Remembering: A Study in Experimental and Social Psychology

By F. Bartlett. 1932

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Citations in the corpus

Creating a False Memory in the Hippocampus (2013, background): “Memory is constructive in nature; the act of recalling a memory renders it labile and highly susceptible to modification (23,24).”
Mind, Brain, and Education: Building a Scientific Groundwork for Learning and Teaching1 (2009, background): “Learning and teaching require active construction of knowledge, as research has demonstrated consistently in cognitive science for over a century ( Baldwin, 1894; Bartlett, 1932; Piaget, 1952 ) and in neuroscience for 50 years ( Singer, 1995 ).”
The Rise and Fall of False Recall: The Impact of Presentation Duration☆ (2001, background): “It may be th an extraction or inferential process operates the activated information to allow it to persis over time (cf. Bartlett, 1932; Bransford & Franks, 1971; Reyna & Brainerd, 1995), a though we have no direct evidence for such process.”
The Search for Meaning: Developmental Perspectives on Internal State Language in Autobiographical Memory (2005, background): “Whereas Bartlett (1932) is best remembered for his contributions about the reconstructive nature of memory, less attention has been paid to his quest for the way in which individuals strive to make sense of their worlds.”
Emotion and Memory Research: A Grumpy Overview (2004, background): “It has long been acknowledged that memory for nonemotional information is partially reconstructed based on post-event information and appraisals (Bartlett, 1932; Conway & Pleydell-Pearce, 2000; Loftus, 1992; Ross, 1989).”
When auditory presentations should and should not be a component of multimedia instruction (2003, background): “…the capacity of long-term memory is virtually limitless (Chase and Simon, 1973; Newell and Simon, 1972) and appears to be designed to accommodate an unlimited number of elements organized in the form of hierarchically organized schemas (Bartlett, 1932; Chi et al., 1982; Larkin et al., 1980).”
Integration of New Information in Memory: New Insights from a Complementary Learning Systems Perspective (2020, background): “The work clearly demonstrates the key point that such integration depends on the prior establishment of a structured body of knowledge that the authors called a schema, building on the classical ideas of Bartlett [13].”
Autism and the Social World: An Anthropological Perspective (2004, background): “Bartlett (1932), for example, writes that ‘an individual does not normally take . . . a situation detail by detail’, but rather ‘has an overmastering tendency simply to get a general impression of the whole’ on the basis of which ‘he constructs the probable detail’ (cf. Happé, 1994: 116).”
Catching the Drift: Probabilistic Content Models, with Applications to Generation and Summarization (2004, background): “Cognitive psychologists have long posited that this similarity is not accidental, arguing that formulaic text structure facilitates readers’ comprehension and recall (Bartlett, 1932).”
The hippocampus and related neocortical structures in memory transformation. (2018, background): “Memories, however, are dynamic, changing not only with age but also with experience as they interact with other memories and knowledge acquired before, and after, the episodic memories of interest were encoded; they can even be altered by the very act of retrieval [5,19 – 21].”
The proactive brain: memory for predictions (2009, background): “In summary, the generality of information within an activated associative context frame permits it to be applied to new instances of the relevant context such that experiences in memory can help guide new experiences (Bartlett 1932; Brewer & Nakamura 1984; Bar 2007).”