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  • PSYCHOLOGY 290    Section: 1


    Winter Quarter 2005

    Units: 4
    Prerequisites: Graduate standing or consent of instructor. See instructor for CRN.

    Course Description: Covers topics of human memory, including (but not limited to) recognition memory, recall, implicit memory, priming, ERP, fMRI, ROC analysis, neuropsychology.


    Grading and course requirements: Students will be asked to read scholarly articles about thetopics chosen and will also be asked to prepare questions about the readings. Each student will be responsible for facilitating two of the course sessions.


    Format: Two, 1½ hour sessions per week which will include lecture, discussion of the readings,

    and student presentations



    1.  Preparation of weekly discussion questions

    2.  Participation in discussions

    3.  Leading two of the course discussion sessions (including preparatory outlines).

    4.  15-20 page topic paper


    Sample Readings: To be handed out in class.

    I. Theoretical treatments of memory: Task, process, or systems

    Eichenbaum, H. N. & Cohen, N. J. (2001). Dissociating multiple memory systems in the brain. In From Conditioning to Conscious Recollection (pp. 371-393). New York, NY: Oxford University Press. Parkin, A. (1999). Component processes vs. system: Is there really an important difference?. In J. K.Foster and M. Jelicic (Eds.), Memory: Systems, process, or function? (pp. 273-288). New York: Oxford University Press. Roediger, H. L., III, Buckner, R. L., and McDermott, K. B. (1999). Components of processing. In J. K.Foster and M. Jelicic (Eds.), Memory: Systems, process, or function? (pp. 31-65). New York: Oxford University Press.


    II. Methodology:

    Lockhart, R (2000). Methods of memory research. In E. Tulving and F. Craik (Eds.), The Oxford Handbook of Memory (pp. 45-58). Macmillan, N. A., & Creelman, C. D. (1991). Detection theory: A user's guide. New York: Cambridge University Press. (Several chapters to be assigned.) Swets, J. A. (1986). Indices of discrimination or diagnostic accuracy: Their ROCs and implied models. Psychological Bulletin, 99, 100-117.


    III. Memory: behavioral and symbolic models

    A. Recognition memory

    Atkinson, J. R., & Juola, J. F. (1973). Factors influencing the speed and accuracy of word recognition memory. In S. Kornblum (Ed.), Fourth international symposium on attention and performance


    Textbook Information not Available Yet
    Classroom Class Schedule Course Website
    TBA TBA http://psychology.ucdavis.edu/courses/kroll/psc290/w2k5.htm
    Instructor Instructor Email Office Office Hours
    Neal Kroll Off-Campus * 13oo-14oo Mo,We