The aim is to introduce students with fundamental concepts of memory, different types of memory, brain mechanisms involved, and disorders of memory.
Course Content
This course contains; Introduction to memory ,Memory and the brain ,Short-term memory ,Working memory ,Learning ,Episodic memory ,Semantic memory ,Retrieval ,Autobiographical memory ,Eyewitness testimony ,When memory systems fail ,Student presentations,Student presentations,Student presentations,Student presentations.
Course Learning Outcomes
Teaching Methods
Assessment Methods
Knows concepts in memory research
9
A, B, C
Knows different types of memories
9
A, B, C
Comprehends experimental paradigms and theoretical models of memory research
9
A, B, C, H
Differentiates disorders related to memory
13, 37, 9
A, B, C
Knows brain areas involved in memory
16, 9
A, B, C
Can comprehend and summarize an experimental study through a class presentation.
36, 37
H
Teaching Methods:
13: Case Study Method, 16: Question - Answer Technique, 36: Peer Teaching Technique, 37: Computer-Internet Supported Instruction, 9: Lecture Method
Assessment Methods:
A: Traditional Written Exam, B: Short Answer Exam, C: Multiple-Choice Exam, H: Performance Task
Course Outline
Order
Subjects
Preliminary Work
1
Introduction to memory
Baddeley et al. Ch 1,; Kahana & Wagner p: 3-28
2
Memory and the brain
Baddeley et al. Ch 2
3
Short-term memory
Baddeley et al. Ch 3
4
Working memory
Baddeley et al. Ch 4
5
Learning
Baddeley et al. Ch 5
6
Episodic memory
Baddeley et al. Ch 6
7
Semantic memory
Baddeley et al. Ch 7
8
Retrieval
Baddeley et al. Ch 8
9
Autobiographical memory
Baddeley et al. Ch 11
10
Eyewitness testimony
Baddeley et al. Ch 12
11
When memory systems fail
Baddeley et al. Ch 16; Kahana & Wagner, Part 9; Sumerancki & Kamiske, Ch 4
12
Student presentations
Each student should choose an experimental memory article and report to the lecturer within 9 weeks in class. The lecturer will decide whether the article is suitable for presentation and announce a presentation date list on Mebis. Additionally, a grading rubric will be shared with students on Mebis.
13
Student presentations
Each student should choose an experimental memory article and report to the lecturer within 9 weeks in class. The lecturer will decide whether the article is suitable for presentation and announce a presentation date list on Mebis. Additionally, a grading rubric will be shared with students on Mebis.
14
Student presentations
Each student should choose an experimental memory article and report to the lecturer within 9 weeks in class. The lecturer will decide whether the article is suitable for presentation and announce a presentation date list on Mebis. Additionally, a grading rubric will be shared with students on Mebis.
15
Student presentations
Each student should choose an experimental memory article and report to the lecturer within 9 weeks in class. The lecturer will decide whether the article is suitable for presentation and announce a presentation date list on Mebis. Additionally, a grading rubric will be shared with students on Mebis.
Resources
Baddeley, A., Eysenck, M. W., & Anderson, M. C. (2020). Memory (3rd ed.). Routledge.
Kahana, M. J., & Wagner, A. D. (Eds.). (2015). The Oxford handbook of human memory: Foundations and applications (Vol. 1). Oxford University Press.
Sumeracki, M. A., & Kaminske, A. N. (2018). The psychology of memory. Routledge.
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications
No
Program Qualification
Contribution Level
1
2
3
4
5
1
Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields.
X
2
Can compare theories and schools in the history of psychology, and relate new developments with this knowledge.
X
3
Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge.
4
Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication.
X
5
Can lead the project, plan and manage the activities in a team established to solve the problems related to their field.
6
Can question and criticize new ideas from a scientific point of view without taking sides.
7
They adopt the principle of lifelong learning and can follow new developments in their field.
8
Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language.
X
9
They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings.
10
Speaks English at least at B1 level to follow international professional developments.
X
11
Has basic computer skills and can communicate with colleagues on up-to-date platforms.
12
Knows the basic tools of psychology used in assessment and evaluation and can use these tools.
13
Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice.
14
They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results.
Assessment Methods
Contribution Level
Absolute Evaluation
Rate of Midterm Exam to Success
40
Rate of Final Exam to Success
60
Total
100
ECTS / Workload Table
Activities
Number of
Duration(Hour)
Total Workload(Hour)
Course Hours
15
3
45
Guided Problem Solving
0
0
0
Resolution of Homework Problems and Submission as a Report
0
0
0
Term Project
15
3
45
Presentation of Project / Seminar
1
8
8
Quiz
0
0
0
Midterm Exam
1
20
20
General Exam
1
50
50
Performance Task, Maintenance Plan
0
0
0
Total Workload(Hour)
168
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(168/30)
6
ECTS of the course: 30 hours of work is counted as 1 ECTS credit.
Detail Informations of the Course
Course Description
Course
Code
Semester
T+P (Hour)
Credit
ECTS
MEMORY
PSY3216924
Spring Semester
3+0
3
6
Course Program
Prerequisites Courses
Recommended Elective Courses
Language of Course
English
Course Level
First Cycle (Bachelor's Degree)
Course Type
Elective
Course Coordinator
Assist.Prof. Ece YALLAK
Name of Lecturer(s)
Assist.Prof. Ece YALLAK
Assistant(s)
Aim
The aim is to introduce students with fundamental concepts of memory, different types of memory, brain mechanisms involved, and disorders of memory.
Course Content
This course contains; Introduction to memory ,Memory and the brain ,Short-term memory ,Working memory ,Learning ,Episodic memory ,Semantic memory ,Retrieval ,Autobiographical memory ,Eyewitness testimony ,When memory systems fail ,Student presentations,Student presentations,Student presentations,Student presentations.
Course Learning Outcomes
Teaching Methods
Assessment Methods
Knows concepts in memory research
9
A, B, C
Knows different types of memories
9
A, B, C
Comprehends experimental paradigms and theoretical models of memory research
9
A, B, C, H
Differentiates disorders related to memory
13, 37, 9
A, B, C
Knows brain areas involved in memory
16, 9
A, B, C
Can comprehend and summarize an experimental study through a class presentation.
36, 37
H
Teaching Methods:
13: Case Study Method, 16: Question - Answer Technique, 36: Peer Teaching Technique, 37: Computer-Internet Supported Instruction, 9: Lecture Method
Assessment Methods:
A: Traditional Written Exam, B: Short Answer Exam, C: Multiple-Choice Exam, H: Performance Task
Course Outline
Order
Subjects
Preliminary Work
1
Introduction to memory
Baddeley et al. Ch 1,; Kahana & Wagner p: 3-28
2
Memory and the brain
Baddeley et al. Ch 2
3
Short-term memory
Baddeley et al. Ch 3
4
Working memory
Baddeley et al. Ch 4
5
Learning
Baddeley et al. Ch 5
6
Episodic memory
Baddeley et al. Ch 6
7
Semantic memory
Baddeley et al. Ch 7
8
Retrieval
Baddeley et al. Ch 8
9
Autobiographical memory
Baddeley et al. Ch 11
10
Eyewitness testimony
Baddeley et al. Ch 12
11
When memory systems fail
Baddeley et al. Ch 16; Kahana & Wagner, Part 9; Sumerancki & Kamiske, Ch 4
12
Student presentations
Each student should choose an experimental memory article and report to the lecturer within 9 weeks in class. The lecturer will decide whether the article is suitable for presentation and announce a presentation date list on Mebis. Additionally, a grading rubric will be shared with students on Mebis.
13
Student presentations
Each student should choose an experimental memory article and report to the lecturer within 9 weeks in class. The lecturer will decide whether the article is suitable for presentation and announce a presentation date list on Mebis. Additionally, a grading rubric will be shared with students on Mebis.
14
Student presentations
Each student should choose an experimental memory article and report to the lecturer within 9 weeks in class. The lecturer will decide whether the article is suitable for presentation and announce a presentation date list on Mebis. Additionally, a grading rubric will be shared with students on Mebis.
15
Student presentations
Each student should choose an experimental memory article and report to the lecturer within 9 weeks in class. The lecturer will decide whether the article is suitable for presentation and announce a presentation date list on Mebis. Additionally, a grading rubric will be shared with students on Mebis.
Resources
Baddeley, A., Eysenck, M. W., & Anderson, M. C. (2020). Memory (3rd ed.). Routledge.
Kahana, M. J., & Wagner, A. D. (Eds.). (2015). The Oxford handbook of human memory: Foundations and applications (Vol. 1). Oxford University Press.
Sumeracki, M. A., & Kaminske, A. N. (2018). The psychology of memory. Routledge.
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications
No
Program Qualification
Contribution Level
1
2
3
4
5
1
Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields.
X
2
Can compare theories and schools in the history of psychology, and relate new developments with this knowledge.
X
3
Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge.
4
Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication.
X
5
Can lead the project, plan and manage the activities in a team established to solve the problems related to their field.
6
Can question and criticize new ideas from a scientific point of view without taking sides.
7
They adopt the principle of lifelong learning and can follow new developments in their field.
8
Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language.
X
9
They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings.
10
Speaks English at least at B1 level to follow international professional developments.
X
11
Has basic computer skills and can communicate with colleagues on up-to-date platforms.
12
Knows the basic tools of psychology used in assessment and evaluation and can use these tools.
13
Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice.
14
They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results.
