Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

Part I. Experimental Studies: 2. Experiment in psychology 3. Experiments on perceiving III Experiments on imaging 4-8. Experiments on remembering: (a) The method of description (b) The method of repeated reproduction (c) The method of picture writing (d) The method of serial reproduction (e) The method of serial reproduction picture material 9. Perceiving, recognizing, remembering 10. A theory of remembering 11. Images and their functions 12. Meaning Part II. Remembering as a Study in Social Psychology: 13. Social psychology 14. Social psychology and the matter of recall 15. Social psychology and the manner of recall 16. Conventionalism 17. The notion of a collective unconscious 18. The basis of social recall 19. A summary and some conclusions.

Remembering. A Study in Experimental and Social Psychology, Cambridge (University Press) 1964.

In the first two volumes of this work, Paul Ricoeur examined the relations between time and narrative in historical writing, fiction, and theories of literature. This final volume, a comprehensive reexamination and synthesis of the ideas developed in volumes 1 and 2, stands as Ricoeur's most complete and satisfying presentation of his own philosophy.

Time and Narrative

Memory and the self

The authors present a multicomponent dynamic developmental theory of human autobiographical memory that emerges gradually across the preschool years. The components that contribute to the process of emergence include basic memory abilities, language and narrative, adult memory talk, temporal understanding, and understanding of self and others. The authors review the empirical developmental evidence within each of these components to show how each contributes to the timing, quantity, and quality of personal memories from the early years of life. The authors then consider the relevance of the theory to explanations of childhood amnesia and how the theory accounts for and predicts the complex findings on adults' earliest memories, including individual, gender, and cultural differences.

The emergence of autobiographical memory: a social cultural developmental theory.

In 2 experiments, the authors examined the effects of schemas on the subjective experience of remembering. Participants entered a room that was set up to look like a graduate student's office under intentional or incidental learning conditions. They later took a recognition memory test that included making remember-know judgments. In Experiment 1, they were tested during the same session; in Experiment 2 they were tested either during the same session or after a 48-hr delay. Consistent with the authors' predictions, memory for atypical objects was especially likely to be experienced in the remember sense. In addition, false remember judgments rose dramatically after the 48-hr delay, especially for participants in the incidental learning condition. Results are discussed in terms of schema theory, fuzzy-trace theory, and the distinctiveness heuristic.

Recollections of things schematic: Room schemas revisited.

False memories are sometimes accompanied by surprisingly vivid experiential detail that makes them difficult to distinguish from actual memories. Such strikingly real false memories may be produced by a process called content borrowing in which details from presented items are errantly borrowed to corroborate the occurrence of the false memory item. In 2 experiments using think-out-loud protocols at both study and test, evidence for content borrowing occurred for more than half of the false remember judgments participants reported. The present study also provides evidence consistent with recollection rejection and distinctiveness playing a role in false-memory editing.

Compelling untruths: content borrowing and vivid false memories.

Part 1. The Emergence of the Self and Memory. Denise R. Beike, James M. Lampinen, Douglas A. Behrend, Evolving Conceptions of the Self and Memory. Jochen Barth, Daniel J. Povinelli, John G. H. Cant, Bodily Origins of Self. Mark L. Howe, Early Memory, Early Self, and the Emergence of Autobiographical Memory. Part 2. Narrative Conceptions of the Self and Memory. Robyn Fivush, The Silenced Self: Constructing Self from Memories Spoken and Unspoken. Dan P. McAdams, The Redemptive Self: Narrative Identity in America Today. Jefferson A. Singer, Pavel Blagov, The Integrative Function of Narrative Processing: Autobiographical Memory, Self-defining Memories and the Life Story of Identity. Part 3. The Self and Memory for Emotionally Valenced Information. Denise R. Beike, Erica E. Kleinknecht, Erin T. Wirth-Beaumont, How Emotional and Non-Emotional Memories Define the Self. Constantine Sedikides, Jeffrey D. Green, Brad Pinter, Self-Protective Memory. Part 4. The Self and Memory across Time. John J. Skowronski, W. Richard Walker, Andrew L. Betz, Who Was I When That Happened? The Timekeeping Self in Autobiographical Memory. Jessica J. Cameron, Anne E. Wilson, Michael Ross, Autobiographical Memory and Self-Assessment. James M. Lampinen, Timothy N. Odegard, Juliana K. Leding, Diachronic Disunity. James M. Lampinen, Denise R. Beike, Douglas A. Behrend, The Self and Memory: It's about Time.

The Self and Memory

The phenomenology of false memories was investigated in three experiments in which participants heard two experimenters read lists of items that were related to critical nonpresented items. In Experiments 1, following a recognition memory test, participants rated the phenomenological characteristics of their memories immediately and after a 48-hour delay. False recognition was prevalent and on several dimensions participants rated their true memories as more vivid than their false memories. In Experiments 2 and 3, following the study phase, participants were warned about the phenomenological differences between true and false memories and were instructed to use this information to avoid reporting nonpresented items. This type of warning was ineffective at reducing false recall (Experiment 2) and false recognition (Experiment 3) relative to unwarned participants. Importantly, the inability of explicit warnings to impact illusory recollections demonstrates that the false memories cannot be attributed simply to a criterion shift.

Assessing the effectiveness of warnings and the phenomenological characteristics of false memories

Witnesses who receive misleading postevent information usually perform more poorly on memory tests than do witnesses who receive only unbiased information. This effect is especially pronounced for young children. For adults, the credibility of the source of the misleading information moderates this effect; misinformation presented by a credible source impairs performance to a greater degree than does misinformation presented by a noncredible source. In the present experiment, preschool children listened to a story accompanied by several illustrations. Later, they watched a videotape ofa child, a credible adult, or a discredited adult answering questions about the story. For some children, the person in the videotape provided misleading information. The children's memory reports were impaired only when misinformation was presented by the credible adult, indicating that even young children are sensitive to source credibility cues.

James Michael Lampinen

Papers

Recollections of things schematic: Room schemas revisited.

Compelling untruths: content borrowing and vivid false memories.

The Self and Memory

Assessing the effectiveness of warnings and the phenomenological characteristics of false memories

The incredible (and sometimes incredulous) child witness: Child eyewitnesses' sensitivity to source credibility cues.