2011: Collage of Conscious Thoughts

Your Life Equation

Your Attitude + Your Choices = Your Life

Repeat after me:

“I am responsible for my feelings, thoughts, and actions, AND I control how I view and react to the world.”

Faith, Hypocrisy, and True Intentions

I am beyond fed up with Christian hypocrites! It’s astounding how many delusional people hide behind their religion, as if church attendance alone defines righteousness.

But in the end, it won’t matter how often you attend church.

What will matter is how you treat people and what your true intentions are.

Maybe it’s time to worry less about what people think

and more about what God would think.

Because appearances?

They can be very deceiving.

Trusting in God’s Plan

Having faith in God isn’t about begging for your way—

It’s about putting it in God’s hands

and trusting that He knows best.

Life in Shades of Gray

What is black to one person is white to another.

But nothing in this world is purely black or white.

Everything concerning human beings comes in shades of gray.

None of us is perfect, without flaws.

Living for God

Living for God isn’t just about church and fellowship.

It’s about love—loving people no matter what.

It’s about kindness—showing compassion to ALL of God’s creation.

It’s about service—helping others mentally, physically, and emotionally.

Mother Teresa wasn’t known for just going to church.

She was known for touching lives, regardless of faith.

God’s true intentions for mankind are not found in obsession with religion

but in genuine love—

Not just for those who agree with you,

but especially for those who don’t.

The Power of Thought

THOUGHT = Conscious Acts of Creation.

Being True to Yourself

I am only me—that is who I choose to be.

If I weren’t me, then who else would I be?

You can lie to others,

but never to yourself and God.

So be true to yourself.

That’s what truly matters.

Loving Myself

I love myself. Just thought I’d put that out into the universe.

To love yourself is to love God.

My World vs. Yours

I might be the weird one in your world,

but in my world, you’re the weird one.

And guess what?

I much prefer my world.

But hey, visitors welcome!

Spiritual Growth

Spiritual growth is learning to live in harmony with the Universe

through love and compassion for ALL of God’s creation.

By practicing patience, understanding, kindness, and love,

you radiate that energy into the world.

There are many paths to God—

everyone must choose their own,

with the conviction God places in their heart.

God allows us freedom of choice,

and even when we choose against His will,

He allows us to learn and grow from it.

The Human Experience

Life is the soul’s journey of growth—

helping, living, learning, loving, and understanding.

Every experience has a purpose.

And that purpose is growth.

Without suffering, the soul could never truly know compassion.

When you find acceptance,

you find understanding and contentment in your heart.

Prayer & Anger

Prayer calms anger.

It makes life mean more.

Anger is a part of life—

but how you handle it defines your character.

Love never dies.

It just changes.

Beyond Human Emotion

Emotions are so human.

Just imagine an existence driven only by love and true understanding.

Can you grasp the overwhelming peace in that?

It would be nice—

but impossible in the human realm.

The Best Things in Life

The best things in life are free!

Never lose sight of that.

No amount of money or material wealth

can replace what comes with no cost.

Patience & Tolerance

Loving from a distance is easy.

It’s loving up close and personal that’s hard.

Patience & tolerance are not my best friends.

Sure wish they were!

Hoping for a better tomorrow.

Curiosity vs. Boredom

They say curiosity killed the cat.

I say boredom did!

LMBO.

The Past’s Hold

Sometimes, it’s easy to get lost in the past.

I know we’re supposed to live in the present,

but sometimes I just can’t help myself.

So much on my mind…

Hoping it fades soon.

Sigh.

Learning & Growth

A person learns from life what their mind allows.

You have to want more to get more.

Knowledge isn’t given.

It’s taken.

Inner Conflict

There is a conflict within me—one of resistance and struggle.

I am sad yet happy.

Angry yet forgiving.

Empty yet fulfilled.

Heartless yet compassionate.

Hopeless yet full of hope.

Lost yet found by God.

Honest yet secretly hiding.

Bold yet shy.

Lonely yet surrounded by the world and God.

Needing yet giving.

Unloved yet loved.

The internal conflicts are never-ending.

But through understanding, acceptance, and release,

one finds inner peace.

It is a never-ending journey—

but it is my destiny, my goal.

Reflections & Choices

There are choices in our past

that have led us to where we are now.

And there are choices ahead

that will shape where we go next.

Understanding how we got here

can help us shape a better future.

Beauty Without Substance

Beauty without substance is like a fake diamond—

pretty to look at but with no real value.

Never Give Up

Life is a mountain,

and I am determined to reach the top—

no matter the obstacles in my way.

Lessons in Parenting

Does your child reflect who you are as a parent?

If they had to demonstrate what they’ve learned from you,

what would they show?

Mistakes are inevitable—

but how we handle them defines us.

Lift Others Up

No matter how you feel,

lift others up.

It is always more fulfilling

to make a positive difference.

Love, Hate, & Judgment

Love and be loved.

Hate and be hated.

Judge and be judged.

Show compassion,

and it will be given back to you.

Consequences & Accountability

Some people make it difficult

for good-hearted people to have compassion for them.

There are consequences for actions.

And it’s time to take responsibility.

There’s a difference

between loving a family member

and enabling them.

Learn it.

Forgiveness Challenge

Goal for today:

From the depths of your heart, forgive someone for a past transgression.

Unload the baggage.

You don’t need it anymore.

Forgiveness doesn’t mean forgetfulness—

but when you think about what was forgiven,

there should be no negative emotion left.

Replace it with compassion and understanding.

Final Thoughts

I believe that if you dig deep enough,

you will discover that you have the power to change your life.

Just have faith in yourself.

Have the courage to embrace transformation.

Search for meaning.

Start your spiritual journey.

Once you take that first step,

each step will become clearer and easier.

Love, forgive, and have compassion for those you don’t understand—

for they, too, are simply trying to find their way.

And always remember:

You are a spiritual being having a human experience.

Our Sojourn Through Time And Space

Our Sojourn Through Time And Space

By Robbyn Wallace

Our purpose in life is to become whole; to learn the lessons needed to accomplish such a task is available through our interactions with one another. As we are born we become unaware, as our sojourn begins and takes form. Who are we? We are so much more than this simple human existence, which is a shell of who we really are. Hidden by human characteristics and human experience, struggling with the human ego. The more love, compassion, faith, etc. we embrace, the closer we become to wholeness and our trueness. We each have a path, a journey. To be more compassionate of one another’s own journey, the more we become whole and one with our creator. We need one another more than we realize, cause without the lessons we provide one another we can never become whole. These lessons are not always easy, but we should always be compassionate towards even our enemies. Forgiveness is the key; there is no true vindication through revenge or vengeance. If one lets anger and fear reside within them, wholeness will never be possible. Let go of anger and fear, for it does nothing but hold us back from our true potential. Just let go and be free. Practice makes perfect those things we most desire to grow within us. Find peace and solace in each moment of life, for there is joy to be found even in the most mundane of experiences. Others weaknesses allow opportunities for growth, your weaknesses also in return can provide opportunities for others growth as well. Together we can help one another find the wholeness and oneness with our creator. Love comes from within and radiates outward, effecting all that our existence touches. Each of us holds the power to help others. Helping others is something that comes from within; one should not help with ulterior motives in mind. Love without expectancies, even when love is not returned in full. Love should always be unconditional, even when choices are hard and results are not desirable. Life is too short to expect anything less of oneself!! 

WHAT DOES IT MEAN TO BE A PARENT

 

“What Does It Mean To Be A Parent”
by Robbyn Wallace

There comes a time in your life when you have to make choices, actually many times in your life. The choices you make will determine the outcome, and consequences are inevitable. How far would you, as a parent, go to protect your child, even from the possibility, from being hurt? Sometimes these choices are so hard that you do not know how you will survive them. Especially when the choices being made have to be done at the cost of others feelings, even those that may or may not be guilty and that you love so much. Making the right choices for yourself and your child, this is most important.

What does it truly mean to be a good parent?

Selfless and unconditional love, without being an enabler. Sacrifice, of people and material things. Protecting at ALL costs. Knowing that you would lose the world and anything in it for your child without a second thought, and doing the right thing. Absorbing all the hurt and pain, being a cushion of protection. Nurturing, sharing, loving, protecting, and being a good example, someone that can be admired and respected in their eyes. Doing what is right, even when it isn’t easy. Practicing what you preach so that they learn to do the same. Showing compassion for them, and for all God’s creation. Discipline, structure, and teaching when necessary. Tough love, when necessary. Quality time with them is more important than quantity, even though quantity is great when available. Respect, given and received. Being honest and teaching honesty, no matter the consequences. Participating, being an active role, and playing an active role, in their life with consistency. Learning and growing together as a family. Being the rock when they need something solid to lean on. Loving… Laughing… Living… Allowing them to see the humanity in you as a parent and a person. Being accessible to their needs. Teaching morals and values that will last a lifetime, a foundation they can build upon for the rest of their life. The list is endless, but this is a start…

There is no mountain too tall, no valley too low, no ocean to wide to be the best parent you can be to your precious, gift(s), child(ren). Love them, protect them, cherish them and do not take them for granted, for you are not promised tomorrow to make it right with them… Do it NOW!! Let them know they are loved, cherished, and appreciated for the wonderful person they are and can be. Teach them to have compassion for all of God’s creation, in return they may love and be loved beyond our expectations!!

I LOVE LOVE LOVE LOVE LOVE MY PRECIOUS, WONDERFUL, BEAUTIFUL, INSIDE AND OUT, DAUGHTER, HEAVANNAH HOLLAND! SHE IS MY WORLD, MY LIFE, MY DREAMS, MY HOPES, AND EVERYTHING I EVER WANTED AND NEEDED IN LIFE. T.I.F.E. (TO INFINITY FOR ETERNITY) ALWAYS AND FOREVER. I AM ETERNALLY GRATEFUL FOR THIS WONDERFUL GIFT THAT I WAS BLESSED WITH.

MYSELF WITHIN

Myself Within
By Robbyn Wallace

It's okay, you can come out to play. No need to feel ashamed, you are not to blame. Truth will set you free, it's okay to just be me. No shame out there nor in here, there is nothing left to fear. There is more than just hope, it's time to learn to cope. For I am just me, who else could I possibly be! So much to give, so go out and live.

Soul Journey

 

Soul Journey
By Robbyn Wallace

Complacent with my thoughts, hoping for burst of ideas to form a magnificent ideal! Tired of being trapped within this confinement, ready for true freedom! So much compassion wasted on nothingness! Wanting more, needing less, and having what is. Struggles drowning my spirit within. The light at the end of the tunnel is still so dim. Trying to live up to expectations and desires, falling short. Not giving up, just struggling to continue. When will I have my hearts desire, wondering if it will ever come again. Discouraging at times but hopeful always, I will fight til the end. Without my dreams I am nothing. Dreams not consisting of earthly pleasure, but fulfillment of my soul. My purpose nothing but divine til the end of time, then passing into infinity is what I most desire! I am a spirit having a human experience, not the other way around!

FALSE MEMORY

False Memory

Cognitive Psychology
By Robbyn Wallace

2004

Abstract

The phenomenon of false memory became an important issue in the 1980’s and 1990’s. At that time, many patients asserted they recalled memories of being sexually assaulted as a child. In many cases, false memories had been suggested or implanted by analysts. False memory became important in resolving many court cases. Analysts became targets for lawsuits due to implantation of false memories. Early studies were performed to verify if false memory was possible. In the last years of the twentieth century, more studies were performed to learn about false memory and how it can be affected, developed, altered and recalled. The results of the latest studies show false memory can and does occur. It can be altered by outside influences. False memories can be forced out of memory. They can be recalled freely. Within the studies considered, none showed the impact of emotions on false memory. This report will reflect the publications of experiments considered and reviewed. But, as none of them conclude emotion may act as an outside influence for false memory, they do not go far enough. Clearly, there is a need for a study to determine how false memory can be influenced by emotion in real life situations.
 

False Memory

False memory does not exist. It occurs. False memories are formed or retrieved in an atmosphere conditioned by the emotional state of the subject during the time the event occurs. People use sensory details to distinguish their memories. Memory is the key component in understanding theories of cognition. Some memories are true. Some are a blend of fact and fantasy. Others are entirely false. Due to the reconstructive nature of memory, some memories may be distorted through influences such as the incorporation of new information. The resulting memories, not based in historical reality, have been called false memories, pseudo-memories and memory illusions. Memory abilities and limitations are vital to understanding problem solving, decision-making, attention, and perception. False memory may impair these abilities.
    
Every aspect of cognition depends upon memory. How well one remembers things is an important issue for theories of cognition. To understand problem solving, decision-making, attention and perception one must know the abilities and limitations of memory. Quality of memory is important for practical reasons. Many events rely upon reports from human observers. Memory accuracy is critical to eyewitness testimony in criminal trials. Witnesses to crimes must accurately recall details of a traumatic event. Without accurate recall, witnesses could describe details differently than viewed. It is difficult to access memory without objective evidence such as pictures or tape recordings. It is also important in day-to-day events such as spousal arguments concerning who said what. Technical and mundane tasks require accurate recognition of memories in everyday situations.
    
Memory can be highly affected by suggestion. How can one be sure of where a memory originates? Does it originate from one’s own recollections, someone else’s suggestion, a dream, and pictures? An example: Can you remember your first birthday? If so, is it truly your own recollection? Actual memories can be induced when a person is encouraged to imagine specific events with no concern as to whether the event actually occurred—as when under hypnosis. In many cases, imagining an event will increase a subject’s belief the event actually occurred. This report proposes that false memory exist as a condition of cognition. There are many different studies on the subject of false memory; however, there is a need for studies to include the effect of emotions on false memory.

Method

Three publications dealing with different factors affecting false memory are considered. The first publication studied the effects of manipulated studied and test modalities. The experimenter presented lists of words in auditory and visual modalities to participants. The second publication considers the affects of free and forced retrieval on false recall and recognition. By working in a controlled setting, there is greater control over variables that can be more easily identified and theories tested. The third publication deals with the affect of outside influences on false memory, by considering the effects of stress and personality traits. However, none of these studies consider the role that emotion play on false memories in real life conditions. 

The study conducted in the first publication compared states of awareness for both correct and false recognition’s across the four combinations of auditory and visual modalities at study and test. This experiment used fifty-six undergraduate students from several universities. The materials used were twelve of the 24 15-word lists used by Roediger and McDermott (199; Expt 2). (Maylor & Mo, 1999)

Maylor and Mo, the experimenters, developed several lists including critical theme words. In each of the lists, twelve words were used as critical theme words. For each study list the experimenters created a corresponding recognition test. Each of the twelve-item lists contained a critical theme word, seven studied words and four non-studied words. The critical theme words always appeared in a specific position on the list. They were always at the ninth, tenth, or eleventh position. Fifty-six students participated in the experiment. There were four experimental conditions. Assignment of the tests was performed randomly for the fifty-six student participants. (Maylor and Mo, 1999)

The participants were tested individually. Participants were instructed their memory would be tested on a series of word lists presented. They were informed whether the to-be-remembered words would be presented auditory or visually. Participants were required to count backwards aloud in threes from a randomly assigned 3-digit number for 15’s; this was required immediately after the presentation of each list. After each presentation of the list there was distracter task. Written responses were required. Participants then indicated whether each word was old (studied) or new (non-studied). They were asked to judge the level of awareness for each word considered as old. (Maylor & Mo, 1999)

In studying false memory, the experimenters studied remember, know and guess responses. The instructions they designed were based upon earlier studies. Remember responses were designed to be items with which the participants had experience and participants could recall something of that experience. Know responses were designed as items for which participants had no experience, but were confident they had studied the item. Guess responses were those for which participants had no experience or confidence of prior study. (Maylor and Mo, 1999)

The aim was to discover whether study and test modalities had consistent or opposite effects on correct and false memories. This experiment showed results that for auditory presentation at study, false recognition rates were lower than correct recognition rates. For visual presentation at study, correct recognition rates were lower than false recognition rates. (Maylor & Mo, 1999) “When study and test modalities match, stored sensory information can be used to enhance the correct recognition of studied words and to reduce the false recognition of critical lures. On the other hand, when study and test modalities differ, stored sensory information is less useful and so correct recognition is reduced and false cognition is increased.” (Maylor & Mo, 1999) Maylor and Mo demonstrated that false memory occurs across various combinations of auditory and visual modalities at study and test. This study confirms the occurrence of false memory by expansion of earlier studies.

The second publication emphasizes use of the DRMRS (Deese-Roediger-McDermott-Read-Solso or “drummers”) procedure. This procedure consists of using word lists to identify accurate and false recall. An alternative study determined there might be common processes in the DRMRS procedure and in real life. It is postulated that false recall can be processed during presentation, tests, or both. It is suggested that students recall more critical concepts as memories rather than studied list items. This theory has been strongly challenged various experimenters. By using forced methods for recall, participants may have relaxed standards for reporting critical concepts. Free retrieval developed more accurate recall. In other words, while false memory exists, it can be affected by the method of extraction.

The participants in this experiment were members of two psychology research methods classes, and they were assigned randomly to the free and forced retrieval instruction conditions. In the two conditions, participants for class one; there were 27 (free) and 26 (forced). The corresponding numbers in class two were 24 and 23. The lists were read in opposite order in class one than from class two. The materials consisted of six lists of 14 words associated with the central concepts (sleep, book, cold, eat, needle, and high), which the procedure was taken from the DRMRS procedure. This experiment constructed the cold list. The other lists were used from other studies constructed previously. (McKelvie, 2001)

The procedure used were two experimental groups that were given their retrieval instructions separately, in each class. The participants were then immediately brought together for testing in a single session. Both groups were told specifically how the experiment was to be conducted. They were also aware that they would have to immediately recall the items on each list in any order after it was read. In the free retrieval condition they were told to write down as many words as they could on the 14 spaces provided. The participants in the forced retrieval were to fill all 14 spaces. Class one and two were read the six lists in opposite order. The lists were read in order, depending on class, by the experimenter at a 3-s pace, with 2.5 min permitted for immediate written recall of each list. There was a rating scale to be completed after each word was recalled, which consisted of rating it for confidence. It was a 6-point scale: 4 – certain, 3 = very confident, 2 = reasonably confident, 1 = slightly confident, 0 = word written but no confidence it was on the list, -1 = word written but you think it was not on the list. The participants were required to rate each word they recalled. Once the participants completed the final list, they were then given an unannounced 18-word recognition test that contained three words pertinent to each of the six lists. (McKelvie, 2001)

The third publication references an experiment conducted in a laboratory setting where participants are shown pictures and words. It focuses on outside variables including stress imagery, trait anxiety and depression. The experimenters discuss hypnosis as a mental state variable, but relied more upon results from tests utilizing the variables of stress and trait anxiety. “A false memory in this task was defined as recalling as a picture, an item that had actually been presented as a word.” (Roberts, 2002)

The design of this experiment was to use the same questionnaires and to have the participants participate in the same memory task. Participants were tested early in the first semester and then late in the second semester prior to the end of year examinations, this allowed stress to be manipulated in a quasi-experimental way within participants. The experiment included 60 undergraduate students from Murdoch University. The materials and apparatus used in this experiment started with a set of 60 concrete nouns and 60 line drawings depicting these words, but in order to ensure that each drawing was identified with its associated verbal label there were five judges that were ask to name each picture. After the elimination process, the final set consisted of 50 words and pictures that were randomly assigned half to Set A and half to Set B. One set contained 25 words and the other set contained 25 pictures. There were four separate questionnaires used. The four questionnaires used were “The Speilberger (1969) State-Trait Anxiety Inventory (STAI), the Beck (1987) Depression Inventory (BDI), the Questionnaire on Mental Imagery (QMI, Sheehan, 1967) and the Verbalizer-Visualizer Questionnaire (VVQ, Richardson, 1994)” (Roberts, 2002). 

The procedure in this experiment was to administer one testing session early in the first semester and one testing session late in the second semester prior to the participant’s first examination during final examinations. The second testing session occurred between seven and eight months from the first testing session. The tests were administered in-groups of two to 15 in a quiet room. Participants were told that the experiment was on how people classify objects. In the first testing session participants were exposed to Set A, and were exposed to Set B in the second testing session, which the order was switched per group. There were three phases per testing session. The slides of pictures and words were presented for five seconds each in the first phase, and between each slide there was a blank screen present for one second. The participants were told that their accuracy on this test would be scored. There were a total of 50 slides presented, of which at the end the participant had to record their tally of animate and inanimate objects on a response sheet. The participants filled out the QMI, VVQ, STAI and BDI, in that order, in the second phase of the experiment. Participants were asked to recall all the pictures that had previously been presented and to write the names of those pictures on the response sheet, this was done in phase three. Participants were told not to write the names of words previously presented, and only two minutes was allowed for this task. Then participants were given a two-minute break before completing the second task, which consisted of again recalling previous pictures and writing words for the picture on a different response sheet. Participants were finally asked to make a “remember” or “know” judgment to each of the items they had recalled on the second attempt of the recall task. The experiment had an approximate duration of 45 minutes. (Roberts, 2002)

Discussion

The various studies conducted established the existence of false memory. Two of the publications considered outside influences, which included the method of extracting false memory. The outside influences included stress, personality traits, and other factors. The publications did not consider the impact that emotions in real life situations have on false recall. Each publication was a giant step toward recognition and manipulation of false memory. By not including the filtering affect of emotions, the studies may not validate real life experiences. Emotions trigger how a memory etches itself into brain asymmetry, and the validity of its recall. What are emotions? According to the Merriam-Webster dictionary emotions are: “a psychic and physical reaction (as anger or fear) subjectively experienced as strong feelings and physiologically involving changes that prepare the body for immediate vigorous action.” Emotion can be the key component on whether or not a vivid memory is captured. In a scenario of a first date, where the person’s senses are heightened, they are more inapt to recall vivid details following the date. When the senses are at a more positive heightened state, memories seem to be captured more accurately. Understandably, highly negative emotions may trigger memory to be repressed. Emotions are an important factor on accurate recall; they can either diminish or enhance details of a memory. Further more, strong emotion can cause the development of false memories as a defense mechanism. Without considering the role emotions play on memory, one cannot conclude the accurate validity of false recall. However, each study done is a stepping-stone to better understanding of false memory. 

Conclusion

Freud postulated that many physical ailments of women patients were the result of sexual activity before the age of eight. The 1896 report shocked Europe. One year later, he abandoned his “seduction theory”, as there had been too many cases to be believable. In fact, it is possible Freud unwittingly implanted false memories during the interview process. (Fraser, 1994) There has been much controversy due to implantation of false memories during therapy, which led to numerous studies of false memory. The most commonly recognized false memory concerns was sexual abuse cases from childhood, being recalled during adulthood. In the 1980’s and 1990’s so many cases, of recalled child abuse, were brought to the attention of the public by news media. It became imperative for studies to determine the validity of previously unrecalled memories, due to the overwhelming publicity of recalled sexual abuse through therapy.

While various researchers employed different methodologies, similar conclusions about false memory were developed. Most studies were constructed through word or sentence recall tasks. They were primarily constructed with special distracters, which were used to help identify false memories. These special distracters were usually words or sentences that fit into the list or other sentences shown. There were also normal distracters, which may not have fit into the flow of the other words or sentences. Research on false memory included other test, which included color, pictures, videos, and sound. 

False memories can sometimes seem more valid than actual memories. In word structured studies confidence level of recall was higher for words that did not appear than for words that did appear. Interestingly, if people could have such confidence to recall words that did not appear in a list, then one cannot be certain of a person’s recall of an actual event.

References

Fraser, S. (1994, March). FREUD’S FINAL SEDUCTION. Saturday Night, 109(2), 19, 7.
 
Lampinen, J. M., Neuschatz, J. S., Payne, D. G. (Fall97/Winter98). MEMORY ILLUSIONS AND CONSCIOUSNESS: EXAMINING THE PHENOMENOLOGY OF TRUE AND FALSE MEMORIES. Current Psychology, 16(3/4), 181, 44.
 
Maylor, E. A., Mo, A. (1999, November). EFFECTS OF STUDY-TEST MODALITY ON FALSE RECOGNITION. Journal of Psychology, 90(4), 477, 17.
 
McKelvie, S. J. (2001, July). EFFECTS OF FREE AND FORCED RETRIEVAL INSTRUCTIONS ON FALSE RECALL AND RECOGNITION. Journal of General Psychology, 128(3), 261, 18.
 
Roberts, P. (2002). Vulnerability to False Memory: The Effects of Stress, Imagery, Trait Anxiety, and Depression. Current Psychology, 21(3), 240, 13.