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The major difference is that intrusive thoughts are harder to forget. [20] Most mental narratives tends to have varying levels of some type of emotions involved with the memory. For flashbacks, most of the emotions associated with it are negative, though it could be positive as well. These emotions are intense and makes the memory more vivid.
Involuntary memory, also known as involuntary explicit memory, involuntary conscious memory, involuntary aware memory, madeleine moment, mind pops [1] and most commonly, involuntary autobiographical memory, is a sub-component of memory that occurs when cues encountered in everyday life evoke recollections of the past without conscious effort ...
The theory of encoding specificity finds similarities between the process of recognition and that of recall. The encoding specificity principle states that memory utilizes information from the memory trace, or the situation in which it was learned, and from the environment in which it is retrieved.
The main difference between the two types of long-term memory is how implicit memory lives in the subconscious mind, whereas explicit memory comes from conscious thought, says Papazyan.
In literature, internal analepsis is a flashback to an earlier point in the narrative; external analepsis is a flashback to a time before the narrative started. [4] In film, flashbacks depict the subjective experience of a character by showing a memory of a previous event and they are often used to "resolve an enigma". [5]
Reconstructive memory is a theory of memory recall, in which the act of remembering is influenced by various other cognitive processes including perception, imagination, motivation, semantic memory and beliefs, amongst others.
Recognition memory, a subcategory of explicit memory, is the ability to recognize previously encountered events, objects, or people. [1] When the previously experienced event is reexperienced, this environmental content is matched to stored memory representations, eliciting matching signals. [ 2 ]
For example, masked repetition priming, modality match during study and test, and the use of easy word-fragments in word-fragment recall are all perceptual manipulations which increase know responses. [15] An example of a conceptual manipulation which enhances know responses is when a prime item is semantically related to a target item. [15]