Subjective qualities of memories associated with the picture superiority effect in schizophrenia.

Patients with schizophrenia (n=24) matched with 24 normal subjects were presented with both words and pictures. On a recognition memory task, they were asked to give remember, know, or guess responses to items that were recognized on the basis of conscious recollection, familiarity, or guessing, respectively. Compared with normal subjects, patients exhibited a lower picture superiority effect selectively related to remember responses. Unlike normal subjects, they did not exhibit any word superiority effect in relation to guess responses; this explains why the overall picture superiority effect appeared to be intact. These results emphasize the need to take into account the subjective states of awareness when analyzing memory impairments in schizophrenia. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

正确指导背诵记忆提高英语教学效率

经过多年的教学实践，结合高职英语教学的实际情况，本文提出了高职学生背诵记忆的重要性，阐述了如何通过正确指导学生背诵记忆，提高高职学生英语学习的效率，得到学生的充分肯定。     

What Do We Know About What We Cannot Remember? Accessing the Semantic Attributes of Words That Cannot Be Recalled.

Two experiments examined access to the semantic attributes of words that participants failed to retrieve. The results indicated access to all 3 dimensions of the semantic differential--evaluation, potency, and activity, as revealed by attribute judgments and by the nature of the commission errors made. There was no evidence for superior access to the emotional-evaluative dimension, inconsistent with what may be expected from the claimed primacy of emotion. In comparison with complete recall, partial recall exhibited a slower rate of forgetting and a stronger tendency to elicit know rather than remember responses. The results were discussed in terms of the processes that lead to partial recall and in terms of the possibility that the affective primacy hypothesis does not apply to memory retrieval. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

一种激励学习遗忘算法

提出了一种基于动态规划方法的激励学习遗忘算法,这个算法是通过将记忆心理学中有关遗忘的基本原理引入到值函数的激励学习中,导出了一类用动态规划方法解决激励学习问题的比较好的方法,即Forget-DP算法。