What memory is for

Glenberg, Arthur M.

doi:10.1017/s0140525x97000010

Cited by 1,354 publications

(888 citation statements)

References 203 publications

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“…For example, ventral premotor cortex and posterior parietal cortex were previously implicated in motor representations associated with tool usage [Chao and Martin, 2000;Culham et al, 2006;Phillips et al, 2002]. The inclusion of motor and somatosensory areas in object representations is also consistent with ''embodied cognition,'' a theoretical position holding that conceptual representations contain perceptual and motor components corresponding to human interactions with real entities in the physical environment (e.g., Glenberg, 1997]. There are multiple brain regions, besides classical object-selective cortex that contain information about the object category.…”

Section: Conclusion and Discussionmentioning

confidence: 60%

Exploring commonalities across participants in the neural representation of objects

Shinkareva

Malave

Just

et al. 2011

Human Brain Mapping

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The question of whether the neural encodings of objects are similar across different people is one of the key questions in cognitive neuroscience. This article examines the commonalities in the internal representation of objects, as measured with fMRI, across individuals in two complementary ways. First, we examine the commonalities in the internal representation of objects across people at the level of interobject distances, derived from whole brain fMRI data, and second, at the level of spatially localized anatomical brain regions that contain sufficient information for identification of object categories, without making the assumption that their voxel patterns are spatially matched in a common space. We examine the commonalities in internal representation of objects on 3T fMRI data collected while participants viewed line drawings depicting various tools and dwellings. This exploratory study revealed the extent to which the representation of individual concepts, and their mutual similarity, is shared across participants. Hum Brain Mapp 33:1375-1383,

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Section: Conclusion and Discussionmentioning

confidence: 60%

Exploring commonalities across participants in the neural representation of objects

Shinkareva

Malave

Just

et al. 2011

Human Brain Mapping

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show abstract

“…Memory is a system created by natural selection (e.g., Glenberg, 1997;Howe, 2011;Klein, Cosmides, et al, 2002;Nairne, 2005;Sherry & Schacter, 1987): It exists in its present form because that arrangement solved certain recurrent problems faced by the organism in its evolutionary past. Evolution does not produce new, complex, metabolically costly phenotypic systems by chance (Dawkins, 1976;Mayr, 2001;Williams, 1966).…”

Section: The Functional Aspects Of Memorymentioning

confidence: 99%

The temporal orientation of memory: It's time for a change of direction.

Klein¹

2013

Journal of Applied Research in Memory and Cognition

144

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a b s t r a c tCommon wisdom, philosophical analysis and psychological research share the view that memory is subjectively positioned toward the past: specifically, memory enables one to become re-acquainted with the objects and events of his or her past. In this paper I call this assumption into question. As I hope to show, memory has been designed by natural selection not to relive the past, but rather to anticipate and plan for future contingencies -a decidedly future-oriented mode of subjective temporality. This is not to say memory makes no reference to the past. But, I argue, past-oriented subjectivity is a by-product of a system designed by natural selection to help us face and respond to the "now and the next". I discuss the implications of the proposed temporal realignment for research agendas as well as the potential limitations of measures designed to explore memory by focusing on its retentive capabilities.

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“…In other words we avert our gaze at critical points within a task or interaction to avoid processing of unnecessary, distracting or arousing visual cues from our environment. Glenberg (1997) proposed a model of cognition in line with the cognitive load hypothesis. He Development of Gaze Aversion 4 suggested that the cognitive system is normally "clamped" to the environment, and so we are constantly processing environmental events.…”

Section: Visual Communication Signals and Cognitive Effortmentioning

confidence: 99%

Development of gaze aversion as disengagement from visual information.

Doherty‐Sneddon¹,

Bruce²,

Bonner³

et al. 2002

Developmental Psychology

148

150

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Older children, but not younger children, were found to look away more from the face of an interlocutor when answering difficult as opposed to easy questions. Similar results were found in earlier work with adults, who often avert their gaze during cognitively difficult tasks (A.M. Glenberg, J.L. Schroeder, & D.A. Robertson, 1998). Twenty-five 8-year-olds and 26 5-year-olds answered verbal reasoning and arithmetic questions of varying difficulty. The older children increased gaze aversion from the face of the adult questioner in response to both difficult verbal reasoning questions and difficult arithmetic questions. In contrast, younger children (5-year-olds) responded less consistently to cognitive difficulty.It is concluded that adultlike patterns of gaze aversion in response to cognitive difficulty are certainly acquired by 8 years of age. The implications of appropriate gaze aversion for children's management of cognitive resources are considered.Development of Gaze Aversion 3 During difficult cognitive activity, for example remembering information, thinking of an answer to a question, planning what we are going to say, and speaking, we often close our eyes, look up at the sky, or look away from the person we are in conversation with. A number of studies, described below, report ways in which adults switch off from environmental stimulation (both live faces and other sorts of visual displays) in order to concentrate on cognitive tasks. In contrast, there has been little done on gaze aversion as a response to cognitive demands in children. This is a potentially important omission since the efficiency with which children process information influences many aspects of their development, including school progress. This article reports a study of gaze aversion in two age groups of children. In our introduction we first look at the evidence linking visual communication signals and cognitive effort.We then discuss why children might differ from adults in their strategies to deal with this cognitive effort. The final section of the introduction describes the motivations behind the current study. Visual Communication Signals and Cognitive EffortConsiderable research effort has been expended on examining the role played by visual communication signals in human interaction. There is much evidence that visual communication signals (such as eye gaze, gesture and facial expression) are often important sources of information. Indeed many researchers propose that such signals play a facilitatory role in human communication (for example, Clark & Brennan, 1991;Goldin-Meadow, Wein, & Chang, 1992;McNeill, 1985). However, the fact that such signals are informative means that they carry a cognitive load. The processing costs of visual signals are documented. A number of researchers have linked excessive eye gaze with increased cognitive load on interlocutors (Beattie, 1981;Ellyson, Dovidio, & Corson, 1981). In addition, the cognitive difficulty of a task seems to relate to the likelihood that people avert their gaze ...

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What memory is for

Cited by 1,354 publications

References 203 publications

Exploring commonalities across participants in the neural representation of objects

Exploring commonalities across participants in the neural representation of objects

The temporal orientation of memory: It's time for a change of direction.

Development of gaze aversion as disengagement from visual information.

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