The Oxford handbook of memory

By Endel Tulving, Fergus I. M. Craik. 2006

1,176 citations recorded by the source corpus.

Subfields: Mechanical Engineering, Safety, Risk, Reliability and Quality

View Paper: https://www.semanticscholar.org/paper/ba6e187fd14415063368744628a27cfbada87544

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Mechanical Engineering

1. J. S. Nairne
2. Priti Shah
3. Georg Stenberg
4. Robyn Fivush
5. R. Poole

In Safety, Risk, Reliability and Quality

1. J. S. Nairne
2. Georg Stenberg
3. Robyn Fivush
4. R. Poole

Citations in the corpus

• Evolving Kolb (2015, background): “A limiting factor in learning seems to be the use of glucose to fuel the mind (Cowan, 2005; Kimball & Holyoak, 2000; Sapolsky, 2004).”
• Functional neuroanatomy of remote episodic, semantic and spatial memory: a unified account based on multiple trace theory (2005, neutral): “…by different neural structures and mechanisms that form distinguishable, and dissociable, systems (see Milner et al. 1968; Warrington & Weiskrantz, 1970; Milner, 1974; O’Keefe & Nadel, 1978; Weiskrantz, 1980; Cermak, 1982; Moscovitch, 1992, 2001; Schacter & Tulving, 1994; Tulving & Craik, 2000).”
• Mother-Child Reminiscing and Children's Understanding of Mind (2006, background): “Welch-Ross (1997) and Perner (2000) added that children’s understanding of conflicting knowledge states (as measured in a false-belief task) could also be important for autobiographical memory because children could differ from others in their perspectives on a single event.”
• Adaptive Memory: Evolutionary Constraints on Remembering (2010, background): “Decades of research have established that retention is retrievalcue dependent and improved by encoding techniques that maximize the chances that effective cues will be present when needed (see Tulving & Craik, 2000).”
• Emotion and Memory Research: A Grumpy Overview (2004, background): “…that emotional events are remembered better, it is because they tend to be novel, distinctive, or interesting, and well-rehearsed (e.g., Brewer, 1992; Finkenauer et al., 1998; McCloskey, Wible, & Cohen, 1988; Talarico & Rubin, 2003; for reviews, see Schooler & Eich, 2000; Shobe & Kihlstrom, 1997).”
• The Science of Visual Data Communication: What Works (2021, background): “Likewise, many communities—particularly those whose languages are read from left to right—use a consistent mapping of larger values as being on the right side of horizontal space, as in the number lines found on the walls of elementary school classrooms (Tversky, 2000, 2001).”