Mnemonics

Las piedras de la memoria (II). El uso en época romana de espacios y monumentos sagrados prehistóricos del Sur de la Península Ibérica

by Leonardo García Sanjuán

Co-authored with Pablo Garrido González and Fernando Lozano Gómez. Published in Complutum 18 (2007). Pages 109-130. Madrid. Universidad Complutense de Madrid. ISSN: 1131-6993

This paper tackles the analysis of a series of cases of reutilisation in Roman times of prehistoric sacred spaces and... more This paper tackles the analysis of a series of cases of reutilisation in Roman times of prehistoric sacred spaces and monuments, recorded throughout the South of the Iberian Peninsula. The cases under study are grouped in three main categories: (i) spatial proximity or overlapping of prehistoric and Roman burial areas, (ii) reutilisation of the inner and outer spaces of prehistoric mortuary chambers, and (iii) re-use of rock art sanctuaries and prehistoric stelae. As a conclusion, we suggest, firstly, the need to reconsider the recording criteria by which the appearance of later materials in old monuments is archaeologically assessed; secondly, we point out the need to look at these cases from the viewpoint of the elements of tradition and memory that some old sacred sites convey for the Iberian-Roman populations. Finally, we suggest these cases must be interpreted in terms of religious and political ideology.

Muerte, tiempo, memoria. Los megalitos como memoriales culturales

by Leonardo García Sanjuán

En este trabajo se plantea la significación de los sitios megalíticos como dispositivos culturales dedicados a la... more En este trabajo se plantea la significación de los sitios megalíticos como dispositivos culturales dedicados a la fijación material del tiempo. Dado el carácter fundacional que tienen como elemento fundamental de la construcción del paisaje cultural de las primeras sociedades agrarias, los monumentos megalíticos adquieren una extraordinaria capacidad de permanencia en la memoria colectiva, convirtiéndose en referentes materiales de las identidades, las relaciones y prácticas sociales y las ideologías a través de los siglos. Esta capacidad de permanencia excede ampliamente los límites temporales convencionalmente atribuidos a la Prehistoria, entrando de lleno en el ámbito de las sociedades antiguas, medievales y modernas.

“The Theatrical Memory of Denis Coppée’s Sanglante et Pitoyable tragédie de nostre Sauveur et Rédempteur Jesu-Christ.”

by Jody Enders

In The Shape of Change: Essays on the Early Modern and La Fontaine in Honor of David Lee Rubin, 1-21. Eds. Ann Birberick and Russell Ganim. Amsterdam: Rodopi, 2001.

Cutting Off the Memory of Women

by Jody Enders

In The Changing Tradition: Women in the History of Rhetoric. Ed. Christine Mason Sutherland and Rebecca Sutcliffe, 47-55. Calgary: University of Calgary Press, 1999.

"Memory and the Psychology of the Interior Monologue in Chrétien's Cligés."

by Jody Enders

Rhetorica 10 (1992): 3-21.

This article was a different kind of recovery of memory as related to the epistemology of love in medieval romance,... more This article was a different kind of recovery of memory as related to the epistemology of love in medieval romance, specifically, in the psychology of Chrétien's famous interior monologues.

"Memory, Allegory, and the Romance of Rhetoric"

by Jody Enders

Yale French Studies 95, Memorial Issue in Honor of Daniel Poirion (1999): 49-64.

In honor of the work of Daniel Poirion, I argued for the romantic compatibility of memory (rather than dialectic) to... more In honor of the work of Daniel Poirion, I argued for the romantic compatibility of memory (rather than dialectic) to the rhetoric of medieval romance. Since memory was already allegorical (or proto-allegorical) by nature, it offered to any learned medieval French author a codified program of epistemological discovery, a nascent theory of psychology, and a propensity for dialogic exploration that was the essence of romance.

"Music, Delivery, and the Rhetoric of Memory in Guillaume de Machaut's Remède de Fortune."

by Jody Enders

PMLA 107 (1992): 450-464.

Drawing on musicology this time to study the veritable performance of thought, this article explores the... more Drawing on musicology this time to study the veritable performance of thought, this article explores the mnemotechnical possibility of virtual performance in the fourteenth century through one of its most learned authors: Guillaume de Machaut.

Rhétorique," Performance" Et La Mémoire De La Violence

by Jody Enders

Revue de musicologie 86 (2000): 65-76.

Visions With Voices: The Rhetoric of Memory and Music In Liturgical Drama

by Jody Enders

Comparative Drama 24 (1990): 34-54.

Auzelhs de lonh, Critica del testo, XII/2-3, pp. 39-47.

by Gaia Gubbini

SUmmariumBiblicumFrench

by Lucie Dolezalova

« Mémoriser la Bible au bas Moyen Âge ? Le Summarium Biblicum aux frontières de l’intelligibilité », in: Les usages sociaux de la Bible au Moyen Âge (Xe-XVe siècles) , Cahiers électroniques d’histoire textuelle du LAMOP (CEHTL) > CEHTL, 3 (2010): 1-45.

An analysis of a very popular late medieval biblical mnemonic aid "Summarium biblicum" and its reception. An analysis of a very popular late medieval biblical mnemonic aid "Summarium biblicum" and its reception.

Become a Demosthenes! Compensating Age-Related Memory Deficits with Expert Strategies

by Reinhold Kliegl

Kliegl, R., & Philipp, D. (2007). Become a Demosthenes! Compensating age-related memory deficits with expert strategies. In P.C. Kyllonen, R.D. Roberts, & L. Stankov (eds.), Extending intelligence: Enhancements and new constructs. Mahwah, NJ: Erlbaum.

The effects of learning a new algorithm on asymptotic accuracy and execution speed in old age: A reanalysis

by Reinhold Kliegl

Verhaeghen, P. & Kliegl, R. (2000). The effects of learning a new algorithm on asymptotic accuracy and execution speed in old age: A reanalysis. Psychology and Aging, 15(4), 648-656.

Time-accuracy curves were derived for 16 younger and 19 older persons who participated in a study on training in the... more Time-accuracy curves were derived for 16 younger and 19 older persons who participated in a study on training in the method of loci Baltes & Kliegl, 1992. The effects of instruction were to immediately and permanently boost asymptotic performance and initially slow down the rate of approach to the asymptote. After extensive practice, rate of approach returned to the initial fast level. Age differences were found in both asymptotic performance and rate of approach. The effects of instruction and practice, however, were similar in younger and older adults, but older adults needed 1 session of instruction more than younger adults did before the intervention showed its full effect.

Face memory skill acquisition

by Reinhold Kliegl

Kliegl, R., Philipp, D., Luckner, M. & Krampe, R. T. (2001). Face memory skill acquisition. In N. Charness, D. C. Parks & B. A. Sabel (Eds.), Communication, technology and aging. Opportunities and challenges for the future (pp. 169-186). New York: Springer.

Investigated the acquisition of face memory skills in older adults. In Experiment 1, 15 younger adults (aged 19-29... more Investigated the acquisition of face memory skills in older adults. In Experiment 1, 15 younger adults (aged 19-29 years) and 16 older adults (aged 65-80 years) completed 6 face memory training sessions, and 20 younger adults and 19 older adults served as controls. In Experiment 2, 8 younger adults (aged 20-28 years) and 8 older adults (aged 69-79 years) completed 11 face memory training sessions. In Experiment 3, 5 older adults (aged 69-77 years) completed 19 face memory training sessions with maximum individual coaching. Overall results show that younger adults score higher in the face-place task, and this difference increases from pretest to posttest. No transfer to other related tasks of the obtained skills can be reported. In conclusion, possible reasons for the results reported such as skill resilience or the development of compensatory strategies are discussed.

Mnemonic training for the acquisition of skilled digit memory

by Reinhold Kliegl

Kliegl, R., Smith, J., Heckhausen, J. & Baltes, P.B. (1987). Mnemonic training for the acquisition of skilled digit memory. Cognition and Instruction, 4, 203-223.

This article outlines a research strategy for investigating, in a laboratory setting, the acquisition and the... more This article outlines a research strategy for investigating, in a laboratory setting, the acquisition and the "limits" of a cognitive skill. Expert digit memory is used as an illustration. Two participants with initial average digit- and word-span memory were trained to memorize and reproduce strings of 80 to 90 digits presented at 10- to 1-sec rates. The instruction and training program, based on a theory of skilled memory, focused on three components: (a) acquisition of a mnemonic system (i.e., recoding digits into historical dates or concrete nouns), (b) use of a long-term memory retrieval structure (i.e., instruction in the Method of Loci), and (c) improvement in processing speed. After 86 experimental sessions, one participant recalled 90 random digits presented at a 1-sec rate. The digits were, however, constrained to be compatible with the participant's historical knowledge. The second partici- pant recalled 80 random digits presented at a 5-sec rate after 70 sessions. Speed of encoding and retrieval processing was the only component that required extensive practice for skilled digit-memory acquisition.

Adult age effects of plausibility on memory: The role of time constraints during encoding

by Reinhold Kliegl

Thompson, L. A. & Kliegl, R. (1991). Adult age effects of plausibility on memory: The role of time constraints during encoding. Journal of Experimental Psychology - Learning, Memory, and Cognition, 17(3), 542-555.
http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=1991-27064-001

Presents the results of an experiment on the importance of training-induced schemata and encoding time on adult age... more Presents the results of an experiment on the importance of training-induced schemata and encoding time on adult age differences in recalling verbal material. Three experiments on mnemonic training were conducted, with 32 older adult subjects (65 to 87 years old) and 34 younger adult subjects (20 to 30 years of age). The results of Experiment 1 showed that highly plausible (schema-coherent) words were remembered better than words with low plausibility (schema-discrepant), in both age groups. With presentation times from 3 to 11 seconds, this difference was larger in the older adults than in the younger ones. In Experiment 2, with self-paced encoding, the older subjects took more time on the less plausible word pairs, but again retained less than the younger subjects. In Experiment 3, both age groups preferred to imagine highly plausible words as opposed to less plausible words, although this difference was more marked in the older subjects. The results show that it is harder for older adults than for younger adults to develop elaborate mental images of schema-discrepant information when encoding is temporally restricted. The discussion deals with the issue of age-related mental slowing in information processing.

From presentation time to processing time: A psychophysics approach to episodic memory

by Reinhold Kliegl

Kliegl, R. (1995). From presentation time to processing time: A psychophysics approach to episodic memory. In F. E. Weinert & W. Schneider (Eds.), Memory performance and competencies. Issues in growth and development (pp. 89-110). Mahwah: Erlbaum.

Examines the effect of presentation vs processing time on episodic memory performance. The notion of a linear relation... more Examines the effect of presentation vs processing time on episodic memory performance. The notion of a linear relation between presentation time and task difficulty is challenged, and a new theoretical framework based on processing time is presented. Methodological difficulties of inferring processing time from presentation times (floor and ceiling effects, problems of internal consistency) are discussed. Criterion-referenced presentation times (CRPTs) are proposed as a way of overcoming the difficulty of interpreting time-accuracy relations and as offering valid indicators of memory ability. CRPT experiments are used to compare time-accuracy functions between young and old; results suggest that the effects of age on episodic memory are more than twice as large as shown in previous cognitive aging research. Perspectives and future directions (application of CRPTs to experiments involving proactive interference and simple search tasks, as well as the limitations of the CRPT model) are discussed.

Further testing of limits of cognitive plasticity: Negative age differences in a mnemonic skill are robust

by Reinhold Kliegl

Baltes, P.B., & Kliegl, R. (1992). Further testing of limits of cognitive plasticity: Negative age differences in a mnemonic skill are robust. Developmental Psychology, 28, 121-125.

Earlier testing-the-limits research on age differences in cognitive plasticity of a memory skill was extended by 18... more Earlier testing-the-limits research on age differences in cognitive plasticity of a memory skill was extended by 18 additional assessment and training sessions to explore whether older adults were able to catch up with additional practice and improved training conditions. The focus was on the method of loci, which requires mental imagination to encode and retrieve lists of words from memory in serial order. Of the original 37 subjects, 35 (16 young, ranging from 20 to 30 years ofage, and 19 older adults, ranging from 66 to 80 years of age) participated in the follow-up study. Older adults showed sizable performance deficits when compared with young adults and tested for limits of reserve capacity. The negative age difference was substantial, resistant to extensive practice, and applied to all subjects studied. The primary origin for this negative age difference may be a loss in the production and use of mental imagination for operations of the mind.

Testing-the-limits and the study of adult age differences in cognitive plasticity of a mnemonic skill.

by Reinhold Kliegl

Kliegl, R., Smith, J., & Baltes, P.B. (1989). Testing-thelimits and the study of adult age differences in cognitive plasticity of a mnemonic skill. Developmental Psychology, 25, 247-256.

Investigated the range and limits of cognitive reserve capacity as a general approach to the under- standing of age... more Investigated the range and limits of cognitive reserve capacity as a general approach to the under- standing of age differences in cognitive functioning. Testing-the-limits is proposed as a research strategy. Data are reported from 2 training studies involving old (65 to 83 years old) and young adults (19 to 29 years old). The training, designed to engineer an expertise in serial word recall, involved instruction and practice in the Method of Loci. Substantial plasticity was evident in pretest to posttest comparisons. Participants raised their serial word recall several times above that of pretest baseline. Age-differential limits in reserve capacity were evident in amount of training gain but not in responses to conditions of increased test difficulty (speeded stimulus presentation). Group differences were magnified by the training to such a degree that age distributions barely overlapped at posttests. Testing-the-limits offers promise in terms of understanding the extent and nature of cognitive plasticity.

On the locus and process of magnification of age differences during mnemonic training.

by Reinhold Kliegl

Kliegl, R., Smith, J., & Baltes, P.B. (1990). On the locus and process of magnification of adult age differences during mnemonic training. Developmental Psychology, 26, 894-904.

The focus of this study was on developmental reserve capacity in old age as revealed by testing-the- limits. We... more The focus of this study was on developmental reserve capacity in old age as revealed by testing-the- limits. We examined (a) the time course of training-related magnification of age differences in serial word recall and (b) predictability of training gains by pretest individual differences in cogni- tive abilities. In 20 sessions, young (n = 18) and old (n = 19) adults were taught to recall lists of 30 words using the Method of Loci. Age differences were magnified early in practice at long presenta- tion times (20 s and 15 s per word) and later at 5 s per word. Regression of posttraining scores on various pretraining abilities revealed significant effects of digit symbol substitution. Also, consis- tent with the assumption of age-related decline in developmental reserve capacity, the unique variance in serial word recall associated with age group became more salient as the training unfolded.