Semantic memory in the context of "Endel Tulving"

Imagination is the production of sensations, feelings and thoughts informing oneself. These experiences can be re-creations of past experiences, such as vivid memories with imagined changes, or completely invented and possibly fantastic scenes. Imagination helps apply knowledge to solve problems and is fundamental to integrating experience and the learning process.

Imagination is the process of developing theories and ideas based on the functioning of the mind through a creative division. Drawing from actual perceptions, imagination employs intricate conditional processes that engage both semantic and episodic memory to generate new or refined ideas. This part of the mind helps develop better and easier ways to accomplish tasks, whether old or new.

Episodic memory is the memory of everyday events (such as times, location geography, associated emotions, and other contextual information) that can be explicitly stated or conjured. It is the collection of past personal experiences that occurred at particular times and places; for example, the party on one's 7th birthday. Along with semantic memory, it comprises the category of explicit memory, one of the two major divisions of long-term memory (the other being implicit memory).

The term "episodic memory" was coined by Endel Tulving in 1972, referring to the distinction between knowing and remembering: knowing is factual recollection (semantic) whereas remembering is a feeling that is located in the past (episodic).

In psychology and cognitive neuroscience, pattern recognition is a cognitive process that matches information from a stimulus with information retrieved from memory.

Pattern recognition occurs when information from the environment is received and entered into short-term memory, causing automatic activation of a specific content of long-term memory. An example of this is learning the alphabet in order. When a carer repeats "A, B, C" multiple times to a child, the child, using pattern recognition, says "C" after hearing "A, B" in order. Recognizing patterns allows anticipation and prediction of what is to come. Making the connection between memories and information perceived is a step in pattern recognition called identification. Pattern recognition requires repetition of experience. Semantic memory, which is used implicitly and subconsciously, is the main type of memory involved in recognition.

Long-term memory (LTM) is the stage of the Atkinson–Shiffrin memory model in which informative knowledge is held indefinitely. It is defined in contrast to sensory memory, the initial stage, and short-term or working memory, the second stage, which persists for about 18 to 30 seconds. LTM is grouped into two categories known as explicit memory (declarative memory) and implicit memory (non-declarative memory). Explicit memory is broken down into episodic and semantic memory, while implicit memory includes procedural memory and emotional conditioning.

General knowledge is information that has been accumulated over time through various media and sources. It excludes specialized learning that can only be obtained with extensive training and information confined to a single medium. General knowledge is an essential component of crystallized intelligence. It is strongly associated with general intelligence and with openness to experience.

Studies have found that people who are highly knowledgeable in a particular domain tend to be knowledgeable in many. General knowledge is thought to be supported by long-term semantic memory ability. General knowledge also supports schemata for textual understanding.

Explicit memory (or declarative memory) is one of the two main types of long-term human memory, the other of which is implicit memory. Explicit memory is the conscious, intentional recollection of factual information, previous experiences, and concepts. This type of memory is dependent upon three processes: acquisition, consolidation, and retrieval.

Explicit memory can be divided into two categories: episodic memory, which stores specific personal experiences, and semantic memory, which stores factual information. Explicit memory requires gradual learning, with multiple presentations of a stimulus and response.

Lynn Nadel (born November 12, 1942) is an American psychologist who is the Regents' Professor of psychology at the University of Arizona. Nadel specializes in memory, and has investigated the role of the hippocampus in memory formation. Together with John O'Keefe, he coauthored the influential 1978 book The Hippocampus as a Cognitive Map, which defended the theory that the hippocampus learns and stores cognitive maps of portions of space. With Morris Moscovitch, he advanced the multiple trace theory that the hippocampus is always involved in storage and retrieval of episodic memory, but that semantic memory can be established in the neocortex.

Nadel received a Ph.D. from McGill University in 1967, and joined the faculty of the University of Arizona in 1985, where he is now an Emeritus Professor of Psychology and Cognitive Science. Nadel, together with John O'Keefe, received the 2006 Grawemeyer Award for their work in identifying the brain's mapping system. He was named recipient of a 2019 William James Fellow Award from the Association for Psychological Science for his contributions to cognitive psychology. In 2020 he was the recipient of the Distinguished Scientific Contribution Award from the American Psychological Association. He is an elected member of the National Academy of Sciences.From 2007 to 2016, Nadel was the founding editor-in-chief of the scientific journal, Wiley Interdisciplinary Reviews: Cognitive Science.