Memory
Memory
It’s hard to imagine an aspect of psychology more fundamental than memory. Without a functioning memory, all other cognitive functions—perception, learning, problem-solving, and language—would be impossible. Without a functioning memory, social interactions like play, relationships, and work would be chaotic at best. Therefore, the study of memory has been important to psychologists from a variety of perspectives. In this course, we will discuss cognitive and neuroscience perspectives and examine the diversity of phenomena organized under the heading of “human memory.” We will examine theoretical constructions in memory as well as applications of theory. That is, we’ll learn about how memory works and how we can make memory work for us.
Topics
Paradigms of studying memory: multi-store, levels of processing, scientific study of memory
Short-term and working memory
Episodic and semantic memory
Autobiographical memory: flashbulb memories, alibis
Prospective memory
Metamemory
Memory and development
Amnesia and Alzheimer's disease
Memory and clinical psychology/psychopathology
Memory for traumatic events
Memory and the law: eyewitness memory, lineup identifications, investigative interviewing
Memory and public health: contact tracing, prospective memory (remember your mask!)
Memory and education
Paradigms of Studying Memory
Required
Atkinson, R. C. & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence & J. T. Spence (eds.), The psychology of learning and motivation (Vol 2., pp. 89–195). Academic Press. https://doi.org/10.1016/S0079-7421(08)60422-3
Bruce, D. (1985). The how and why of ecological memory. Journal of Experimental Psychology: General, 114(1), 78–90. https://doi.org/10.1037/0096-3445.114.1.78
Supplemental
Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological Science, 25(6), 1159–1168. https://doi.org/10.1177/0956797614524581
Simons, D. J. & Chabris, C. F. (2011). What people believe about how memory works: A representative survey of the U.S. population. PLOS ONE, 6(8). https://doi.org/10.1371/journal.pone.0022757
Learning Objectives
Describe the multi-store model of memory, proposed by Atkinson and Shiffrin.
Compare and contrast experimental studies, meta-analyses, systematic reviews, and other types of research.
Discuss ecological considerations of memory science.
Apply memory science to various subfields/career paths (clinical work, education, etc.).
Working Memory
Required
Baddeley, A. (2012). Working memory: Theories, models, and controversies. Annual Review of Psychology, 63, 1–29. https://doi.org/10.1146/annurev-psych-120710-100422
Doherty, J. M., Belletier, C., Rhodes, S., Jaroslawska, A., Barrouillet, P., Camos, V., . . . Logie, R. H. (2019). Dual-task costs in working memory: An adversarial collaboration. Journal of Experimental Psychology: Learning, Memory, and Cognition, 45(9), 1529-1551. http://dx.doi.org/10.1037/xlm0000668
Norris, D., Hall, J., Butterfield, S., & Page, M. P. A. (2019). The effect of processing load on loss of information from short-term memory. Memory, 27(2), 192–197. https://doi.org/10.1080/09658211.2018.1497661
Learning Objectives
Describe working memory, including its component parts and its relation to the multi-store model of memory.
Discuss research paradigms that differentiate the phonological loop, visuospatial sketchpad, and central executive.
Episodic Memory
Required
Craik, F. I. M. & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671–684. http://dx.doi.org/10.1016/S0022-5371(72)80001-X
Veltre, M. T., Cho, K. W., & Neely, J. H. (2015). Transfer-appropriate processing in the testing effect. Memory, 23(8), 1229–1237. http://dx.doi.org/10.1080/09658211.2014.970196
Optional
Danker, J. F. & Anderson, J. R. (2010). The ghosts of brain states past: Remembering reactivates the brain regions engaged during encoding. Psychological Bulletin, 136(1), 87–102. http://dx.doi.org/10.1037/a0017937
Learning Objectives
Describe common paradigms in studying episodic memory (e.g., DRM false memory paradigm).
Apply principles of episodic memory to learning (encoding) new information.
Compare and contrast the levels of processing framework and the multi-store model of memory.
Semantic Memory
Required
Greve, A., Cooper, E., Tibon, R., & Henson, R. N. (2019). Knowledge is power: Prior knowledge aids memory for both congruent and incongruent events, but in different ways. Journal of Experimental Psychology: General, 148(2), 325-341. http://dx.doi.org/10.1037/xge0000498
Learning Objectives
Discuss the relationship between episodic memory and semantic memory (general knowledge).
Compare and contrast models of semantic knowledge, including parallel distributed processing, hierarchical models, and levels of categorization.
Autobiographical Memory
Required
Matuku, K., & Charman, S. D. (2020). Enhancing innocent suspects' memories for corroborating alibi evidence. Psychology, Public Policy, and Law, 26(4), 442–454. https://doi.org/10.1037/law0000264
Choose one of the following readings:
Talarico, J. M., Kraha, A., Self, H., & Boals, A. (2019). How did you hear the news? The role of traditional media, social media, and personal communication in flashbulb memory. Memory Studies, 12(4), 359–376. https://doi.org/10.1177/1750698017714835
Talarico, J. M., Bohn, A., & Wessel, I. (2019). The role of event relevance and congruence to social groups in flashbulb memory formation. Memory, 27(7), 985–997. https://doi.org/10.1080/09658211.2019.1616097
Learning Objectives
Describe the developmental trajectory of autobiographical memory.
Discuss research paradigms about flashbulb memories.
Compare flashbulb memories with "regular" memories.
Autobiographical Memory
Required
Matuku, K., & Charman, S. D. (2020). Enhancing innocent suspects' memories for corroborating alibi evidence. Psychology, Public Policy, and Law, 26(4), 442–454. https://doi.org/10.1037/law0000264
Choose one of the following readings:
Talarico, J. M., Kraha, A., Self, H., & Boals, A. (2019). How did you hear the news? The role of traditional media, social media, and personal communication in flashbulb memory. Memory Studies, 12(4), 359–376. https://doi.org/10.1177/1750698017714835
Talarico, J. M., Bohn, A., & Wessel, I. (2019). The role of event relevance and congruence to social groups in flashbulb memory formation. Memory, 27(7), 985–997. https://doi.org/10.1080/09658211.2019.1616097
Learning Objectives
Describe the developmental trajectory of autobiographical memory.
Discuss research paradigms about flashbulb memories.
Compare flashbulb memories with "regular" memories.
Recommended Readings
Books I've been referencing
Memory: Foundations and Applications by Bennett L. Schwartz
Memory by Alan Baddeley, Michael C. Anderson, and Michael Eysenck
Patient H. M.: A Story of Memory, Madness, and Family Secrets by Luke Dittrich
Peer-reviewed publications
TBA