Remembering from the Outside

Author(s):  
Christopher McCarroll

When recalling events that one personally experienced, one often visualizes the remembered scene as one originally saw it: from an internal visual perspective. Sometimes, however, one sees oneself in the remembered scene: from an external “observer perspective.” In such cases one remembers from-the-outside. This book is about such memories. Remembering from-the-outside is a common yet curious case of personal memory: one views oneself from a perspective one seemingly could not have had at the time of the original event. How can past events be recalled from a detached perspective? How is it that the self is observed? And how can we account for the self-presence of such memories? Indeed, can there be genuine memories recalled from-the-outside? If memory preserves past perceptual content then how can one see oneself from-the-outside in memory? This book disentangles the puzzles posed by remembering from-the-outside. The book develops a dual-faceted approach for thinking about memory, which acknowledges constructive and reconstructive processes at encoding and at retrieval, and it uses this approach to defend the possibility of genuine memories being recalled from-the-outside. In so doing it also elucidates the nature of such memories and sheds light on the nature of personal memory. The book argues that field and observer perspectives are different ways of thinking about a particular past event. Further, by exploring the ways we have of getting outside of ourselves in memory and other cognitive domains, the book sheds light on the nature of our perspectival minds.

Author(s):  
Christopher McCarroll

When thinking about intentional states such as memory, there is a distinction drawn between “content” and “modes of presentation” of that content. How do field and observer perspectives relate to this distinction? By exploring the nature of first-personal de se thoughts, and how the self is represented in perspectival memory imagery, this chapter argues that field and observer perspectives are different ways of thinking about a particular past event. Field and observer perspective memories can have the same intentional object, in that they can be about the same past event, but they involve different modes of presentation of that past event. This chapter looks at how the mode of presentation affects the content of memory, and it shows that the self-presence of remembering from-the-outside is provided implicitly by the mode of presentation.


Author(s):  
Christopher McCarroll

This chapter draws together the different strands of the book and it also resolves some outstanding issues, responding to some questions that were left unanswered. If autobiographical memory can involve memories of repeated or more generic events, can the field and observer perspective distinction be usefully applied in these cases? If autobiographical memory becomes semanticized over time, do observer perspectives involve more semantic information? What does remembering from-the-outside tell us about the nature of personal memory and the ways we have of getting outside of ourselves? This chapter answers questions such as these and summarizes the progress made by the book on understanding the nature of personal memory and the perspectival mind.


Author(s):  
Christopher McCarroll

This chapter sets out some key issues related to a philosophical analysis of point of view in memory. It does so by looking at examples of psychological, philosophical, and literary accounts of the phenomenon, as well as examples of the author’s own observer perspective memories. The chapter provides an overview of some of the empirical evidence related to visual perspective in memory. Despite these consistent empirical findings, however, a number of doubts and misconceptions about remembering from-the-outside still linger, especially concerning the status of observer perspectives in memory. This chapter outlines some of the skepticism to the possibility of remembering from-the-outside and points to a possible diagnosis of why such skepticism arises. This chapter points to a way of thinking about memory—to be developed through the course of the book—which eases the worries about remembering from-the-outside.


1997 ◽  
Vol 8 (1) ◽  
pp. 37-42 ◽  
Author(s):  
Richard W. Robins ◽  
Oliver P. John

Would people still see themselves through rose-colored glasses if they had the same perspective as others do? We contrast predictions from narcissism theory with cognitive-informational accounts of self-perception bias Study I showed that narcissists enjoy situations in which they can view themselves from an external perspective, and report that such situations boost their self-confidence In Study 2, subjects evaluated their performance in a group task from the normal visual perspective of the self and from a “reversed” perspective (manipulated via videotape) Narcissists overestimated their performance, and reversing visual perspective did not reduce this self-enhancement bias Instead, we found a person-situation interaction Narcissists became even more positively biased in the reversed-perspective condition, whereas nonnarcissists showed even less bias Thus, allowing narcissistic individuals to observe themselves on videotape further increased their self-admiration, just as the mythical Narcissus admired his reflection in the pond


2021 ◽  
pp. 1-13
Author(s):  
Catherine Hobbs ◽  
Jie Sui ◽  
David Kessler ◽  
Marcus R. Munafò ◽  
Katherine S. Button

Abstract Background Depression is characterised by a heightened self-focus, which is believed to be associated with differences in emotion and reward processing. However, the precise relationship between these cognitive domains is not well understood. We examined the role of self-reference in emotion and reward processing, separately and in combination, in relation to depression. Methods Adults experiencing varying levels of depression (n = 144) completed self-report depression measures (PHQ-9, BDI-II). We measured self, emotion and reward processing, separately and in combination, using three cognitive tasks. Results When self-processing was measured independently of emotion and reward, in a simple associative learning task, there was little association with depression. However, when self and emotion processing occurred in combination in a self-esteem go/no-go task, depression was associated with an increased positive other bias [b = 3.51, 95% confidence interval (CI) 1.24–5.79]. When the self was processed in relation to emotion and reward, in a social evaluation learning task, depression was associated with reduced positive self-biases (b = 0.11, 95% CI 0.05–0.17). Conclusions Depression was associated with enhanced positive implicit associations with others, and reduced positive learning about the self, culminating in reduced self-favouring biases. However, when self, emotion and reward processing occurred independently there was little evidence of an association with depression. Treatments targeting reduced positive self-biases may provide more sensitive targets for therapeutic intervention and potential biomarkers of treatment responses, allowing the development of more effective interventions.


2003 ◽  
Vol 12 (2) ◽  
pp. 62-65 ◽  
Author(s):  
Mark L. Howe

How far back can we, as adults, remember details of our life experiences? Current popular and scientific beliefs are contradictory, with the latter stipulating that personal memories do not begin until the late preschool years (age 4–5 years) and the former claiming that we not only remember being born, but can also remember in utero experiences. In this review, these beliefs are examined in a scientific context and evaluated in terms of empirical data about the development of early memory. The theory proposed here is that memories for personal experiences are not possible until the advent of the cognitive self, around the age of 18 to 24 months. This age is much earlier than that proposed as the age of the earliest memories in other scientific accounts and much later than that proposed in popular beliefs about early memory. New data from a cross-sectional and longitudinal study of early memory development and the emergence of the self clearly show the origins of personal memory coincide with the emergence of the early self.


2013 ◽  
Vol 17 (1) ◽  
pp. 103-107
Author(s):  
Jennifer Re

Daniel (Dan) Stern was an American psychoanalytically trained child psychiatrist whose careful research of infant—parent interaction led to groundbreaking new ways of thinking about the infant, infants’ capacities and development, mothers and the infant–mother and patient–therapist relationship. He was a pioneer in the field of studying videotaped interactions between mothers and babies. Early in his career, Stern made observations of infants and mothers using video, later analysing these records as part of his research project. He brought to light the intimate interactions of infants and their mothers, the findings of which subsequently led to his theory of development of the self occurring within a social context.


2005 ◽  
Vol 10 (1) ◽  
pp. 60-70 ◽  
Author(s):  
Bogdan Wojciszke

Abstract. A research program on the affective concomitants of information on morality (M) and competence (C) is reviewed. The program originated from the assumption that M and C are the most important categories of behavior construal and that both categories can be, and are, used in interpretation of the same behavioral acts. Whereas in the observer perspective (when interpreting the behavior of others) M is more relevant than C, in the actor perspective (when interpreting one's own behavior) C is more relevant than M. Based on these theses it was predicted and found that: (1) M-related acts of others (moral acts and transgressions) instigated stronger affective responses than C-related acts (successes and failures), (2) the opposite was true for the participant's own acts, (3) attitudes toward other persons were more strongly influenced by the M than C-related information, and (4) attitudes toward the self (self-esteem) were more strongly influenced by the C than M-related information. The findings were discussed in terms of M and C being differently relevant for social inclusion-exclusion processes.


Author(s):  
Benjamin Tze Ern Ho

The chapter examines “Chinese ways” of thinking about international relations, including how traditional Chinese ideas are accounted for and incorporated into mainstream IR scholarship. It argues that the study of Chinese IR should be viewed within the larger framework of a Chinese self-identity that is perceived as in tension with Western conceptions of the self, society, and statehood. Specifically, I compare the ideas put forth by four Chinese scholars with a few mainstream IR theories (realism, liberalism, and constructivism) and evaluate the extent to which the theories proposed by Chinese scholars can be considered unique and/or better than existing IR theories in terms of their ability to explain certain aspects of Chinese political life.


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