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Related Concept Videos

Higher Mental Functions of Brain: Learning and Memory01:26

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Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or...
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Explicit memories, also known as declarative memories, are consciously remembered, recalled, and reported. Studying for a chemistry exam involves material that will become part of explicit memory. There are two types of explicit memory: episodic and semantic.
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Implicit memories, also known as non-declarative memories, are long-term memories that function outside of conscious awareness. These memories influence behavior and skills without explicit knowledge. This type of memory is evident in tasks like playing tennis, snowboarding, and texting. Implicit memory has three subsystems: procedural memory, conditioning, and priming. This type of memory is essential in various activities, from everyday tasks to specialized skills.
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A flashbulb memory is a highly vivid and detailed memory, often linked to events of significant emotional impact. These memories stand out in contrast to everyday memories due to their clarity and the precision with which they are recalled. The strong emotions associated with the event act as a catalyst, ensuring that specific details, such as one's location, actions, and even peripheral elements, are etched into memory with remarkable accuracy. For example, many people can vividly recall...
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Related Experiment Video

Updated: Jan 12, 2026

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
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Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

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How do we evaluate and learn from others' memories?

Talya Sadeh1, Lilach Lieberman2, Ian G Dobbins3

  • 1Department of Industrial Engineering & Management, Ben-Gurion University of the Negev, Beer Sheva, Israel; Zelman School of Brain Sciences and Cognition, Ben-Gurion University of the Negev, Beer Sheva, Israel; Department of Psychology, Ben-Gurion University of the Negev, Beer Sheva, Israel.

Trends in Cognitive Sciences
|October 31, 2025
PubMed
Summary
This summary is machine-generated.

People learn from others' episodic memories by evaluating information for accuracy. Information deemed more truthful is more likely to be learned, guiding future actions and decisions.

Keywords:
episodic memorylanguagemachine learningmemory justificationsrecognition memorysocial learning

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Last Updated: Jan 12, 2026

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Published on: April 28, 2016

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Social Cognition

Background:

  • Understanding how humans acquire knowledge from others' episodic memories is crucial for learning and decision-making.
  • This process involves learning about events not directly experienced.

Purpose of the Study:

  • To propose a novel framework for investigating how individuals learn from others' episodic memories.
  • To hypothesize that people adopt an evaluative stance to prevent learning misleading information.

Main Methods:

  • Reviewing cues used to evaluate the veracity of others' memories.
  • Examining both automatic (e.g., prosody) and deliberative (e.g., content, certainty claims) evaluation cues.

Main Results:

  • Information assessed as more veridical is preferentially learned.
  • Evaluation cues can be processed automatically or deliberately.

Conclusions:

  • Learning from others' episodic memories involves an active evaluation process.
  • This evaluative stance helps in acquiring accurate knowledge and avoiding misinformation.