PSYCHOLOGY 207: Memory and Learning
Spring 2015 T-Th 1:30 – 2:50 Severance 108
Professor deWinstanley, Severance 103; Office Ph: 775-5705; e-mail: [email protected]
Office Hours: T -Th (3:00 – 4:00) and by appointment
COURSE OVERVIEW: We will be examining the structures and processes of memory and learning
through an interdisciplinary approach engaging with the fields of biology, neuroscience, cognitive
science, and psychology. Because the study of memory and learning is a cornerstone of modern day
psychology we will derive implications for all of the subfields of psychology including cognitive
psychology, social psychology, clinical psychology, and developmental psychology. Throughout the
course we will underscore the many real world applications of memory and learning in the fields of
education, medicine, marketing, and the law.
I believe that the epitome of who you are is your memory, constructed through a lifetime of
learning; your core needs no more and survives no less. Let’s study ourselves and have some fun
while we are at it.
Course Goals and Objectives
1. Students will become familiar with the types of questions that memory and learning researchers
study by means of a broad coverage of the field.
1.1. Students will acquire an understanding of how researchers study mental structures and
processes.
1.2. Students will demonstrate mastery of the concepts associated with each of the main topics
1.3. Students will appreciate the interconnectedness of topics.
1.4. Students will be able to evaluate whether knowledge from one topic can inform what we know
about another topic.
2. Students will understand the reasons for applying the techniques of biology, neuroscience and
psychology to answer questions in the field.
2.1. Students will learn about the methods used across a number of disciplines.
2.2. Students will learn about how different approaches can inform one another.
2.3. Students will understand that some questions and theories cannot be adequately addressed
using one methodology alone.
2.4. Students will appreciate that the intersection of the fields of cognitive psychology, cognitive
neuroscience, and cognitive science provide better knowledge than can be constructed from
any subset of the three.
3. Students will consider the applications of the basic research.
3.1. Students will construct and present an application of the research on memory and learning.
3.2. Students will be able to identify important areas of application.
3.3. Students will entertain cutting-edge questions and examine indications of future directions in
by means of an in-depth coverage of the field and through preparation of a presentation.
3.4. Students will learn about the latest trends for each of the topics presented.
TRIGGER WARNING: This course covers many topics including but not limited
to post-traumatic stress disorder, eyewitness memory, false memory and
traumatic autobiographical memory, which may trigger extremely negative
emotional reactions. Potentially difficult topics will cut across many lectures and
readings, thus it is impossible to give forewarning. If you are concerned about
such topics my course on memory may be ill advised. Please see me if you are
uncertain.
Required Reading
The textbooks for the course are Memory: Foundations and Applications (2nd ed.) by Bennett L.
Schwartz and Memory: From Mind to Molecules (2nd ed.) by Larry R. Squire & Eric R. Kandel.
Course Requirements
Mini-quizzes: You will be taking a weekly mini-quiz at the beginning of class on most
Tuesdays (see schedule for exceptions). The mini-quizzes will be a short-answer essay. You must be
in class on Tuesday to take the mini-quiz.
Textbook quizzes: Three multiple choice quizzes will assess your learning of the textbook
material. Quizzes are open book and open notes. You may use only the notes that you have personally
prepared.
Exams: You will take three essay exams and a final. The essay exams will assess your
learning of lecture material. The essay exams are closed book and closed notes. The final is
cumulative. The final is open note and open book.
Oral Presentations: You will be working in teams of approximately four people to present
special topics concerning memory and learning in the law, medicine, politics, or advertising.
You are expected to take the quizzes and exams at the scheduled time. Exceptions will be made
for emergencies only. See me for planned absences before the scheduled quiz and contact me as soon
as possible if an emergency prevents you from making it to class. If under extraordinary
circumstances, I have granted you an alternate quiz or mid-term exam time, my policy is that all
exam/course related questions must be asked before the normally scheduled exam. If you are taking the
exam late, make sure that you have asked your questions before the exam time listed on the course
schedule. Only the Dean of Studies may make changes in the final schedule. Be forewarned, travel
plans are insufficient justification for changing a final.
If you have documented need for special circumstances, please make sure to take care of
providing me with the documentation in advance of the first exam.
Summary of grade breakdown:
Weekly Quizzes
Textbook Quizzes
Exams
Presentation
Final Exam
TOTAL
Percentage Points
5 (1 each)
21 (7 each)
48 (16 each)
10
16
100
Course Policies
The Oberlin Honor Code applies to all work submitted in fulfillment of the requirements for the
course. In addition, you may not use old exams for this course as a study guide; nor may you make
available to others your old exams. All notes that you bring to quizzes or exams must be your own.
You may NOT share notes. You may discuss the textbook with other students but you must work alone
when taking notes. If you have questions about the Honor Code, please feel free to ask.
On every assignment turned in for credit in the course, you will be required to write and sign the
honor code: I affirm that I have adhered to the Honor Code on this assignment. For further
information on Oberlin’s Honor Code, go to http://new.oberlin.edu/office/dean-ofstudents/honor/students.dot.
Permission To Include Work in a Course Portfolio
I understand that Professor deWinstanley is constructing a course portfolio for summative and
formative assessment purposes. I hereby give her my permission to include a copy of any and all work
that I submit for this course to be included in the course portfolio with the stipulation that all
identifying information be removed from my work before it is included in the portfolio.
Please check the appropriate box:
I give permission to include my work in the course portfolio.
Print Name:_________________________________
Signature:_______________________________
Date:________________________
I do not wish for my work to be included in the course portfolio.
Print Name:____________________________