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The construction of autobiographical memories in the self-memory system.
It is shown how this model can be used to draw together a wide range of diverse data from cognitive, social, developmental, personality, clinical, and neuropsychological autobiographical memory research.
Sensory-perceptual episodic memory and its context: autobiographical memory.
- M. Conway
- Psychology, MedicinePhilosophical transactions of the Royal Society…
- 29 September 2001
In this reworking of the 'episodic memory' concept autobiographical memory provides the instantiating context for sensory-perceptual episodic memory.
The Self and Autobiographical Memory: Correspondence and Coherence
Abstract A modified version of Conway and Pleydell-Pearce's Self Memory System (SMS) account of autobiographical memory and the self is introduced. Modifications include discussion of a fundamental…
The formation of flashbulb memories
A causal analysis of secondary variables showed that the formation of FB memories was primarily associated with the level of importance attached to the event and level of affective response to the news.
The stories we keep: autobiographical memory in American and Chinese middle-aged adults.
Across the four life periods, Americans provided more memories of individual experiences and unique, one-time events and focused on their own roles and emotions, while Chinese were more inclined to recall memories of social and historical events and placed a great emphasis on social interactions and significant others in their memory narratives.
A Structural Model of Autobiographical Memory
- M. Conway
The structural model of autobiographical memory proposes that memories are dynamically constructed ‘on-line’ rather than retrieved directly from memory. A generative retrieval process successively…
Changes in memory awareness during learning: the acquisition of knowledge by psychology undergraduates.
- M. Conway, J. Gardiner, T. Perfect, S. Anderson, G. Cohen
- Psychology, MedicineJournal of experimental psychology. General
- 1 December 1997
The findings demonstrate a shift from remembering to knowing, dependent upon level attained, type of course, and retention interval, and suggest an underlying shift in knowledge representation from episodic to semantic memory.