Logo UAB
2021/2022

Psychological Processes: Memory

Code: 102604 ECTS Credits: 6
Degree Type Year Semester
2502443 Psychology OB 2 2
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.

Contact

Name:
Judit Castellà Mate
Email:
Judit.Castella@uab.cat

Use of Languages

Principal working language:
catalan (cat)
Some groups entirely in English:
No
Some groups entirely in Catalan:
Yes
Some groups entirely in Spanish:
No

Other comments on languages

The translation into Spanish of the exams can be requested by email to the coordinator (deadline week 4). Some practice groups can be taught in Spanish

Teachers

Oriol Granados Bartrons
Rocio Pina Rios
Judit Castellà Mate

Prerequisites

It is convenient to have some reading skills in English and to have passed the subjects on psychological processes from previous semesters.

Objectives and Contextualisation

In previous semesters, different cognitive processes have been studied, including perception, attention, motivation, emotion and learning. In this subject, the systems, processes, and types of representation of human memory and their relationship with other cognitive processes are studied.

Therefore, the aim is that at the end of the subject the student will be able to:

1. To understand the functions of memory in human behaviour, its importance, the basic mechanisms of its functioning and the factors that can affect memory.

2. To recognize different systems, processes and forms of representation involved in memory.

3. To relate the functioning of memory with other psychological processes.

4. To identify the implications of memory mechanisms in some areas of daily life such as education, advertising, witness memory and aging.

5. To know some practical applications that can improve mnemonic processes: mnemonic rules and factors that improve the processes of coding, storage and retrieval of information.

 

Competences

  • Apply knowledge, skills and acquired values critically, reflexively and creatively.
  • Distinguish and relate the different focuses and theoretical traditions that have contributed to the historical development of psychology as well as its influence on the production of knowledge and professional practice.
  • Distinguish between the design of research, procedures and techniques to evaluate hypotheses, contrast them and interpret the results.
  • Identify, describe and relate the structures and processes involved in basic psychological functions.
  • Prepare and write technical reports on the results of the evaluation, research or services requested.
  • Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
  • Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
  • Take decisions in a critical manner about the different research methods in psychology, their application and the interpretation of the results deriving from them.
  • Use different ICTs for different purposes.
  • Work in a team.

Learning Outcomes

  1. Analyse and describe the processes for problem-solving and decision-making.
  2. Analyse the results of experiments on human memory.
  3. Apply knowledge, skills and acquired values critically, reflexively and creatively.
  4. Clarify the processes that take place during the codification and recovery of information in memory.
  5. Describe each of the different systems that make up human memory and the relationship between them.
  6. Design experiments in human memory.
  7. Identify the main characteristics of the theoretical focuses in the study of associative learning, memory and psycholinguistics and distinguish between texts by different authors in agreement with them.
  8. Relate the results of experiments in learning, conditioning and human memory with theoretical concepts of each of these processes.
  9. Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
  10. Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
  11. Submit a report on the development of skills and abilities developed in solving specific problems.
  12. Use different ICTs for different purposes.
  13. Work in a team.
  14. Write reports using the results of experiments on human memory.

Content

Unit 1. Memory: defining aspects.

Topic 1. Definition of memory.

Topic 2. Measurement of memory.

Topic 3. Traditions in the study of memory.

Topic 4. Factors and variables that affect the mnemonic process.

 

Unit 2. Structures and processes of memory.

Topic 5. Memory systems.

Topic 6. The processes of memory.

Topic 7. Forgetting.

 

Unit 3. The representation of the information in the memory.

Topic 8. Episodic memory and semantic memory.

Topic 9. The mental representation.

 

Unit 4. Other issues of research on memory: current fields of application.

Topic 10. Applications of the psychology of memory.

 

Methodology

DIRECTED ACTIVITIES
 
Theoretical sessions, practices and seminars (31%)
 
a) Lectures with multimedia support and debate in a large group
 
b) Practical sessions to discuss basic concepts through small exercises and experiments.
 
c) Seminars to discuss cases or articles in a small group
 
SUPERVISED ACTIVITIES
 
Tutorials (5%)
 
Follow-up tutorials and tutorial work (individual or group) in person or virtual.
 
AUTONOMOUS ACTIVITIES
 
Search, reading and synthesis of documentation (12%)
 
Definition of the search strategy in databases, comprehensive reading and preparation of synopsis of the material read
 
Preparation of reports and public presentation of works (24%)
 
Writing of practice reports, individual or group
 
Study (24%)
 
Elaboration of schemes, conceptual maps and summaries.
 
N.B. The proposed teaching and assessment methodologies may experience some modifications as a result of the restrictions on face-to-face learning imposed by the health authorities. The teaching staff will use the Moodle classroom or the usual communication channel to specify whether the different directed and assessment activities are to be carried out on site or online, as instructed by the Faculty.

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
D1. Master classes 33 1.32 1, 4, 5, 7
D2. Discussion seminars 2 0.08 3, 8
D3. Practice work 10 0.4 3, 11, 13, 12
Type: Supervised      
S1. Tutorials (in person / virtual) 7.5 0.3 1, 4, 5, 7, 8
Type: Autonomous      
A1. Autonomous work 93.5 3.74 1, 3, 4, 5, 7, 11, 8, 13, 12

Assessment

The competences of this subject will be evaluated through different evidences. From each of the evidences, its weight is indicated:
 
1) Evidence 1: written report (practice 1) (15% of the final grade).
 
2) Evidence 2: written multi-choice test (topic 1 to 5) (35% of the final grade)
 
3) Evidence 3: oral presentation of articles (15% of the final grade).
 
4) Evidence 4: written multi-choice test (topic 6 to 10) (35% of the final grade).
 
 

TABLE OF EVIDENCES:

Code

evidence

 Name Weight

Format

(oral, written or both)

Autorship

(individual, group or both)

Way

(in person, virtual or both) 

 Week 
EV1 Written report 1 15%

written

 individual virtual Before 1st assessment period
EV2  Multiple-choice test 1  35%  written individual  in person 1st assessment period
EV3  Oral presentation of articles  15%  oral  group  in person Before 2ond assessment period
EV4  Multiple-choice test 2 35% written individual  in person 2ond assessment period
REC  Resit   written  individual  inperson Resit examination period

 

Minimum compliance will be established from which the student will be able to pass the course (5.0 as a minimum grade).
 
The student who, at the end of the course, has not delivered 40% of the percentage of the evidences of evaluation will NOT BE ASSESSED.
 
Once the student has exceeded this 40% of the percentage in the presentation of the evidences of evaluation, they will be ASSESSED.
 
To pass it is necessary that the mean of evidences 2 and 4 (written tests) give a minimum of 4. The grades obtained in evidences 1 and 3 (practices) will not compute until they have achieved this mean grade of at least 4 in the written tests (EV2 and EV4). Once this criterion is reached, it will be necessary that the calculation of percentages of the different evidences (EV1, EV2, EV3 and EV4) give a minimum of 5 to be able to pass.
 
Resit will be compulsory for students who:
  • have not reached an average of 4 in evidences 2 and 4
  • the grade obtained after the application of the percentages of the four compulsory evidences (EV1, EV2, EV3 and EV4) is less than 5
  • have delivered evidences with a weight equal to or greater than 2/3 of the total score.
In case of having to resit, the student can re-assess the exam (EV2 and/or EV4) in which they have not reached the minimum of 5. The grade of the reassessed evidence, which will be of a maximum of 5, will replace the previous grade and the final grade will be recalculated with the criteria aforementioned.
 
The student of second degree enrollment or more may choose between doing a continuous assessment or a single final synthesis test. In case of a single final synthesis,students must inform the coordinator of the subject on the date of evidence 2. The synthesis test is a single test and, therefore, has no possibility of reassessment. The synthesis test consists of 50 test questions and is carried out the same day as EV4. 
 
The UAB assessment regulations can be found on the following link: https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html 

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
EV1. Written report from practice 15% 0 0 2, 3, 6, 14, 11, 9, 8, 13, 12
EV2. Written multiple choice test 35% 2 0.08 1, 4, 5, 7, 8
EV3. Oral presentation of articles 15% 0 0 3, 10, 8, 13
EV4. Written multiple choice test 35% 2 0.08 2, 4, 7, 8

Bibliography

Main Bibliography:

RUIZ-VARGAS, J.M. (2010). Manual de Psicología de la memoria. Madrid: Síntesis.

SAIZ, D., SAIZ. M. i BAQUES, J. (1996). Psicología de la memoria. Manual de Prácticas. Barcelona: Avesta.

 

Further reading:

Baddeley, A. (1982). Su memoria: Cómo conocerla y dominarla. Madrid: Debate, 1984.

Baddeley, A.D. (1998). Memoria Humana. Teoría y práctica. Madrid: McGraw Hill, 1999.

Baddeley, A.D., Eysenck, M.W. i Anderson, M.C. (2009). Memoria. Madrid: Alianza, 2010.

Ruiz Rodríguez, R. M. (2003). Las caras de la memoria. Madrid: Pearson Educación, S.A.

Ruiz-Vargas, J.M. (1991). Psicología de la memoria. Madrid: Alianza.

Ruiz-Vargas, J.M. (1994). La memoria humana. Función y estructura. Madrid: Alianza.

Ruiz-Vargas, J.M. (2002) Recordar y olvidar. Madrid: Trotta.

Schacter, D.L. (1996). En busca de la memoria. El cerebro, la mente y el pasado. Barcelona. Ediciones B, 1999.

Schacter, D. L. (2003) Los siete pecados de la memoria: la memoria es la clave de la inteligencia, ¿cómo puedes mejorarla?. Barcelona: Ariel, S.A.

Smith, E.E. i Kosslyn, S.M (2009) Procesos cognitivos. Modelos y bases neurales. Madrid: Pearson-Prentice Hall.

 

Further reading  (English):

Baddeley, A.  (2004). Your memory: A user's guide.Firefly Books Ltd.

Baddeley, A. (2009). Memory. Hove/New York: Psychology Press.

Baddley, A.,  Aggleton, J., Conway, M. (Eds) (2002). Episodic Memory. New Directions in Research. Oxford: Oxford Univ. Press.

Baddeley, A.D., Kopleman, M.D., Wilson, B. A. (2002). The Handbook of Memory Disorders. Second Edition. Chichester (UK): John Wiley and Sons. Ltd.

Berrios, G. E., Hodges, J. et al. (2000). Memory disorders in psychiatric practice. New York: Cambridge University Press.

Cowan, N. (2005). Working Memory Capacity. Psychology Press (UK).

Kandel, E. R. (2006). In Search of Memory: The Emergence of a New Science of Mind. W. W. Norton.

Miyake, A., Shah, P. (1999). Models of working memory: Mechanisms of active maintenance and executive control. Cambridge: Cambridge University Press.

Morris, P. & Gruneberg, M. (eds.) (1994). Theoretical aspects of memory. London: Routletge.

Parkin, A. (1999). Memory: a guide for professionals. Chichester: John Wiley & Sons.

Schacter, D.L. (1996). Searching for memory: the brain, the mind and the past. New York: Basic Books.

Schacter, D.L. (2001). The seven sins of memory: How the mind forgets and remembers. New York: Houghton Mifflin Co.

Schacter, D. L. & Scarry, E. (ed.) (2000). Memory, brain, and belief. Cambridge,US: Harvard University Press.

Schacter, D.L. & Tulving, E. (1994). Memory systems. Cambridge: MIT Press.

Saito, A. et al (ed.) (2000). Bartlett, culture and cognition. Philadelphia, PA, US: Psychology Press/Taylor & Francis.

Tulving, E. (ed) et al. (2000). Memory, consciousness, and the brain:  The Tallinn Conference. Philadelphia, PA, US: Psychology Press/Taylor & Francis.

Tulving, E. & Craik, F. I. M. (eds.) (2000). The Oxford handbook of memory. New York: Oxford University Press.

 

Software

A Windows 7 simulator or E-Prime software might be needed for the practical sessions.