Psychology 331-01: HUMAN MEMORY TR 10-11:50am, Valley Hall rm A115

Instructor: Your NameE-mail and phone#: yourname@csumb.edu, 831-582-3000Office Hours: Tues and Thurs 8:30-9:30am, in Heron Hall, Rm 134 or by appointment

Prerequisites: It is required for you to have taken and passed with a C or higher the following courses: Psy 200 and Psy 200L. If you have not taken the required courses, then you must see the instructor immediately.

Required Text: Schwartz, B.L. (2018). Memory: Foundations and applications (3rd Ed). Los Angeles: Sage.

Recommended Texts: Schacter, D.L. (2001). Seven sins of memory: How the mind forgets and remembers. Boston: Houghton Mifflin Company.

APA (2009). Publication Manual of the American Psychological Association (6th Ed). Washington, DC: APA

Course Description:

This course will examine the principles of human memory. We will examine the basic theories, models, methods, and research findings in human memory. Topics include forgetting and retrieval of memory, eyewitness testimony, amnesia, and memory and aging. The primary goals of this course are to examine current research and thinking about memory, and how problems about memory influence us.

Student Learning Outcomes (SLO):

1. Theory and Content in Human Memory: Outcomes include describing and applying memory concepts and theories, explaining its major perspectives and demonstrating understanding of its breadth and depth.

2. Research Methods in Human Memory: Outcomes include evaluating aptness of research design and conclusions.

3. Critical Thinking: Outcomes include using and engaging critical thinking by identifying and evaluating issues and approaching problems.

4. Application of Human Memory: Outcomes include identifying memory's major applications, articulating how it can be used toward understanding and recognizing the complexities of applying memory research to everyday life.

Course Requirements: There will be 7 quizzes (15 points each) plus two written assignments.

Quizzes (SLO 1, 2, 3, 4): There will be seven quizzes. Each quiz will be worth 15 points. Each quiz will consist of 2-3 essay questions and/or a mixture of multiple choice, fill-in-the-blanks or matching questions. The questions will come from the lectures, book, videos and any supplemental materials used in class. The questions include your comprehension of the concepts, theories, deficits, applications, research methods, and critically thinking of the different memory areas. Note: quizzes are given at the beginning of class and you are only given half an hour to complete them. There are no make-up quizzes.

Optional Papers (SLO 1, 3, 4): If you miss a quiz or did not get the grade you wanted, you may write an optional paper to replace your grade for only two quizzes. The paper is due two weeks after the quiz date. You must indicate which quiz the paper is supposed to replace. If the paper grade is not as high as the quiz grade, then the higher score will be used. The instructions for the optional paper are on iLearn.

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Meditation and Memory Paper (SLO 2, 3, 4): The assignment is a paper (25 pts) with the intent to examine the effects of meditation on memory ability.

Memory Analysis Paper (SLO 1, 3, 4): The assignment is a memory analysis (25 pts). This assignment is meant for you to evaluate your memory compared to someone else who experienced the same event. You are asked to describe and explain the differences and similarities between the two recollections.

Late Papers: If you are unable to turn in a hard copy of the paper in class, on the due date, you must e-mail a copy of the paper to the instructor before class begins on the due date to earn full credit. Late papers are not accepted, no exceptions.

Attendance: Attendance is not mandatory but strongly encouraged. Attendance will be taken in every class.

Grading Policy: A (94-100%), A-(90-93.9), B+ (87-89.9), B (83-86.9), B- (80-82.9), C+ (77-79.9), C (73-76.9). I will only grade on a curve if it is warranted at the end of class.

Quizzes (7) 105 points for all exams (15 pts each) Assignments (2) 50 points for all assignments (25 pts each)

155 total points

Academic Integrity: Academic integrity is of central importance to an education at CSUMB. The core of integrity resides in the scholastic honesty of the CSUMB community, and therefore, is the responsibility of all students and faculty to uphold and maintain. Forms of academic dishonesty include: cheating, fabrication, plagiarism, and collusion in any of these activities. We value informal resolution of academic integrity allegations; however, students discovered to have engaged in academic dishonesty will be sanctioned. For more information regarding the Academic Integrity Policy please go to: http://policy.csumb.edu/site/x20830.xml.

Policy for Students with Disabilities: Students with disabilities who require accommodations such as time extensions or alternate media/format must present verification from Student Disability Resources (SDR) as soon as possible.Please schedule an appointment to discuss specifics with the teacher. If you think a disability may impact your performance in class, meet with SDR professional staff in the Health and Counseling Centers Building (80) or call 582-3672 and see me by appointment.

Cooperative Learning Center (CLC): CSUMB works to make sure that all students are succeeding in their courses. Tutors are available to aid with any papers. CLC is on the second floor of the library rm 2125. Note: you need to make an appointment before coming in. You can contact them by calling 831-582-4104 or going to their website (there is a link on iLearn).

Instructor Research: Assignments and/or exams completed for this course may be used to evaluate instructor pedagogy. To help the instructor maintain quality academic offerings and to conform to institutional and professional accreditation requirements, the University and its programs regularly examine the effectiveness of the curricula, teaching, services, and programs the University provides. As CSUMB sees appropriate, it may obtain, assess, and retain samples of student work from representative courses. Names and other identifying elements of all assignments will be removed before being evaluated. Students who do not wish their work to be used for instructor improvement purposes must inform the instructor in writing.

Psy 331L: The lab is graded separately from the course. The lab tries to enhance your research skills. There are four assignments during the course of the semester. Lab assignment 1 is a topic review based on a classic article on your topic (20 pts). Lab assignment 2 is a group article review of a peer-reviewed article related to the classic memory article you read for assignment 1 (20 pts). Lab assignment 3 is a group project where you develop research methodology for the class (20 pts). Lab assignment 4 is a group oral presentation (30 pts) of your group’s research results. Lab assignment 5 is to participate in at least 2 credits of SONA research (10 pts). **Note: you cannot pass the lab without passing the course**

Tentative Course Schedule: This schedule might change in what is covered each week, however, the date of the exams and assignment due dates will not change.

Week Topics to be Covered Reading Assignments/Due Dates

1 Syllabus and Ch 1: History and Methods Ch 1 sign-up for topic

2 Ch 1: Measures, and Themes and Ch 13 Ch 13

3 Ch 13: Memory Improvement and Ch 2 Ch 2 Quiz 1 (Ch 1, 13)

4 Ch 2: Brain, Memory, and Drugs and Ch 3 Ch 3 Lab Assign 1 due

5 no classes: pick an article for group Ch 4 Quiz 2 (Ch 2)--online

6 Ch 3: Working Memory and Ch 4 Ch 5 Lab Assign 2 due

7 Ch 4: Episodic Mem. & Ch 5: Semantic Memory Ch 6 Quiz 3 (Ch 3-4)

8 Ch 5: Lexical Mem. and Ch 6: Visual Memory Ch 7 Meditation Paper Due

9 Ch 6 and Ch 7: Autobiographical Memory Quiz 4 (Ch 5-6)

10 Ch 7 and Seven Sins of Memory Ch 8 Lab Assign 3 due

11 Ch 8: False Memory Quiz 5 (Ch 7, Seven Sins)

12 Collect Data Mem. Analysis Paper Due

13 FALL BREAK (no classes) Ch 10

14 Ch 8: False Memory and Ch 10: Mem Disorders Quiz 6 (Ch 8)

15 Ch 10: Memory Disorders, Stress and Mem

16 Ch 10: Memory and Sleep Depriv and Oral Presentations Quiz 7 (Ch 10)

17 Oral Presentations (12/18)

Important Dates:

Quiz 1 (Ch 1, 13): Thurs, Sept 13 Lab Assign 1 (topic review): Sept 20Quiz 2 (Ch 2): Tues, Sept 25 Lab Assign 2 (article review): Oct 4Quiz 3 (Ch 3-4): Thurs, Oct 11 Lab Assign 3 (methodology): Nov 1Quiz 4 (Ch 5-6): Thurs, Oct 25 Lab Assign 4 (oral present.): Dec 13, Dec 18Quiz 5 (Ch 7, 7 Sins of Memory): Tues, Nov 6 Lab Assign 5 (SONA research): Dec 13Quiz 6 (Ch 8): Thurs, Nov 29Quiz 7 (Ch 10): Tues, Dec 11

Meditation Paper due Thurs, Oct 18 Memory Analysis Paper due Thurs, Nov 15

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Course Assignment 1: Meditation Paper (25 pts)—Due Oct 18.

Purpose of this paper is examine if meditation may influence memory recall. You are asked to collect data for two weeks, graph the data, calculate the averages and write up the conclusions and reflections. You should start to record data starting on October 1st. The memory tests are posted on iLearn but you must use your own paper to record your answers.

Your paper should include:--worksheet with the data collected, average scores and graph of the results (refer to last page of syllabus)--explanation or conclusions of what the graph means in terms of whether or not meditation influences memory recall--reflection on the experience of meditation and memory. Reflect on your experiences meditating (e.g. was it difficulty/easy to meditate) and describe the environment you were in. Regardless of what the results showed, did you feel like your memory was influenced by meditation? Explain using examples and provide details in the reflection. For example, I felt more focused after the meditation and thought my memory was better after meditation despite what my scores showed.

Course Assignment 2: Memory Analysis Paper (25pts)—Due Nov 15

Purpose of this paper is to investigate the differences and similarities between the recollections of individuals. Specifically, how the differences fit into Schacter’s Seven Sins of Memory. We discussed that each person has their own interpretation of what happens, which in turn affects one’s memory of the event. I want you to compare and contrast the differences and similarities of your memory with someone else’s recollection. You will need to apply Schacter’s concepts discussed in the book, “The Seven Sins of Memory”.

What you need to do: Choose an event that occurred over five years ago. You must choose an event that was also experienced by someone else that you are still in contact with. Write down as many details as you can remember about the event.

Ask one person, who went through the experience with you, to write down as much as he/she can remember about the event. Please be careful not to provide any information about your recollection of the event. Turn in the recollections from both you and the other individual with the analysis or the paper cannot be graded.

Your paper should include:

--A short description of the event you are going to analyze.

--An analysis of the “sins” of memory using both recollections.You need to discuss at least four of the seven sins of memory. You may use Schacter’s book, “The Seven Sins of Memory” as a reference. For each “sin” of memory, you will need to (1) define it using your own words and then (2) explain how it applies to differences between the recollections. (3) You must provide evidence or examples from your recollections of how the “sin” applies. For instance, absentmindedness was present in the recollection as I recalled not knowing where my keys were and my mom recalled they were in my right hand.

--Description of similarities between recollections and explain the reason why they match. For example, my mom and I both recalled that my hat blew away. This was an important detail or central detail to the event, so we both remembered it.

Lab Topics for Research Project and Classic Memory Article.

Metamemory: Lovelace. (1984). Metamemory: Monitoring Future Reliability During Study. JEP: Learning, Memory and Cognition, 10 (4), 756-766.

Levels of Processing: Nelson, Wheeler, Borden & Brooks. (1974). Levels of Processing and Cuing: Sensory versus Meaning Features. JEP, 103, 971-977.

Memory Interference: Peterson & Peterson. (1959). Short-term retention of individual verbal items. JEP, 58, 193- 198.

Divided Attention: Johnston, Greenberg, Fisher & Martin. (1970). Divided Attention: A Vehicle for Monitoring Memory Processes. JEP, 83, 164-171.

Misinformation Effect: Loftus, Miller, & Burns. (1978). Semantic Integration of Verbal Information into a Visual Memory. JEP: Human Learning and Memory, 4 (1), 19-31.

False Memory Effect (DRM paradigm): Roediger & McDermott. (1995). Creating False Memories: Remembering Words Not Presented in Lists. JEP: Learning, Memory and Cognition, 21 (4), 803-814.

Generation Effect: Begg, Snider, Foley & Goddard. (1989). The Generation Effect Is No Artifact: Generating Makes Words Distinctive. JEP: Learning, Memory and Cognition, 15 (5), 977-989.

Collaborative Memory: Weldon & Bellinger. (1997). Collective Memory: Collaborative and Individual Processes in Remembering. JEP: Learning, Memory and Cognition, 23 (5), 1160-1175.

Lab Assignment 1 due Thurs, Sept 20 (20 pts): Write a topic review for the classic experiment for your topic. You should read the whole classic study before writing the topic review. Each person in the group should write their own assignment. You should define your topic in your own words, explain how the topic was measured, describe the basic procedure used to study the topic and the overall conclusions.

Group Lab Assignment 2 due Thurs, Oct 4 (20 pts): Write an article review for a peer-reviewed article that is related to your topic in assignment 1. You need to include APA reference for the article used, overall summary of what the article was about, identify the IV, DV and hypothesis for only one experiment, summarize the procedure and conclusion for the experiment you chose, and evaluate the strengths and weaknesses of the whole article (include evidence to support each claim). Your article must be relatively new (published no later than 2007) and each person in your group must agree upon which article to review. Turn in the article with your assignments or it will not be graded! You will need to indicate who worked on which part of the paper.

Group Lab Assignment 3 due Thurs, Nov 1 (20 pts): You need to turn your group’s hypothesis, IV, DV, methodology/procedure, and description of data (e.g. recognition, recall) that you plan to collect. Your group needs to turn in only one methodology. You should include your study and test stimuli you plan to use in the study as well as the instructions you plan to use. You will need to indicate who worked on which part of the paper.

Group Lab Assignment 4 due Dec 13 and 18 (30 pts): Oral presentation of research study. The presentation must include a description of the classic study that your study is based on, background information and definitions to give the class some context about your topic (e.g. why should they care), hypothesis for the study including the IV and DV, method/procedure used, data analysis and results, conclusions, any graphics relevant to the study and the take aways that the audience should remember from the study. Each person in the group must present part of the presentation. You will be graded as a group. You must be present for both days of presentation.

Lab Assignment 5 due Dec 13 (10 pts): You need to participate in at least 2 credits of SONA research. Note: some of the research studies are worth less than 1 credit.

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Assignment 1 Assignment 2 Assignment 3

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Meditation Paper Worksheet (turn in with paper): Note: you must label the tick marks on the axes.

Pre-Test Average: _

Post-Test Average:

Memory Test Results (input number of correctly recalled words) Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day 10 Day 11 Day 12 Day 13 Day 14Pre-testPost-test

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