|Memories: mental repetition of representations without the original stimulus. See also stimuli, knowledge, learning._____________Annotation: The above characterizations of concepts are neither definitions nor exhausting presentations of problems related to them. Instead, they are intended to give a short introduction to the contributions below. – Lexicon of Arguments. |
|Corr I 411
Memory/arousal theory/Eysenck/Matthews: Work done from an arousal theory perspective suggested that extraverts tend to have better short-term recall but also poorer long-term memory (Eysenck 1967)(1). More cognitively oriented research has explored relationships with specific cognitive processes supporting memory such as encoding, retrieval and organization (see Eysenck 1981(2); Zeidner 1998(3)). An application of cognitive research on memory is to understand the math anxiety that may impair the person’s ability to perform arithmetic in educational and every-day life contexts. >Memory/Cognitive psychology, >Anxiety/Matthews.
1. Eysenck, H. J. 1967. The biological basis of personality. Springfield, IL: Thomas
2. Eysenck, M. W. 1981. Learning, memory and personality, in H. J. Eysenck (ed.), A model for personality. Berlin: Springer
3. Zeidner, M. 1998. Test anxiety: the state of the art. New York: Plenum
Gerald Matthews, „ Personality and performance: cognitive processes and models“, in: Corr, Ph. J. & Matthews, G. (eds.) 2009. The Cambridge handbook of Personality Psychology. New York: Cambridge University Press_____________Explanation of symbols: Roman numerals indicate the source, arabic numerals indicate the page number. The corresponding books are indicated on the right hand side. ((s)…): Comment by the sender of the contribution. The note [Author1]Vs[Author2] or [Author]Vs[term] is an addition from the Dictionary of Arguments. If a German edition is specified, the page numbers refer to this edition.
|Eysenck, Hans Jürgen
Philip J. Corr
The Cambridge Handbook of Personality Psychology New York 2009