PSB_443 The chapters on memory

Faculty of Arts
Spring 2013
Extent and Intensity
1/1/0. 4 credit(s). Type of Completion: k (colloquium).
Teacher(s)
Eva Rubínová (lecturer)
Guaranteed by
PhDr. Zdenka Stránská, Ph.D.
Department of Psychology – Faculty of Arts
Supplier department: Department of Psychology – Faculty of Arts
Timetable
Tue 16:40–18:15 C51
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.

The capacity limit for the course is 39 student(s).
Current registration and enrolment status: enrolled: 0/39, only registered: 0/39
fields of study / plans the course is directly associated with
Course objectives
The aim of this course is to introduce the students the main approaches to the study of memory form the perspectives of cognitive, neuroscience and neuropsychology, present the main theories of basic memory processes and to acquaint students with the methods used in memory studies. After completing this course, students should be able to critically evaluate research studies in terms of hypotheses, methods used and the interpretation of results and to design and realize their own research study.
Syllabus
  • 1. Introduction to the content of the course and compulsory literature, recommendations for students. What is memory? Great myths about memory.
  • 2. Main systems of memory. Short-term and working memory. Model of working memory by Baddeley (2010).
  • 3. Learning and effective learning strategies.
  • 4. Episodic memory and memory processes.
  • 5. Semantic memory. Concepts and organization of semantic knowledge.
  • 6. Autobiographical memory. Development of autobiographical memory. Life scripts. Autobiographical memory theories by Conway (2005) nad Rubin (2006).
  • 7. False memories in children and adults. Methods and materials used in research.
  • 8. Research in the area of memory and eyewitness testimony.
  • 10. Developmental aspects of memory; Amnesia.
  • 11. Memory impairments and their neuropsychological diagnostics.
  • Lesson is cancelled on 12th of March.
  • Changes in the program are reserved.
Literature
    required literature
  • Howe, M. L. (2011). The Adaptive Nature of Memory and Its Illusions. Current Directions in Psychological Science, 20(5), 312-315.
  • Tulving, E. (1985). Memory and consciousness. Canadian Psychology/Psychologie Canadienne, 26(1), 1-12.
  • Conway, A. R., Cowan, N., & Bunting, M. F. (2001). The cocktail party phenomenon revisited: The importance of working memory capacity. Psychonomic Bulletin & Review, 8(2), 331-335.
  • Mahoney, C. R., Brunyé, T. T., Giles, G. E., Ditman, T., Lieberman, H. R., & Taylor, H. A. (2012). Caffeine increases false memory in nonhabitual consumers. Journal of Cognitive Psychology, 24(4), 420-427.
  • Clayton, N. S., Griffiths, D. P., Emery, N. J., & Dickinson, A. (2001). Elements of episodic–like memory in animals. Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences, 356(1413), 1483-1491.
  • Roediger III, H. L., & Karpicke, J. D. (2006). Test-Enhanced Learning Taking Memory Tests Improves Long-Term Retention. Psychological Science, 17(3), 249-255.
  • Collins, A. M., & Quillian, M. R. (1969). Retrieval time from semantic memory. Journal of verbal learning and verbal behavior, 8(2), 240-247.
  • Hassabis, D., & Maguire, E. A. (2007). Deconstructing episodic memory with construction. Trends in cognitive sciences, 11(7), 299-306.
  • Pathman, T., Samson, Z., Dugas, K., Cabeza, R., & Bauer, P. J. (2011). A “snapshot” of declarative memory: Differing developmental trajectories in episodic and autobiographical memory. Memory, 19(8), 825-835.
  • Renoult, L., Davidson, P. S., Palombo, D. J., Moscovitch, M., & Levine, B. (2012). Personal semantics: at the crossroads of semantic and episodic memory. Trends in cognitive sciences, 16, 550-558.
  • Storm, B. C. (2011). The benefit of forgetting in thinking and remembering. Current Directions in Psychological Science, 20(5), 291-295.
  • Loftus, E. F., & Palmer, J. C. (1974). Reconstruction of automobile destruction: An example of the interaction between language and memory. Journal of verbal learning and verbal behavior, 13(5), 585-589.
    recommended literature
  • Cabeza, R., & St Jacques, P. (2007). Functional neuroimaging of autobiographical memory. Trends in cognitive sciences, 11(5), 219-227.
  • Karpicke, J. D. (2012). Retrieval-Based Learning Active Retrieval Promotes Meaningful Learning. Current Directions in Psychological Science, 21(3), 157-163.
  • Roediger, H. L. & McDermott, K. B. (1995). Creating false memories: Remembering words not presented in lists. Journal of Experimental Psychology: Learning, Memory and Cognition, 21(4), 803-814.
  • Sperling, G. (1960). The information available in brief visual presentations. Psychological monographs: General and applied, 74(11), 1.
  • Conway, M. A. (2005). Memory and the self. Journal of memory and language, 53(4), 594–628.
  • Dunlosky, J., & Rawson, K. A. (2012). Despite their promise, there's still a lot to learn about techniques that support durable learning. Journal of Applied Research in Memory and Cognition, 1(4), 254-256.
  • Postle, B. R. (2006). Working memory as an emergent property of the mind and brain. Neuroscience, 139(1), 23-38.
  • Brown, R., & Kulik, J. (1977). Flashbulb memories. Cognition, 5(1), 73-99.
  • Roediger III, H. L., & Pyc, M. A. (2012). Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice. Journal of Applied Research in Memory and Cognition, 1(4), 242-248.
  • Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving Students’ Learning With Effective Learning Techniques Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public...
  • Diamond, A. (2012). Activities and Programs That Improve Children’s Executive Functions. Current Directions in Psychological Science, 21(5), 335-341.
  • Spreng, R. N., Mar, R. A., & Kim, A. S. (2009). The common neural basis of autobiographical memory, prospection, navigation, theory of mind, and the default mode: a quantitative meta-analysis. Journal of cognitive neuroscience, 21(3), 489-510.
  • Kornell, N., Rabelo, V. C., & Klein, P. J. (2012). Tests enhance learning—Compared to what?. Journal of Applied Research in Memory and Cognition, 1(4), 257-259.
  • Baddeley, A. (2010). Working memory. Current Biology, 20(4), 136–140.
  • Rubin, D. C. (2006). The basic-systems model of episodic memory. Perspectives on Psychological Science, 1(4), 277-311.
  • Baddeley, A. D., Eysenck, M. W., Anderson, M. C. & Anderson, M. (2009). Memory. Taylor & Francis Group.
  • Oberauer, K., & Hein, L. (2012). Attention to Information in Working Memory. Current Directions in Psychological Science, 21(3), 164-169.
  • Craik, F. I., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of verbal learning and verbal behavior, 11(6), 671-684.
  • Eysenck, M. W. & Keane, M. T. (2010). Cognitive psychology: A student's handbook (6th ed.). Taylor & Francis Group.
    not specified
  • Další literatura bude upřesněna v průběhu přednášek.
Teaching methods
Theoretical preparation - lectures, discussions, work in small groups. Experiments. Home readings.
Assessment methods
Students choose five from 10 papers refered-to in the compulsory literature. From those five they will complete a shorg quizz at the beginning of a lesson (10 questions).
If a student missess a quizz, she or he should write a popular version of an article (upon agreement with the teacher).
Overall assessment will consist of a combination of the results of ongoing quizzes aimed at home reading (the worst result is discarded) and final test (30 questions, combination of multiple-choice and short answers).
Language of instruction
Czech
Further Comments
Study Materials
The course is taught annually.
The course is also listed under the following terms Autumn 2013.
  • Enrolment Statistics (Spring 2013, recent)
  • Permalink: https://is.muni.cz/course/phil/spring2013/PSB_443