Memory and Cognition

Haverford College

Psychology 213

 

Marilyn Boltz

Office: 405 Sharpless

Phone: 896-1235

email: mboltz@haverford.edu

 

 

Relative to other areas of psychology, cognitive psychology is a relatively young sub-discipline that emerged in the late 1950Õs in response to various problems associated with the behaviorist paradigm.  In the research which has followed, a primary goal has been to discover the basic underlying mechanisms mediating the processes of selective attention, perception, learning, remembering, forgetting, and both the representation and use of various types of knowledge systems.  More recently, however, the trend has been to investigate various ways in which cognitive behavior manifests itself within everyday life.  As illustrated in the syllabus below, this covers a broad range of topics that includes the memory for faces and geographical locations, eyewitness testimony, advertising, decision-making, the use of language, and modifying the environment to make it optimally compatible with cognitive resources.  In addition to addressing these different arenas of research, we will also consider some recent developments in the areas of autobiographical memory, meta-cognition, the biological bases of memory, mood and emotion, and cognitive diversity.  The overall intent is to address cognitive behavior from a more ecological perspective and to not only consider some of the practical implications of this endeavor but the subsequent influence on certain theoretical constructs.

 

The primary format of this course is one that reflects a lecture/seminar style which means it is critically important you read the assigned papers for each class.  There is no textbook but instead a series of readings that have been put on e-reserve.  Your course grade will be weighted by the following factors:

 

           

                                    Discussion & Participation                 20%

                                    Paper I                                                 20%

                                    In Class Presentation                           20%

                                    Paper Based on Presentation               20%

                                    Paper II                                               20%

                                   

 

 

Lecture Outline

 

 

I.  The Study of Memory in Naturalistic Contexts

 

        a.  advantages and disadvantages of everyday memory research

        b.  methods of research

 

Reading:  

 

á      *Baddeley, A.D. & Wilkins, A.J.  (1984).  Taking memory out of the laboratory.  In J.E. Harris  & P.E. Morris (Eds.), Everyday memory, actions, and absentmindedness.  London: Academic Press.

 

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II.  Visual Memory and Imagery

 

        a.  cognitive maps and the internal representation of geographical areas:

             typical errors and distortions

             learning stages in map acquisition

             individual differences

        b.  memory for faces:

             factors influencing face recognition

             common stereotypes

             cognitive mechanisms of face processing

        c.  applications to advertising:

             the use of visual and organizational strategies

             techniques involving the wording of ads

             the impact of background music

 

Reading:     

 

á      *Bartram, D. & Smith, P.  (l984).  Everyday memory for everyday places. In J.E. Harris  & P.E. Morris (Eds.), Everyday memory, actions, and absentmindedness.  London: Academic Press.

                       

á      *Ellis, H. D. (l981).  Practical aspects of face recognition.  In G. Wells & E.F. Loftus (Eds), Eyewitness testimony.  (pp. 12-37).  Cambridge:  Cambridge University Press.

 

á      *Alesandrini, K.  (l983).  Strategies that influence memory for advertising communications.  In R. J. Harris (Ed.), Information processing research in advertising.  (pp. 65-83).  Erlbaum Press.             

á      Harris, R.J.  (l983).  Psycholinguistic studies of misleading advertising. In R. J. Harris (Ed.), Information processing research in advertising.  (pp. 241-262).  Erlbaum Press.

 

           

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III.  Eyewitness Testimony

 

          a.  what perceptual factors contribute to inaccurate testimony?

          b.  role of memory

          c.  effects due to the wording of questions

          d.  what variables predict who will be a good witness and who will not?

          e.  cognitive processing of jurors

          f.  repression and false memories - implications for the legal system

 

 

Reading:

 

á      *Bull, R. & Clifford, B.  (l978).  Eyewitness memory. In M.M. Gruneberg, P.E. Morris, & R.N. Sykes (Eds.), Practical aspects of memory.  London: Academic Press.

 

á      *Buckout, R.  (l974).  Eyewitness testimony.  Scientific American, 231, 23- 31.

           

á      Johnson, M.T.  (l993).  Memory phenemona in the law.  Applied Cognitive Psychology, 7, 603-618.

 

á      Loftus, E.F.  (l997).  Creating childhood memories. Applied Cognitive Psychology, 11, 75-86.

           

á      *Lindsay, D.S. & Read, J.D.  (l994).  Psychotherapy and memories of childhood sexual abuse:  A cognitive perspective. Applied Cognitive Psychology, 8, 281-338.

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VI.  Autobiographical Memory

 

          a.  concept of a self-schema

          b.  contents, organization, and retrieval of self-memories

          c.  development of autobiographical memories

          d.  childhood amnesia

         

Reading:

 

á      *Baddeley. A.  (1990).  Recollection and autobiographical memory.  In A. Baddeley, Human memory.  (pp.293- 318).  Allyn & Bacon Press.

 

á      Linton, M.  (l986). Ways of searching and the contents of memory.  In D. Rubin (Ed.), Autobiographical memory.  (pp. 50-67).  Cambridge University Press.

 

á      Robinson, J.  (l986).  Temporal reference systems and autobiographical memory. In D. Rubin (Ed.), Autobiographical memory.  (pp. 50-67).  Cambridge University Press.

 

á      *Markus, H.  (l980).  The self in thought and memory.  In D.M. Wegner & R.R. Vallacher (Eds.), The self in social psychology.  (pp. 102-130).  Oxford University Press.

 

á      *Nelson, K. (l993). The psychological and social origins of autobiographical memory.  Psychological Science, 4, 7-14.

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V.  Emotion and Memory

 

            a.  effects due to arousal and stress - repression, Yerkes-Dodson Law

            b.  mood and memory - state dependent learning, mood congruence, effects of

                 clinical depression on cognition

            c.  anxiety, memory, and perception

            d.  effects of mood and emotions on social behavior

 

Reading:

 

á      *Searleman, A. & Hermann. D.  (l994).  Effects of arousal, stress, and emotion.  In A. Searleman & D. Hermann, Memory from a broader perspective.  (pp. 170-194).  McGraw-Hill.

á      Isen, A.  (l987).  Positive affect, cognitive processes, and social behavior.  Advances in Experimental Social Psychology, 20, 203-253.

 

á       Baddeley, A.  (l990).  Memory, emotion, and cognition.  In A. Baddeley, Human memory.  (pp. 273- 292).  Allyn & Bacon.

á      Christianson, S. & Safer, M.  (l996).  Emotional events and emotions in autobiographical memory.  In D. C. Rubin (Ed.), Remembering our past.  (pp. 218-243).  Cambridge University Press.

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VI.  Metacognition

 

         a.  systemic and epistemic awareness

         b.  calibration

         c.  prospective memory

         d.  reality monitoring

         e.  implicit memory - unconscious learning? 

        

Reading:

 

á      *Zechmeister, E. B. & Nyberg, S.E.  (1982).   Metamemory:  Knowing about knowing.  In E.B. Zeichmeister & S.E. Nyberg, Human memory.  (pp. 227-249).  Brooks-Cole Publishing.

 

á      Morris, P.E.  (l988).  Prospective memory: Remembering to do things.  In M. Gruneberg & P. Morris, Aspects of memory, Vol. 1 - The practical aspects.  (pp. 196-222).  NY:  Routledge Press.

 

á      Johnson, M.K. & Raye, C.L.  (l981).  Reality monitoring.  Psychological Review, 88, 67-85.

 

á      Baddeley, A.  (1990).  Recollective and implicit memory.  In A. Baddeley, Human memory.  (pp. 351-371).  Allyn & Bacon. 

 

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VII.  Decision Making

 

         a. heuristics and biases

         b. calibration

         c. perception of risk

 

 

Reading:

 

á      Galloti,  K.M.  (l998).  Making decisions.  In K.M. Galloti, Cognitive psychology in and out of the laboratory.  (pp. 337-368).  Brooks-Cole Publishing.

 

á      *Tversky, A. & Kahneman, D.  (l974).  Judgment under uncertainty: Heuristics and biases.  Science, 185, 1124-1131.

                       

á      *Slovic, P., Fischoff,  B. & Lichtenstein, S.  (l982).  Facts versus fears:  Understanding  perceived risk.  In D. Kahneman, P. Slovic & A. Tversky (Eds.), Judgment under uncertainty: Heuristics and biases.  (pp.463-489).  Cambridge University Press.

 

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VIII.  Cognitive and Linguistic Diversity

 

          a.  gender differences in cognition - spatial, verbal, and quantitative skills; the role of

               the environment, hormones, and hemispheric laterality

          b.  schizophrenic thought and language - cognitive characteristics and neurological

               differences

          c.  language capabilities of primates - implications for cognitive evolution

          d.  relationship between language and thought - Does oneÕs linguistic system influence

               perception, memory, and thinking?

          e.  gender differences in language - what do they reflect?

          f.  cross-cultural studies in cognition - effects on perception and memory; the impact of

               schooling and literacy; practical thinking skills

 

Readings:

 

á      *Hampsen, E. & Kimura, D.  (l992).  Sex differences and hormonal influences on cognitive function in humans. In J.B. Becker, S.M. Breedlove & D. Crews.   Behavioral Endocrinology.  (pp. 357-398).  MIT Press.

 

á      *Excerpt from textbook chapter on schizophrenia

 

á      *Tartarr, V.C.  (1986).  Language changes from personality disorders.  In V.C. Tartarr, Language processes.  (pp. 485-513).  Holt, Rinehart, & Winston.

á      *Carroll, D.  (l998).  Language, culture, and cognition.  In D. Carroll, Psychology of language.  (pp.  363-381).  Brooks-Cole Publishing.

á      *Savage-Rumbaugh, S., etal.  (l986).  Spontaneous symbol acquisition and communicative use by pygmy chimpanzees.  Journal of Experimental Psychology:  General, 115, 211-235.

 

á      *Thorne, B. & Henley, N.  (l975).  Difference and dominance:  An overview of language, gender, and socity.  In B. Thorne & N. Henley (Eds.), Language and sex:  Difference and dominance.  (pp. 5-42).   Newbury House Publishers.

á      *Henley, N. & Kramarae, C.  (l994).  Gender, power, and miscommunication.  In C. Roman, S. Juhasz & C. Miller (Eds.), The women and language debate.  (pp. 383-406).  Rutgers University Press.

á      *Galotti, K.M.  (l998).  Cognition in cross-cultural perspective. In K.M. Galloti, Cognitive psychology in and out of the laboratory.  (pp. 441-476).  Brooks-Cole Publishing.

 

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IX.  Biological Bases of Memory and Cognition

 

       a.  neurological tools and techniques

       b.  structure of brain and biological substrates of cognition

       c.  hemispheric laterality

       d.  aphasia and the biological bases of language

       e.  memory disorders - amnesia; KorsakoffÕs Syndrome; AlzheimerÕs disease;

            declines due to aging

       f.  memory and estrogen

       g.  case studies of Oliver Sacks

 

Readings:

 

á      Solso, R.L. (l998).  Cognitive neuroscience.  In R.L. Solso, Cognitive psychology.  (pp. 34-69).  Allyn & Bacon Publishers.

 

á      *Baddeley, A. (l999).  Memory and ageing.  In A. Baddeley, Essentials of Human Memory.  (pp. 251-273).

 

á      *Sternberg, R.J.  (l996).  Biological foundations of cognitive psychology.  In R.J. Sternberg, Cognitive psychology.  (pp.28-67).  Harcourt Brace Publishing.

 

á      *Searleman, A. & Herrmann, D. (l994).  Memory disorders.  In A. Searleman & D. Herrmann, Memory from a broader perspective.  (pp. 325-351).  McGraw Hill.

 

á      *Baddeley, A.  (l998).  Understanding amnesia.  In A. Baddeley, Human memory.  (pp. 293-310).  Allyn & Bacon Publishing.

 

á      Queijo, J.  (l998).  Tracking the estrogen effect.  Connection to memory and AlzheimerÕs disease.  Brain Work, 8, 1-6.

 

á      *Selected case studies from Oliver Sacks (l990), The Man who Mistook his Wife for a Hat and Other Clinical Tales:

 

            -- The Man Who Mistook his Wife for a Hat.

            -- The PresidentÕs Speech.

            -- The Lost Mariner.

            -- Reminiscence.

 

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X.  Human Factor Research

 

            a. applications to the educational environment

            b. accidents and errors

            c. the living and working environment

            d. driving behavior and highways

            e. directions for the future?

 

Reading:

 

á      Naveh-Benjamin, M.  (l990).  The acquisition and retention of knowledge:  Exploring mutual benefits to memory research and the educational setting.  Applied Cognitive Psychology, 4, 295-320.

 

á      *Sander, M. & McCormick, E.  (l993). Human error, accidents, and safety.  In M. Sanders & E. McCormick, Human factors in engineering and design.  McGraw-Hill.

 

á      *Sander, M. & McCormick, E.  (l993).  Human factors and the automobile.  In M. Sanders & E. McCormick, Human factors in engineering and design.  McGraw-Hill.

 

á      *Bower, G.H.  (l995).  Empowering people through friendly technology:  Psychology in the 21st. century.  In R.L. Solso & D. Massaro (Eds.), The science of the mind:  2001 and beyond.  (pp. 18-34).  Oxford University Press.
Course Requirements

 

I.  Class Presentation

 

Each of you will be required to give an in-class presentation/lecture on a topic that is designed to provide greater breadth to an area discussed in class.  You should plan on speaking for 45 mins. and then using the remainder of the class for an open discussion.  Some of the topics you may choose from are:

 

á      Advertising

á      Personality and Cognition

á      Memory and the Self:  Recent Developments in Autobiographical Memory

á      Psychopathology and Cognition

á      Metacognition

á      Implicit Memory

á      Decision-Making - Heuristics and Biases

á      Cross-Cultural Differences in Cognition

á      Evolution of Cognition

á      Cognitive Deficits and AIDS

á      AlzheimerÕs Disease  

á      Cognitive Deficits Due to Aging

á      Human Factors - Cognitive Designs of the Environment

á      Interaction Between Cognition and Technology

 

II.  Papers

 

In addition to the presentation, you will also be required to write three papers for the course.  One of these will be based on your in-class presentation.  The others, however, should reflect some topic in memory and cognition that was not addressed in lecture or class discussion.  For example, perhaps you would like to explore the area of music cognition; olfactory memory; cases of exceptional memory; problem-solving, creativity, the development of memory - again,  you are free to choose any topic that interests you as long as it involves some aspect of cognitive psychology that is not represented on the class syllabus.