitivities (MCS). Methods to compare the psychiatric, personality, and neuropsychological function of patients with MCS, chronic fatigue syndrome (CFS), and normal controls are described. Increased rates of Axis I psychiatric diagnoses are observed in the literature for MCS and CFS subjects relative to controls. Findings on the MMPI-2 and the Toronto Alexithymia Scale reveal prof iles consistent with the tendency to report somatic rather than emotional symptoms in response to stress. However, many of the report

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Schmidt, Henk G., and Silvia Mamede. "How cognitive psychology changed the face of medical education research." Advances in Health Sciences Education 25, no. 5 (2020): 1025–43. http://dx.doi.org/10.1007/s10459-020-10011-0.

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AbstractIn this article, the contributions of cognitive psychology to research and development of medical education are assessed. The cognitive psychology of learning consists of activation of prior knowledge while processing new information and elaboration on the resulting new knowledge to facilitate storing in long-term memory. This process is limited by the size of working memory. Six interventions based on cognitive theory that facilitate learning and expertise development are discussed: (1) Fostering self-explanation, (2) elaborative discussion, and (3) distributed practice; (4) help with

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18

Subotic, Vanja. "Folk psychology, eliminativism, and the present state of connectionism." Theoria, Beograd 64, no. 1 (2021): 173–96. http://dx.doi.org/10.2298/theo2101173s.

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Three decades ago, William Ramsey, Steven Stich & Joseph Garon put forward an argument in favor of the following conditional: if connectionist models that implement parallelly distributed processing represent faithfully human cognitive processing, eliminativism about propositional attitudes is true. The corollary of their argument (if it proves to be sound) is that there is no place for folk psychology in contemporary cognitive science. This understanding of connectionism as a hypothesis about cognitive architecture compatible with eliminativism is also endorsed by Paul Churchland, a radic

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19

Bietti, Lucas M. "Towards a cognitive pragmatics of collective remembering." Pragmatics and Cognition 20, no. 1 (2012): 32–61. http://dx.doi.org/10.1075/pc.20.1.02bie.

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This article aims to provide a cognitive and discourse based theory to collective memory research. Despite the fact that a large proportion of studies in collective memory research in social, cognitive, and discourse psychology are based on investigations of (interactional) cognitive and discourse processes, neither linguistics nor cognitive and social psychologists have proposed an integrative, interdisciplinary and discursive-based theory to memory research. I argue that processes of remembering are always embodied and action oriented reconstructions of the past, which are highly dynamic and

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20

Malafouris, Lambros. "Thinking as “Thinging”: Psychology With Things." Current Directions in Psychological Science 29, no. 1 (2019): 3–8. http://dx.doi.org/10.1177/0963721419873349.

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We live and we think inside a world of things made and found. Still, psychological science has shown little interest in understanding the exact nature of the relation between cognition and material culture. As a result, the diachronic influence and transformative potential of things in human mental life remains little understood. Most psychologists would see things as external and passive: the lifeless objects of human consciousness, perception, and memory. On the contrary, my main argument in this article is that things matter to human psychology and should be taken seriously. Although things

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21

Polczyk, Romuald. "The “memory” misinformation effect may not be caused by memory failures: Exploring memory states of misinformed subjects." Polish Psychological Bulletin 48, no. 3 (2017): 388–400. http://dx.doi.org/10.1515/ppb-2017-0045.

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Abstract In experiments concerning the misinformation effect, participants first watch some original material, e.g. a video clip, and read a description that in the experimental group contains information inconsistent with the video clip. Afterwards, all participants answer questions about the video. Typically, the misled group more often reports erroneous misleading information than the non-misled one.Theoretical explanations of this effect are usually formulated in terms of the cognitive theories of memory. This article presents three experiments that demonstrate that the misinformation effe

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22

Brainerd, C. J., and V. F. Reyna. "Memory independence and memory interference in cognitive development." Psychological Review 100, no. 1 (1993): 42–67. http://dx.doi.org/10.1037/0033-295x.100.1.42.

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23

Adams, Marilyn McCord, and Allan B. Wolter. "Memory and Intuition: A Focal Debate in Fourteenth Century Cognitive Psychology." Franciscan Studies 53, no. 1 (1993): 175–92. http://dx.doi.org/10.1353/frc.1993.0006.

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24

Schacter, Daniel L. "The seven sins of memory: Insights from psychology and cognitive neuroscience." American Psychologist 54, no. 3 (1999): 182–203. http://dx.doi.org/10.1037/0003-066x.54.3.182.

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25

Carpenter, Shana K. "Some Neglected Contributions of Wilhelm Wundt to the Psychology of Memory." Psychological Reports 97, no. 1 (2005): 63–73. http://dx.doi.org/10.2466/pr0.97.1.63-73.

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Wilhelm Wundt, whose name is rarely associated with the scientific study of memory, conducted a number of memory experiments that appear to have escaped the awareness of modern cognitive psychologists. Aspects of Wundt's system are reviewed, particularly with respect to his experimental work on memory. Wundt investigated phenomena that would fall under the modern headings of iconic memory, short-term memory, and the enactment and generation effects, but this research has been neglected. Revisiting the Wundtian perspective may provide insight into some of the reasons behind the historical cours

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26

Suddendorf, Thomas, and Michael C. Corballis. "Mental time travel across the disciplines: The future looks bright." Behavioral and Brain Sciences 30, no. 3 (2007): 335–45. http://dx.doi.org/10.1017/s0140525x0700221x.

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AbstractThere is a growing interest in mental time travel in cognitive psychology, neuroscience, developmental psychology, comparative psychology, and evolutionary psychology. Here we review current issues in each of these disciplines. To help move the debates forward we name and distinguish 15 key hypotheses about mental time travel. We argue that foresight has for too long lived in the shadows of research on memory and call for further research efforts.

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27

Sutton, John, Celia B. Harris, Paul G. Keil, and Amanda J. Barnier. "The psychology of memory, extended cognition, and socially distributed remembering." Phenomenology and the Cognitive Sciences 9, no. 4 (2010): 521–60. http://dx.doi.org/10.1007/s11097-010-9182-y.

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28

Gabrieli, J. D. E. "COGNITIVE NEUROSCIENCE OF HUMAN MEMORY." Annual Review of Psychology 49, no. 1 (1998): 87–115. http://dx.doi.org/10.1146/annurev.psych.49.1.87.

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29

Rebok, George W., Marian Tzuang, and Jeanine M. Parisi. "Comparing Web-Based and Classroom-Based Memory Training for Older Adults: The ACTIVE Memory Works™ Study." Journals of Gerontology: Series B 75, no. 6 (2019): 1132–43. http://dx.doi.org/10.1093/geronb/gbz107.

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Abstract Objectives To compare the efficacy of a web-based versus a classroom-based memory training program in enhancing cognition and everyday functioning in older adults, and program satisfaction and acceptability. Method Participants (N = 208; mean age = 71.1) were randomly assigned to a web-based or classroom-based training, or to a wait-list control condition. Cognitive and everyday functioning measures were administered at baseline, immediate, and 6 months post-training; both training groups evaluated program satisfaction and acceptability at immediate post-training. Repeated-measures an

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30

Wynn, Thomas, and Frederick L. Coolidge. "Technical cognition, working memory and creativity." Creativity, Cognition and Material Culture 22, no. 1 (2014): 45–63. http://dx.doi.org/10.1075/pc.22.1.03wyn.

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This essay explores the nature and neurological basis of creativity in technical production. After presenting a model of expert technical cognition based in cognitive anthropology and cognitive psychology, the authors propose that craft production has three inherent sources of novelty — procedural drift, serendipitous error and fiddling. However, these are quite limited in their creative potential, which may help explain the virtual absence of innovation over the long millennia of the Palaeolithic. Innovation can be far more rapid and effective via invention, which requires folk theories of ca

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Jeffery, Kate J. "Cognitive representations of spatial location." Brain and Neuroscience Advances 2 (January 2018): 239821281881068. http://dx.doi.org/10.1177/2398212818810686.

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Spatial memory has fascinated psychologists ever since the discipline began, but a series of findings beginning in the middle of last century propelled its study into the domain of neuroscience and helped bring about the cognitive revolution in psychology. Starting with the discovery that the hippocampus plays a central role in memory, particularly spatial memory, studies of the mammalian hippocampus and related regions over the latter half of the century slowly uncovered an extensive neural system involved in processing place, head direction, objects, speed and other spatially informative par

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32

No authorship indicated. "Journal of Experimental Psychology: Learning, Memory, and Cognition: Editor." Journal of Experimental Psychology: Learning, Memory, and Cognition 29, no. 2 (2003): C2. http://dx.doi.org/10.1037/0278-7393.29.2.c2.

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No authorship indicated. "Journal of Experimental Psychology: Learning, Memory, and Cognition: Editor." Journal of Experimental Psychology: Learning, Memory, and Cognition 29, no. 3 (2003): C2. http://dx.doi.org/10.1037/0278-7393.29.3.c2.

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No authorship indicated. "Journal of Experimental Psychology: Learning, Memory, & Cognition: Editor." Journal of Experimental Psychology: Learning, Memory, and Cognition 29, no. 4 (2003): C2. http://dx.doi.org/10.1037/0278-7393.29.4.c2.

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35

Brainerd, C. J., and V. F. Reyna. ""Memory independence and memory interference in cognitive development": Correction." Psychological Review 100, no. 2 (1993): 319. http://dx.doi.org/10.1037/0033-295x.100.2.319.

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36

Herbranson, Walter T. "Dissociation of Procedural and Working Memory in Pigeons (Columba livia)." International Journal of Psychological Research 9, no. 2 (2016): 40–51. http://dx.doi.org/10.21500/20112084.2326.

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A new method was developed to concurrently investigate procedural memory and working memory in pigeons. Pigeons performed a sequence of keypecks across 3 response keys in a serial response task, with periodic choice probes for the location of a recently produced response. Procedural memory was operationally defined as decreasing response times to predictable cues in the sequence. Working memory was reflected by accurate responses to the choice probes. Changing the sequence of required keypecks to a random sequence interfered with procedural memory in the form of slowed response times, but did

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37

Hertel, Paula T., and Andrew Mathews. "Cognitive Bias Modification." Perspectives on Psychological Science 6, no. 6 (2011): 521–36. http://dx.doi.org/10.1177/1745691611421205.

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Research conducted within the general paradigm of cognitive bias modification (CBM) reveals that emotional biases in attention, interpretation, and memory are not merely associated with emotional disorders but contribute to them. After briefly describing research on both emotional biases and their modification, the authors examine similarities between CBM paradigms and older experimental paradigms used in research on learning and memory. The techniques and goals of CBM research are compared with other approaches to understanding cognition–emotion interactions. From a functional perspective, th

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38

Murti, Heru Astikasari Setya, Thomas Dicky Hastjarjo, and Bhina Patria. "The Role of Critical Thinking and Executive Function in Misconceptions in Psychology." Jurnal Psikologi 20, no. 1 (2021): 10–21. http://dx.doi.org/10.14710/jp.20.1.10-21.

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Misconception in psychology is a belief that is broadly contradicting to scientific evidence and is particularlycommon in the field of psychology. It is important to study misconceptions in psychology considering thecontribution of the effort to provide education or to demonstrate rejection of fallacies of popular ideas/themes.Misconceptions in psychology relates to critical thinking as well as the executive function (EF) that controls andregulates cognitive processes. This research aims to determine the role of critical thinking and EF (cognitiveflexibility, working memory, and inhibitory con

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39

Musa, C. Z., and J. P. Lépine. "Cognitive aspects of social phobia: a review of theories and experimental research." European Psychiatry 15, no. 1 (2000): 59–66. http://dx.doi.org/10.1016/s0924-9338(00)00210-8.

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SummaryCognitive theories of social phobia have largely been inspired by the information-processing models of anxiety. They propose that cognitive biases can, at least partially, explain the etiology and maintenance of this disorder. A specific bias, conceived as a tendency to preferentially process socially-threatening information, has been proposed. This bias is thought to intervene in cognitive processes such as attention, memory and interpretation. Research paradigms adopted from experimental cognitive psychology and social psychology have been used to investigate these hypotheses. The exi

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40

Zimprich, Daniel, Mike Martin, Matthias Kliegel, Myriam Dellenbach, Philippe Rast, and Melanie Zeintl. "Cognitive Abilities in Old Age: Results from the Zurich Longitudinal Study on Cognitive Aging." Swiss Journal of Psychology 67, no. 3 (2008): 177–95. http://dx.doi.org/10.1024/1421-0185.67.3.177.

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The Zurich Longitudinal Study on Cognitive Aging (ZULU) is an ongoing longitudinal study on the structure and development of cognition in old age. At the first assessment, the N = 364 participants had an average age of 73 years (age range: 65-80 years), and 46% were female. In total, a battery of 14 cognitive tests, including five consecutive verbal learning trials, were administered and adequately described by a measurement model of six first-order factors (processing speed, working memory, reasoning, learning, memory, and verbal knowledge) and one second-order factor of general cognitive abi

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41

RepovŠ, G., and A. Baddeley. "The multi-component model of working memory: Explorations in experimental cognitive psychology." Neuroscience 139, no. 1 (2006): 5–21. http://dx.doi.org/10.1016/j.neuroscience.2005.12.061.

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42

Miller, Michelle D. "What College Teachers Should Know About Memory: A Perspective From Cognitive Psychology." College Teaching 59, no. 3 (2011): 117–22. http://dx.doi.org/10.1080/87567555.2011.580636.

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Hoffman, Robert R. "The cognitive psychology of expertise and the domain of interpreting." Interpreting. International Journal of Research and Practice in Interpreting 2, no. 1-2 (1997): 189–230. http://dx.doi.org/10.1075/intp.2.1-2.08hof.

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This article surveys findings from cognitive science research on expertise, with a focus on applications to the domain of simultaneous interpreting, including methods of knowledge elicitation that might be useful in the empirical investigation of proficiency at simultaneous interpreting. Defining features of expertise include its developmental progression, the nature of expert memory organization, and the nature of expert reasoning. I explore ways in which a number of defining criteria might apply to the domain of interpreting. With regard to knowledge elicitation, I explore three knowledge el

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44

Khoroshilov, D. A. "The continuity of the knowledge in Social Psychology, could it be possible? Commemoration to the 95th anniversary of G.M. Andreeva." Social Psychology and Society 10, no. 3 (2019): 196–201. http://dx.doi.org/10.17759/sps.2019100313.

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This paper is dedicated to the memory of Galina Mihailovna Andreeva, who was a creator of the Russian school of Social Psychology at the faculty of Moscow State University. Adreeva suggested that the psychologist’s main objective was to integrate scientific knowledge into the context of social changes and issues. She determined the main problem of Social Psychology as the problem of social cognition. Social cognition represents constructing the image of the social world, which is vicariously lived by people in their everyday life. This definition unites such theories as sociocultural approach

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Shimamura, Arthur P., Jane M. Berry, Jennifer A. Mangels, Cheryl L. Rusting, and Paul J. Jurica. "Memory and Cognitive Abilities in University Professors: Evidence for Successful Aging." Psychological Science 6, no. 5 (1995): 271–77. http://dx.doi.org/10.1111/j.1467-9280.1995.tb00510.x.

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Professors from the University of California at Berkeley were administered a 90-min test battery of cognitive performance that included measures of reaction time, paired-associate learning, working memory, and prose recall Age effects among the professors were observed on tests of reaction time, paired-associate memory, and some aspects of working memory Age effects were not observed on measures of proactive interference and prose recall, though age-related declines are generally observed in standard groups of elderly individuals The findings suggest that age-related decrements in certain cogn

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Ogden, Jenni A. "Memory for Everyone." Journal of the International Neuropsychological Society 7, no. 7 (2001): 903–4. http://dx.doi.org/10.1017/s135561770123714x.

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Alan Baddeley's delightful new book is another in the series “Cognitive Psychology: A Modular Course” and as such its purpose is to bring together research relevant to the topic of memory in a format that can be easily understood by undergraduate psychology students. It certainly achieves this aim, but will also be of interest to a wide range of readers, from the interested layperson to the experienced psychologist. Memory holds an important place in everyone's lives, and readers on the far side of middle-age may find this book particularly pertinent, and in most cases reassuring! Academic and

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47

Eichenbaum, Howard. "DECLARATIVE MEMORY: Insights from Cognitive Neurobiology." Annual Review of Psychology 48, no. 1 (1997): 547–72. http://dx.doi.org/10.1146/annurev.psych.48.1.547.

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48

Schacter, Daniel L., Kenneth A. Norman, and Wilma Koutstaal. "THE COGNITIVE NEUROSCIENCE OF CONSTRUCTIVE MEMORY." Annual Review of Psychology 49, no. 1 (1998): 289–318. http://dx.doi.org/10.1146/annurev.psych.49.1.289.

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Johansson, Tobias. "Modeling test learning and dual-task dissociations." Psychonomic Bulletin & Review 27, no. 5 (2020): 1036–42. http://dx.doi.org/10.3758/s13423-020-01761-4.

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Abstract Much of cognitive psychology is premised on the distinction between automatic and intentional processes, but the distinction often remains vague in practice and alternative explanations are often not followed through. For example, Hendricks, Conway and Kellogg (Journal of Experimental Psychology: Learning, Memory, and Cognition, 39, 491–1500, 2013) found that dual tasks at training versus at test dissociated performance in two different artificial grammar learning tasks. This was taken as evidence for underlying automatic and intentional processes. In this article, a different explana

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Ivgi, Meirav, Michal Schnaider Beeri, Jonathan Rabinowitz, and Michael Davidson. "A Naturalistic Study Comparing the Efficacy of a Memory Enhancement Course to a General Academic Course." International Psychogeriatrics 11, no. 3 (1999): 281–87. http://dx.doi.org/10.1017/s1041610299005840.

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Objective: The goal of this study was to compare the effectiveness of a memory improvement course to a course in general psychology. Methods: Thirty-four healthy elderly persons enrolled in a college memory improvement course for senior citizens, and 33 who enrolled in a parallel course, Introduction to Psychology, were tested on verbal and visual memory prior to and after completing the course. Before they took the course, they were also assesed on subjective memory (self-assessment scale of memory efficacy) and psychological distress (General Health Questionnaire). Changes within and between

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