SUBJECT
Human Memory
lecture
master
4
Semester 1
Autumn semester
Aim of the course:
The aim of the course is to give an introduction to the latest theoretical approach to main memory systems. In spite of the broad angle we mainly focus on research and models of declarative memory, and more specifically, the division between episodic and semantic systems. During the semester students read the required materials on episodic, autobiographical, and semantic memory processes. Furthermore we also touch neuropsychological aspects and questions of memory development.
Learning outcome, competences
knowledge:
- main memory systems and related theories, new approaches
- critical questions related to theories based on neuropsychological cases
attitude:
- global overview of the history of memory research
- curiosity towards the inspection of background processes even in applied psychological fields/research
skills:
- critical perspective, general understanding of the role of memory research
- ability to recognize some memory problems and memory related processes
Content of the course
Topics of the course
1. Introduction
2. Working memory – measurement, binding, episodic puffer, clinical studies
reading: Baddeley, A. (2000). The episodic buffer: a new component of working memory? Trends in cognitive sciences, 4(11), 417-423.
Disputant:
3. Implicit learning paradigms – (A)SRT, weather prediction tasks, prototype distortion; background (neural) mechanisms, rule learning systems
reading: Perruchet, P., & Pacton, S. (2006). Implicit learning and statistical learning: One phenomenon, two approaches. Trends in cognitive sciences, 10(5), 233-238.
disputant:
4. Implicit vs. explicit learning processes – consciousness, forms of representation, metacognition
reading: Dienes, Z., & Perner, J. (2002). A theory of the implicit nature of implicit learning. Implicit learning and consciousness, 68-92.
Disputant:
5. Declarative memory 1– encoding vs. retrieval
reading: Roediger, H. L., Rajaram, S., & Geraci, L. (2007). Three forms of consciousness in retrieving memories. In P. D. Zelazo, M. Moscovitch, & E. Thompson (Eds.), Cambridge handbook of consciousness (pp. 251-287). New York: Cambridge University Press.
Disputant:
6. Declarative memory 2 – remember/know paradigm
reading: Tulving, E. (1985). Memory and consciousness. Canadian Psychology/Psychologie Canadienne, 26(1), 1.
Disputant:
7. Autobiographical memory – self and memory
reading: Conway, M. A. (2005). Memory and the self. Journal of memory and language, 53(4), 594-628.
Disputant:
8. Event memory – remembering of visual events, schema vs. specific information
reading: Ghosh, V. E., & Gilboa, A. (2014). What is a memory schema? A historical perspective on current neuroscience literature. Neuropsychologia, 53, 104-114.
Disputant:
9. Differentiation between episodic and semantic knowledge
reading: Moscovitch, M., Nadel, L., Winocur, G., Gilboa, A., & Rosenbaum, R. S. (2006). The cognitive neuroscience of remote episodic, semantic and spatial memory. Current opinion in neurobiology, 16(2), 179-190.
Disputant:
10. Semantic memory: knowledge representation/abstraction in the brain
reading: Ralph, L., Matthew, A., & Patterson, K. (2008). Generalization and differentiation in semantic memory. Annals of the New York Academy of Sciences, 1124(1), 61-76.
Disputant:
11. Acquisition of concepts 1. Category learning & development
reading: Goswami, U. (2011) (Ed.) Childhood cognitive development Chapter 5. Wiley-Blackwell.
disputant:
12. Acquisition of concepts 2. Category learning in case of adults
reading: Ashby, F. G., & Maddox, W. T. (2005). Human category learning. Annu. Rev. Psychol., 56, 149-178.
disputant:
13. Dynamic knowledge representation models
reading: Schank, R. C. (1999). Dynamic memory revisited Ch2. Cambridge University Press.
Disputant:
Learning activities, learning methods
In all the classes a disputant introduces the reading material and moderates a dispute related to the most important findings of the paper.
The actual reading list is adapted to the interest of the attendants of the course.
Evaluation of outcomes
Learning requirements, mode of evaluation, criteria of evaluation:
requirements
- Requirement of completion of the course are i) reading the required reading connected to each topic and discussion it actively during the classes ii) take the role of the disputant when they need to argue for or against the theoretical approach/method/interpretation of the authors.
mode of evaluation: oral exam
criteria of evaluation:
- clear view of the most important theoretical theses
- competent use of the main concepts and the general overview of the reseach methods
- sensitvity to the critical points in the literature
Compulsory reading list
Byrne, J.H. (2008). (Ed.) Learning and memory. Vol. II. 2.04. 2.16-17. 2.28-29. 2.32. 2.46. Vol. III. 3.17 Academic Press.
Recommended reading list
Baddeley, Alan D. Human memory: Theory and practice. Psychology Press, 1997.
Baddeley, A. (2003). Working memory: looking back and looking forward.Nature reviews neuroscience, 4(10), 829-839.
Luria, A. R. (1968). The mind of a mnemonist: A little book about a vast memory. Harvard University Press.
Moscovitch, M. (1994). Memory and working with memory: Evaluation of a component process model and comparisons with other models. Memory systems, 1994(369-394), 224.
Nadel, L., & Moscovitch, M. (1997). Memory consolidation, retrograde amnesia and the hippocampal complex. Current opinion in neurobiology, 7(2), 217-227.
Tulving, E. (1985). Elements of episodic memory.
Tulving, E. (1985). Memory and consciousness. Canadian Psychology/Psychologie canadienne, 26(1), 1.
Tulving, E. (2002). Episodic memory: From mind to brain. Annual review of psychology, 53(1), 1-25.