Written in debate format, this book covers developing fields such as social cognition, as well as classic areas such as memory, learning, perception and categorization. The links between emotion and memory, learning, perception, categorization, social judgements, and behavior are addressed.

Learning and memory are inextricably intertwined. The capacity for learning presupposes an ability to retain the knowledge acquired through experience, while memory stores the background knowledge against which new learning takes place. During the dark years of radical behaviorism, when the concept of memory was deemed too mentalistic to be a proper subject of scientific study, research on human memory took the form of research on verbal learning (Anderson, 2000; Schwartz & Reisberg, 1991).

Research in a wide variety of domains provides converging evidence for the psychological unconscious—percepts, memories, and other mental contents that influence experience, thought, and action outside of phenomenal awareness. Studies of preconscious processing indicate that two continua underlie conscious experience—one having to do with the quality of the stimulus event or its mental representation, and the other having to do with the cognitive resources brought to hear on the processing of that representation. However, evidence of subconscious processing violates these conclusions (...) and suggests that something more is involved—perhaps a link between mental representations of events and of the self as the agent or experiencer of them. (shrink)

Research by Raz and his associates has repeatedly found that suggestions for hypnotic agnosia, administered to highly hypnotizable subjects, reduce or even eliminate Stroop interference. The present paper sought unsuccessfully to extend these findings to negative priming in the Stroop task. Nevertheless, the reduction of Stroop interference has broad theoretical implications, both for our understanding of automaticity and for the prospect of de-automatizing cognition in meditation and other altered states of consciousness.

Wegner's many examples of illusory involuntariness do not warrant the conclusion that the experience of voluntariness is also an illusion. His arguments appear to be related to the contemporary emphasis on automaticity in social cognition and behavior; both appear to represent a revival of situationism in social psychology.

Claparède′s report of a case of amnesic syndrome is an early example of the cognitive neuropsychology paradigm, by which studies of brain-damaged patients are used to shed light on the nature of normal mental processes. The case illustrates the selective impairment of episodic memory, with procedural and semantic memory remaining intact. Moreover, the several demonstrations of preserved learning during amnesia comprise an early illustration of the dissociation between explicit and implict memory. However, its greatest contemporary relevance is for theories of (...) conscious recollection. Claparède underscored the role of the self, viewed as a knowledge structure, in conscious mental life, and he drew attention to three different modes of recognition: remembering, inferring, and knowing. (shrink)

By conflating Freudian repression with thought suppression and memory reconstruction, Erdelyi defines repression so broadly that the concept loses its meaning. Worse, perhaps, he fails to provide any evidence that repression actually happens, and ignores evidence that it does not.

This commentary notes the emergence of a “People are Stupid” school of thought that describes social behavior as mindless, automatic, and unconscious. I trace the roots of this “school,” particularly in the link between situationism in social psychology and behaviorism in psychology at large, and suggest that social psychology should focus on the role of the mind in social interaction.

Claparède′s report of a case of amnesic syndrome is an early example of the cognitive neuropsychology paradigm, by which studies of brain-damaged patients are used to shed light on the nature of normal mental processes. The case illustrates the selective impairment of episodic memory, with procedural and semantic memory remaining intact. Moreover, the several demonstrations of preserved learning during amnesia comprise an early illustration of the dissociation between explicit and implict memory. However, its greatest contemporary relevance is for theories of (...) conscious recollection. Claparède underscored the role of the self, viewed as a knowledge structure, in conscious mental life, and he drew attention to three different modes of recognition: remembering, inferring, and knowing. (shrink)

Inspired by the 'reflexive monism' of Max Velmans, this paper considers four problems of mind and body. (1) The traditional mind–body problem, including the 'easy' problem of identifying the neural correlates of consciousness, and the 'hard' problem of determining just how neural processes generate conscious states. (2) The distinction between automatic (unconscious) and controlled (conscious) processes, raising the question about the relative roles they play in experience, thought, and action, as well as the question of free will. (3) Psychosomatic effects, (...) including the stress–disease connection, placebo effects, and hypnotic suggestion, in which beliefs appear to have consequences for bodily processes outside the nervous system. (4) Whether mind can exist in the absence of a bodily host, as exemplified by spiritualism and parapsychology. As challenging as the easy and hard problems are, psychology can advance as a science of mental life without ever solving them. (shrink)

Conscious recollection appears to be governed by seven principles: elaboration, organization, time‐dependency, cue‐dependency, encoding specificity, schematic processing, and reconstruction. However, these same principles may not apply to unconscious, or implicit, memory. Implicit memory is most commonly reflected in priming effects which occur in the absence of conscious recollection. Dissociations between explicit and implicit memory have been observed in patients suffering various sorts of brain damage, in other forms of amnesia, in behavioral performance of neurologically intact subjects, and in brain‐imaging studies (...) of memory. The most popular interpretation of these dissociations holds that explicit and implicit memory are mediated by separate and independent brain systems. However, there are also compelling interpretations in terms of dual processes operating on the contents of a single memory system. (shrink)

In general anesthesia, a “cocktail” of drugs renders a patient unconscious, in what has been called a “controlled coma”. Various measures of patient awareness involve overt behavior, autonomic nervous system activity, processed EEG, and event‐related potentials. The incidence of intraoperative awareness is very low, but anecdotal reports suggest that patients might process surgical events unconsciously, leading to unconscious postoperative memories. Careful experimental studies show that priming effects, similar to those observed in implicit memory, can be spared even in the absence (...) of conscious recollection, an outcome which indicates that unconscious perception can occur even in clinically adequate general anesthesia. Deeper planes of amnesia, however, appear to abolish both explicit and implicit perception. (shrink)

Statistical significance testing has its problems, but so do the alternatives that are proposed; and the alternatives may be both more cumbersome and less informative. Significance tests remain legitimate aspects of the rhetoric of scientific persuasion.

Theoretical models of memory retrieval have focused on processes of recollection and familiarity. Research suggests that there are still other processes involved in memory reconstruction, leading to experiences of knowing and inferring the past. Understanding these experiences, and the cognitive processes that give rise to them, seems likely to further expand our understanding of the neural substrates of memory.

The trauma-memory argument proposes that memories of childhood trauma can affect adult behavior outside awareness and that such unconscious memories can return to awareness even after long delays. Unfortunately, this conclusion is based on case reports of unknown representativeness and on clinical studies which are methodologically flawed or do not consider alternative explanations. Of particular concern is the general lack of independent verification of the ostensibly forgotten memories. The trauma-memory argument is plausible, in at least some respects, given what we (...) know about the processes of remembering and forgetting, but considerably more research is needed before it can serve as a basis for scientifically sound clinical practice. (shrink)