Lifespan Development of Human Memory
<P><FONT color=#800080>Lifespan Development of Human Memory </FONT></P><P><IMG height=350 alt="" hspace=0 src="http://ecx.images-amazon.com/images/I/414K3B9VDAL.jpg" width=300 border=0></P>
<P>Publisher: The MIT Press <BR>Number Of Pages: 304 <BR>Publication Date: 2002-09-16 <BR>Sales Rank: 773880 <BR>ISBN / ASIN: 026207236X <BR>EAN: 9780262072366 <BR>Binding: Hardcover <BR>Manufacturer: The MIT Press <BR>Studio: The MIT Press <BR>Average Rating: 3 <BR> </P>
<P>Until recently, the vast majority of memory research used only university students and other young adults as subjects. Although such research successfully introduced new methodologies and theoretical concepts, it created a bias in our understanding of the lifespan development of memory. This book signals a departure from young-adult-centered research. It views the lifespan development of memory as a continuous process of growth and loss, where each phase of development raises unique questions favoring distinct research methods and theoretical approaches. Drawing on a broad range of investigative strategies, the book lays the foundation for a comprehensive understanding of the lifespan development of human memory.</P>
<P>Topics include the childhood and adulthood development of working memory, episodic and autobiographical memory, and prospective memory, as well as the breakdown of memory functions in Alzheimer's disease. Of particular interest is the rich diversity of approaches, methods, and theories. The book takes an interdisciplinary perspective, drawing on work from psychology, psychiatry, gerontology, and biochemistry.</P>
<P><BR>Date: 2005-11-20 Rating: 3<BR>Review: <BR>"LIFE %26amp; TIMES of MEMORIES: As Child, Adult %26amp; Elder"</P>
<P>"Lifespan Development of Human Memory", P.Graf %26amp; N. Ohta (Editors), MA, MIT Press, 2002 ISBN 0-262-07236-X, HC 300 pg. plus 2 pg. Preface, 5 Sect. %26amp; 13 Chapt., 9 pg. Name Index, 3 pg. Subject Index, 9 1/4" x 6 1/4". </P>
<P>A highly technical book whose purpose is to provide a coherent overview of cognitive development (and decline) in all age groups: childhood, adulthood %26amp; elders. Lifespan approach was inspired by 3 rationales: social, historical %26amp; methodological. Those outside explorative pyschology will find the social reason most apppealing %26amp; pressing, i.e., aging populations, worldwide, but particularly acute %26amp; prevalent in Japan (25% of society over age 65 YEARS by 2015), Such "super-aging societies" present "new political, financial, medical, and psychological problems" in search of precise diagnostic mechanisms (via research, societies, conferences, %26amp; collaborations) to find eventual cure for these memory ailments. </P>
<P>As overly brief sketch of memory research is provided noting memory may be akin to computers which Encode, Store %26amp; Retrieve constituents but this view has given way to theories with "real" ecological validation (germaneness) %26amp; topical discussions of Facial, Flashbulb %26amp; Eyewitness Memories and most currently into Prospective, Autobiographical %26amp; False Memory studies (i.e. testimony given in child-abuse cases). </P>
<P>Cognitive Lifespan Memory appears to have positive improvement in childhood (up to age 15 or so) and curve remains nearly flat with a gradual decline in old age %26amp; influenced by subsections of the Explicit, Implicit %26amp; Wisdom Memory(ies) defining the cognitive skills of the elderly (age 75 or so?): also, consideration of imbedded hierarchical order of Episodic, Semantic, Perceptual %26amp; Procedural Memory complex. Compounding (%26amp; confounding) these studies are those interactive functions of Perception (hearing, vision, etc.), Thinking (AD, senility, drugs), Emotional affect (depression) %26amp; Behavior. Studies often focus on PM (primary memory), STM (short term memory) %26amp; WM (working memory) - the latter defined as allowing active mental manipulations via temporary maintenance of information %26amp; is generally based on the tripartite system of CE (Central Executive), PL Phonologic Loop (verbal), %26amp; VSSP (Visual Spatial Sketchpad) with refinements of "Inner Speach", Visual "Cache", Subvocal Rehearsal %26amp; VSPP subvocalization recoding, etc. </P>
<P>Important points I gleaned from this book: (1) cognitive testing can identify subjects with AD several years before the clinical diagnosis is made, (2) children's memories can quite easily be altered to provide false testimony, but it is in fact very hard to change their memory of witnessed events, and (3) "Childhood Amnesia" (inability to recall memories before age 3-4 years) is a complex process (not a "barrier"),with near-paradoxical findings, but now explainable on the child's personal dialectical narrative thinking/verbal skills. </P>
<P>Much of this book (c. 80%) contains descriptions of test elements used in these studies (Japan %26amp; US) %26amp; is for refined investigative psychologists.</P>**** Hidden Message ***** [hunny] [kiss]
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