Types of Memory
Researchers distinguish between recognition and recall memory. Recognition memory tasks require individuals to indicate whether they have encountered a stimulus (such as a picture or a word) before. Recall memory tasks require participants to retrieve previously learned information. For example, individuals might be asked to produce a series of actions they have seen before or to say a list of words they have heard before.
Read more about this topic: Memory
Other articles related to "types, type, types of, types of memory, memory":
... Attempts to introduce types date back to the 1980s, and as of 2008 there are still attempts to extend Prolog with types ... Type information is useful not only for type safety but also for reasoning about Prolog programs ...
... The principal types of graphemes are logograms, which represent words or morphemes (for example, Chinese characters, or the ampersand representing the ... For a full discussion of the different types, see Writing system Functional classification of writing systems ...
... Arquilla and Ronfeldt point to three basic types of networks that may be used by netwar actors Chain network – typified by smuggling networks, where end-to-end exchanges (information ... networked to each other through different types of network structures ...
... A further major way to distinguish different memory functions is whether the content to be remembered is in the past, retrospective memory, or whether the ... Thus, retrospective memory as a category includes semantic, episodic and autobiographical memory ... In contrast, prospective memory is memory for future intentions, or remembering to remember (Winograd, 1988) ...
Famous quotes containing the words types of, memory and/or types:
“... there are two types of happiness and I have chosen that of the murderers. For I am happy. There was a time when I thought I had reached the limit of distress. Beyond that limit, there is a sterile and magnificent happiness.”
—Albert Camus (1913–1960)
“Raising children is a spur-of-the-moment, seat-of-the-pants sort of deal, as any parent knows, particularly after an adult child says that his most searing memory consists of an offhand comment in the car on the way to second grade that the parent cannot even dimly recall.”
—Anna Quindlen (b. 1952)
“The wider the range of possibilities we offer children, the more intense will be their motivations and the richer their experiences. We must widen the range of topics and goals, the types of situations we offer and their degree of structure, the kinds and combinations of resources and materials, and the possible interactions with things, peers, and adults.”
—Loris Malaguzzi (1920–1994)