Difference between memory and knowledge Essay

repositing is the mental module of retaining and recalling past experience. Its a very complex system and to down the stairsstand it there keep up been more theories that attempt to explain it. In order to help me answer this question, I will look at the theorist JM Gardiner, along with other theorists such as Tulving, Mandler and Schacter in order to help me conclude if they atomic number 18 the aforementioned(prenominal) thing, inter-related or completely opposite.Tulving (1985), distinguished between two quite opposite coherent experiences look uponing, which is mortals concrete aw atomic number 18ness of oneself (autonoetic consciousness) in the past, which is driven by the prefrontal cortex, allows people to mentally be past, present, and future experiences in a highly personal and subjective manner. And admiting, which is your abstract sack outledge (noetic consciousness) of the past, which is the feeling that we go to sleep certain information and that the infor mation is objective rather than subjective.Gardiner and colleagues (Gardiner & coffee, 1990, 1993 Gardiner, Richardson-Klavhen, & Ramponi, 1997) developed a test in which participants atomic number 18 given a recognition task for a list of common rowing viewed earlier and variediate each of the recognized items as nighthing they remember (R solution) or last (K answer), was on the study list. Participants received tiny instructions so that their R responses and K responses hypothesize retrieval from periodic and semantic depot.For example, participants argon told to restore R responses to test items that they can consciously reexperience from the study list (e.g., participants make R responses to test items because in their minds eye, they consciously recollect seeing those words 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 but (b) have no specific personal or contextual recollection of the items previous presentation. The use of this technique has shown that some independent variables (e.g., dividing attention at study) affect the frequency of R, but not K, responses, whereas other variables have the get hold of opposite influence.Memory of a personal life instance may be categorized as a K response, which isrelatively impersonal and objective. A reminiscence qualifies as a K response if people know a great deal close to the details of a previous emergence but do not mentally reexperience the exact perceptual, contextual, and emotional details of the original event.Gardiners remember-know indication maps are similar to that of Mandlers (1980) distinction between recognition by retrieval and recognition by familiarity. Recognition by retrieval involves computer storage an event as an event, including the personal, time and place context in which the event occurred in contrast, recognition by familiarity involves a feeling that some event occu rred in the past, in the absence seizure of conscious recollection of that event. For Gardiner, Remember judgments reflect recognition by retrieval, while lie with judgments reflect recognition by familiarity.An alternative framework is provided by Schacters (1987) distinction between explicit and unspoken memory. The hippocampus is important 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 rough the age of 3, this explains why we cant remember events prior to this, a condition known as infantile amnesia. The cerebellum seems important in the formation of inexplicit memories which are memory-based changes in behaviour that occur independent of, and in the classic 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 between 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 accompanying the target (ie meeting someone in somewhere you wouldnt expect them to be). In Gardiners case, remembering reflects explicit memory, while knowing reflects implicit memory.There are at least(prenominal) three varieties of recollective experience firstly remembering which involves the conscious recollection of some past event, as an explicit expression of occasional(a) memory knowing which is the abstractknowledge of that event, as an item in semantic memory and feeling is the intuition 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 storeyed his last birthday by having dinner at a particular restaurant with his wife, whereas epi sodic memory allows that same man to reexperience from a personal and subjective point of view the sights, sounds, smells, and feelings that accompanied that dinner.Metamemory is our ability to know whether or not our memories contain a particular piece of information. An example might be helplessness 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 retributory 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 a nd implicit memory. However, it could also 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 substitutes for different levels of confidence associated with the recognition judgments. Both Tulving (1985) and Gardiner (1988) have rejected this interpretation, even though Tulving actually gathered depict favouring it. Tulvings subjects studied 36 words, and then made Yes/No recognition judgments, confidence ratings (on a 3 point scale), and Remember/Know ratings. The average 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 judgment s followed by Remember/Know ratings. The result was a double dissociation more words received remember than know judgments, while the reverse was legitimate 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 two 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 terms of different memory systems, it is suspected instead that these different memories reflect retrieval of different information from a single common store. Know judgments require retrieval only of information from a list, whi le remember judgments 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 someth ing 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. Page 109Psychology powerpoint Memory II Lecture 3 Theories of Short and Long Term Memory, 2005, University of Glamorgan.Rybash, outhouse M. Monaghan, Brynn E, Episodic and semantic contributions to older adults autobiographical recall, The Journal of General Psychology. 126 no1 (Jan. 99) p. 85-96.Schacter, D.L. (1987). Implicit memory History and flow 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 pedantic 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,