Remembering

Brain input channels                         5
Knowledge Processing                 6
Unconscious Mind                         7
Conduction capacity of the Sensory Channels 8
Learning and Understanding (Confucius) 9
Retention curve                        10
Forgetting Curve (Ebbinghaus)                       11
Cerebral Cortex                       12
Types of Brain Waves                       13
Power Nap and sleeping Cycles                       14
Sleeping laboratory                       15

In this article I discuss the counselling work I did as a palagi school counsellor with a young Pasifika woman who had recently lost her father. The counselling involved remembering practices and poetry writing. After briefly presenting the client's story, I reflect critically on three dimensions of the counselling process: how I worked with her spirituality; how I chose to use poetry in counselling, and how I made sense of power and privilege in the room. The purpose of this article is to contribute to discussion about how best to support clients' spiritual experiences when they are disclosed in counselling, particularly around the afterlife, and about how to gauge the ways in which power and privilege are operating in a session, particularly when there are cross-cultural dimensions. Stories of loss I saw Casey 1 for a total of six counselling sessions over the course of a year. In the first session, I explained the limits and boundaries of counselling and invited her to set the agenda for our talk. Casey disclosed that her father had recently died and she had been having dreams about him. In the dreams, her father was asking her to help look after her mother, and not to give up on school or church. Casey described how her father had recently appeared to her family: one family member had seen Dad walking around the community; her brother spoke of how their father had visited him in hospital, and other family members came home after a night out and saw the house lights flicker on and off, even though there was no-one home.

This study aimed to find out the relationship of using game-based learning in terms of Rules, Immersive, Enjoyment, Multimedia Technology, and Challenge and Competition to the academic performance of Grade 8 students in Araling Panlipunan, specifically in terms of Remembering, Understanding, and Analyzing. Using descriptive and experimental method of research, it involved 99 Grade 8 students of Calamba City Science Integrated School which is 100% of the population under the online learning modality, School Year 2020-2021. A 50-item teacher-made test, validated by experts was utilized for the pre-test and post-test to find out the significant difference in students' academic performance. Meanwhile, a 25-item survey questionnaire, also validated by experts, elicit the respondents' perception on game-based learning in Araling Panlipunan. Furthermore, an original digital game was created exclusively for this study wherein the content involved were the topics in Araling Panlipunan 8. Using the mean and standard deviation, the study described the profile of the respondents in terms of age, gender, and time spent in playing digital games, and the students' pre-test and post-test scores. In addition, Pearson's correlation coefficient was utilized to determine the significant relationship between the perception of students in game-based learning and academic performance of students in terms of remembering, understanding, and analyzing skills. Meanwhile, it was concluded that the first null hypothesis is rejected-there is a significant difference in the pre-test and post-test scores of the respondents. Then, the second null hypothesis is accepted-there was no significant relationship between game-based learning and academic performance of students. Finally, it can be inferred that Araling Panlipunan teachers may create and incorporate digital games not only as a form of motivation, but as well as a form of presenting lectures and a form of assessment.

Through this study, to remembering memories related effects of manipulated with the help of key words are investigated. For this purpose,the effects of manipulated with landmarks on subdimension of otobiographical memory are examined. The hypothesis of study mounts is that the situation to be ready to landmarks will shorten the time of return the memory and will increase the points of impact of memories. The participants are the university students whose ages range from 19-24. After the participants were randomly assigned to controll and being ready, Autobiographic Memory Questionnaire (AMQ) were applied to them and they were made to write the memories chosen by them. As the results of the study,any direct effect of being ready could not be found,but an effect that changes based on the landmark is determined.

The Partition of the South Asian subcontinent in 1947 into modern nation states of India, Pakistan is the historic event that not only inaugurated nationalities where political identities were based on religious differences, but also erased the collective identities different religious communities shared in their struggle against British colonialism over two centuries. In the celebration of India’s independence, the unprecedented violence of Partition is written out of the narrative of the nation as an aberration, a cataclysmic moment of madness. This chapter engages with this moment of madness captured in the Urdu short stories of Sa’adat Hasan Manto and highlights the psychoanalytic role of literature in remembering the violence that haunts India in the its pervasive communal strife. Focusing on Manto’s short stories, this chapter explains how literature allows working through the repressed violence of Partition fostering possibilities of mourning collective communal losses.

Many students find it difficult to remember the material they read or work with in school. There are a number of strategies that can increase learning, but unfortunately they are known only to some teachers and even fewer students. These strategies are excellently described by Peter C. Brown, Henry L. Roediger III and Mark A. McDaniel in the book "Make it stick. The Science of Successful Learning".
One strategy is to use mnemonics (read more about it in chapter 7, Make It Stick) to remember the things that one cannot remember despite having worked seriously with the material. I have worked with mnemonics for about 10 years - especially in relation to learning the subjects chemistry and biology - and have written 2 books (in Danish), in cooperation with Ole G. Terney, a biologist and science journalist, about my experiences. When you have to remember something, it is much easier to remember if you can connect it to something that you already remember or if you can add more meaning to the new stuff that you need to remember.
Let us take some examples from chemistry (until you have tried out the memory techniques yourself, you are skeptical. However, it works! The more you train, the better it works!)………...

Bu çalışma aile fotoğrafları ve aile belleği arasındaki ilişkiyi incelemektedir. Aile fotoğrafları, ailelerin gündelik hayatlarının vazgeçilmez bir unsuru olduğu gibi, bu unsur, aile belleğinin oluşturulmasında ve kurgulanmasında önemli bir role sahiptir. Aile belleğinin oluşumunda fotoğrafın rolünü anlayabilmek için, bu araştırmada alan araştırması tercih edilmiştir. Araştırmanın örneklemi dâhilinde, beş ailenin üyeleriyle görüşmeler yapılmış ve bu ailelerin evlerindeki fotoğraf pratikleri gözlemlenmiştir. Araştırmaya önemli ölçüde katkıda bulunan bir diğer önemli teknik, araştırmacının aile üyeleriyle birlikte onlara ait fotoğraflara bakma etkinliklerine katılmak olmuştur. Bu yazı da araştırmacının saha deneyimlerini temel alarak, yöntemin önemini vurgulamaktadır.

Ursprünglich machte mich eine persönliche Erinnerungsleistung auf die Verbindung aufmerksam, die zwischen dem Religionsphilosophen Søren Kierkegaard und dem Juristen Carl Schmitt besteht, weswegen ich diese Abhandlung anekdotisch beginnen möchte: Vor einigen Jahren war ich auf der Suche nach einem Thema für meine Doktorarbeit. Es war mir bewußt, daß ich zum Verhältnis von " Zeit " und " Politik " forschen wollte, doch über längere Zeit gelang es mir nicht, eine thematische Zuspitzung bzw. eine brauchbare Fragestellung auszuformen. Eher zufällig war ich zu jener Zeit Mitglied eines theologischen Lektürekreises, wobei wir uns mit Kierkegaards " Philosophische Brosamen " und dessen " Unwissenschaftliche Nachschrift " beschäftigten. Dies taten wir für einige Wochen, und am Ende diverser Diskussionsrunden verfügte ich unerwarteter Weise über eine Arbeitsthese für meine Doktorarbeit: " Die Zeit der Politik ist der Augenblick der Entscheidung " (vgl. Conrad 2008), womit ich die Großkomplexe von Zeit und Politik auf zwei Begrifflichkeiten konzentriert hatte. Das Geschehen, welches zu dem spezifischen Thema meiner Doktorarbeit führte, läßt sich ganz einfach umschreiben: Ich hatte mich erinnert; und um es etwas präziser auszudrücken: Durch die Lektüre von Kierkegaards Schriften wurde ich an Carl Schmitt erinnert.

'Silencing the Past: Power and the Production of History' by Haitian writer Michel-Rolph Trouillot was first published in 1995. Twenty-five years on, its weaving of personal narrative with stories of slave rebellion, black Jacobins in the Haitian Revolution and the ‘discovery’ of the Americas still resonate. This paper looks at aspects of the book that speak directly to discussions of remembering and forgetting; the bits that remind us that history is more than just individual or collective memory recall. For Trouillot, it is not just a matter of what is remembered or forgotten. Silences are produced and reproduced throughout any telling of a story.

A Revista de Estudios Sociales da Universidad de los Andes (Colômbia) convida a comunidade acadêmica a submeter artigos para sua edição especial: "Perdão e memória. Perspectivas e experiências interdisciplinares pelo mundo".

Editores convidados: 
Santiago Amaya (Universidad de los Andes, Colômbia), Pablo Abitbol (Universidad Tecnológica del Bolívar, Colômbia) e Lucy Allais (University of Witwatersrand, África do Sul, y Johns Hopkins University, Estados Unidos)

Os artigos devem ser submetidos de 10 de janeiro a 17 de fevereiro de 2023

Cultural contact, exchange and interaction feature high in the list of challenging topics of current research on European Prehistory. Not far off is the issue of the changing role of monuments in the making and maintaining of key cultural devices such as memory and identity. Addressing both these highly debated issues from a science-based perspective, in this paper we look at an unusual case study set in southern Iberia and illustrate how these archaeological questions can benefit from robust materials science approaches. We present the contextual, morphological and analytical study of an exceptional Early Iron Age hoard composed of a number of different (and mostly exotic) materials such as amber, quartz, silver and ceramic. This hoard, found under the fallen orthostat of a megalithic structure built at least 2000 years earlier, throws new light on long-distance exchange networks and the effect they could have had on the cultural identities and social relations of local Iberian Early Iron Age communities. Moreover, the archaeometric study reveals how diverse and distant the sources of these item are (Northern Europe to Eastern and Western Mediterranean raw materials, as well as local and eastern technologies), therefore raising questions concerning the social mechanisms used to establish change and resistance in contexts of colonial encounter.

The first part of the paper develops the argument that geographers should learn to decompose human memory into its constituent parts because then and then alone will we become attuned to the full range of ways in which we incorporate places into our beings. The second part of the paper articulates Stephen Hill's comments on episodic memory with my recent work on wisdom.

The places of memory: art as archive
Abstract. This article centres on a new creative conception of art as archive, developed in the 1960s by a group of artists and art theorists who shared a common interest in the art of individual, cultural and historical memory and who tried to understand the apparently hermetic conceptual system from which they depart. Both literally and metaphorically, the archive is understood as a place in which cultural history is legitimated. Among the genealogical references to art as archive, our study centres on three intellectual projects of the early 20th century: Walter Benjamin’s The Arcades Project, AbyWarburg’s Atlas Mnemosyne, and August Sander’s photographic series. All three projects were unfinished; they eschewed sequentiality and linearity. We also analyse the different artistic uses of the archive in the artists Hans Peter Feldmann, Gerhard Richter, On Kawara, Rosangela Rennó, Fernando Bryce, The Atlas Group, Christian Boltanski, Hanne Darboven, Susan Hiller and Bernd & Hilla Becher.

Keywords. memory, archive, index, photography, atlas, bloc magique, album.Professora do Departamento de História da Arte Contemporânea na Universidade de
Barcelona. Desde 2007 dirige Cartography of Art Criticism and Visuality in the Global Age:
New Methodologies, Concepts, and Areas of Study (www.culturasvisualesglobales.net). Dirige
e coordena o Global Art Archive, um grupo de pesquisa que estuda arquivos e seu papel
como uma ligação entre a memória coletiva e o desenvolvimento individual (www.
globalartarchive.com). Desde 1975 atua como crítica de arte em publicações nacionais e
internacionais, e é responsável pela coleção Akal/Arte Contemporáneo.

Theories of autobiographical memory emphasise effortful, generative search processes in memory retrieval. However recent research suggests that memories are often retrieved
directly, without effortful search. We investigated whether direct and generative retrieval differed in the characteristics of memories recalled, or only in terms of retrieval latency.
Participants recalled autobiographical memories in response to cue words. For each memory, they reported whether it was retrieved directly or generatively, rated its visuo-spatial
perspective, and judged its accompanying recollective experience. Our results indicated that direct retrieval was commonly reported and was faster than generative retrieval, replicating recent findings. The characteristics of directly retrieved memories differed from generatively retrieved memories: directly retrieved memories had higher field perspective ratings and lower observer perspective ratings. However, retrieval mode did not influence recollective experience. We discuss our findings in terms of cue generation and content construction, and the implication for reconstructive models of autobiographical memory.

In the framework of the 2nd Commodity Frontiers Initiative Journal with the theme of ‘Stimulants’ I could not have wished for a better-suited match to interview than Roger M. Buergel and Sophia Prinz from the Johann Jacobs Museum, which owes its existence to the coffee and cacao trade, but more importantly is unique in its endeavour to lay bare the intrinsically interwoven histories of commodities. The museum is dedicated to the global interdependencies of our life-world that become especially clear when tracing the history of important trade goods and their transport routes. Products such as coffee, cocoa, petroleum, opium, sugar, silk, watches and diamonds have had a hand in shaping our planet, impacted cultures and revolutionized societies. 

“In the Orange fixed-wing is Larissa sitting for seventy
Rattling minutes in paramedic thought. She will unbuckle
In the imminent aftermath of when a building in
Kitchenuhmaykoosib Inninuwig was blackened like a
battleground…”
- “Re ember” (about the tragic 2019 house fire in KI)
-  Ripping down half the trees by Evan J (Montreal: McGill Queen Univ P.) 2021. pg 71

Evan J, Poet-Advocate-Educator, lives in Sioux Lookout, a remote town in Northwestern Territories where one out of every twenty students in his adult education classes, dies each year.

In this piece, I attempt to portray literary autobiography, depending mainly on the 'scholarship' of poets and the evocations of my own memory. The portrait is less a linear journey than a spiralling series of concentric circles. Rather than explain or describe the details of my past, I create images of experience of such a nature that I trust the reader may identify with them. The story I tell is a phenomenology of time, language, memory, and return; but it is also a phenomenology of the experience of lifewriting: an inner autobiography of soul, if you will. Interspersed with this are reflections on the narrative process as I undergo it. In this manner, I hope to reveal the lived reality of this particular human being through processes of fear and desire, as well as of teaching and learning.

This study has developed an original approach to the relationship between eye movements and autobiographical memory, by investigating how maintained fixation could influence the characteristics of retrieved memories. We invited participants to retrieve autobiographical memories in two conditions: while fixating a cross at the centre of a screen and while freely exploring the screen. Memories retrieved during the maintained fixation condition were less detailed and contained less visual imagery than those retrieved during the free-gaze condition. Memories retrieved during the maintained fixation condition were retrieved slower and took less time to describe than those retrieved during the free-gaze condition. As for the characteristics of eye movements, analysis showed fewer and longer fixations as well as fewer saccades in the maintained fixation than in the free-gaze condition. Maintaining fixation is likely to tax cognitive resources that are necessary for the reconstruction of autobiographical memory. Our findings demonstrate how maintained fixation may result in a more effortful construction of autobiographical memory and memories with lower spatiotemporal specificity and poorer mental images.

In Mnemonic and Intertextual Aspects of Literature, Renate Lachmann writes: “When literature is considered in the light of memory, it appears as the mnemonic art par excellence” (301). Literature has always drawn upon memories, and memories, in turn, are immortalized in texts, as, “…Writing is both, an act of memory and a new interpretation, by which every new text is etched into memory space” (Lachmann 301). The term ‘fiction of memory’ signifies this confluence of Memory and Literature. According to Birgit Neumann, a memory scholar, the term also refers to the dual nature of fiction: “First, the phrase refers to literary, non-referential narratives that depict the workings of memory. Second, it refers to the stories that individuals or cultures tell about their past to answer the question, Who Am I?” (334). 
The intention of this paper is to establish the confluence of memory, narrative and identity in Toni Morrison’s Song of Solomon, an occurrence that would qualify it as a ‘fiction of memory’, through an in-depth exploration of the various types of memory, their workings, the processes associated with them, and their subsequent impact on the lives of the characters in the novel. In addition, the relation of memory with Names, Trauma, and Experiences will be dealt with sufficient emphasis, so as to develop the life narratives of specific characters, singling them out from the larger background of the novel. This paper will make use of the work of memory scholars across disciplines, with the most notable ones being: Astrid Erll, Jan Assmann, Aleida Assmann, Maureen Junker-Kenny, Birgit Neumann and Siegfried J. Schmidt. In addition, the paper will be obliquely based on the behavioural economist Dr. Daniel Kahneman’s work on the distinction between the two selves, the ‘remembering self’ and the ‘experiencing self’.

The notion of affective memory was first introduced by Théodule Ribot (1894), giving rise to a debate about its existence at the beginning of the 20th century. Although Vernon Lee did not directly take part in this discussion, she conceptualized this notion in a quite precise way, mainly in her book Music and Its Lovers (1932), clarifying the sometimes obscure formulations made by previous authors. In this short encyclopedic entry, I present Lee's characterization of affective memory.

In Vergil’s Aeneid the problematics of remembering and forgetting emerge as an issue of essential importance: the Trojans – somewhat paradoxically – have to bring about both of them in order to be able to found a new native land in Italy. The matter in question emphatically occurs in two speeches of fathers given to their sons in the epic: in that of the shade of Anchises given to Aeneas in Book 5 and in that of Aeneas given to Ascanius in Book 12. These passages both recall the speech of Aegeus to Theseus in Catullus 64, in which the father aims to ‘program’ his son’s mind to remember his instructions. It will be of fundamental importance to observe the way the Catullan text presenting the failure of this kind of ‘mnemotechnical’ remembering encodes forgetting into the Vergilian passages mentioned above, by means of intertextual connections.

When examining spontaneously recovered memories of childhood sexual abuse, victims report that there had been periods in which they had forgotten the abuse. However, there are sometimes people with whom the victim had spoken about the abuse during the period in which the victim had supposedly forgotten the abuse, suggesting the victim had not forgotten the abuse but the prior recall of the abuse. The underestimation of previous knowledge is termed the forgot-it-all-along effect. The goal of the present study was replicating the results of a laboratory study that had provided a theoretical understanding for the forgot-it-all-along effect by showing that people have difficulties remembering "remembering" when the memory had previously been recalled in a different context. The effect was replicated by using the same neutral context sentences, suggesting the finding was robust. We also extended the experimental design by using positive and negative context sentences, but it did not become smaller when the positive sentences provided the different context or larger when the negative sentences provided the different context. Although the sample sizes were sufficiently large to provide statistical power for the forgot-it-all-along effect, they may not have been sufficiently large to observe the moderation effects of emotional context.

הזיכרון נועד לסייע לאדם לתפקד בסביבתו והוא מותאם לצרכיו. אנו זקוקים לזיכרון לא רק כדי לדעת מה היה, אלא גם כדי לתפוס. בלי זיכרון לא נוכל למשל לראות או לשמוע.
זיכרונו של האדם מוגבל. אבל יש לו לאדם יכולות לזכור שאין הוא מודע לקיומן אלא בדיעבד, כשהוא מוציאן מן הכוח אל הפועל בנסיבות מסוימות. לעיתים אדם מצליח להתאים את יכולת הזיכרון שלו לנסיבות המשתנות. כשאדם משתחרר מהצורך לזכור פרטים טכניים הוא יכול לגלות בעצמו יכולת לזכור באופנים אחרים שלא היה מודע להם קודם לכן. כך למשל, אישה שאינה יודעת לקרוא אותיות אלא רק מספרים, בונה לעצמה פנקס טלפונים מיוחד שבו יש רק מספרים ללא שמות וכך, היא מנצלת את יכולת הזיכרון שלה באופנים אחרים שהסביבה יוצרת עבורו.
מאמר זה מתמצת את התיאוריה העומדת ביסוד ספרו של משה מנשהוף חלום וזיכרון (הוצאת כתב, 2016), ופותחה בספרו הבא, רגש והרגשה (הוצאת כתב, 2020), המתבסס על אותן אבני יסוד תיאורטיות.

"THE LIFE OF FORGETTING: ENDURING GHOSTS IN BRITISH LITERATURE"
SYMPOSIUM - MAY 4th 2018 - TOULOUSE 2 UNIVERSITY

We are concerned with the potentially productive uses of forgetting, with its creative interplay with memory. Forgetting and remembering will be seen as a collaborative pair, as they should be.