Recognition memory WF-PS-RM-ER
During the lecture the core empirical findings and theoretical models of recognition memory will be described. Theoretical issues will be supplemented by presentation of procedures used in contemporary research on recognition memory.
Topics:
1. Introduction. Concept of memory in cognitive psychology and neuroscience. Memory trace and encoding.
2. The importance of experimental approach in research on memory. Main paradigms used in recognition memory research.
3. Modal (standard) model of memory. Serial position curves and recency/primacy effects.
4. Sensory memory. Visual working memory.
5. The role of distinctiveness in recognition memory.
6. Processual approach in recognition memory research (the levels-of-processing effect).
7. Measurement model of signal detection theory and its application to recognition memory.
8. Dual-process models of recognition memory.
9. Jacoby's model and process-dissociation procedure.
10. Fuzzy-trace theory: Gist- and verbatim-based memory.
11. Source monitoring framework and memory for context.
12. Generation effect.
13. False memory; DRM paradigm.
14. Metamemory. Feeling-of-knowing phenomenon.
15. Summary. New perspective for recognition memory research.
(in Polish) E-Learning
(in Polish) Grupa przedmiotów ogólnouczenianych
Subject level
Learning outcome code/codes
Type of subject
Course coordinators
Learning outcomes
Knowledge: A student knows and understands the differences in interpretation of memory processes between neuroscience and cognitive psychology. He/she knows the basic concepts and rules of experimental investigation in psychology of memory.
Skills: A student understands the importance of precise concept's definition and experimental paradigms in scientific research on memory.
Attitudes: A student is ready and motivated to search for new facts and findings about recognition memory.
ECTS: 6 p.
30 hr - lecture attendance (1p)
50 hr - readings (2p)
80 hr - preparation to exam (3p)
Assessment criteria
The course grade will be based on:
- participation in lectures,
- final test score (single-choice test) (students will receive in advance a set of questions as a guide).
To receive positive score students should obtain at least 50% points and have no more than 5 absences.
Bibliography
Basic readings:
Roediger, H. L., Dudai, Y., Fitzpatrick, S. M. (eds.) (2007). Science of memory: Concepts. Oxford: OUP.
Schacter, D. L. (2001). The Seven Sins of Memory: How the Mind Forgets and Remembers. New York, Houghton Mifflin.
Tulving, E. & Craik F. I. M. (eds.), (2000). The Oxford Handbook of Memory. Oxford: OUP.
Additional readings:
Baddeley, A. D. (1999). Essentials of human memory. Psychology Press: Hove.
Jacoby, L. L. (1991). A process dissociation framework: separating automatic from intentional uses of memory. Journal of Memory and Language, 30, 513-541.
Johnson, M. K., Hastroudi, S., & Lindsay, D. S. (1993). Source Monitoring. Psychological Bulletin, 114, 3-28.
Neath, I., Surprenant, A. M. (2003). Human memory. An introduction to research, data, and theory. Belmont: Wadsworth.
Roediger III, H. L. & McDermott, K. B. (1995). Creating false memories: Remembering words not presented in lists. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 803-814.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: