PSB_443 Chapters on memory

Faculty of Arts
Autumn 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 17:30–19:05 C31
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 30 student(s).
Current registration and enrolment status: enrolled: 0/30, only registered: 0/30
fields of study / plans the course is directly associated with
Course objectives
The aim of this course is to introduce main approaches to the study of memory form the perspective of cognitive psychology, neuroscience and neuropsychology, to introduce the main theories of basic memory processes, and to inform students of methods used in studies on memory. Current theories of basic memory processes will be presented in the context of broader toppics, such as learning and effective learning strategies, development of memory, autobiographical memory, false memories and eyewitness testimony. The course covers basic toppics as well as specific studies. After completing this course, students should be able to better understand their own memory, critically evaluate myths of popular psychology and also choose effective ways of learning. They should also be able to critically evaluate research studies in the field of memory according to their hypotheses, methodology, and interpretation of results.
Syllabus
  • 1. Introduction to the content of the course and compulsory literature, recommendations for students. What is memory? Great myths about memory.
  • 2. Short-term and working memory. Models of working memory.
  • 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. Social aspects of memory. Methods and materials used in research.
  • 8. Research in the area of memory and eyewitness testimony.
  • 9. Forgetting. Developmental aspects of memory. Amnesia.
  • 10. Memory impairments and their neuropsychological diagnostics.
  • Changes in the program are reserved.
Literature
    required literature
  • Tulving, E. (1985). Memory and consciousness. Canadian Psychology/Psychologie Canadienne, 26(1), 1-12.
  • Nikolai, T., Vyhnálek, M., Literáková, E., Marková, H., Hort, J. (2013). Vyšetření kognitivních funkcí v časné diagnostice Alzheimerovy nemoci. Neurologie pro praxi, 14.
  • Roediger III, H. L., & Karpicke, J. D. (2006). Test-Enhanced Learning Taking Memory Tests Improves Long-Term Retention. Psychological Science, 17(3), 249-255.
  • Kopelman, M. D. (2002). Disorders of memory. Brain, 125(10), 2152-2190.
  • 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.
  • 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.
  • Howe, M. L. (2011). The Adaptive Nature of Memory and Its Illusions. Current Directions in Psychological Science, 20(5), 312-315.
  • 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.
  • Collins, A. M., & Quillian, M. R. (1969). Retrieval time from semantic memory. Journal of verbal learning and verbal behavior, 8(2), 240-247.
  • 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.
    recommended literature
  • Rubin, D. C. (2006). The basic-systems model of episodic memory. Perspectives on Psychological Science, 1(4), 277-311.
  • Storm, B. C. (2011). The benefit of forgetting in thinking and remembering. Current Directions in Psychological Science, 20(5), 291-295.
  • St. Jacques, P. L., Conway, M. A., & Cabeza, R. (2011). Gender differences in autobiographical memory for everyday events: Retrieval elicited by SenseCam images versus verbal cues. Memory, 19(7), 723-732.
  • Karpicke, J. D. (2012). Retrieval-Based Learning Active Retrieval Promotes Meaningful Learning. Current Directions in Psychological Science, 21(3), 157-163.
  • Baddeley, A. (2010). Working memory. Current Biology, 20(4), 136–140.
  • 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.
  • Hassabis, D., & Maguire, E. A. (2007). Deconstructing episodic memory with construction. Trends in cognitive sciences, 11(7), 299-306.
  • Oberauer, K., & Hein, L. (2012). Attention to Information in Working Memory. Current Directions in Psychological Science, 21(3), 164-169.
  • Sperling, G. (1960). The information available in brief visual presentations. Psychological monographs: General and applied, 74(11), 1.
  • Baddeley, A. D., Eysenck, M. W., Anderson, M. C. & Anderson, M. (2009). Memory. Taylor & Francis Group.
  • Postle, B. R. (2006). Working memory as an emergent property of the mind and brain. Neuroscience, 139(1), 23-38.
  • Eysenck, M. W. & Keane, M. T. (2010). Cognitive psychology: A student's handbook (6th ed.). Taylor & Francis Group.
  • 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.
  • 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...
  • 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.
  • Brown, R., & Kulik, J. (1977). Flashbulb memories. Cognition, 5(1), 73-99.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • Diamond, A. (2012). Activities and Programs That Improve Children’s Executive Functions. Current Directions in Psychological Science, 21(5), 335-341.
  • Conway, M. A. (2005). Memory and the self. Journal of memory and language, 53(4), 594–628.
  • Cabeza, R., & St Jacques, P. (2007). Functional neuroimaging of autobiographical memory. Trends in cognitive sciences, 11(5), 219-227.
    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 will complete weekle quizzes focused on the content of the lectures and reading quizzes. Each student needs to complete 50% from both types of quizzes (pass means result at least 70% in the quizzes).
If a student missess a quiz, she or he should write a popular version of an article (upon agreement with the teacher).
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 Spring 2013.
  • Enrolment Statistics (recent)
  • Permalink: https://is.muni.cz/course/phil/autumn2013/PSB_443